Archive for category: Education

Information and stories on education.

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How Gamified Learning Is Expanding Access to Education in Kenya

Education in KenyaKenya continues to face significant challenges in ensuring quality education, particularly in low-income and rural communities. Despite high enrollment rates, learning outcomes remain uneven, with many students struggling to meet basic literacy and numeracy standards. Limited resources, teacher shortages and regional inequalities make quality education difficult for many children, highlighting the need for innovative, accessible learning solutions.

What Is Gamified Learning and Why It Matters

Gamified learning refers to the use of game elements, such as quizzes, rewards and progress tracking, to make learning more engaging and interactive. Instead of relying solely on traditional teaching methods, it introduces systems that allow learners to “level up,” monitor their progress and improve through practice rather than being penalized for mistakes.

This model also supports more flexible learning, enabling individuals to follow different paths and build skills at their own pace. By creating a more supportive and motivating environment, gamified learning encourages consistent participation. It helps learners stay engaged over time, especially in contexts where maintaining motivation is a challenge.

Expanding Access Through Digital and Gamified Learning in Kenya

Digital learning platforms are helping address long-standing education challenges in Kenya, particularly in areas where resources and classroom support remain limited. Research shows that gamification within e-learning platforms can improve motivation, engagement and overall learning outcomes, making it a valuable tool in education systems facing persistent learning gaps.

In Kenya, platforms such as Eneza Education use mobile-based learning to reach students who may lack access to traditional educational resources. Through SMS-based lessons, quizzes and interactive features, students can practice regularly and receive feedback, even with basic mobile phones. This approach is especially valuable in rural areas, where internet access and infrastructure are often limited.

At the same time, increasing mobile access is making these solutions more widely available. Smartphone penetration in Kenya has reached around 83.5%, enabling more students to access digital learning tools and educational content through their devices.

Beyond Eneza, the broader rise of education technology in Kenya is making learning more flexible and accessible. Digital tools allow students to learn at their own pace, revisit difficult topics and stay engaged through interactive content. By combining accessibility with engagement, gamified digital learning is helping reduce educational gaps and reach students who might otherwise be left behind.

From Learning to Economic Opportunity

Education is often the starting point for preventing long-term challenges, especially poverty. When people have access to quality learning, they are more likely to develop the skills needed to secure stable jobs, build businesses and improve their living conditions. In Kenya, this link between education and economic growth is already becoming clear.

According to the World Bank, the country has made significant progress through education reforms, reaching more than 16 million students across nearly 90,000 schools. These improvements have helped position Kenya among the top education performers in Eastern and Southern Africa. At the same time, the country’s economy is expected to grow by around 5% annually, highlighting the role of education in broader economic development.

Learning outcomes have also improved over time. For example, performance in subjects such as mathematics and languages has improved, while secondary school enrollment rose by more than 50% in the years before the pandemic. These developments matter because stronger learning outcomes are directly linked to better job opportunities and higher income potential.

Similarly, research shows that innovative approaches such as gamified learning can further strengthen this impact. Gamification is not just about engagement; it also helps build practical skills such as problem-solving, decision-making and digital literacy. In development contexts, these skills are essential for employment and entrepreneurship. 

Studies have shown that gamified learning environments can improve motivation, participation and knowledge retention, making education more effective overall.

Conclusion

As digital access continues to expand in Kenya, learning is no longer limited to traditional classrooms. Gamified learning, combined with mobile-based education, is creating more flexible and accessible ways for students to build skills and stay engaged. This is especially important in contexts where consistent access to quality education remains a challenge.

Together, these developments point to a clear pathway: education builds skills, skills create opportunities and opportunities help reduce poverty. By improving both access to education and the way people learn, Kenya is not only strengthening its education system but also creating new pathways for economic participation and long-term development.

– Elif Oktar

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

Photo: Flickr

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Rohingya Education Is Critical to Children’s Mental Health

Rohingya EducationThe Rohingya are a Muslim ethnic minority from Myanmar’s Rakhine State who have faced decades of discrimination, statelessness and restricted access to basic rights, including education. In August 2017, widespread violence forced more than 700,000 Rohingya to flee to neighboring Bangladesh, creating one of the largest refugee crises in the world. Today, more than one million Rohingya refugees live in camps in Cox’s Bazar, many of them children who have experienced displacement, trauma and prolonged uncertainty.

Education Restrictions in Bangladesh

In Bangladesh, access to education for Rohingya children is shaped by government policy, influenced by the expectation that refugees will eventually return to Myanmar. To prevent long-term integration, authorities have restricted formal schooling, prohibited accredited curricula and limited language instruction. As a result, most children are confined to informal learning centers that do not lead to recognized qualifications, and access to secondary education remains extremely limited.

In addition to limited access to education, Rohingya children face strict movement restrictions and are confined to overcrowded refugee camps, with few opportunities to integrate into broader society. They cannot enroll in formal Bangladeshi schools or access the national curriculum, which further limits their future opportunities. Without access to recognized education or employment pathways, many children grow up with increasing uncertainty about their future, reinforcing cycles of vulnerability and exclusion.

Funding Cuts and Growing Risks

As of 2025 and early 2026, the situation has worsened due to major funding cuts. Thousands of learning centers have closed, leaving hundreds of thousands of children without access to education and raising concerns about a “lost generation.” Reduced access to schooling has also led to increases in child labour and early marriage. Although the Bangladesh government has begun funding Rohingya education with support from the World Bank, access remains limited—especially for adolescents—and pathways to accredited or higher education are still largely unavailable.

Restoring Hope Through Learning Programs

At a UNICEF-supported multi-purpose centre in Kutupalong, 13-year-old Nur is learning solar panel repair after years of displacement. He had always dreamed of becoming a teacher, but limited access to education left him feeling uncertain and without direction. Like many Rohingya children, he experienced a sense of hopelessness as opportunities to learn remained out of reach. Through structured learning and skills-based training, these programs are helping children like Nur regain confidence and begin to imagine a different future.

Children make up a large share of the Rohingya population, many of whom face risks such as child labor, domestic violence and early marriage. These experiences can contribute to anxiety, stress and emotional distress. When access to education declines, the consequences extend beyond learning, increasing vulnerability and weakening protection systems within the camps.

UNICEF Programs and Community Impact

UNICEF-supported learning centers provide structured environments where children can learn, interact with peers and access psychosocial support. These spaces create routine and safety, both essential for emotional stability. Multi-purpose centers further expand opportunities by combining learning with skills-based training, helping children regain a sense of purpose.

Building on these efforts, child-friendly spaces and trained facilitators play a key role in supporting children’s mental health. These programs provide safe environments for play, creativity and emotional expression, while educators trained in psychosocial support help identify distress and foster inclusive, supportive spaces.

Expanding Access and Future Opportunities

Addressing these challenges requires sustained policy and funding commitments. As the host country, Bangladesh plays a central role in expanding access to meaningful and continuous education. Increasing opportunities for secondary learning, certification pathways and teacher support could significantly improve outcomes. Continued collaboration with international organizations and donors may help stabilize services and expand opportunities for children who have already lost years of schooling.

Education programs in the camps demonstrate how learning can support protection, recovery and long-term resilience. For Rohingya children like Nur, access to safe and structured environments is helping restore hope and bring the possibility of achieving their dreams—such as becoming a teacher—within reach.

– Isil Ertas Senturk

Isil is based in Oakville, Ontario, Canada and focuses on Good News for The Borgen Project.

Photo: Flickr

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Transformation of Education in Zimbabwe

Education in ZimbabweZimbabwe, with a population of more than 17 million and 38.3% living below the poverty line, centers its national poverty reduction on education. President Emmerson Mnangagwa claims that strategies have already halved poverty, illustrating the country’s commitment to learning-driven change.

Early Childhood Development

The Zimbabwe Network of Early Development Actors (ZINECDA) develops children from conception to age 8. The organization shares and generates knowledge about formative years, runs training workshops and distributes information sheets to positively impact young children’s lives. Since 2012, ZINECDA has impacted the lives of more than 20,000 children. 

This highlights why education in Zimbabwe plays an integral role in eradicating poverty, as early access to learning helps children develop vital, transferable skills.

The BEAM Initiative

The Basic Education Assistance Module (BEAM) initiative supports education in Zimbabwe, especially for the most vulnerable children, such as orphans and young carers. In 2025, the initiative planned to cover funds and fees for 1.5 million children across the country.

This demonstrates the direct correlation between education and poverty. Government-funded support opens opportunities for the most vulnerable, making education accessible where it was once out of reach. Zimbabwe’s high literacy rate of 93% reflects this progress.

Angeline Gata

The Primary and Secondary Education Deputy Minister, Angeline Gata, has transformed education in Zimbabwe. She shifted the focus from exam-based learning to skill-based learning, which she believes creates lifelong, employment-ready skills. Gata encourages Zimbabwean youth by saying, “Skills pay, so make sure you invest in them.”

By prioritizing digital literacy and entrepreneurship, she helps young people become adaptable adults who can enter employment and live above the poverty line. Overall, she introduces innovative reforms that prioritize young people’s ideas, unlike previous changes that lacked consultation with those affected. By consulting young people and creating reforms they care about, she keeps them engaged. 

Global Partnership Education

The Global Partnership for Education (GPE) works to improve the quality of education in Zimbabwe. Its efforts ensure that the Zimbabwean government allocates 21% of its expenditure to education and that two-thirds of Zimbabwean children reach at least the lower secondary school level. GPE also works to fully train 98% of primary teachers, raising education quality.

GPE also focuses on girls’ education, challenging gender norms that keep young girls from attending school. With a $40.9 million grant from UNICEF and CAMFED dedicated to women’s education until 2026, GPE aims to give young girls in Zimbabwe the same opportunities as their male counterparts.

Looking Ahead

Zimbabwe’s focus on education promises to reduce poverty in the future. The government targets youth, aiming to break the poverty cycle, especially through the BEAM initiative’s support for the neediest children. Education, especially skills-based learning, develops transferable skills essential for gaining and keeping employment. 

By recognizing gender imbalances and investing in youth, Zimbabwe encourages young people to become innovators of change and empowers everyone to build a life outside of poverty. These reforms provide a lifeline for Zimbabwe’s most underserved children and open doors that would have otherwise remained closed.

– Caitlin Cooper

Caitlin is based in Aberdeen, Scotland and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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Ambitious Plans: Poverty Reduction in Indonesia

Poverty Reduction in IndonesiaIndonesia has created a plan to reduce its poverty levels, with the goal of reaching nearly zero percent of citizens living in poverty by the end of 2026. Local leaders have set plans in motion to achieve poverty reduction in Indonesia. These plans include providing social assistance to struggling families to ensure they obtain access to funds and resources, opening tens of thousands of local schools across Indonesia to increase access to education, and adjusting budgets to provide room for new jobs, food aid and reducing carbon emissions.

Indonesia’s Economic Landscape

Composed of more than 17,000 islands, Indonesia is the most populous country in Southeast Asia and the fourth most populous in the world. Indonesia has maintained a stable economy over the years, known for its role in managing imports. However, approximately 24.8 million people, or 8.7% of the population, were considered poor as of early 2025. Indonesia aims to target extreme poverty, planning to reduce the percentage to 7% by 2026 and 4.5% by 2029. Indonesia also plans for economic growth to increase by 5.4% to 6% over the next year to support poverty reduction in Indonesia.

Tracking Poverty Through Data

To ensure that these changes hold, Indonesia has launched the National Socio-Economic Single Data System (DTSEN), a method used to identify citizens who live below the poverty line and need social support so that assistance can be provided. The database allows for the distribution of resources to those who need them. The DTSEN provides access to food aid, health insurance and services to those who are struggling. This effort, which involves cooperation from the government as well as various social groups, seeks to benefit citizens’ well-being and increase poverty reduction in Indonesia.

Expanding Access to Education

One of the most notable parts of Indonesia’s plan is the construction of more than 70,000 school units over the course of 2026. Education is a strong focus within Indonesia’s goal to reduce regional poverty through the Indonesia Bright Program (PIP), which offers funding for hundreds of thousands of young students. The program intends not only to raise educational opportunities for young students but also to ensure that the units being built meet high-quality standards, addressing issues such as poor building structures, leaky roofs and a lack of sanitation within schools.

Budgetary Reform and Land Allocation

To make these changes work, leaders met in December 2025 to propose a new strategic framework that allows citizens to access more equal opportunities and provides those who are struggling with the resources they need. Indonesia also plans to allocate state-owned land to more than 1 million poor families in another effort to reduce poverty in the country.

Looking Ahead

Indonesia’s plan to reduce poverty by the end of 2026 is ambitious but has shown early progress. By investing in social assistance, education and economic reform, poverty reduction in Indonesia can move from a goal to a measurable outcome.

– Will Mancuso

Will is based in Lake Mary, FL, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education and Indian Tribal Communities Fight Against Poverty

Education and Indian Tribal CommunitiesIndia prides itself on its rich cultural diversity, being home to the origin and existence of a variety of cultural groups. Indian tribal communities occupy a unique place within this diversity, with lineages and cultural practices dating back centuries. However, these Indigenous communities face poverty challenges of their own.

Moreover, their remote geographical locations further distance them from access to governmental aid. Over the years, different provisions and strategies were attempted, among which the chief focal point was improving literacy rates. Officials and some of the Indigenous groups view education as a potent long-term solution to alleviate the lives of the poor in this region.

Indian Tribal Communities and Poverty

Poverty ranks among the top socio-economic problems that the Scheduled Tribes in India encounter. A 2011 national census states that 45.3% of tribal communities in rural areas live below the poverty line, while their urban counterparts record 24.1% below the poverty line. Several social studies conducted in the last few decades also identify similar problems, along with a lack of resources, clean drinking water, sanitation and access to health care.

In historic times, records suggest that tribal communities flourished in a lifestyle centered around hunting, agriculture and barter trade systems. However, due to invasions and encroachment over centuries, many lost land and migrated to hilly regions.

The groups’ current landscape lacks resources that can nurture their survival, let alone provide a stable means of livelihood. Additionally, even those Indigenous groups that attempt to assimilate with the wider nation encounter unemployment challenges due to the existing literacy gap.

Education and Indian Tribal Communities

Indian tribal groups have a two-pronged approach toward mainstream education. One aspect views education as a means of economic and social empowerment. On the other hand, concerns about preserving cultural identity lead specific groups to show hostility toward central education.

Presently, in 2026, numerous scholars, including many from tribal origins, work toward building a more optimistic perspective. They identify issues and strategies that could help education become more culturally sensitive and accommodating of the inherent differences between tribal groups.

One particular social research study delves into several challenges in tribal communities’ education. Firstly, the lack of proper school infrastructure and accessibility poses a significant impediment. Second, economic and livelihood demands often include children as an integral part of procuring food or income.

In such cases, tribal families tend to view sending children to school as a luxury they cannot afford, despite education being free. Thus, many experts highlight the need to include Indigenous group members in the decision-making process regarding education for children in these communities.

Education’s Role in the Fight Against Poverty

While earlier sections discussed the poverty existing among tribal and Indigenous groups in India, many proposed solutions point toward education. Studies over the past century emphasize the role education can play in poverty reduction.

Nobel laureate economist James Heckman stated that early education can help break the cycle of poverty across multiple generations. A 2017 report from the United Nations Educational, Scientific and Cultural Organization (UNESCO) says that nearly 420 million people could escape poverty if they complete secondary education.

Through education, tribal communities, specifically those residing in urban areas, stand a higher chance of employment. Subsequently, this leads to improved access to basic needs such as food, health care and economic opportunity.

Moreover, education can help empower multiple aspects of Indigenous communities. For children, it opens opportunities beyond the villages and cities of their upbringing. Adult tribal men can benefit from technology and other advancements that education provides for farming, animal rearing and other means of livelihood.

Women, through education, may benefit significantly. Apart from financial independence, Adivasi women can face gender-based risks such as domestic abuse, child marriage and human trafficking. Literacy and education can help women better protect themselves from such risks and improve their economic opportunities.

Looking Ahead

Education has the potential to transform the lives of Indian tribal communities. As discussed, policymakers and nongovernmental organizations (NGOs) continue to address many factors contributing to poverty among tribal groups through education initiatives. However, experts note that strategies require culturally responsive and community-centered approaches to education. Such approaches may improve the likelihood of reducing poverty within these communities.

– Shafika Fathima

Shafika is based in Chennai, India and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Vietnam and Cambodia: Mekong Plus Poverty Reduction

Mekong PlusIn the rural heartland of the Mekong Delta, severe droughts and the volatility of seasonal harvests create deep economic hardships. These environmental pressures hit countryside communities most acutely, as they must constantly adapt to an increasingly unpredictable climate.

Because of these compounding pressures, it is vital to examine the Mekong Plus approach to poverty reduction in Vietnam and Cambodia. Their model stands apart from traditional charities by prioritizing sustainable, independent community development over temporary aid.

The Mission

In 1994, Bernard Kervyn saw the urgent needs of citizens and farmers in the rural regions of Vietnam. Kervyn called for his friends, all of whom had worked previously in the French NGO ‘Frères des Hommes’ and together they formed Mekong Plus that same year. The NGO began in the tiny commune of Tiên Thành.

Mekong Plus’ mission foremost is to “eliminate poverty.” The staff of the NGO also realized that pouring internationally raised funding into these communities would only make these struggling rural citizens reliant on those distant nations. Thus, it set out to use all funding to build sustainable grassroots-level improvements within rural communities. In order to do this, the organization broke down its core mission into three clear areas: Education, Sustainability and Microcredits.

Mekong Plus Poverty Reduction

Mekong Plus considers education a core mission goal, as according to the NGO, it is the “fundamental basis for sustainable development.” To provide as much as can be, the organization split up this goal into many different sections, such as providing safe hygiene for students or making schools more accessible to children in difficult or outlying areas. They provide schools with equipment like computers, allowing children access to greater learning tools, as well as a means to interact with the larger world. To cater to the needs of students, the organization creates inclusive curricula read to target the students’ varying needs. Mekong Plus’ curricula also offer training in sectors important to the community, such as agricultural schemes, which the organization used to increase food yields by 100% in regions used to famine.

Sustainability

Sustainability is another of Mekong Plus’ core focuses, helping to create cheaper and healthier long-term living strategies. While some of Mekong Plus’ work focuses on hygiene, the NGO has equipped more than 13,000 houses with sanitation facilities. Beyond this, the organization also helps rural communities with upcycling and plastic collection efforts, where the NGO turns old recycling into classroom equipment and furniture. This even covers houses, and last year Mekong Plus built 10 houses entirely out of recycled materials. In recognition of its work promoting sustainable and healthy living, Mekong Plus received the 2021 Energy Globe Award.

Microcredits form one of the organization’s most important initiatives in rural areas. The NGO’s Microcredit scheme provides a system where citizens can take loans as small as 50 euros, providing a lifeline to businesses and families. As of this date, the organization supports 7,500 houses through the NGO’s microcredit system, in the worst-hit regions of famine and drought. The NGO has also managed to raise 35,000 people out of extreme poverty, with an impressive non-repayment rate of 1% by those taking the loans.

The Future

The success of Mekong Plus poverty reduction is important because the NGO provides a model that is not simply a charity; it is a development partner. Its cooperation with communities provides essential, everyday benefits that have lifted thousands in regions on the cusp of ecological disaster. Its model also provides a multi-dimensional means to tackle the issue of extreme poverty, showing that, just like any other crisis, fighting poverty is possible.

– Eli Thomson

Eli is based in Preston, UK and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Canadian Francophonie Scholarship Trains Global Educators

Canadian Francophonie ScholarshipGeorgine Grésenguet taught literature at a university in the Central African Republic. In 2014, she decided to take advantage of the Canadian Francophonie Scholarship program to come to Canada and expand on her learning to perfect her teaching methods and to share her new advanced knowledge with other teachers back home. She got a scholarship to Université du Québec à Trois Rivières, where she worked with Canadian academics who introduced her to North American education practices. When she returned home to continue teaching there, she passed the updated research methods and teaching strategies she had learned in Canada on to her colleagues.

This allowed her to modernize the content of her courses and to be a better mentor to her students and colleagues. “This internship period was like a sabbatical year, a time when an academic can devote themselves entirely to research,” she said.

Background

Global Affairs funded the Canadian Francophonie Scholarship program between 2020 and 2024 in partnership with the International Organization of La Francophonie to provide educators in developing francophone countries with vocational training in Canadian masters or doctoral programs allowing educators to transfer that training to their colleagues back home, and to expand opportunities for students (especially women).

In a statement published on the Global Affairs Canada website in 2025, former Foreign Affairs Minister Melanie Joly emphasized the importance of collaborating with and supporting developing francophone countries. “Much more than a shared language, French represents the values of peace, democracy and solidarity embodied by the Organization of La Francophonie’s member states and governments across 5 continents. This solidarity is more important than ever if we are to find solutions to the economic, social, climate and security challenges we face,” she said.

Statistics show 756 scholarship recipients trained in Canada, including 327 women, and 574 completed their programs, among them 235 women.

Examples

Kanchana Thilakoun received a grant from the Canadian Francophonie Scholarship program to come to Canada to study women’s empowerment at Université Laval in Quebec. Her research in women’s empowerment and nutritional programs is helping her design and evaluate nutrition and maternal health programs in rural Laos using science-based evidence.

This is exactly what the designers of The Canadian Francophonie Scholarship Program intended, for students to bring their acquired knowledge back to their home countries. Students have brought modern teaching methods, expanded research collaborations with Canadian universities, established new graduate programs and research and trained hundreds of students and educators in their home countries.

Canadian Francophone universities recognize the Canadian Francophonie Scholarship Program as being mutually beneficial. The students gain new experience and knowledge they can take back to their home countries, and the universities benefit from the strong capacity and leadership the students bring. As Basel Alashi, Vice President of International Partnerships at The Canadian Bureau for International Education put it, “Institutions need leaders and leaders need institutions with strengthened capacities, and this will continue to be achieved through innovative programs such as the CFSP.”

The Future

Graduates returning to their home countries often face new challenges. Limited resources could make it difficult to maintain the same standards of work they experienced in Canada, and some encounter gender-related barriers despite their advanced training. These realities highlight the importance of sustaining international partnerships that support continued learning and collaboration. One example is the Espace Francophone PLC, which connects francophone alumni so they can share knowledge and best practices after returning home.

Stories like Georgine’s and Kanchana’s drive home the true impact of these scholarships. These women were not only able to improve the learning experience of students and the material staff were teaching, but they’re also helping reshape Leadership in francophone education systems. This program in these stories shows how a new generation of women can be empowered to pursue higher education and advance inclusion in their countries.

– Caleb Dueck

Caleb is based in Winnipeg, Canada and focuses on Good News and Global Health for The Borgen Project.

Photo: Flickr

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Graduation Programs in Developing Countries

Graduation Programs in Developing CountriesPoverty, and efforts to escape it extend beyond income earned. The Multidimensional Poverty Peer Network (MPPN) captures this in its introduction to the concept of multidimensional poverty, stating that a person can suffer from poverty due to the buildup of a variety of factors that lessen quality of life, including but not limited to a lack of clean water or electricity, poor quality work or limited access to quality education.

For this reason, foreign aid in the form of transfers of cash or goods, while extremely useful in combating global poverty, might not always provide a comprehensive enough approach to ensure that as many people as possible are reached with long-term sustainability in mind.

Graduation Programs as a Solution

A solution exists in the form of graduation programs, defined by the Abdul Latif Jameel Poverty Action Lab (J-PAL) as programs that provide people living in extreme poverty not just cash assistance, but also business assets and vocational training so that they may have the chance to build financial independence and break existing cycles of poverty.

Graduation programs, according to J-PAL, were first pioneered by a nongovernmental organization (NGO) named BRAC in 2002. They are reported to yield positive societal outcomes after one to two years of funding and have been implemented in at least 20 countries.

How the Approach Works

As previously mentioned, the approach starts with providing business assets, such as livestock and supplies for trade, followed by skills training to manage those assets and consumption support. J-PAL states that consumption support consists of regular cash or food assistance for several months to one year.

These programs also provide recipients with access to savings accounts and health support in the form of health education, health care access and life skills training. To ensure participant success, frequent home visits are conducted by staff members to provide accountability and needed coaching.

The name “graduation program” is derived from the idea of “graduating” from dependence on foreign assistance within one to two years and transitioning toward financial self-reliance.

Evidence and Measured Returns

J-PAL shares empirical data showing that long-term returns generated by the graduation program approach can outweigh short-term costs. Studies measuring outcomes 18 months to three years after graduation indicate that beneficiaries saw income growth ranging from 7% to 65%, while consumption increased between 11% and 30%.

Additionally, Innovations for Poverty Action (IPA) reported results from a 2015 study consisting of randomized evaluations in six countries where graduation programs were implemented. The evaluations followed 21,000 people across Ethiopia, Ghana, Honduras, India, Pakistan and Peru over three years:

  • Ethiopia – Program cost: $1,054; Returns: 260%.
  • Ghana – Program cost: $2,135; Returns: 133%.
  • Honduras – Program cost: $1,406; Returns: -198%.
  • India – Program cost: $358; Returns: 433%.
  • Pakistan – Program cost: $1,160; Returns: 179%.
  • Peru – Program cost: $2,697; Returns: 190%.

Looking Ahead

In summation, data collected in countries where graduation programs in developing countries have been utilized demonstrate positive effects in providing more sustainable pathways to financial independence for households living in extreme poverty. The reported returns on investment also present a financial case for continued funding of graduation programs in developing countries within broader global poverty reduction efforts.

– Luca Hanlon

Luca is based in Brooklyn, NY, USA and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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The Struggle With Higher Education in Guatemala

Higher Education in GuatemalaGuatemala is a country in Central America with a population of 18.45 million people, of whom more than half are socioeconomically disadvantaged. Unfortunately, the one factor that could be leading them above poverty also has alarming data. It is a well-known fact that a good and complete education is vital for the eradication of poverty. In fact, every additional year of education increases a person’s income by 10% on average, contributing to the overall development and improvement of their life and their community.

However, in Guatemala, only 56.6% of 25-year-olds have completed elementary school, and 17.9% have completed upper secondary grades. When it comes to higher education in Guatemala, only 5.1% hold a bachelor’s degree and 0.4% hold a master’s degree. Some of the reasons for these low percentages are as follows.

A Weak Foundation for Higher Education 

Legally, education is free and compulsory for children up to the age of 14. However, due to the low number of educators, low quality of education and poor infrastructure, the basic education facilities are not satisfactory. Moreover, within socioeconomically challenged communities, due to family constraints and economic pressure, most children drop out and aim to contribute financially. Overall, a bottleneck exists at the base level, which leads to further declining number of students pursuing a higher education. To increase primary education among the underprivileged children, the government have created targeted scholarship programs and an early warning system, ENTRE, to identify and support students at-risk for dropping out. The long-term benefits of these measures are yet to be seen.

Diminished Access To Higher Education in Guatemala

Currently, Guatemala has only one public university, Universidad de San Carlos (USAC), and 15 private universities, such as Universidad Rafael Landívar, Universidad del Valle de Guatemala and Universidad Francisco Marroquín. For those in socioeconomically disadvantaged communities, real and holistic access to these few universities is limited. These universities are based in Guatemala City or larger towns, leading to restrictions for people all over the country, such as relocation, housing and transportation costs. These often hinder individuals from pursuing higher education. The small concentration of universities also provides fewer opportunities for these individuals. Programs and NGO funded scholarships, like PROGRESA, aim to target academically gifted, disadvantaged students, hoping to offset the access barrier.

Scarce Funding for Disadvantaged Students

Globally, governments allocate around 4.3% of gross domestic product to the education sector. Unfortunately, the Guatemalan government invests only approximately 3.1% of its GDP to education. The scholarships set aside for the socioeconomically disadvantaged community reflect this. Only 0.01% of the overall education spending goes toward scholarships for higher education. Moreover, scholarships are competitive, often targeting individuals with an excellent academic track record. Unfortunately, since the number of students who have completed both primary and secondary levels is quite low, there is a limited number of students who may obtain and benefit from these scholarships.

Language and Cultural Barriers 

Indigenous Guatemalans make up 43% of the overall population, of whom 80% live in extreme poverty conditions. These individuals face additional language and cultural barriers. A Spanish-centric and culturally non-inclusive education system leads to poor completion rates among indigenous students both at the basic and higher education levels. These students also face discrimination based on ethnicity, which leads to limited opportunities and unequal treatment and resources. Indigenous communities have created six Mayan universities, designed for their younger generations, but are yet to have their courses certified officially. Foundations, like the BFB Foundation, and programs, aim to support indigenous youth through scholarships and mentorships, so they go on to complete their higher education.

Looking Ahead

These factors are a few among many that have resulted in the poor educational levels in the country. Overall, the higher education system in Guatemala requires further investment, better policies and more refinement, such that the younger generations among socioeconomically challenged communities are empowered to rise above and uplift their communities. Steps are being taken in response, however, only time will tell how effective they are. 

– Nishtha Mahendra Kumar

Nishtha is based in London, UK and focuses on Technology and Solutions for The Borgen Project.

Photo: Unsplash

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Poverty Reduction in Romania

Poverty Reduction in RomaniaWhen talking about Romania, many people still associate the country with its communist past and its significant economic struggle, which lasted for 24 years under the rule of Nicolae Ceausescu. There are different perspectives regarding decades ago and current poverty in Romania. The communist regime fell in 1989, and Romania has changed considerably since. According to the World Bank Group, poverty reduction in Romania reached 6.9% in 2024. 

Minimum Wage in Romania and Most Affected Regions

As an European country since 2007, Romania is doing better than it did decades ago. Yet, the minimum wage of 795 euros per month may lead some to question the extent of its economic growth. This positions Romania at 43rd place among the 124 countries that have the lowest minimum wage, out of the 195 countries in the world.

Rural regions in Romania are the most affected, with rates three times higher than those in urban areas, where children never attend school, or they are forced to drop out of school at an early age so they can work various jobs in agriculture or construction, helping their family to stay afloat. People living in these poor rural regions endure hunger, malnutrition, limited access to health care and often live in homes without running water, sanitation or electricity. 

Projects Designed To Reduce Poverty in Romania

Given all of the above, there is hope on the horizon with promising news ahead. After decades of economic struggles, new developments and projects may signal a meaningful shift towards inclusion and opportunity, contributing to poverty reduction in Romania.

As a global development organization, The World Bank Group seeks to lower poverty levels below 3% of the global population by 2030 and Romania is one of the countries that benefits from its generosity. Elisabetta Capannelli, World Bank Country Manager for Romania, declares that the organization goal is “to reduce poverty and boost shared prosperity for the bottom 40 percent of the population.” The World Bank has contributed in Romania over the past two decades addressing policy and institutional constraints on poverty reduction. By promoting social inclusion and economic growth, this approach offers promise that vulnerable communities, especially in rural areas, will see real improvements.

In February 2016, the Government passed a comprehensive anti-poverty package of 47 measures to combat poverty in the country through 2020. Several key measures, including boosting employment and reducing early school leaving rates, are expected to play a crucial role in narrowing the urban-rural poverty gap.

Empowering Citizens

Another hopeful project comes from Real News for Romania’s Media Desert Regions, where “the funding helped the media to reach Romania’s three poorest regions (Moldova Southern Muntenia and Oltenia) to inform and raise awareness about corruption, misuse of public and EU funds.” This project demonstrates that addressing poverty is not just about money or jobs, but also involves informing and empowering citizens to hold authorities accountable. By reaching Romania’s three poorest regions, the project is helping people understand how public and EU funds are being used. The project used social media, guided by experts, to reach more people and set up a weekly newsletter. After doing so, those involved in the project now hope that audiences are more informed, more aware of their rights, and more engaged in improving public services for their communities.

Looking Ahead

Looking ahead, these initiatives and others yet to come, could bring lasting change by helping more families rise above poverty and improve their quality of life, ultimately contributing to poverty reduction in Romania.

Future generations of rural children may have access to education instead of working from a young age, and while challenges remain, both existing and new projects offer hope for poverty reduction.

– Elena Ghimis

Elena is based in Bournemouth, UK and focuses on Good News and Celebs for The Borgen Project.

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