About Us Where We Work

Honduras

School owner interviews across six regions in Honduras found other financial services beyond a school improvement loan were of significant interest. Of those surveyed, 96% were interested in financial literacy training for parents and teachers to help them avoid overindebtedness while helping the school to improve the timeliness of fee payments. Additionally, school owners reported strong interest in directing school fee payments and teacher salary payments through a financial institution – 79% and 63% respectively. Of the parents interviewed, more than 80% reported interest in a school fee loan, primarily for secondary and higher education needs. 

Colombia

In early 2020, Colombian school leaders attended an EduQuality program School Leadership Professional Development workshop that included a focus on inclusive education. Two school leaders were invited to present their schools’ inclusive education models and best practices, which included a presentation in Spanish sign language. The session was received enthusiastically and many school leaders shared promises to be increasingly vigilant in their own communities to identify children who require this type of support, since many are without opportunities and access to an education that meets their needs.

Ghana

In May 2016, Acropolis Maranatha Academy joined the EduQuality program. By 2019, the school’s work towards quality improvements were evident and publically recognized when the Academy received an honourable mention in the 2019 EduQuality Awards. After writing a school development plan focused on creating a positive school culture, the Academy implemented the plan by establishing a school culture committee, coordinating engaging school team building activities, and facilitating multiple stakeholder meetings with parents, students and staff. Their goal is to now maintain this positive learning environment that the school community has created together.

Kenya

Since launched EduQuality Kenya in 2019, school leaders have been utilising the Pathways to Excellence guide to improve their school’s operationss, from implementing new procedures for teacher recruitment to changing management approaches to positively motivate their teachers. School leaders have also grown their relationships within their clusters, now sharing freely about progress on their school development plan implementation during cluster meetings and creating a support system to hold each other accountable to their plans, ensuring all members reach their goals.

Rwanda

Busy Bees Foundation School has been a member of the Source of Knowledge Cluster since August 2016. After learning more about the importance of a robust child protection policy, school leaders focused on making the school a safer place for students by setting up a multi-stakeholder advisory team focusing on child protection. The team developed a child protection referral form, a new Child Protection Policy for the school, and purchased a van to ensure safe student transportation. The school also offered a training session on child protection issues for parents, teachers and local community members. In recognition of these efforts, Busy Bees Foundation School was awarded first prize in the 2018 EduQuality Awards.

Tanzania

Using guidance and resources from the Pathways to Excellence along with training led by Education Specialists, school leaders in the EduQuality Tanzania program have reported implemented new student development activities, teachers changing their approaches to classroom management, and increased use of child-centred learning strategies. Within their clusters, school leaders have begun sharing their materials and experiences with each other, recognizing they all grow and benefit together through shared learnings and new ideas. 

Uganda

Since joining the EduQuality program in June 2018, Pax Junior School has already made numerous achievements implementing their school development plan. A comprehensive child protection plan was developed in coordination with teachers, which included a focus on emotional abuse and alternatives to corporal punishment. To improve school safety, a Fire & Safety Policy was also written, and students were sensitized on how to properly handle fire by the local electricity company. In recognition of these and other investments in school quality, Pax Junior School was awarded first prize in the 2019 EduQuality Awards. 

India

When the government response to COVID-19 forced schools to close in India, affordable private schools like Star Academy had to adapt, similar to schools globally. Located in Rajasthan, Star Academy offers K-12 grade to over 1,000 students. The school has prioritized teaching students online, which also required addressing parents’ more traditional mindsets which initially dismissed online learning. For primary grade students, teachers created videos, shared rhymes and posted them on WhatsApp groups for parents to use with their children. For students in Grade 6 and higher, teachers found success engaging students in lessons using Zoom calls. Our India Education Specialist continues to offer guidance and resources to help schools manage during temporary closures and helps facilitate sharing of successful strategies like Star Academy’s among all the EduQuality India schools.   

Guatemala

Opportunity EduFinance is currently working to engage and partner with financial institutions in Guatemala to develop, launch and grow sustainable education lending portfolios

D.R. Congo

The private education sector in the DRC is expanding, driven by population growth, increased enrollment and willingness of parents to provide their children with quality education. EduFinance conducted market research around Kinshasa, Lubumbashi, and Goma which highlighted a need for access to capital for schools to invest in infrastructure, equipment and the purchase of school materials. School owners interviewed also indicated interest in school fee management systems and training in school financial management.

Dominican Republic

Market research conducted around Santo Domingo and Santiago in the Dominican Republic found that 74% of school owners reported their desire to educate children as the main driver for school-related business decisions. When asked capital needs, 93% of school owners stated they require financing for construction projects at the schools, and 82% would also take a loan to acquire new school fixed assets. 

Indonesia

Market research in West, Central and East Java in Indonesia showed that 48% of parents were interested in a loan to finance their children’s education, and of that 46% would use the loan to pay for school items such as books and uniforms. Over half of school owners interviewed reported interest in a school improvement loan, primarily for the purpose of adding an extra classroom.

Malawi

School owners in Malawi reported interest in both school improvement loans and ways to improve school fee collection and administration during market research surveys. About 90% of respondents said they would like to expand their facilities, with the majority citing extra classrooms as a primary need. Spot improvements such as painting/plastering were also a popular option (84%). Over 40% of school owners noted seasonal cash flow challenges, with 77% of those expressing an interest in borrowing to solve short term cash flow problems using an overdraft facility.

Mozambique

Opportunity EduFinance is currently working to engage and partner with financial institutions in Mozambique to develop, launch and grow sustainable education lending portfolios.

Nicaragua

As Nicaragua is one of the lowest income countries in Latin America, it is unsurprising that the main reason reported for school drop-out for children over 13 year is financial difficulties, indicating a potential for school fee loans to benefit families with seasonal cash flow challenges. An estimated 12% of all schools in Nicaragua are private, and of those surveyed, 62% of school owners have had previous access to credit, highlighting a willingness to borrow to invest in school infrastructure.  

Peru

Market research conducted in Lima and Arequipa, Peru found that 70% of parents are interested in financing post-secondary studies for their children. Moreover, 39% of parents want to know more about school fee loans, which can also be used for primary and secondary education costs. Interestingly, while most financial institutions in Peru do not offer specific education loan products, parents reported paying children’s educational costs through other sources of borrowing. This means financial institutions are indirectly lending to education-related activities through financial products not designed for the market and could take advantage of this gap by offering tailored education finance products. Regarding school improvement loans, 50% of school owners reported they would borrow to solve short term cash flow issues caused by late school fee payments.  

Philippines

Opportunity EduFinance is currently working to engage and partner with financial institutions in the Philippines to develop, launch and grow sustainable education lending portfolios

Nigeria

Ms. Nna started Christian International School in Oweria, Nigeria in 2009 as a nursery school with only a handful of teachers. After borrowing a School Improvement Loan, Ms Nna has successfully expanded the primary school to over 400 students. Recently, the school leased a second building for a secondary school based on demand from parents. Today, the school employs 120 staff, all of whom may enrol their children in the school for free as a benefit. Ms. Nna’s vision for ongoing school improvements includes building a library, developing science labs and improving sports facilities over the coming years. 

Ethiopia

Market research conducted in three regions of Ethiopia found 83% of school owners would take a loan for school improvements, with 73% indicating they would build more classrooms. Of the parents interviewed, 87% advised they would borrow to pay for school fees if offered the option. With 10 million children in Ethiopia currently out of school, there is a huge unserved EduFinance market in Ethiopia.

Liberia

Market research conducted in Monrovia, Liberia reported 100% of parents interviewed expressed interest in receiving a school fee loan, showing a significant unmet demand for financing. On average, families interviewed had 4 children, with 3 currently in school.  When school owners in Monrovia were asked about interest, 92% stated they require financing for school construction projects, and 65% would also take a loan to obtain new institution fixed assets to improve their school.

Senegal

Opportunity EduFinance is currently working to engage and partner with financial institutions in Senegal to develop launch and grow sustainable education lending portfolios.

Zimbabwe

In Zimbabwe, over 300,000 children have already dropped out of primary and secondary school for financial reasons, and there are an additional 700,000 students reported at risk of dropping out. Parent interviewed during market research found 85% already rely on instalment plans to pay school fees, indicating cash flow challenges to pay termly tuition in one instalment. When asked, 65% of parents said they were willing to take out a loan to pay for school fees if offered the opportunity.

Ecuador

Manabi, Ecuador is a province that heavily relies on fishing and agriculture, which are seasonal industries. This can create cash flow challenges for families that need to pay school fees in a lump sum at the start of an academic year. Based on market research, 44% of parents have borrowed to pay school fees in the past two years, which includes informal sources, such as family, friends or other types of loans. Of bank loan clients interviewed, 31% said they would take out a school fee loan if offered this product.

Nepal

Opportunity EduFinance recently conducted market research surveys in Nepal in Q3 2020 during COVID-19. The aim was to assess impacts of the pandemic on the educational access and financial health of borrowers from our financial institution partners. Key findings included the following:

• 82% of clients had children that were not currently in school
• Of those children out of school, 10% of families reported children are supporting income generation for the household
• The majority of clients reported a loss in income, with a median decrease of 60%
• 85% of clients described their most urgent financing need as "cash to keep their business afloat"

Madagascar

Opportunity EduFinance is currently working to engage and partner with financial institutions in Madagascar to develop, launch and grow sustainable education lending portfolios. 

Zambia

Opportunity EduFinance is currently working to engage and partner with financial institutions in Zambia to develop, launch and grow sustainable education lending portfolios.