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Disability and Poverty in The Gambia: Pathways To Change

Disability and Poverty in The GambiaIn The Gambia, disability and poverty are tightly linked. People with disabilities face barriers to education, health care and jobs that deepen their vulnerability. Stigma and weak government support compound the problem. However, new laws, training programs and social protection efforts by local groups, nongovernmental organizations (NGOs) and the state are pushing toward greater inclusion.

Cycle of Poverty and Exclusion

Before 2020, The Gambia’s poverty rate had been gradually declining, from 48.6% in 2015 to 45.8% in 2019, with the help of small increases in tourism and construction. Analysts predict the nation’s poverty rate would have decreased by more than 3% by 2020 if not for the COVID-19 pandemic. However, those advances were undone by the pandemic, which caused the poverty rate to rise by 4.8%.

According to a household study conducted in 2020-21, 53.4% of Gambians or around 1.1 million individuals, could not afford the necessities of life. Even though access to health care and education has improved since 2015, more than half of the population still lives in poverty due to the economic shock.

Barriers in Education and Work

One major issue in The Gambia is the shortage of skilled teachers in the educational system. According to a 2021 World Bank assessment, only 57% of primary school teachers are trained, meaning many lack the skills to deliver effective education. Larger class sizes and higher student–teacher ratios, resulting from this shortage, have made it even more difficult to provide individualized attention and support.

This hits learners with disabilities hardest: lacking skilled instruction and support, they struggle to complete schooling, leaving them with lower employment rates. The 2022-23 Gambia Labor Force Survey reports that only 32.8% of persons with disabilities participate in the labor force compared to 44.1% of those without. Employment prospects skew lower for them, too. Without skilled teaching to build real learning and life skills, people living with disabilities struggle to access jobs and escape the poverty trap.

Health Care Challenges

It is estimated that 120,000 Gambians have mental illness, but 90% of them do not receive treatment. The nation only runs one outpatient clinic and one psychiatric hospital, Tanka Tanka, all located close to the capital. Outside these hospitals, a mobile community team that makes scheduled visits to rural health centers provides most of the mental health support.

Although The Gambia has a national policy and strategy aimed at exploring mental health services, most rural and urban people still lack access to care, despite the recent addition of similar teams by specific urban clinics.

Local and Global Partners Step In

The Gambian National Assembly approved the Persons with Disability Bill in July 2021 and President Adam Barrow signed it into law the following month. The measure, the result of nearly a decade of advocacy, safeguards the rights of people with disabilities in health care, education, employment, social support, rehabilitation and accessibility.

The law also brings The Gambia into compliance with the United Nations Convention on the Rights of Persons with Disabilities, which the country ratified in 2015. The convention requires states to provide equal legal protection, ensure full enjoyment of fundamental freedoms and eliminate discriminatory laws and practices.

On October 25–26, 2023, the Sir Dawda Kairaba Jawara International Conference Center hosted a two-day forum on disability rights, organized by The Gambia Federation of the Disabled and the National Human Rights Commission. In reviewing the implementation of the Persons with Disabilities Act of 2021, officials and activists highlighted both progress made and challenges that persist.

The organizers urged government organizations to incorporate disability problems in The Gambia into all programs and services, stating that those with disabilities still experience poverty, discrimination and abuse.

Takeaway

Despite setbacks from the pandemic and persistent barriers in education and health care, The Gambia has taken steps toward change. The 2021 Persons with Disabilities Act guarantees equal health, education and employment rights. Advocates say progress is slow. However, recent forums highlight growing moments to address discrimination and expand opportunities, offering hope for a more inclusive future.

– Joshua Pettis

Joshua is based in Houston, TX, USA and focuses on Global Health for The Borgen Project.

Photo: Flickr

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Relieving Poverty in Tunisia Through the AMEN Program

Poverty in TunisiaTunisia, a country in northern Africa, supports those experiencing multidimensional poverty through its AMEN social program. Those eligible receive monthly cash transfers and an additional stipend for families with school-aged children to offset the costs of school supplies. AMEN was established in 2019 with the assistance of the World Bank and Tunisia’s Ministry of Social Affairs.

What Does the AMEN Money Go Toward?

AMEN targets poverty in Tunisia through transferring money to its most vulnerable citizens. More than 333,000 households currently receive these cash transfers. Multidimensional poverty levels determine eligibility. In other words, income is not the only factor; access to health services, education and housing is also considered.

Free or subsidized health care is also offered through AMEN. About 620,000 people receive subsidized health care in addition to those receiving free health care. Accessible health care is one of the many ways AMEN goes beyond a “poverty relief” program; it invests in Tunisian’s health and futures to target inequality.

The economy has suffered greatly since the spread of COVID-19 in 2020. Economic growth was at 0% in 2023 and 1.4% in 2024. Unemployment rates reached 16% in 2024, which is quite high. During the pandemic, AMEN provided temporary money transfers to 900,000 households to help families stay afloat.

Empowering Women Through Financial Freedom

Women are often some of the most vulnerable in a population, particularly in low-income areas and those in traditional households who may depend on men to provide financially. AMEN provides opportunities for single women or those whose husbands can no longer work due to illness, death, imprisonment or any other factor.

Mothers no longer have to stress about feeding their children or keeping the household running with AMEN. Women make up more than 50% of households that receive cash transfers. The peace of mind that can only come from financial freedom is invaluable and a necessary step in breaking generational cycles of poverty and inequality.

Sponsoring Children’s Education

Poverty in Tunisia directly affects a child’s ability to attend and excel in school. School supplies can be expensive, an extra cost that families can’t afford. In other circumstances, some low-income families do not prioritize education for their children; instead, they expect them to help earn money for the family instead of attending classes.

AMEN recognizes the importance of education and supports children’s learning through their stipends. One hundred forty-eight thousand children are currently supported by AMEN and encouraged to go to school through the $10 per month stipend.

Moving Forward

AMEN seeks to improve its ability to help those experiencing poverty in Tunisia by revising its systems to determine who is eligible for the program. Ongoing research to strengthen knowledge around social protection is also being done. Continuing to improve AMEN will undoubtedly increase the quality of life for these individuals.

– Sydney Uhl

Sydney is based in Vancouver, WA, USA and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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How Mobile Libraries Fight Poverty Through Global Literacy Access

Mobile LibrariesMobile libraries are breaking barriers to education and aiding in the fight against poverty in underserved regions. From floating schools in Bangladesh to digital hubs in Ukraine, these initiatives prove that literacy is a powerful tool to fight poverty and build resilience.

Floating School Boats and Libraries in Bangladesh

Operating 111 floating school boats and libraries, Shidhulai Swanirvar Sangstha in Bangladesh serves more than 100,000 people in flood-prone areas. These boats do more than carry books; they are also equipped with solar-powered technology and classrooms, allowing for the assurance of the continuation of education during floods.

Each vessel teaches lessons in literacy, mathematics and other more specific topics like environmental awareness. In countries where flooding can disrupt thousands, innovations like these allow for education not to come to a standstill.

UNDP-Supported Digital Literacy Hubs in Ukraine

Repurposed libraries supported by the United Nations Development Program (UNDP) have become digital literacy hubs benefiting several Ukrainians. The program swiftly grew, beginning with 52 trainers who trained 235 administrators to host 135 events for 2,109 participants. It reached 25,391 people in 22 regions and Kyiv by the end of 2024 and 82% of them reported having strong digital skills following training, compared to just 17% previously.

Today, more than 3,000 libraries offer courses designed for senior citizens that cover everything from using e-services to cyber hygiene, AI tools and smartphone fundamentals. In 2025, new coordinators will receive Diia, AI and event planning training. By ensuring these abilities continue proliferating, educational tools turn libraries into centers of social resilience and economic opportunity. Besides mobile initiatives, UNDP’s impact is transforming library access into bridges for economic development.

Why Mobile Libraries Matter for Poverty Reduction

Mobile libraries are effective instruments for ending the cycle of poverty and offer more than just book delivery services. Research shows that access to mobile libraries significantly boosts reading comprehension, raising literacy scores by 3.3 points on standard scales and explaining 46% of literacy and reading ability variation.

This improvement goes beyond academics; literacy is a key tool in reducing poverty because it is directly associated with increased earning potential, better health outcomes and better employment opportunities. Mobile libraries remove barriers such as distance, cost and poor infrastructure, often preventing people in rural or disaster-affected areas from accessing education. They deliver books, learning materials and internet access directly to underserved communities.

Mobile classrooms and floating libraries guarantee that education continues even in the face of floods or other disruptions in vulnerable climate areas and they offer secure spaces for learning and socializing in regions affected by conflict. By making literacy attainable for all, mobile libraries promote long-term community development globally and empower individuals.

Moving Forward

These programs have repeatedly shown that people can change their lives when they have direct access to books, technology and learning spaces. This is especially true for those who live in remote, underserved or crisis-affected areas. The current challenge is to increase this reach. In addition to scaling up current programs, further funding would support innovative delivery strategies, the creation of locally relevant content and the incorporation of digital tools that equip communities to meet the demands of the contemporary economy.

Through universal literacy access, mobile libraries fight poverty by transforming reading into a domino effect of social resilience, economic opportunity and educational advancement. 

– Kyra Cribbs

Kyra is based in Charleston, SC, USA and focuses on Good News for The Borgen Project.

Photo: Flickr

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Belize’s National Healthy Start School Feeding Program

National Healthy Start School Feeding ProgramThe National Healthy Start School Feeding Program (NHSFP) is a government initiative that provides free, nutritious meals to primary and secondary students in Belize. The program began as a pilot in 2021 and a nationwide expansion in 2023 ensured all children could access healthy meals. Food insecurity affects a significant portion of the population, making the program a vital intervention. This change improved school performance by eliminating hunger in Belize’s school system. The impact of Belize’s NHSFP has been significant, helping to improve the health and education of students across the country.

How the National Healthy Start School Feeding Program Began

Before the NHSFP, a catering system provided school lunches. Private contractors or catering companies prepared meals off-site and then delivered the food. Many schools also had cafeterias where private vendors prepared and sold food to students. These catering companies followed some guidance but were free to prepare whatever food they wanted, regardless of quality or nutritional value. The lack of oversight often resulted in meals that were low in nutrients, contributing to health issues among students and offering no support for the local agricultural sector.

Schools now prepare fresh meals on-site. National menu handbooks with standardized nutrition requirements, developed by a team of nutritionists, ensure all children get healthy meals regardless of income level. The new program encourages schools to purchase food directly from local farmers, which boosts the local economy and provides fresher ingredients. The program has also trained all staff in food safety and nutrition, ensuring students get nutritious meals so they can focus on learning.

Fueling Academic Success

There are now two years’ worth of data on the Impact of Belize’s NHSFP. Some schools participating in the program reported increased student enrollment and decreased absences. School principals and educators have noted that healthy meals allow students to be more focused in class and have more energy to learn.

The program’s success has also spurred the development of a broader National School Food and Nutrition Policy to guide all schools. The program has also provided substantial training to school cooks and administrators since its start, ensuring they know how to do their jobs properly and safely.

Funding the NHSFP

The government of Belize funds the program, with the Ministry of Education, Culture, Science and Technology managing and disbursing funds to schools to purchase food provisions. Additionally, international grants are a major contributor to the NHSFP’s funding and the government of Taiwan is a substantial supporter.

Mexico is another major contributor to the program, with its Mexican Agency for International Development Cooperation (AMEXCID) partnering with the Food and Agriculture Organization of the United Nations (FAO) to provide financial and technical support. This support, which was key to the program’s design and sustainable model, has been crucial to the program’s success, installing new school kitchens, providing appliances and training school staff.

The Next Serving

What began as a small pilot program has quickly expanded into a national initiative to ensure every student in Belize can be hunger-free while in school. The scaling up of this program in stages is a testament to its effectiveness. The long-term impact of Belize’s NHSFP may soon be an example to the rest of the world, showing the importance of this issue and its influence on the success of a nation.

– Jeff Mathwig

Jeff is based in Philadelphia, PA, USA and focuses on Global Health, Politics for The Borgen Project.

Photo: Pxhere

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Youth Empowerment Through Surfing in Ivory Coast

Surfing in Ivory CoastSurfing is gaining momentum along the coastline of Ivory Coast, not just as a sport but as a tool to fight poverty, build life skills and promote gender equality. Local pioneers like Nadi Saddy and Souleyman Sidibe lead the charge with their organization, Surf Côte d’Ivoire, using surfing to open new doors for youth empowerment and community development.

Surfing in Ivory Coast as a Driver for SDG 1 and SDG 8

On the Ivorian coastline, surfing is a growing force against poverty and unemployment. Côte d’Ivoire’s poverty rate decreased from 46.3% in 2015 to 39.4% in 2020, but unemployment and regional disparities persist. Surfing, led by young pioneers like Nadi Saddy and Souleyman Sidibe, is creating new jobs and economic potential in coastal communities.

“There are many opportunities around surfing,” Nadi said. “Surf camps, guided beach tours, board rentals, surf classes — all these can create jobs.” Souleyman Sidibe, a national champion and co-founder of Surf Côte d’Ivoire, now earns a living teaching surfing.

In 2024, he opened Souley Surf School in Assinie Terminal to offer lessons and mentorship to local youth. “Surfing can’t end poverty overnight,” he said. “But it can help. It gives young people a purpose and can generate income for communities.”

Building Life Skills and Encouraging Education

Surfing provides more than economic benefits. It fosters confidence, discipline and resilience, vital for personal development and success in school and work. “To surf, you have to respect nature. You learn humility,” Sidibe said. “These are values we want to share with our students.” Saddy adds, “It helps kids build confidence and face their fears. That strength carries into other parts of life — work, school, adulthood.”

Surfing programs also include mentorship and environmental education, encouraging youth to stay engaged in their communities and pursue lifelong learning.

Promoting Gender Equality and Inclusion

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), only 55.5% of girls in Côte d’Ivoire complete lower secondary education, compared to 60.2% of boys. This reveals a 4.7% point gender gap in completion rates at this level.

However, surfing is breaking this gender barrier. While some families remain hesitant, demanding that girls stay home, progress is visible. Sidibe’s surf school has welcomed a dozen girls aged 8 to 14, with hopes to train the country’s first female surf instructors.

Overcoming Challenges and the Path Forward

Despite growing interest, surfing remains a niche sport with challenges such as limited access to equipment and lingering fears of the ocean. “In Côte d’Ivoire, many people are afraid of the ocean,” Saddy explained. “It can be powerful and dangerous. Many people don’t know how to swim, so the ocean is seen as something to fear, not to enjoy.”

Support from local authorities and the international community is essential. “We need support from local authorities to see surfing as a real economic asset — just like Senegal has done,” Saddy said.

From Childhood Dreams to a National Movement

Saddy and Sidibe’s love for surfing in Ivory Coast started when they were young. “When I was a kid, I used to spend weekends in Assinie,” Saddy said. “I would watch the waves and the few surfers there. I dreamed of having my own board one day.” “My older brothers surfed,” Sidibe said. “They were my role models. I wanted to be like them.”

Today, their shared vision is a growing community inspiring youth to dream bigger and believe in themselves. “Whether you’re a surf coach, a teacher, a photographer — come join us,” Saddy stated. “Help us show the youth of Côte d’Ivoire that they don’t have to be afraid of big waves — or big dreams.”

– Alexandra Diallo-Scholler

Alexandra is based in Los Angeles, CA, USA and focuses on Good News for The Borgen Project

Photo: Flickr

Education Reform in India

Education Reform in IndiaIn 2020, the government of India introduced the National Education Policy (NEP), a policy framework that focuses on making improvements to the education system. The NEP is an education reform in India that aims to increase equity of education for students all around the nation and better prepare students to enter the workforce. Since its implementation, many changes have been made.

Successful Implementations

As of 2025, the NEP has successfully implemented its 5+3+3+4 structure. Before the NEP, India’s education system followed a 10+2 system, in which students completed 10 years of schooling and then two years of higher secondary education.

The current format requires students to complete five years of foundational school, three years of preparatory school, three years of middle school and four years of secondary school. Not only does this system focus on Early Childhood Care and Education, officially including the teaching of 3-6 year olds in the system, but the shift also emphasizes core literacy and numerical skills (FLN). From the implementation of the new system in 2020 to 2023, the percentage of students with core FLN skills increased from 58% to 70%.

Drastic Improvements

The NEP has made drastic improvements to the topic of curriculum. Of India’s 28 states and eight territories, 23 have adopted the NEP’s framework for education, according to India times. Overall, the new curriculum eliminates separations between arts and sciences, curricular and extracurricular activities and others to eliminate the formation of hierarchies.

Additionally, the NEP curriculum emphasizes a multidisciplinary approach and true understanding rather than rote memorization to create unity and integrity of knowledge; on particularly notable addition to the multidisciplinary angle is the introduction of bilingual teaching, which allows students to enhance their understanding of concepts with increased exposure to languages like English or Hindi.

Further, the NEP promised an influx of high-quality resources to its Digital Infrastructure for Knowledge Sharing (DIKSHA) and has achieved its goal; as of 2024, the platform had more than 3.5 billion views, with more than 50 million users, according to India Times. Digital resources like DIKSHA equal the playing field for students in deprived urban areas in India.

Ongoing Reforms

Looking forward, the Indian government still has much progress to make on education reform in India. Though resources like DIKSHA can be a useful tool, the digital divide makes it difficult for them to create real impact. With irregular internet access and a lack of devices, the government must work to fill this gap. One way the Indian government has worked to lessen the divide is through BharatNet, a rural telecom project which provides access to connectivity to service providers and has made more than 74,000 Service Ready GPs for 36 of India’s states.

Additionally, the NEP’s new curriculum has required the adoption of new teaching methods. Because of inexperience and lack of resources, it is hard for educators to undergo the necessary training. As a result, the government and the Department of School Education and Literacy have launched the National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA).

This program is divided into three training programs specific to the elementary level, the secondary level and the National Initiative for Proficiency in Reading with Understanding in Numeracy (a program created by the Ministry of Education in India). As a result of NISHTHA, many smaller states have achieved 100% of their training goals and/or trained more educators than expected.

Although the NEP has thus far made good, measurable progress, it has much room for improvements. With current education reforms in India, however, the country gets closer and closer to its education goals every day.

– Ariana Wang

Ariana is based in Dallas, TX, USA and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr

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Action Emploi Réfugiés Addressing Immigrant Poverty

Action Emploi RéfugiésFrance is one of the economic and cultural powerhouses of Europe and the Western world. Thanks to a rich culture built on the core values of liberty, equality and fraternity, France has become an increasingly popular destination for foreigners, with at least 7 million immigrants living in France as of 2023.

In France’s lively capital, Paris, the immigrant population is especially dense, as one out of every seven inhabitants is an immigrant. However, life in the city of light is not as glamorous as it may first appear, especially for immigrants. As they attempt to integrate themselves into French society, they are often victims of discrimination based on their racial background, religion and stereotypes.

This treatment can lead to numerous financial problems as immigrants struggle in the professional setting and housing market as a result of these discriminatory behaviors. Furthermore, they can be left exposed, forced to accept exploitative, off-the-books work or live in unsanitary living situations as pests and water leaks dominate low-income housing areas.

Many organizations and initiatives have been created to target immigrant poverty in response to these issues. Among these, two prominent organizations in immigrant advocacy are the French Refugee Council (FRC) and the Action Emploi Réfugiés. These organizations are focused on helping refugees, a highly vulnerable immigrant population, find a foothold in French society through stable employment opportunities.

The French Refugee Council

Founded in 2013, the FRC is an independent, nonprofit organization specializing in providing tangible support to asylum-seekers across France. Indeed, with 480 total volunteers across mainland France, the FRC works to ensure that refugees live fulfilling, dignified lives. The organization empowers these vulnerable groups by fostering solidarity and mutual respect between refugees and natives in their communities.

The FRC works to ease the difficult process of integration while giving refugees a stronger and more influential voice in their communities by operating through five key pillars:

  • Employment opportunities
  • Access to education 
  • Legal support
  • Economic support
  • Community links

As the FRC provides this vital support, asylum-seekers can rebuild their lives and integrate into French society without falling into poverty.

Action Emploi Réfugiés

Founded in 2015 by Diane Binder and Kavita Brahmbhatt in response to the lack of aid given to refugees across Europe, the Action Emploi Réfugiés has many of the same values as the FRC. It works to end immigrant poverty by helping refugees integrate and rebuild their lives with dignity. However, the Action Emploi Réfugiés focuses solely on the employment frontier.

The organization primarily operates through two accompaniment programs, SOCLE and AVEC, which provide refugees with personalized support throughout the job search process. Assistance is tailored to each individual’s qualifications and language skills. These initiatives aim to provide refugees with the skills required to be successful professionally. The organization supports between 350 and 450 people each year and coordinates more than 700 jobs yearly.

Conclusion

Although immigrant poverty remains prevalent in France, especially for refugees, the FRS and the Action Emploi Réfugiés are at the forefront of social change as they provide dignified aid for refugees hoping to live the French life.

– Jack Schuchard

Jack is based in Herndon, VA, USA and focuses on Global Health and Politics for The Borgen Project.

Photo: Wikimedia Commons

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USAID Programs in Nicaragua

USAID Programs in NicaraguaNicaragua remains one of Central America’s poorest countries. In 2016, 24.9% of Nicaraguans were living below the poverty line, a significant decline from 45.8% in 2001, according to the Pan American Health Organization (PAHO). From 2000 to 2022, Nicaragua achieved an 18% increase in its Human Development Index (HDI), rising from 0.563 to 0.669. Despite this progress, Nicaragua still ranks 32nd out of 35 countries in North and South America in HDI as of 2022, illustrating persistent development challenges. Limited access to clean water, food insecurity, malnutrition and inadequate access to health care and education mark poverty in Nicaragua, according to the World Food Programme (WFP).

The United States Agency for International Development (USAID) has played a critical role in improving well-being in Nicaragua for decades. USAID programs in Nicaragua have supported key initiatives aimed at expanding access to health care and education, strengthening civic institutions and promoting economic growth and stability. However, recent cuts to USAID funding have hindered the progress of many of these initiatives, both in Nicaragua and in other low-and middle-income countries. The gains in personal well-being across Nicaragua throughout the past decade highlight the importance of sustained foreign aid for developing nations. Below are three examples of how USAID programs in Nicaragua have contributed to improving well-being in the country.

Improving Health Care

Over the past decade the Nicaraguan government has committed to improving its health sector programs, a commitment that has steadily strengthened the country’s health care system. These efforts have contributed to improvements in life expectancy, reductions in child mortality rates and higher immunization coverage across the country, according to the World Bank Group.

Although improvements have occurred, significant challenges remain, particularly in rural areas. While the Nicaraguan government offers universal free health care to all citizens, however, unequal distribution of medical supplies and health care personnel leaves many communities underserved, according to Bridge of Life.

In 2019, Salesian Missions, with the help of USAID funding, began constructing a medical clinic for impoverished Nicaraguans living in the cities of EstelÍ, Madriz and Nueva Segovia. The facility has since been completed and offers “high-quality obstetrics, pediatrics and gynecology services,” according to Salesian Missions.

Improving Education

Bettering education and literacy rates has long been a priority of the Nicaraguan government. However, the country still lags behind other low-middle income countries in terms of adult literacy rate—ages 15+. As of 2015, Nicaragua’s literacy rate for individuals aged 15 years or older was 78% for both men and women, notably lower than the median rate of other low-middle income countries, according to the National Education Profile.

Furthermore, a large percentage of school-aged children in Nicaragua do not attend primary or secondary school. In 2015, 18% of primary school-aged children were not attending school, and this figure rose to 43% among secondary school-aged children. Rates of out-of-school children were significantly higher in rural areas compared to urban locations, according to the National Education Profile.

USAID also launched the Community Action for Reading and Security (CARS) program, which improved early-grade literacy along Nicaragua’s Caribbean Coast. Across a six year span, the program reached more than 26,000 students and raised reading fluency in early-grade learners. CARS also helped local leaders design and carry out “community action plans” to support long-term education and development, according to DevTech.

Promoting Democracy and Civic Contribution

Nicaragua has long been affected by government mismanagement and dishonest administrations. Corruption and disregard for the rule of law has pushed Nicaragua into political disasters which have had harsh effects on Nicaraguans, according to Global Liberty Alliance. This rocky political history illustrates the necessity of programs to strengthen political transparency and effectiveness.

In 2009, USAID awarded grants to 31 civil society organizations in Nicaragua to promote voter registration, voter education and civic outreach. USAID also trained more than 700 Nicaraguans in anti-corruption practices and taught more than 350 journalists how to improve news quality and access public records, according to the United States Department of State.

USAID also promoted the Citizen Participation Ordinance, which four Nicaraguan municipal councils adopted in 2009. The Ordinance strengthened the role of civil society—community groups, NGOs and everyday people—in helping to shape local projects and policies.

Fostering Economic Growth

USAID helped Nicaragua take advantage of opportunities offered by the Dominican Republic-Central America Free Trade Agreement (CAFTA-DR). As a result, in the 2009 fiscal year, more than 9,000 Nicaraguans increased their sales in local, regional and international markets. 

USAID organized training sessions covering “commodity-specific export opportunities, best practices and economic conditions favoring the country,” according to the United States Department of State. More than 2,000 people attended with nearly half of the attendees being women.

Looking Ahead

USAID programs in Nicaragua have directly improved personal well-being by investing in education, health care, civic engagement and economic opportunity. But if funding cuts continue, these gains could be lost entirely. These examples highlight why sustained U.S. foreign aid remains a necessity for Nicaragua and other developing countries working to build a more stable and prosperous future.

– Jordan Venell

Jordan is based in Edina, MN, USA and focuses on Technology and Global Health for The Borgen Project.

Photo: Flickr

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Healthy Learners: Zambia’s School Health Program

Zambia’s School Health ProgramA Grade 4 pupil in Lusaka coughs during maths class. Instead of sending her home, a teacher, now a trained School Health Worker, opens a tablet, runs through a WHO‑style checklist, dispenses deworming pills, logs the visit and, if needed, fast‑tracks her to a clinic. The entire effort is part of Zambia’s Healthy Learners School Health Program and averages just $1.51 per child per year, which is less than 1% of what the Ministry of Education already spends per pupil.

The Poverty Trap: Preventable Illness = Lost Learning

Worm infections, vitamin A deficiency and other routine ailments quietly siphon school days and future earnings for Zambian children. Absenteeism forces caregivers to miss work too. By moving first‑line care into classrooms, Zambia’s Healthy Learners School Health Program targets that cycle where it begins: illness that keeps kids out of class.

Clinic in a Classroom: How the Model Works

Healthy Learners partners with the Ministries of Health and Education to train and equip teachers as School Health Workers. In 598 public primary schools, more than 5,300 teachers now use a mobile app (built with THINKMD). The app mirrors physician logic to triage, treat mild conditions (deworming, vitamin A, first aid) and fast‑track severe cases to clinics, plugging schools straight into the national health system.

The Numbers That Matter

  • Reach: More than 830,000 students served, about a quarter of Zambia’s public primary school population, with a goal of 2.2 million by 2028.
  • Health Gains: A study found a 38% drop in disease morbidity, a 48% jump in both deworming and vitamin A coverage, a 22% rise in health knowledge and a 52% reduction in the odds of stunting.

These improvements mean fewer sick days now and more substantial earning potential later.

Small Price, Massive Payoff

After an initial setup cost of $10 to $15 per child, the ongoing cost falls to about $1.50 thanks to economies of scale and government integration. That frugality is why Zambia’s Healthy Learners School Health Program is financially realistic for national ownership and replicable elsewhere.

In 2022, the Ministries of Health and Education signed an MoU to scale the program nationally, embedding data systems and training inside state structures. Spring Impact highlights this “design for integration” as the core reason the model can scale without ballooning costs.

A Call to Action

Zambia’s Healthy Learners School Health Program is a ready‑made template for any country where schools reach kids more reliably than clinics.

A child walks back to class, symptoms eased, lesson saved. Indeed, one tablet tap at a time, Zambia’s Healthy Learners School Health Program is proving that health in schools is one of the cheapest, most innovative ways to fight poverty.

– Arabella D’Aniello

Arabella is based in Toronto, Canada and focuses on Good News and Technology for The Borgen Project.

Photo: Flickr

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Education Reforms in Mexico

Education Reforms in MexicoIn the late ’80s and early ’90s, then-President Carlos Salinas de Gortari launched a nationwide program to modernize Mexico’s education system. He aimed to achieve this by improving textbooks and reforming the curriculum, all while continuing to work to close the equity gap. Since then, successive administrations have attempted various methods of improving educational outcomes, including the expansion of public universities and the establishment of compulsory basic education.

The current President of Mexico, Claudia Sheinbaum, took office in late 2024 and has since introduced a series of education reforms. These education reforms in Mexico fall under the Comprehensive Plan of the National Baccalaureate System, part of the New Mexican School framework originally developed by former President Andrés Manuel López Obrador. The plan is built on three core pillars:

  1. Comprehensive strengthening
  2. Integration
  3. Expansion

Comprehensive Strengthening

Sheinbaum aims to modernize the curriculum through conversations with educators and the establishment of educational equity programs. To achieve these goals, her administration would implement two programs: the Benito Juarez Universal Scholarship and the extension of the School is Ours program.

The Benito Juarez Universal Scholarship encourages students to enroll in upper secondary school by providing financial support to more than 5.6 million secondary school students. In the same vein, Sheinbaum plans to invest around 4.6 billion pesos (about $243 million) into the School is Ours program, which will ultimately benefit more than 6,000 schools nationwide by improving educator salaries and encouraging community involvement.

Integration

In addition to providing scholarships, the plan consolidates the existing 31 systems of secondary education into two: the National General Baccalaureate and the General Technological Baccalaureate. The unification brings about various benefits, including the reduction of administrative barriers when transferring between schools, easier transfer processes for students and teachers and equity in the quality of education.

As a part of the plan, the two systems of education will be validated by the National Polytechnic Institute and the National Technological Institute of Mexico, thus simplifying the transition between secondary and higher education.

Expansion

Sheinbaum hopes to expand educational offerings throughout the nation in an effort to increase equity and access. Through the plan, her administration sets forward to create 37,500 new spaces for students in upper secondary schools. She plans to achieve this by erecting 20 new high school campuses and expanding 30 already-existent but high-in-demand campuses.

In addition, 35 secondary schools that currently only offer morning classes will be converted to afternoon and evening schools, allowing more students to attend at flexible hours. By the end of six years, Sheinbaum hopes to have created more than 100,000 high school spots and 330,000 university slots.

Final Remarks

Though Sheinbaum has only been in office for a few months, her administration has made tangible progress in expanding educational access. With her six-year plan in action, she seeks to create an education system built on unity and equity. Suppose she continues to progress as she has in these past months. In that case, Mexico is on the way to ensuring quality education for its people.

– Ariana Wang

Ariana is based in Dallas, TX, USA and focuses on Technology and Solutions for The Borgen Project.

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