Archive for category: Education

Information and stories on education.

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How 3D Printing Can Be a Resource for Developing Countries

3D Printing Can Be a Resource
For educational purposes, healthcare treatments and local production, learn why 3D printing technology is a resource for developing countries.

Across many developing countries, progress can stall when essential systems lack funding, materials, or reliable access to specialized tools. Advanced technology cannot erase those barriers on its own, but it can give communities new ways to act. 3D printing can be a resource when organizations know how to leverage this technology.

Local Production Reduces Delays

Shipping costs, customs delays, limited storage and uneven supplier access can slow a simple repair. Those delays place extra pressure on communities that already stretch equipment and materials across many users.

Instead of waiting for every small object to arrive from far away, trained teams can produce selected parts using a 3D printer and digital designs. A repair component for a water system or a teaching model for a classroom becomes easier to replace once production moves closer to daily life.

Health Systems Gain Practical Tools

Health systems in developing countries often work with limited equipment and long replacement timelines. A rural clinic may not have the tools to print complex medical devices. It may still benefit from basic models, simple supplies or selected lab items that support routine care. 

The National Library of Medicine describes 3D printing as a potential way to produce basic medical supplies, laboratory equipment, anatomical models and prosthetic limbs in developing countries. These uses place 3D printing in a supportive role within existing health systems. The technology expands what trained professionals have available for care, planning and problem-solving. While it cannot replace clinical judgment or formal medical infrastructure, health workers gain a practical resource when supply gaps limit what they can provide.

Rapid Prosthetic Production in Uganda

Children who needed prosthetic support in Uganda faced long production timelines because clinics relied on manual methods and limited specialist capacity. That delay kept patients in the hospital for extended periods and made timely mobility support difficult to provide. 

Through 3D PrintAbility at CoRSU Hospital, clinicians tested a process that used 3D scanning, digital design and 3D printing to produce prosthetic sockets and braces for children. The technology did not replace trained orthopedic professionals. Instead, it gave them a fast workflow that fit the needs of a resource-limited clinical setting.

CoRSU reported that prosthetic socket production time dropped by as much as 70%, from five days with conventional manual methods to 1.5 days with 3D PrintAbility. That improvement shows how 3D printing can strengthen care when local teams receive practical tools that support existing medical work.

Medical Training Improves

Medical education depends on strong instruction, repeated practice and access to clear learning materials. In many settings, students learn anatomy through textbooks or flat digital images because advanced simulation tools cost too much. Those resources still teach important concepts, but they can make depth and proportion difficult to judge.

Printed anatomical models address that gap. A student can study the shape of a bone or organ from multiple angles while connecting structure to function. Then, a clinician can use the same type of model during a patient conversation, so an unfamiliar diagnosis becomes easier to understand.

Education Turns Problems Into Projects

Students and researchers can use 3D printing to connect technical learning with public service. A classroom project becomes more meaningful when it responds to a local challenge. A university lab can test a low-cost teaching tool, then improve the design after a school or clinic explains how it works in practice.

That exchange strengthens both sides. Students learn that design begins with listening. Researchers gain insight from community partners who understand daily conditions better than outside observers. The finished object matters, but the shared process builds people’s problem-solving skills.

Innovations With Global Value

A printer alone cannot overcome weak infrastructure or limited public funding. Strong programs begin with people who understand the setting. Local technicians, educators, clinicians and community organizations should guide decisions about what to print and how to maintain the equipment.

Long-term success also depends on training that fits local capacity. Programs should account for the difficulty level of learning 3D printing before they introduce new equipment. With steady instruction, repair knowledge and realistic goals, 3D printing can be a resource that supports community-led problem-solving instead of creating another unused technology project.

– Kelly Schoessling

Photo: Flickr

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Higher Education for Refugees: A Scholarship for Women

Higher Education for RefugeesA refugee child is far less likely than almost any other young person to set foot in a university lecture hall, and a refugee young woman is least likely of all. Globally, just 9% of refugee youth are enrolled in higher education, compared with a global average of about 42%. One program has spent more than three decades expanding higher education for refugees, and it is now reaching more women than at any point in its history.

A Narrow Door to University

The barriers to higher education for refugees stack quickly: prohibitive tuition, legal restrictions, language obstacles and the simple cost of survival taking priority over study. Women face an additional layer. For every 10 refugee boys enrolled in secondary school, only seven girls are enrolled, which narrows the pool that can reach university at all.

The result is a sharp loss of potential. Refugee girls who leave school early are more likely to marry young, less able to support themselves and their families and less able to take part in rebuilding their communities. Higher education offers a route in the other direction, toward employment, self-reliance and leadership, but only for those who can reach it.

The Scholarship Built for Refugees

The Albert Einstein German Academic Refugee Initiative, known by its German acronym DAFI (Deutsche Akademische Flüchtlingsinitiative Albert Einstein), exists to widen access to higher education for refugees. Funded primarily by the German government and administered by the United Nations High Commissioner for Refugees (UNHCR) since 1992, it provides full university scholarships to refugees in their countries of asylum, covering not only tuition and fees but also books, transport, accommodation and health care. Since its founding, the program has supported more than 27,200 refugee students across 59 host countries.

DAFI does more than pay fees. Scholars receive academic tutoring, language support, mentoring and networking, and many graduates return to guide the next cohort. In Burundi, for example, former scholars run the DAFI Women Power Club, a mentoring initiative led by refugee women determined to help younger women into higher education. Grace, a public health graduate from the Democratic Republic of Congo (DRC) who served as president of the club, frames the mission plainly: “We still have to fight the idea that an educated woman will not make a good wife. But we keep moving forward and mentoring younger refugee girls and women who come after us so that they can become leaders and have some impact in this world.” That model of women lifting women is now central to the program’s approach.

A Record Year for Women

The focus on women is producing measurable results. In 2024, women made up 45% of all DAFI scholars, the highest share in the program’s history, up from 42% the year before, and 60% of newly awarded scholarships went to women, a sharp rise from 40% the previous year. The gains came from targeted outreach in places with the widest gender gaps. In Ethiopia, female enrollment rose by 14%, with women making up more than 75% of new scholars, supported by tutoring, outreach and financial aid for girls still in secondary school.

Kenya shows both the need and the model at work. The country hosts more than 774,000 refugees and asylum seekers, with the camps at Kakuma and Dadaab home to tens of thousands of school-aged children. There, the DAFI program is run on UNHCR’s behalf by Windle International Kenya, which prioritizes girls and women in its scholarship awards to address the gender gap directly. Yet the access gap remains stark. Across refugee settings, fewer than one in 10 eligible young people reaches higher education at all, and in camps like Kakuma and Dadaab the share has long been smaller still.

Progress Against a Funding Headwind

DAFI is the largest and longest-running source of higher education for refugees. That reach now faces a serious threat. In 2024, the number of DAFI scholars fell to 7,890, down from a record 9,312 in 2023, the first decline since the COVID-19 pandemic, driven by shrinking global humanitarian funding. Demand has not fallen with it. In 2024, around 5,000 applicants competed for just 879 new scholarships, meaning fewer than one in five was accepted.

New efforts are trying to hold the line. In 2025, USA for UNHCR launched the Building Better Futures campaign, which aims to raise $15 million by 2028 to fund 1,000 scholarships for refugee women and had already secured $3.1 million in lead gifts.

Keeping the Door Open

DAFI alone cannot close the refugee education gap, and the funding pressures are real. Even so, refugee enrollment in higher education has climbed from 1% in 2019 to 9% in 2025, and DAFI remains one of the few avenues through which a refugee woman can earn a degree at all. When a young woman in a camp like Kakuma reaches a university lecture hall, the effect reaches further than her own life, into her family and the community she will one day help rebuild. Sustained investment is what will keep it open for the next young woman in line.

– Amna Al Harrazi

Amna is based in Dubai, UAE and focuses on Good News for The Borgen Project.

Photo: Pexels

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Poverty and Higher Education in Madagascar

Higher education in MadagascarIn Madagascar, reaching university is an opportunity available to very few young people. Poverty, weak learning and school dropout prevent many students from completing secondary education. Others must work to help their families. However, higher education in Madagascar could give people the skills needed for secure employment. Education can also train the professionals needed to improve health care, education, agriculture and other essential services. Madagascar has one of the highest poverty rates in the world, with 75.2% of the population living below the national poverty line in 2022. The poverty rate reached 79.9% in rural areas. Expanding access to higher education could help address poverty.

Higher Education and Poverty Reduction

Higher education can prepare students for skilled and better-paid work. Universities and technical colleges train teachers, doctors, engineers, researchers and business professionals. These workers can earn more stable incomes and provide financial support to their families. By earning regular wages, graduates may be better able to pay for food, housing, health care and their children’s education, reducing the risk that poverty continues from one generation to the next. Their skills can also benefit the wider community.

Agricultural specialists can help farmers improve production and respond to climate change, which can increase food security and raise rural incomes. Health workers can improve people’s ability to remain healthy and work, reducing the financial pressure caused by illness.

Engineers and technology specialists can improve infrastructure, water systems and local services, making communities more productive and resilient. Teachers can strengthen the education system for future generations, helping more children gain the skills needed to escape poverty.

Graduates may also establish businesses and create jobs for other people, increasing local incomes and economic activity. However, university courses should meet the needs of employers and local communities. Practical programs in areas such as agriculture, health, tourism, manufacturing and technology could prepare students for available work. Internships and apprenticeships could also help graduates move from education into employment.

For many children, the barriers to university begin in primary school. Madagascar’s learning poverty rate is estimated at 94%. Most children cannot read and understand a simple text by age 10. Without basic reading, writing and mathematics skills, children are more likely to repeat grades or leave school.

Dropout is another serious problem. UNESCO has reported that children entering primary school have only a 33% chance of reaching its final grade. As a result, many students leave education before they can enter secondary school.

Poverty makes continuing education especially difficult. Families may need to pay for uniforms, materials, meals and transport, even when tuition is free. Private education is even less accessible due to the additional fees. Rural students may also live far from the nearest secondary school.

Some children leave school to work. International Labour Organization (ILO) data show that 29.8% of children ages 5 to 17 were involved in economic activity in 2018. Many work in agriculture, fishing, domestic service or other informal jobs. Although their earnings may help their families in the short term, work can limit the time and energy available for education. Leaving school without qualifications can then keep young people in insecure and poorly paid employment.

Helping Students Reach Higher Education

Financial assistance is one way to break this cycle. Scholarships, free materials, school meals and transport support can reduce the costs faced by poor families. Cash transfers may also reduce the pressure for children to work. The United Nations Children’s Fund (UNICEF) Madagascar’s Let Us Learn program provides a successful example. The initiative supports vulnerable students as they move from primary to secondary school, a stage when many children are at risk of dropping out. It operates as a cash-transfer supplement for families with children ages 11 to 18, helping them cover school-related costs and reducing the need for children to work.

The support is linked to continued school enrollment, so families receive financial help while children remain in education. In some cases, the money is paid regularly, such as every two months, and families can use it for expenses like school supplies, transport, food or other household needs that affect a child’s ability to stay in school. Its cash-transfer program increased overall enrollment by 7% among children ages 11 to 14. Among girls in this age group, enrollment rose by 13%.

Creating a Path Out of Poverty

Higher education alone cannot end poverty in Madagascar. Financial aid at university level is important, but it comes too late for many students. Children often need support from their first years of primary school.

Programs such as Let Us Learn show that targeted help can keep vulnerable students in school. However, long-term progress will require investment in early education as well as scholarships and university places. Expanding higher education in Madagascar begins with ensuring that children receive a strong education from their earliest school years. By improving basic learning and supporting students throughout their education, Madagascar can give more young people a real chance to reach university, gain secure employment and help reduce poverty in their communities. Helping citizens access higher education is also an investment in Madagascar’s long-term effort to reduce poverty.

– Nina Novillo Astrada

Nina is based in London, UK and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Thailand’s Zero Dropout Initiative Tackling Poverty

Children sitting attentively at desks in a classroom, part of Thailand's Zero Dropout Initiative.Educational inequality remains an urgent issue in Thailand. In 2023, as many as 1 million children between the ages of 3 and 18 were excluded from education, according to the Equitable Education Fund. The number of students achieving basic proficiency is also declining at an alarming rate. Many children are not able to develop to their full potential both academically and professionally, reports United Nations Children’s Fund (UNICEF). While school dropout rates are high in rural and mountainous areas, the issue is also present in urban settings around Bangkok.

Northern Regions

In the northern regions, including Chiang Mai, Chiang Rai, Mae Hong Son, Tak and Kanchanaburi, 169,047 children are not enrolled in the education system, with the majority of dropouts occurring at the primary level. This number makes up 16.5% of the nationwide school dropout rate, according to the Equitable Education Fund. Poverty and limited access to school continue to act as barriers, along with limited funding and a shortage of teaching staff. Many northern provinces are also among those with the highest poverty rates. In 2024, the National Economic and Social Development Council (NESDC) identified 10 provinces with the highest poverty rates, including Mae Hong Son at 25.69%, Chiang Rai at 13.69% and Tak at 13.37%.

Regions Surrounding Bangkok

In the regions surrounding Bangkok, children who are not in the education system are between the ages of 3 and 5. One reason for this is inadequate access to early childhood education. There are only 292 early childhood development centers in Bangkok and surrounding provinces, which is not enough to accommodate the high population density. An estimated 245,045 children are out of the education system, making up 23.9% of the nationwide school dropout rate, according to the Equitable Education Fund.

Impact of Education

Education continues to be an important factor in approaching social equality. Earnings increase by at least 10% when an individual finishes secondary school, reports UNICEF. Inequality continues to be overlooked, especially regarding past education reforms. Schools in rural regions continue to receive inadequate funding, while schools in more affluent areas receive resources to upgrade their spaces. The traditional education system has also failed to prepare children for the fast-changing economy. Many children leave school and are not given the opportunity to break the poverty cycle.

Zero Dropout Initiative

To address this issue, Thailand’s Zero Dropout Initiative was introduced in 2024 with the goal to “leave no child behind in the education system.” The initiative employs a multidimensional approach to ensure children stay in school and have a better chance at a successful academic journey.

The initiative introduced a concept called One School, Three Models, which offers an alternative to the traditional classroom model and provides a more flexible mode of education. Under this model, learning can take the form of a traditional formal education, a nonformal education or it can take place informally. In collaboration with other nongovernmental organizations (NGOs), the Zero Dropout Initiative helps children by:

  • Providing financial support in the form of scholarships or assistance and essential supplies to underprivileged children in impoverished areas.
  • Making learning more accessible by offering online learning with self-paced curricula designed to meet the specific needs of children in different regions and socioeconomic settings.
  • Providing emotional support to families, which can significantly help address intergenerational trauma often associated with living in poverty.
  • Working with businesses nationally to provide work opportunities for children so they can gain experience and earn an income while studying. This early exposure to the work environment can significantly help children succeed later and eventually break the poverty cycle.

This flexible education model is designed to allow students to see the relevance and value of education within their unique life circumstances by considering the child’s interests and aspirations as well as their socioeconomic and geographical circumstances.

The centralized database introduced has proven helpful in tracking progress and ensuring no one falls behind. Local teams rely on this database to track and find children who have been excluded as well as those at risk of dropping out. The initiative was implemented two years ago, and since then, 20% to 30% of children who had left school have returned to education, according to the Bangkok Post.

Looking Ahead

By recognizing each child’s potential and focusing on improving the system to allow every child to shine, Thailand’s Zero Dropout Initiative offers a promising future where each child can learn and thrive in their own time and break away from the cycle of poverty.

– Marine Baume

Marine is based in London, UK and focuses on Good News for The Borgen Project.

Photo: Unsplash

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How Ghana’s School Feeding Program Helps Reduce Poverty

Children eating meals at a school in Ghana, part of the School Feeding Program.Across Ghana, where approximately 25.9% of the population lives in poverty, one free meal a day is pulling children out of poverty — one school day at a time. The Ghana School Feeding Program (GSFP) does more than address hunger. It drives poverty reduction, improves food security and keeps children in school across some of the country’s most deprived communities.

School Lunches Opening Doors

Launched in 2005 with just 1,900 pupils across one school per district, the Ghana School Feeding Program has grown to serve more than 2.6 million children in public primary schools and kindergartens nationwide. Each school day, children in deprived communities receive one hot meal made from locally grown food. The program aligns with the United Nations (U.N.) Millennium Development Goals on hunger, poverty and malnutrition and contributes to Sustainable Development Goals 1, 2 and 4 — ending poverty, ending hunger and ensuring quality education. This initiative has become one of Ghana’s most impactful social protection programs, reaching all 261 districts across the country.

Education Outcomes

For families living in poverty, hunger is one of the most common barriers to school attendance. When a meal is available at school, attendance rates rise and the decision to attend is easier for both the child and the family. Globally, school meal programs increase enrollment by an average of 9% while simultaneously reducing dropout rates, according to the World Food Programme (WFP).

Ghana reflects this trend directly. A primary school in Gbare, Upper West Region, recorded a 34% increase in learners between October 2023 and October 2024 — attributed directly to the daily hot meal. Beyond attendance, nutrition shapes a child’s ability to concentrate and retain information. A fed child can focus, participate and learn. The GSFP sits at the intersection of educational outcomes and food security, ensuring that no child has to choose between hunger and learning.

Local Economic Impact

The GSFP creates a ripple effect that extends beyond the classroom. By sourcing ingredients from smallholder farmers and local producers, the program channels government spending directly into rural agricultural communities. Farmers gain a reliable and consistent market for their crops, supporting household incomes and reducing vulnerability to market fluctuations.

The jobs created through school feeding extend further along the value chain. Globally, the WFP estimates that approximately 1,377 jobs are created per 100,000 children fed. In Ghana, the program had employed around 24,000 caterers by the end of the 2016-2017 academic year, the majority of them women. These are not incidental benefits — they are structural ones. The economic gains of the GSFP reach far beyond school gates, strengthening the communities that need it most.

A Tool Against Poverty

The cumulative impact of better nutrition, higher school attendance and stronger local economies contributes to a measurable reduction in poverty. Ghana’s poverty rate fell from 26.4% in 2023 to 25.9% in 2024, according to the International Monetary Fund (IMF) — a shift linked in part to sustained investment in social protection programs, including the GSFP.

Education is one of the most reliable pathways out of poverty. Children who stay in school longer earn more as adults, are healthier and are better positioned to support their own families.

Looking Ahead

Ghana’s School Feeding Program invests in a future of mobility with every meal served, demonstrating that reducing poverty does not always require sweeping reform. As the program continues to expand across Ghana’s 261 districts, sustained investment in school feeding offers one of the most practical and cost-effective tools available for breaking the cycle of poverty — one meal at a time.

– Anna Morin

Anna is based in Fairfield, CT, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Poverty Reduction in Mongolia Through Social Protection Programs

Poverty Reduction in MongoliaMongolia has made significant progress in reducing poverty and inequality through its social protection programs. In 2022, the country’s tax and social assistance system reduced the national poverty rate by 1.8 percentage points and lowered income inequality by nine Gini points.

However, challenges remain, with 27.8% of the population living below the poverty line. The government continues to implement policies to support vulnerable households and improve financial security.

The Child Money Program

One of Mongolia’s most impactful social assistance programs is the Child Money Program (CMP), which provides financial support to households with children. Under the program, children receive a monthly payment of MNT 100,000 (approximately $30), deposited into an account registered in their name.

The benefit helps families cover everyday expenses and provides additional financial support for children’s needs. Today, the CMP remains one of Mongolia’s most significant social protection measures. According to a 2025 World Bank Commitment to Equity assessment, direct transfers reduce Mongolia’s poverty rate by 14.1 percentage points, with the CMP accounting for more than half of that impact, highlighting its important role in supporting vulnerable households.

The Food Support Program

Another important part of Mongolia’s social protection system is the Food Support Program (FSP), which assists low-income households. The program is particularly effective at reaching the country’s poorest populations. Although the FSP operates on a smaller scale and provides more limited benefits than some other social assistance programs, it plays an important role in ensuring support reaches those most in need.

In 2020, food stamps benefited 240,500 Mongolians, including more than 118,000 children. Women and girls made up 53% of recipients.

After revisions in 2025, the program more specifically targets those with the most urgent needs, and monthly support for low-income households, especially those with children, has increased. By targeting vulnerable households, the program helps strengthen financial security and the country’s overall efforts for poverty reduction in Mongolia.

Current Poverty Reduction Efforts

In March 2026, Mongolia launched the National Initiative to Support Household Employment and Reduce Poverty, a program designed to help low-income households achieve financial stability by addressing issues such as limited access to education, low labor force participation and poor health and living conditions. This will be done through microloans, support for agricultural production, new contributors to social insurance and other targeted services. The government is working with the Asian Development Bank (ADB) to reach 5,000 low-income households in 2026.

By increasing employment opportunities and providing targeted assistance to vulnerable populations, the initiative seeks to improve household incomes and independence. These efforts reflect Mongolia’s commitment to strengthening financial security and reducing poverty across the country.

Looking Ahead

While poverty remains a challenge, Mongolia’s social protection programs continue to provide essential support to vulnerable households. Through initiatives that strengthen financial security and opportunity, these efforts are helping to advance poverty reduction in Mongolia and build greater economic resilience for families across the country

– Michelle Kurniali

Michelle is based in Dallas, TX, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Higher Education in Kazakhstan and its Transitioning Economy

Higher Education in KazakhstanHigher education in Kazakhstan, in more recent years, has reformed its systems with the support of the European Union, increasing enrollment rates in higher education. 

Since the fall of the Soviet Union, Kazakhstan has been a country in transition. This has not only affected its economy and central government but also its education system. As of 2024, more than half of children in primary education are unable to read and understand age-appropriate text. This created challenges in secondary education, which can reduce students’ motivation to pursue higher education.

Promoting Higher Education

After the fall of the Soviet Union, private schools expanded, but were later deemed to be of poor quality. During this time, the government controlled public schools and universities. Following the country’s independence, public universities introduced fees.

As Kazakhstan’s oil-driven economy grew, its need for higher education increased. This created a slight increase in enrollment in universities as employers demanded more skilled professionals. However, in recent years, employment rates among university graduates have remained low.

Driven by education reforms, the country’s 2050 Strategy pledged to diversify Kazakhstan’s economy. This strategy includes goals to improve the quality of teaching while providing access to higher education for poorer students. The European Bank for Reconstruction and Development (EBRD) has identified the need to “improve inclusion across regions and for vulnerable population groups.”

The Republic of Kazakhstan launched many bold internationalization goals within the implementation of the Academic Mobility Strategy in Kazakhstan 2012-2020. These goals focused on increasing the number of international students in Kazakhstan as well as the number of students studying abroad. To support these programs, Kazakhstan joined the Bologna Process. According to a WENR article, “The government has embraced educational reforms aimed at opening education provision to the free market.”

The European Union’s Help With Higher Education

Kazakhstan became part of the Bologna Process in 2010, which is making higher education in Kazakhstan more inclusive and accessible. The Bologna Process started with the Sorbonne and Bologna Declarations, which addressed the difficulties in the recognition of degrees in Europe. 

The Bologna Process consists of a three-cycle education system that includes bachelor’s, master’s and doctoral degrees. Among the 28 counties involved, there is an agreed system that creates a standard for qualifications and principles.

The Republic of Kazakhstan also incorporated the Paris Communiqué to create more inclusive learning approaches to learning to create more participation in higher education. The main focus of this implementation was to make university degrees more accessible to all citizens, especially those with lower representation.

When it comes to accessibility in lower-income households, the government does provide support to help improve access to primary and secondary education, but it does not target financial support for higher education. Only about 50% of students enrolled in universities in Kazakhstan receive financial support. Kazakhstan is currently introducing measures to help increase participation, but it has only adopted two of four proposed measures.

Another major program introduced to Kazakhstan was the European Credit Transfer and Accumulation System (ECTS). This allows a way to transfer loans from one institution to another, specifically if a student studied abroad. According to the Independent Agency for Quality Assurance in Education, “Currently, this system plays an additional role in the accumulation of loans, the development, description and implementation of programs.”

Current Institutions in Kazakhstan

According to the admission quota, “64,300 people study in higher education institutions.” Of those enrolled in higher education, 45.1% are in attendance in public institutions, 54.1% attend private institutions, while the last 0.7% are enrolled in foreign universities. Students are accepted based on general secondary education, technical and vocational education, and on the basis of higher education.

There are different types of organizations offered for higher education in Kazakhstan. These include research universities, academies, conservatories as well as national research universities for postgraduate degrees. Research universities offer five-year programs approved by the government, while institutions considered National Organizations of Higher Education are granted special status.​

At the national level, Al-Farabi Kazakh National University holds the highest ratings for its educational programs. The institution has been ranked in the top 3% of the best universities in Asia. On a global level, the institution is ranked 166th due to its academic reputation, graduate employment and large share of foreign students and professors.

Working Towards the Future

​Although Kazakhstan is still in a transitional period, changes are still occurring to education in order to align their education system with international standards. Still today the country’s government is working on improvements to inclusion within higher education. Scholarship programs have played a major role in establishing international partnerships providing more opportunities.

Poverty continues to be a problem in the country, as factors such as aftershocks of COVID-19 and the war in Ukraine have affected employment and inflation. There is a correlation between poverty levels and the percentage of those enrolled in higher education. As of 2023, only 25% of the bottom 40% have post-secondary education, whereas 75% of the top 60% have higher education.

Looking Ahead

Improving education systems within the country is not only beneficial to their education rates, but also to their economy. As dependence on petroleum for the economy increased, so did pledges of diversification, leading to the many reforms that have expanded higher education. As the economy continues to grow, so do the rates of education within Kazakhstan.

– Jacquelyn Orr

Jacquelyn is based in Philadelphia, PA, USA and focuses on Business and Good News for The Borgen Project.

Photo: Wikimedia Commons

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Higher Education in Iran: The Cost of Losing a Generation

Higher Education in Iran

In an increasingly precarious global position, young Iranians are choosing higher education as a path to economic opportunity, liberty and financial stability. However, for many Iranian students, this entails another shift: Recent reports suggest that up to 80% of Iranian students are considering emigration, while the number studying abroad reached a record 110,000 in 2024. Widespread concerns about the limited professional opportunities and restrictions on university life and academic growth have contributed to a growing separation between students and Iranian institutions. This emerging mass exodus highlights the hidden challenges facing higher education in Iran and the importance of supportive academic programs for young scholars.

A Growing Student Exodus

Over the past several decades, Iran has made significant progress in expanding access to higher education. Today, women make up nearly 60% of all university students, compared to just 3% of higher-education enrollment in 1978, reflecting one of the most dramatic increases in female educational attainment in the Middle East. Iranian universities have also increased their production of highly skilled graduates in STEM-oriented fields, like medicine, engineering and science. Despite these advancements, many scholars still choose to pursue their careers abroad; human rights organizations have documented restrictions on activism, disciplinary actions against scholars involved in political advocacy, and the limiting of academic expression and freedom at schools. Simultaneously, future career opportunities are becoming limited due to economic instability, leaving a hyper-competitive job market for highly-trained, highly-educated students.

According to the Financial Times, about 110,000 Iranian students chose to study abroad in places like Turkey, Canada and Germany in 2024, which is the highest number of students to date. While this represents only about 3.4% of Iran’s university student population, the figure has nearly doubled since 2020, reflecting a rapidly growing student exodus. This mass departure of highly educated scholars stunts not only the long-term development of educational institutions, but also entrepreneurship and innovation; graduates are the ones that drive the research required of economic growth and scientific progress.

The Impact on Education in Iran

This student migration can have effects beyond the labor market; universities have been shown to thrive when their students are given full academic freedom to exchange ideas and research. Ongoing concerns about academic freedom, professional opportunities and political restrictions have contributed to growing frustration among some students and scholars, limiting Iran’s ability to retain highly educated talent and fully capitalize on its educational achievements.

On one hand, though female freedoms and rights have increased within Iran, continued restriction through Iran’s religious persecution still affect women’s education, resulting in barriers in the workforce and limitations on academic or professional advancement.

However, many female graduates continue to face barriers in the workforce and limitations on professional advancement. Although women comprise a majority of university students in Iran, only about 14% of women participate in the labor force, highlighting the gap between educational achievement and economic opportunity. Researchers have found that these challenges contribute to the growing number of Iranian women pursuing educational and career opportunities abroad, adding to the country’s broader loss of highly educated talent. According to Iran’s Civil Code, a husband can legally prevent his wife from pursuing a career or opportunity if he believes it conflicts with “family interests” or his sense of dignity. Human Rights Watch argues that this restriction, when combined with barriers to certain occupations and limited protections against workplace discrimination, can render it difficult for highly educated women to participate fully in the workforce even after a performance of academic excellence.

In this case, many experts argue that educational systems do the best when all students are given the liberty to participate fully in the academic and professional sphere, and opportunities are given out based on merit. This means that the expansion of opportunities for both men and women, and their ability to participate equally, improves the educational system and contributes to national development.

Supporting Scholars and Academic Freedom

As of now, many organizations strive to ensure that students and scholars alike possess the ability to continue their education despite political barriers or restrictions on academic freedom. One such organization, Scholars at Risk, works to support threatened scholars and defend academic freedom around the world. Through resources such as advocacy initiatives, emergency assistance and temporary academic placements, the organization helps scholars continue learning, teaching and researching at host universities globally. Additionally, the organization documents attacks on higher education and provides support for students and teachers whose work has been disrupted by political instability, conflict or persecution.

Scholars at Risk has also reported on restrictions affecting academics in Iran and advocated on behalf of Iranian scholars facing threats to their academic freedom. Through these efforts, scholars are given a space to continue contributing to their fields regardless of political or social barriers. The mission of the organization is especially unique: by providing scholars with opportunities and resources to continue their academic journeys safely, it also helps preserve the valuable expertise and knowledge that higher education brings.

Looking Ahead

As shown, the future of higher education in Iran rests not only on the rates of university enrollment, but also on the functionality of education within a future career that provides economic and financial stability. Organizations like Scholars at Risk demonstrate the global cooperation necessary to expand educational opportunity and protect academic freedom. Ultimately, as more and more educated young Iranians choose to seek opportunities abroad, Iran risks losing not only a generation of researchers, innovators, and professionals, but also the people essential to the nation’s long-term development. With their support, students and scholars can continue their work despite political, economic or social barriers, resulting in the preservation of knowledge and advancement of a society. 

– Kiana Raoufiniai

Kiana is based in Franklin, TN, USA and focuses on Business and New Markets, and Politics for The Borgen Project.

Photo: Wikimedia Commons

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Continuing Access To Higher Education in Ecuador

Higher Education in EcuadorHigher education degrees have become a significant attribute in obtaining successful employment, yet at the same time it can be very difficult to acquire, especially for those in underserved communities. It can perpetuate a cycle of unequal opportunity and debt with little support resources. 

In Ecuador, these barriers are heightened due to persistent systemic and regional disparities leading to gaps in university completion rates. Government policies and scholarship programs established in recent years aim to supply more resources for improving access to higher education nationwide. Here is more information about higher education in Ecuador.

Challenges for Higher Education in Ecuador

Many students face financial and geographic barriers to earning their degrees. Research on public higher education access in Ecuador found that students from ethnic minorities including Indigenous students, students from the Pacific Coast region and students with disabilities were less likely to access the country’s top public universities. 

The study also found that students from schools with stronger learning conditions had a greater likelihood of being admitted to certain schools. These findings demonstrate how inequalities can impact educational opportunities well before the student begins the admissions process.

Affordability remains a major contributor to these challenges as well. Many students rely on financial assistance and scholarship support in order to pursue higher education. Oftentimes, financial assistance can determine whether a student attends university at all.

Government Efforts

Contrary to global trends, the Ecuadorian government increased public investment in higher education during the 2010s, becoming the country with the second largest increase in investment in higher education worldwide.

These investments expanded access to public universities, created Ecuador’s Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) programs, and increased scholarship opportunities. Additionally, there were significant expansions in the number of scholarships available through SENESCYT while reducing interest rates on student loans from 12% to 4.6%.

Between 2012 and 2017, Ecuador invested approximately $8 billion in higher education reforms. It implemented five major higher education reforms, including free undergraduate public education, scholarship programs and the creation of four new public universities.

Policymakers have implemented higher education reforms in hopes to expand educational opportunities and align universities with Ecuador’s social and economic challenges.

The reforms have focused on increasing support for all students going through the admissions process to establish stronger pathways for a future of continuous economic growth and success.

International Organizations Support

International organizations play an important role in expanding higher educational opportunities in Ecuador in several ways. 

In 2016, the World Bank approved a $90.5 million loan to support public technical and technological education programs throughout the country. The initiative aimed to increase student participation, while strengthening institutional management in Ecuador’s higher education system. According to the World Bank, the project was expected to benefit more than 38,000 Ecuadorian students in its attempt to improve access to programs designed in collaboration with local employers.

By expanding technical and technological training opportunities, students were more equipped with skills that align with the labor market to enhance longer term economic opportunity.

Continuous Progress in Ecuador

While challenges remain, recent trends suggest that higher education in Ecuador continues to move in a positive direction. Recent reforms and investments have expanded access to higher education and created new opportunities for students throughout Ecuador.

Educators and policymakers are continuing to address disparities affecting marginalized communities in hopes to create more inclusive higher education systems. Affirmative action initiatives along with student loan and scholarship programs run by Ecuador’s Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT) have been crucial.

Higher education can provide students with specialized skills that create opportunity for employment and increase earnings over time. As Ecuador continues to strengthen access to educational equity, higher education remains an important tool for promoting economic mobility and reducing poverty for generations.

– India Hairston

India is based in Malvern, PA, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Wikimedia Commons

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CAMFED: Education Opportunities for Women

How Education Opportunities for Women Impact the Future of Africa CAMFEDEducation equips women in developing countries with essential knowledge around reproductive health, nutritional health and disease prevention. In a world where infectious diseases remain a leading cause of infant mortality, education is one of the most important assets a mother can have to protect the health and well-being of her child.

Education Barriers for Women

A child born to a mother who can read is twice as likely to live past the age of five. However, as of 2023, national laws to protect adolescent and pregnant mothers’ right to an education exist in only half of African countries, even though more than 30% of teenagers in Africa become pregnant. Adi Radhakrishnan, Leonard H. Sandler Fellow in the Children’s Rights Division at Human Rights Watch, said that many pregnant girls and adolescent mothers in Africa are still denied their basic right to education for reasons that have nothing to do with their desire and ability to learn.

The number of girls who drop out of school because of early pregnancies is especially high in Sub-Saharan Africa. More than 6 million young women ages 10 to 19 who were pregnant or parenting were out of school in October 2024. Because of the stigma around teen pregnancy and school cultures that discourage return, fewer than 5% of girls who drop out early due to pregnancy ever return to finish their education. Regional directors of the United Nations Educational, Scientific and Cultural Organization (UNESCO) have noted that when these girls want to return to school, they are not welcomed back.

Progress in Girls’ Education

For every year that a girl stays in school, her potential future income increases by 10%. Girls in Africa who finish secondary education are more likely to be healthier, earn more money for their families, marry later and have greater knowledge around medicinal and nutritional health to pass on to the next generation.

Education opportunities for women in Africa create benefits beyond the individual — they are a catalyst for brighter futures for families, communities and the broader region. In Africa, 50 million more girls were in school in 2024 than in 2015. During the same period, infant mortality declined from 55 deaths per 1,000 live births in 2014 to 47 in 2024, suggesting a connection between expanded educational access for mothers and improved child survival rates.

Providing Education Opportunities for Women in Africa

The Campaign for Female Education (CAMFED) association is a sisterhood of African women who partner with their communities to support and mentor young girls in their journey to becoming young adults, both in the classroom and beyond. CAMFED not only sends girls to school who would otherwise be unable to attend due to poverty — it also works one-on-one to provide girls with real-world skills so they can contribute to their communities long after they finish secondary school.

One young woman whose life was affected by CAMFED’s support said that without the organization, she would have dropped out of school and her family would have gone hungry. She now works as one of CAMFED’s climate-smart agriculture guides, bringing sustainable practices and climate education into classrooms and to rural farmers. Like many other women who once received educational support from CAMFED, she is now part of the sisterhood, working to help girls who are in the same position she once was.

This sisterhood, founded in 1993 with just 32 women, aims to provide education opportunities for women across Africa. On average, each member of the CAMFED association uses her own resources to support another three girls in attending school. So far, the association has supported 646,000 students with secondary school scholarships and helped more than 1 million girls attend primary school. Since its founding, CAMFED has supported more than 9 million children in schools across seven countries in Africa.

Looking Ahead

Expanding education opportunities for women in Africa requires continued investment in policy, funding and community engagement. The progress seen over the past decade — from legislative reforms to grassroots organizations like CAMFED — demonstrates that meaningful change is achievable. Sustained commitment to girls’ education remains one of the most effective pathways to reducing poverty and improving health outcomes across the continent.

– Tommy Bass

Tommy is based in Philadelphia, PA, USA and focuses on Good News and Global Health for The Borgen Project.

Photo: Pixabay