The increase in student attendance and attentiveness, combined with improvements in child nutrition, are benefits that the Government of Mozambique aims to replicate by expanding the National School Feeding Program (PRONAE). In partnership with PRONAE, World Vision Mozambique served over 5 million school meals in Nampula and Zambézia provinces during the last academic year.

This year, World Vision Ghana stands with women and girls across the nation under the theme: “Empowered Women, Thriving Communities.”

Investing in women and girls in Bangladesh drives economic growth, climate resilience, and sustainable development. Learn why gender equality matters.

Amid Syria’s education crisis, millions out of school and learning spaces damaged, Fadi* describes how broken basics made his children’s school feel unsafe and uncertain. Through World Vision’s rehabilitation project, the school was repaired (classrooms, desks, sanitation, water network) and students received stationery, restoring a healthier learning environment. Fadi also joined a sustainability committee to help maintain improvements through regular follow-ups and community awareness.

In Mali, women’s groups are turning to vegetable gardening to counter climate change in the Sahel, improving harvests, boosting nutrition, and strengthening resilience.

Situation Report 24: Displacement Caused by Cambodia –Thailand Border Conflict

EU-funded World Vision project supports 4,800+ Ukrainian children with education, psychosocial aid, and protection amid ongoing war disruptions.

From water scarcity and unsafe sanitation to dignity and thriving learning spaces — see how World Vision’s integrated programs changed life for 312 learners in Matlameng.

Unlock Literacy approach transforms learning to read Unlock Literacy (UL) is an educational program developed by World Vision to improve reading skills from primary school.

There is much focus on the “middle tier” in Education systems in low- and middle-income countries at present. The middle tier describes groups of professionals at county, zone, district or provincial level whose role is to monitor and support schools (UNESCO, 2025). They are the people who often become master trainers or are tasked with supporting the implementation of a new curriculum or new initiative. The middle tier acts as a mediator between policy makers (top leadership) and implementers (teachers). We have argued that they are key actors in the implementation of high quality TPD@Scale, but that they often lack the knowledge, skills, and professional development opportunities to carry out this role effectively.