When Aisha joined our program, she didn’t believe she belonged.
She had never used a digital platform, didn’t finish secondary school, and had already internalised the belief that some things weren’t “for people like her.”
But two weeks in, after starting with a mindset module and beginner-friendly digital skills, she began asking questions, submitting assignments, and believing again.
And I realised: this is what inequality looks like, and what transformation can feel like.
SDG 10 – Reduced Inequalities challenges us to move beyond surface-level access and into deep, intentional inclusion.
According to the World Bank, only 13% of youth in sub-Saharan Africa have access to formal post-secondary education.
UNESCO’s 2022 report adds that internet affordability and gender bias remain key barriers for low-income learners.
The result? Millions of youth, especially women, rural youth, and returnees, remain shut out of “global opportunities” not because they aren’t talented, but because those opportunities were never built with them in mind.
At Skilled For Work , we’ve had to unlearn the assumption that motivation is enough.
Many learners need:
👉Low-bandwidth tools
👉WhatsApp-based support
👉Culturally sensitive instruction
👉Programs that begin with mindset before skill
We’ve seen what happens when those conditions are met:
People like Aisha don’t just complete the program; they go on to help others do the same.
So, how do we bridge the inequality gap?
🔹 Donor organisations and philanthropists must prioritise inclusion-first design in the programs they fund, ensuring they reach the furthest behind first.
🔹 Policy-makers must collect data that disaggregates access across gender, location, and education level, and use that to inform real investments in equity.
🔹 Private sector players must recognise that inclusion is more than marketing; it’s about how job descriptions, hiring pathways, and training systems are built.
🔹 Community-based programs must be strengthened with funding, visibility, and technical support because they often serve learners that formal systems overlook.
Aisha didn’t need to change who she was.
She just needed someone to remove the barriers in her way.
That’s what it means to design for SDG 10 – not just to open the gate, but to walk people to the door.
Dr Aderinsola Adio-Adepoju
Sustainability | Innovation & Entrepreneurship | Global Opportunities | Employability Skills