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Operation Phakisa Improves Socio-economic Conditions

Operation PhakisaLocated at the southernmost tip of Africa, the Republic of South Africa (RSA) is home to more than 64 million people. With a population of this size, it ranks 24th most populous country globally, according to Worldometer. The World Bank reports that the RSA also ranks among the world’s highest rates of inequality, with 63% of South Africans living in poverty based on the “upper-middle-income country poverty line.”

Investing in Underserved Communities

With the end of apartheid in the late 20th century and the ushering in of democracy, the South African government implemented new legislation and programs geared toward improving the lives and well-being of all citizens. The Neighbourhood Development Partnership Grant (NDPG) was one of these early programs. This grant led to the identification of South African townships as a priority for social and economic redevelopment. 

Since 2006, this program has implemented targeted efforts and initiatives to increase the development of local areas. In 2011, the Urban Networks Strategy emerged to leverage various profitable outcomes. These included: 

  • Tackling unjust spatial development
  • Strengthening strategic spatial planning 
  • Coordinate uses of planning, regulatory and investment tools
  • Integrate and leverage public transport, infrastructure and land and housing investments
  • Target more public resources

As a result of these grants and programs, the South African government has seen significant change in one of its townships, Bara Square, Soweto. Through the NDPG, Bara Square received R36 million for “infrastructure, a new public park and trading facilities for street vendors.” Through this public investment, commuters have access to a safer public environment geared toward developing around people and community needs. 

Launching Operation Phakisa

In 2014, President Jacob Zuma, the former president of the RSA, implemented Operation Phakisa. This initiative established new programs designed to address critical development issues, cultivating an inclusive society for all South Africans. Operation Phaksia’s subdivisions include: 

  • Focus on addressing current priorities
  • Use a phased implementation approach
  • Prioritize the marginalized
  • Integrate, coordinate and continue with current initiatives
  • Ensure cost-effectiveness
  • Dedicate focused human resources

As a result of these objectives, South African communities have seen notable improvements in education. As of September 2016, the program had connected 2,430 schools out of a set target of 3,250, providing them with devices and online access. 

Expanding Access to Digital Education

With the exception of one province, all district officials and thousands of teachers received training and integration support. In terms of educational content and resources, 120 digital titles have been produced for students of all ages across disciplines. Programs like the NDPG and Operation Phakisa illustrate how legislative efforts in environmental infrastructure and education can have significant impacts on the everyday lives and well-being of citizens. These initiatives offer a model for how targeted public investments could break the cycle of poverty and foster more equitable growth.

– McKenzie Rentie

McKenzie is based in Dallas, TX, USA and focuses on Celebs and Politics for The Borgen Project.

Photo: Pixabay

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Millie Bobby Brown Champions Girls’ Rights and Education in Brazil

Millie Bobby Brown Champions Girls' Rights and Education in Brazil Actress Millie Bobby Brown met with young adolescent girls in one of São Paulo’s most under-resourced districts, according to the United Nations Children’s Fund (UNICEF), to address key issues in girls’ rights and education in Brazil. 

From Screen Star to Global Advocate

Brown rose to international fame as the lead in Netflix’s “Stranger Things,” but off-screen, she has become an influential voice. According to UNICEF, she became UNICEF’s youngest-ever Goodwill Ambassador at age 14 in 2018. As a UNICEF Goodwill Ambassador, Brown has used her global platform to speak out on issues ranging from child poverty and online bullying to girls’ education and mental health.

According to UNICEF, Brown visited the Cidade Tiradentes district in March 2025 to listen to problems associated with girls’ rights and education in Brazil. Some of these include girls’ experiences with gender-based violence, school dropout, period poverty and limited access to job opportunities. 

“We talked about the importance of supporting each other through our respective challenges and I wanted them to feel empowered to make decisions about their future,” Bobby said in an interview with UNICEF.

Her experiences with public scrutiny and online harassment have helped shape a more empathetic approach to her advocacy. According to UNICEF, Brown has previously spoken out about her bullying experiences in school.

Issues Facing Girls’ Rights and Education in Brazil

According to UNICEF, there are limitations when it comes to adolescent girls’ rights and education in Brazil. Period poverty, which is a lack of access to feminine supplies and information about menstrual cycles, decreases school participation and affects more than 10 million girls in Brazil.

Violence continues to be a major concern in Brazil, with a report of sexual violence occurring every eight minutes against a girl in 2028. Additionally, in 2020, 14% of all births in the country were to adolescent mothers. This frequently results in disruptions to their education and long-term economic challenges, per UNICEF reports.

Between January and September of 2024, approximately 3,060 girls lost their lives to violence in Brazil, according to Human Rights Watch (HRW). Only about one-third of these cases were officially classified by police as femicides. Brazilian law defines femicides as “killings on account of being persons of the female sex.”

Human Rights Watch reports that some groups have exploited the digital rights of girls. Between November 2023 and April 2024, more than 80 girls reported seeing their manipulated photos on social media. These photos were “sexually explicit deepfakes of them.”

Brown’s On-the-Ground Engagement

Brown visited a school, painted a mural with students and also played capoeira, a traditional Brazilian game, during a physical education class. Brown also met with staff to learn about UNICEF’s Active School Search project. This project can assist in locating children who are not attending school. It can also provide them with the proper resources and guidance needed to help re-enroll them to continue their education.

Among the girls Brown spoke to was 14-year-old Kizzy. Kizzy told UNICEF that school is very important for anyone living in a marginalized area. “Having the school as a source of support for students is essential and always putting the students first is very important,” Kizzy told UNICEF.

According to Microsoft Network (MSN), Brown also engaged in meaningful discussions with the teacher to stress the need for supporting children living in vulnerable conditions. She focused on encouraging a cooperative effort to tackle both educational and social issues affecting the Brazilian community.

Recognizing the perspective of the students, she reassured them that their desire for knowledge about their bodies deserves immediate attention. “We are the change that the school needs and the community needs,” Brown said. 

UNICEF Brazil Representative Youssouf Abdel-Jelil described Brown as an “inspiration to girls in Brazil and around the world.” Brown’s work left a lasting impact on those she encountered, according to MSN, strengthening UNICEF’s commitment to advancing children’s rights and instilling a sense of hope and resilience in the next generation.

– Clarissa Dean

Clarissa is based in Bowling Green, KY, USA and focuses on Good News and Celebs for The Borgen Project.

Photo: Flickr

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Vocational Education Centers in Myanmar

Vocational Education Centers in Myanmar Known as the Golden Land, Myanmar is a vibrant country that is home to 135 different racial groups. The country is actively taking action to bridge the notable skills gap in its workforce. This challenge has led to underqualified citizens in the market. To prevent this issue from getting worse, vocational education centers are being developed in Myanmar, expanding access to training for all Myanmarese citizens.

Vocational Education Centers in Myanmar

The Swiss nongovernmental organization (NGO), Helvetas, partners with organizations in Yangon, Myanmar, to provide medical and humanitarian aid to disadvantaged families. It works to improve family incomes and expand education opportunities. Helvetas shares deep connections with the United States (U.S.) to strengthen networking.

In 2024, 295 implemented projects granted 4.9 million citizens a sustainable life. These projects consisted of skills training, trade marketing, farming and fishing. Some vocational education centers were developed digitally to ensure education access, especially during the COVID-19 Pandemic.

Recent annual tracer studies show that 80% of graduates are employed or self-employed. Helvetas provided digital learning courses that consist of small animations and training videos to meet people’s needs. Women, more specifically, enroll in these courses as they offer more flexibility. These courses monitor people’s progress and make interactions more motivating. 

Government Efforts Through DTVET

The Department of Technical and Vocational Education and Training (DTVET) has led impactful initiatives that have benefited the Myanmar population. It has provided socio-economic advancement opportunities to help workers develop their skills. It seeks to reform international TVET proficiency in methodology and government tech practices. The department aims to link vocational training in high schools and universities to prioritize operational and business needs. Its focus on formal education nurtures a child’s growth and knowledge. Its main objective is to expand education accessibility and support employment opportunities and capital income.

CVT’s Role in Advancing Leadership

The Center for Vocational Training (CVT) opened in 2002, providing access to high-quality education. This education has included various apprenticeships and collaborations with local institutions. Both Germany and Switzerland made efforts to foster the center. The CVT has galvanized approximately 1,502 graduates who earned their diplomas or dual apprenticeship diplomas within one to three years.

Additionally, around 1,164 individuals received short vocational training certificates and 1,068 postgraduates also earned their certificates. Many of these students went on to achieve leadership roles in industry. The CVT inspired the creation of nonprofit social enterprises that focus on advocacy, food security and empowerment. This, in turn, has influenced the Directorate of Investment and Company Administration to build a provincial expert team.

Looking Ahead

Myanmar is actively forging a brighter future, focusing on industrialization and instilling hope and optimism in its people. Through impactful initiatives like vocational centers, many students, including adults, are becoming capable leaders within the nation. With the support of digital vocational training from Helvetas and the integration of education classes in schools, Myanmar is laying a foundation for progress. Ultimately, these strategic goals could guide Myanmar toward a balanced and prosperous future.

– Janae Bayford

Janae is based in Centennial, CO, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Gender Wage Gap in Libya

libya genderWhile discussions on gender equality frequently highlight obstacles, Libya is experiencing notable advancements in women’s economic empowerment. Although disparities remain, consistent progress in education, workforce participation, financial access and greater representation in leadership positions indicates a favorable trend.

Political complexities often dominate the narrative of Libya’s socio-economic landscape. However, beneath the surface, a compelling story of progress in gender equality is unfolding, particularly concerning women’s economic roles. While a gender wage gap in Libya persists, reflecting historical and societal challenges, various initiatives and inherent strengths are actively narrowing this divide, demonstrating how life is improving for women through incremental yet impactful changes. This piece delves into the often-overlooked advancements contributing to women’s growing economic influence in Libya.

Employment and Education

A key indicator of economic empowerment is labor force participation. Since 1990, Libya has seen an increase in female labor force participation. While still lower than that of men, the trajectory is positive, with statistics showing a slight but consistent rise, reaching 33% in 2024. This upward trend signifies more women entering the workforce, which could be contributing to the national economy and gaining financial independence. Such incremental growth, though not always dramatic, represents significant progress in a context marked by traditional gender roles and economic transitions.

Education serves as a foundational pillar for economic equality, and Libya has made commendable progress in this area. A remarkable 70.5% of women aged 25 and older have attained at least some secondary education. This high level of educational attainment is a critical enabler, equipping women with the skills and knowledge necessary to pursue diverse careers, engage in higher-paying professions, and contribute to the economy in more significant ways. It indicates a long-term investment in women’s capabilities that will inevitably impact wage equality.

Women in Entrepreneurship and Innovation

Libyan women are increasingly venturing into entrepreneurship and embracing digital innovation, creating their own economic opportunities. Initiatives like “She Codes” and “Maharah Coding Academy,” with the support from organizations such as the European Union and CESVI, are empowering women with essential computer programming and digital skills. These programs not only provide pathways to employment but also foster self-sufficiency and independence. The “Deraya Initiative” further supports entrepreneurs, indicating a growing ecosystem for female-led businesses, which are crucial for economic diversification and women’s financial autonomy.

Increasing Women’s Influence in Governance and Finance

Progress is also evident in women’s growing representation in leadership and financial inclusion. The gap in account ownership between men and women in Libya (11.1%) is notably smaller than the broader Middle East & North Africa aggregate (14%), indicating greater access to financial services for women, according to the World Bank. In the political sphere, women are slowly gaining ground, holding 16.5% of seats in the national parliament in 2024, an increase since 2010.

Furthermore, women constitute 40% of members in Local Peacebuilding and Development Committees, actively influencing conflict resolution and community governance. The election of Libya’s first female mayor in late 2024 stands as a historic milestone, symbolizing a broader shift towards greater female representation and influence in decision-making roles.

Policies and Partnerships Driving Change

The strides made are significantly bolstered by the concerted efforts of both national and international organizations. The UNDP in Libya focuses on gender equality, implementing a Gender Strategy that addresses the underlying causes of inequality. It support women’s participation in elections and ensure equal access to resources and decision-making power, including the implementation of the National Strategy for the Advancement of Women in Libya.

Similarly, the European Union finances numerous projects focused on economic and social rights for women and girls, promoting equal access to technology, education, and supporting female entrepreneurship through initiatives like the EU4PSL project. These collaborations are pivotal in accelerating the pace of change.

The Path Ahead for Full Equality

While acknowledging the ongoing challenges, such as the scarcity of precise data on wage disparities and the need for further legal and social reforms, Libya’s progress demonstrates a resilient push towards gender equality. These challenges are viewed as opportunities for continued advocacy and intervention, driving further innovation in policy and programming.

The journey towards the reduction of the gender wage gap in Libya is characterized by steady, if often understated, progress. The increasing labor force participation, significant educational achievements, burgeoning entrepreneurial spirit, and growing presence in leadership positions are powerful indicators of a positive shift. These advancements, supported by dedicated national and international efforts, are not just statistics; they represent improved lives for countless women, contributing to a more vibrant and equitable Libyan society. The story of women’s economic empowerment in Libya is one of resilience, quiet determination, and a promising future.

– Cameron Jones

Cameron is based in Hendersonville, TN, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Progressing Education in Albania

Progressing Education in Albania Albania’s education sector has faced increased strain following the COVID-19 pandemic and a major earthquake in 2019. Issues of underfunding, limited infrastructure and unequal access to resources have disproportionately affected vulnerable student populations. However, with support from local organizations and international partners, efforts are underway to strengthen the system and ensure quality education for all children in Albania.

Education Investment and Teacher Conditions

Albania has not yet met the global recommendation of allocating 6% of its gross domestic product (GDP) to education. As a result, public schools face challenges including under-resourced classrooms, limited infrastructure and a lack of inclusive tools to support diverse learners. Teachers are especially affected by these gaps, receiving low wages while working in overcrowded environments with limited professional support. According to Education International, these conditions have long-term implications for teacher retention and system performance. In response, local education unions have begun mobilizing to advocate for increased public funding and fair treatment for educators.

Barriers for Roma Children and Students With Disabilities

While Albania maintains a high enrollment rate overall, the quality and accessibility of education remain unequal. Roma children, Europe’s largest ethnic minority, face additional obstacles including poverty, discrimination and language barriers. These factors increase the risk of dropout and limit long-term academic success. Children with disabilities also encounter barriers, particularly due to limited teacher training and a lack of specialized educational strategies. According to Broken Chalk, very few teachers are equipped to support inclusive learning and those who are trained are not widely distributed across schools. As a result, many children with disabilities are unable to receive consistent, high-quality education.

UNICEF and Local Efforts to Expand Access

In partnership with the Ministry of Education and civil society, UNICEF has launched programs to identify out-of-school children and bring them back into the education system. These efforts aim to address the specific needs of marginalized groups and provide technical guidance to local and national governments. UNICEF’s involvement includes improving data systems, promoting inclusive learning environments and enhancing coordination between central and local authorities. These collaborations are designed to ensure long-term reform and more equitable educational access across Albania.

Community-Based Support Through Nehemiah Gateway

GlobalGiving has partnered with Nehemiah Gateway, a nonprofit that supports an educational program helping around 200 individuals each year in southern Albania. The program is inclusive of all students—especially Roma youth—and provides a strong academic foundation for future employment and personal growth. Nehemia Schools offer small class sizes for students in kindergarten through 12th grade, allowing staff to provide individualized attention. Every year, students from kindergarten to ninth grade receive free hot meals and social support, helping create a stable learning environment for those at risk of falling behind.

Advocacy Campaigns Push for Systemic Reform

To address structural challenges in Albania’s education system, Education International launched the Go Public! Fund Education campaign. This global movement has taken root locally, mobilizing teachers, civil society groups and policymakers to push for increased investment in education and improved working conditions. In February 2025, Albania hosted its first Community Forum on Education, which brought together educators, families and government officials. Forum participants called for stronger infrastructure, increased teacher salaries and greater transparency in school funding. A subsequent Policy Analysis Workshop focused on evaluating national education budgets and drafting reform proposals.

Looking Ahead

Ongoing advocacy from international and local stakeholders continues to spotlight education as a critical pillar of Albania’s development. While challenges persist, collaborative initiatives—such as those led by UNICEF, Nehemiah Gateway and Education International—are helping to bridge access gaps and build a more inclusive system. Progress could require sustained investment, teacher support and targeted reforms to reach underserved communities. With continued coordination and policy engagement, Albania could take further steps toward ensuring equitable, high-quality education for all students.

– Sarina Francis

Sarina is based in Tallahassee, FL, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Access to Higher Education in Tajikistan

education tajikistanAs of 2023, Tajikistan remains one of the poorest countries among the former Soviet republics. Only 22% of Tajiks have received any education beyond high school, and children born today could complete less than one year of tertiary education. This limited access to higher education in Tajikistan happens due to several factors, including poverty, traditional gender roles, and the lingering effects of the post-Soviet transition.

Poverty

From 2000 to 2020, poverty in Tajikistan dropped significantly, from 83% to 26%. Despite this remarkable progress, the country still struggles to promote higher education. As in many parts of the world, families facing financial hardship often find it difficult to afford university or college, making higher education in Tajikistan an inaccessible goal for much of the population.

In Tajikistan, 73.6% of the population lives and works in rural areas, and nearly half of them remain below the poverty line. These economic constraints make it especially difficult for rural families to support higher education, both financially and logistically. In many cases, families rely on their children to contribute to the household income, making school a lower priority. Child labor laws in Tajikistan are relatively lenient, allowing this practice to continue with limited regulation or enforcement.

The Tajik government officially condemns child labor but has yet to implement effective policies to regulate or eliminate its use. In practice, society often views child labor as a necessary means to an end for families facing severe poverty, especially in rural areas where economic opportunities are limited and survival takes precedence over schooling.

Tradition

In many societies, a woman’s role is traditionally seen as that of a homemaker, and Tajikistan is no exception. Deeply rooted gender norms continue to shape expectations for women, limiting their access to higher education. In 2012, only 23% of college students in Tajikistan were female, compared to a global average of 51%, highlighting a significant gender gap. While female enrollment has steadily increased over time, now averaging 58 female students for every 100 male students, representation remains uneven. Among those who do attend college, only about 7% of women pursue scientific or technical disciplines, reflecting continued gender segregation in academic and professional fields.

In Tajikistan, work sectors dominated by women tend to pay far less than those dominated by men. For many women trying to support themselves or their families, this means earning just 60% of what a man in the same country might make. The struggle often starts early, as girls are more likely to drop out of school before finishing primary or secondary education. Whether due to financial strain, family expectations, or lack of opportunity, many young girls have to put their futures on hold long before they ever reach a classroom door in a university.

Efforts to Enable Prospective Students

The National Strategy for the Education Development of the Republic of Tajikistan (NSED) outlines key goals and initiatives aimed at making education more accessible, while also promoting meaningful changes to the country’s social and cultural framework. Despite significant growth in Tajikistan’s Gross Domestic Product, official employment among citizens remains low and has shown little progress. To address this gap, the NSEDRT calls for a stronger alignment between the education system and the domestic labor market.

In 2018, the President of Tajikistan emphasized that improving education is essential to enhancing the quality of life for all citizens, a statement that helped catalyze the development of the NSED, which spans from 2021 to 2030. By 2030, the strategy aims to ensure that education is free, equitable and of high quality. It also seeks to guarantee that the skills taught are both relevant and practical, while prioritizing improvements in literacy, student safety, and teacher qualifications.

Tajikistan’s path toward educational equity remains challenging, shaped by poverty, tradition, and limited resources. Yet with continued reform, growing awareness, and the resilience of its youth, there is hope that access to higher education in Tajikistan will become not a privilege, but a possibility for all.

– Abegail Buchan

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

Photo: Flickr

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How Intercultural Education in Bolivia Can Help Alleviate Poverty

intercultural Education in BoliviaThere are 36 officially recognized Indigenous peoples in Bolivia, and according to a 2021 national survey, 41% of Bolivians over the age of 15 identify as Indigenous. Despite Bolivia establishing relative economic stability since the COVID-19 pandemic, native rural communities are still disproportionately affected by deprivation, with a poverty rate 20% higher than that of urban areas, as well as struggles with underrepresentation and exclusion from services. Cycles of poverty within Indigenous communities can often happen due to educational inequalities since there is not enough access to native language instruction.

Intercultural education recognizes cultural and linguistic diversity, as well as ensures all learners have the right to communicate in their native language. Thanks to various strategies, legal reforms and programs, the implementation of intercultural education in Bolivia helped improve outcomes, preserve identities and promote inclusion among rural communities.

Bolivia: A Plurinational Nation

Bolivia’s 2009 constitution declared the country a plurinational state and officially recognized 36 Indigenous languages. This signalled a step forward in the decolonization of Bolivia, as the document also guaranteed rights to “autonomy, self-government, their culture and recognition of their institutions” for Indigenous populations. The constitution also emphasises education in Bolivia as universal, intercultural and free in Article 17.

Following the 2009 constitution and its emphasis on education, the government introduced Law 070 in 2010 to promote multilingual, intracultural and intercultural education in Bolivia. This meant that a multilingual model replaced the bilingual model, so English, Spanish and an Indigenous language became part of the national curriculum.

However, the implementation of complete intercultural education in Bolivia poses a network of challenges. Some of these challenges include insufficient time allocated to native languages, a lack of native-speaking teachers and an inadequate understanding of socio-cultural and regional contexts.

Improving Educational Outcomes

In addition to constitutional and legal reforms, various organizations are working to improve opportunities for Indigenous peoples through multilingual and intercultural education in Bolivia. The Programa Amazónico de Educación Intercultural Bilingüe (PAEIB) has been promoting an intercultural bilingual approach to education in the Amazon and lowland region since 2006. PAEIB provides scholarships and supplies materials to primary schools across Indigenous regions, including dictionaries, learning units, songbooks and teaching guides. Not only does this supply of materials ensure that schools have the necessary equipment to teach native languages, but it also adapts and complements the curriculum towards Indigenous cultures.

Similarly, Fe y Alegría Bolivia promotes quality education for excluded populations. Fe y Alegría manages 398 educational centres across Bolivia (including specialised services for children with learning and hearing disabilities), benefiting 173,518 students and employing 9,384 teachers and administrators. The education centres focus on relevant and contextualised learning by adopting a learning model based on the knowledge and practices of rural Indigenous communities, meaning that the curriculum responds to the socio-cultural contexts of its students and helps to preserve their cultural identities.

Preserving Cultural Identities

With around 30 indigenous languages in danger of extinction, Bilingual Nests is preserving the identities of marginalized groups by revitalizing native languages nationwide. The program has been working since 2014 to prevent language extinction and impacted 2,314 children in 2021.

Bilingual Nests targets children under the age of four to maximise acquisition and adapt their approach depending on whether or not a child’s relatives or caregivers are native speakers. If they are, daily communication and instructions using the native language are encouraged, as well as family and community meetups, in order for the child to naturally build a linguistic foundation. If neither a primary caregiver nor a grandparent can oversee language transition, childcare facilities primarily use Indigenous languages during instructions and activities.

During the COVID-19 Pandemic, Bilingual Nests recognized inequalities regarding internet access and remote learning across Indigenous communities in Bolivia and subsequently developed both print and digital materials to continue running the program in rural communities. With the help of funding from UNICEF, Bilingual Nests hopes to continue expanding its strategies into more rural areas where native languages are at risk of extinction.

Funding and prioritization of native languages in the national curriculum are crucial in order for the 2009 Constitution’s promises of intercultural education in Bolivia to materialize.

– Clodagh Dowson

Clodagh is based in Wiltshire, UK and focuses on Global Health and Politics for The Borgen Project.

Photo: Flickr

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How UNICEF’s initiative is expanding education for Rohingya Girls

education for Rohingya GirlsWith more than half of the Rohingya refugees being children, the issue of education becomes an important matter, especially for girls. The widespread cultural and religious norms that prioritize domestic responsibilities for girls over education and the perception that sharing classrooms with boys is inappropriate, contribute to many girls dropping out as they grow older. The Rohingya Refugee Response reports that 24% of teenage girls are not in school due to family restrictions, while 12% are not in school due to early marriages.

UNICEF’s Education Initiative

To address these challenges, UNICEF’s education initiative, in collaboration with 45 partner organizations, has played a successful role in expanding education for Rohingya girls. With support from NGOs such as the Global Partnership for Education, which contributed $11 million just in 2023, the initiative established more than 3,500 learning centres. Today, 80% of children aged 6-11 are part of learning centres with a high attendance rate of 83% and a similar proportion between boys and girls.

Still, enrollment rates decline as girls grow older. As a response, UNICEF began implementing girls-only classrooms in 2022 and increased the number of female volunteers from 71 to 305. These changes were made in recognition of cultural sensitivities, where many families believe girls should not study alongside boys or the fear that girls may be harassed outside the home. As a result, more female teachers, volunteers, and girls-only classrooms helped reassure and encourage parents to keep their daughters in school, increasing the number of girls in secondary education from 17% to 24% over the past two years.

Despite progress, the initiative has recently been facing challenges due to a funding crisis. Some learning centres had to close while others struggled with limited learning materials and a lack of qualified teachers, especially at the secondary level. The 50,000 estimated new arrivals in the camp and another 50,000 refugees waiting for registration further exacerbate this issue, according to the Rohingya Refugee Response.

The 2025-26 Joint Response Plan

To mitigate such challenges, the 2025-26 Joint Response plan, launched on March 24, calls for $71.5 million. Part of this will come from the 2025 Complementary Development Fund to maintain and establish learning facilities.

Another key component of the plan is its aim for a more inclusive education for children aged 3-18. This includes the launch of Early Childhood Development, Accelerated Learning Programmes for over-aged learners, and flexible learning arrangements for disabled children. It also reiterates efforts to continue to encourage girls’ enrollment and attendance by establishing more female-only classes and increasing the recruitment of female teachers.

Notably, the plan states that the education will continue to follow the Myanmar curriculum delivered in Burmese, the Myanmar language. This not only helps preserve cultural identity but also prepares children for eventual repatriation to Myanmar in the future.

The Future

Education for Rohingya girls is a right, a shield against child marriage and labour, and a step toward financial stability. Thanks to the help of volunteers, UNICEF’s education initiative and the support from its partner, thousands of Rohingya girls have gained access to education which opened doors to bigger opportunities. However, as funding falls short, international support is essential more than ever. Only through continued investment can we ensure that these girls will have the chance to learn, grow, and lead.

– Lucy Cho

Lucy is based in Edinburgh, Scotland and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr

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Being Poor in Panama: Challenges and Pathways To Progress

Being Poor in PanamaBeing poor in Panama reveals a troubling paradox. The country has enjoyed rapid economic growth and ranks among Central America’s wealthiest nations, buoyed by revenue from the Panama Canal and foreign investment. Yet, stark inequality persists, with poverty visible even in the capital’s skyscraper-dominated urban core.

Panama’s GDP grew by 7.4% in 2023, and its poverty rate declined from around 50% in the late 1980s to 13.6% in 2024. However, these gains remain unevenly distributed. An economic slowdown in 2024—driven by mining shutdowns and droughts affecting the Panama Canal—coincided with a one-point increase in poverty, underscoring the country’s ongoing challenge: entrenched inequalities that disproportionately affect rural communities, Indigenous populations and urban peripheries. The disparities are especially stark between urban areas (4.8% poverty rate) and Indigenous comarcas (76%), highlighting how geography and ethnicity continue to shape opportunity. 

Contributing Factors to Poverty in Panama

Three primary factors contribute to being poor in Panama:

  • Income Inequality: According to the World Bank, Panama has one of the highest levels of income inequality globally, ranking third in Latin America behind Colombia and Brazil. Contributing issues include:
  • Limited Access to Basic Services: Nearly half of households in Indigenous comarcas lack electricity, potable water or sanitation. Educational outcomes in these regions also fall significantly below national averages. While infrastructure projects have laid some groundwork, targeted support remains essential to bridge persistent service gaps.
  • Education Gaps: Panama’s education system struggles to promote economic mobility. Data from the World Bank shows only 16% of middle school students meet minimum standards in mathematics, and just 20% of youth complete higher education—often with degrees that fail to match labor market demands. Indigenous students face even greater systemic barriers, further limiting long-term income potential and reinforcing intergenerational poverty.

How Poverty Shapes Everyday Life in Panama

Being poor in Panama affects every aspect of daily life. Here are some ways poverty affects people in Panama:

  • Health: According to the nonprofit Food for the Poor, 15% of children below the age of 5 experience stunting due to chronic malnutrition—a condition that impairs cognitive development and long-term earnings potential. These early setbacks create lasting disadvantages across generations.
  • Employment: Panama’s 8.2% unemployment rate masks deeper labor inequities. Most impoverished workers are in the informal sector, earning less than half of formal wages and lacking job protections. Workers without degrees earn up to 74% less than those with tertiary education, and Indigenous workers face an additional 36% wage gap. Despite 2.2% annual labor income growth since 2001, job quality has declined sharply, especially since the COVID-19 pandemic.
  • Climate Risk: Changing weather patterns compound economic challenges. The World Bank reports that nearly 19% of poor households experience weather-related shocks—such as floods and droughts—compared with 8% of middle-class families. Events like the recent Panama Canal water shortages have disrupted livelihoods and food security, particularly in Indigenous and rural communities.

Initiatives Driving Progress Against Poverty

While Panama’s challenges remain substantial, coordinated efforts across sectors demonstrate measurable progress in poverty reduction.

  • Red de Oportunidades: Launched in 2006 by Panama’s Ministry of Social Development, Red de Oportunidades provides monthly transfers of PAB 50 (about $50 USD) to low-income households—especially women, children and Indigenous communities—in exchange for school attendance, health checkups and skills training. Payments are delivered through fixed and mobile methods, including post offices and biometric kiosks. By 2008, it had reached 95% of targeted areas and continues to operate under a national beneficiary registry with regular eligibility reviews to ensure transparency.
  • Plan Colmena: Ratified in 2022, Plan Colmena is Panama’s main intersectoral strategy to reduce poverty. It targets vulnerable districts through localized projects in health, education, infrastructure and employment. Key initiatives include expanding health coverage, building training centers to support income generation and improving access to clean water and electricity through rural electrification. Local governors lead implementation with citizen participation. The plan aims to lift more than 777,000 people out of poverty while advancing SDGs such as nutrition, education and environmental protection.
  • Disaster Resilience: Panama joined the Caribbean Catastrophe Risk Insurance Facility (CCRIF SPC) in 2019, holding policies for excess rainfall and earthquakes as part of its national disaster risk strategy. In November 2024, CCRIF issued a $26.7 million payout—Panama’s largest—after floods and landslides affected 1,500 people and claimed 11 lives. In 2020, the country also received $2.7 million following Hurricane Eta. These funds enabled rapid emergency response, road and bridge repairs, and support for farmers. CCRIF’s parametric model helps Panama protect its economy and vulnerable communities by providing fast, flexible relief during disasters.
  • Civil Society & International Partnerships: TECHO Panamá has built more than 1,000 transitional homes, benefiting more than 4,000 people through dignified housing and access to water and sanitation. Meanwhile, the World Bank supports systemic reforms through policy loans targeting job training, climate adaptation and better links between education and employment.

A Path Forward

Being poor in Panama results from overlapping geographic, economic and institutional inequalities, but progress is possible. With sustained investment in education, inclusive job creation and climate-resilient infrastructure, Panama can convert growth into shared prosperity. By scaling proven programs and strengthening cross-sector collaboration, no community must be left behind.

– Jacobo L. Esteban

Jacobo is based in Cali, Colombia and focuses on Technology and Politics for The Borgen Project.

Photo: Pixabay

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Youth Empowerment in Nigeria: A Pathway to Stability and Growth

Youth Empowerment in NigeriaNigeria is a nation on the brink. With a population exceeding 227 million, more than 70% are under the age of 30. By 2050, Nigeria will likely have the third highest population in the world, surpassing the United States. Yet, the country faces a brewing demographic crisis: chronic youth unemployment, political disenfranchisement and rising insecurity threaten to ignite widespread unrest. Youth empowerment in Nigeria is no longer a development goal—it is a critical tool for national stability and economic growth.

Nationwide Youth Disillusionment

As of 2020, Nigeria’s youth unemployment rate hovered around 33.3% in 2020. This economic stagnation, paired with urban overcrowding and growing distrust in government institutions, has contributed to the rise of protests like #EndSARS and the spread of armed insurgency in northern regions.

The International Crisis Group has warned that Nigeria’s fragile social contract is under pressure, and that failure to provide meaningful opportunities for youth could destabilize West Africa’s largest democracy.

Investing in Peace Through Empowerment

Programs aimed at youth empowerment in Nigeria are increasingly viewed not only as developmental tools but as instruments of peacebuilding. One such effort is the Nigeria Jubilee Fellows Programme (NJFP), a government and UNDP initiative launched in 2021. The program offers year-long fellowships in private and public sector organizations for recent graduates, helping reduce the gap between education and employment. One measurable outcome of NJFP is that more than 20,000 fellows have been matched with host organizations across various sectors in Nigeria as of 2024.

Education Access and Human Development

Nigeria ranks 164h out of 191 countries on the United Nations Human Development Index (HDI) as of the 2023 report, placing it in the “low human development” category. The HDI measures key indicators such as life expectancy, education levels and gross national income per capita.

A closer look reveals that youth empowerment in Nigeria—or the lack thereof—is central to the country’s persistent development challenges. Youth represent the engine of national progress, yet many lack access to quality education, skills training or meaningful work. According to UNICEF Nigeria, around 10.5 million Nigerian children remain out of school, with many dropping out before completing a national secondary school education.

An initiative working to combat this is the Universal Basic Education Commission (UBEC), which partners with both federal and state governments to increase school enrollment through conditional cash transfers, free textbooks and girl-child education programs.

By investing in youth, Nigeria can significantly boost its HDI over time. Improvements in educational attainment, employment rates and health outcomes among young people directly translate to gains in national productivity, income growth and life expectancy. Empowering youth is not just social policy—it is a development strategy.

Long-Term Barriers to Empowerment

Despite promising initiatives, significant barriers remain. Many rural areas lack reliable electricity and internet connectivity—both of which are essential for participation in today’s digital economy. According to the International Telecommunication Union, only 12% of Nigerians have adequate access to the internet as of May 2022. 

Moreover, institutional bottlenecks and corruption continue to undermine youth-focused programs. Transparency International ranked Nigeria 145th out of 180 countries in its 2023 Corruption Perceptions Index.

Organizations like Tech4Dev and Andela are helping by building scalable programs that combine tech education with job placement services, particularly targeting underserved regions. These programs close the digital skills gap through scalable programs that merge education with employment opportunities, particularly for underserved communities.

Tech4Dev’s Digital for All Initiative

Tech4Dev’s Digital for All initiative emerged in partnership with Microsoft and Nigeria’s Federal Ministry of Communications and Digital Economy. It has provided basic to intermediate digital literacy training to more than 400,000 Nigerians with a strong focus on rural youth and women. The program includes job readiness tracks in areas such as cybersecurity, productivity tools and software development, with localized delivery to improve accessibility across all six geopolitical zones in Nigeria.

Andela’s Learning Community

With support from Google and Facebook, Andela’s Learning Community (ALC) offers intensive technical training in software engineering, product design and cloud computing. Since its inception, ALC has trained more than 100,000 young Africans with many participants securing freelance and full-time roles with global tech firms. The community-driven model allows learners to access mentorship, peer support and employment pipelines from entry-level to senior roles.

These initiatives not only equip youth with relevant, future-proof skills but also serve as bridges to employment, helping to reduce inequality and support Nigeria’s transition toward a knowledge-based economy.

Conclusion: Youth or Chaos

Nigeria stands at a major crossroad. Ignoring its burgeoning youth population invites instability. Empowering its young population—through targeted investments in education, jobs and leadership—can not only lift millions out of poverty but also prevent the next generation from resorting to violence. With the right support, Nigeria’s youth can become its greatest asset—not its greatest risk.

– Kenneth Oko-Oboh

Kenneth is based in Toronto, Ontario, Canada and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr