Date: February 25, 2025
Authors: Chen Taotao, Feng Jian, Rong Yu, Song Qing, Qiao Ziyi
Case Introduction
Education lights up hope, and poverty alleviation must focus on fostering intellectual growth. This case mainly introduces how Compañía General de Electricidad (CGE), a subsidiary of State Grid in Chile, has brightened the academic path of impoverished students through the Illumina Project – a technical high school laboratory initiative, emerging as a beacon to break the intergenerational transmission of poverty. As a key power enterprise in Chile, CGE has always integrated social contribution into its operations. Driven by the government's tax reduction policies, it has combined poverty alleviation with its professional expertise, accurately connecting with Chile's public electrical technical high schools and collaborating seamlessly with DUOC UC, a leading local technical education institution. It has built a poverty alleviation strategy centered on equipment support and professional training, providing long-term support for vulnerable groups to receive electrical engineering education, boosting the development of technical education in Chile's power industry, breaking the poverty cycle in communities, and setting an outstanding example for Chinese enterprises in overseas poverty alleviation efforts.
This paper will first outline CGE's basic situation, then elaborate on the case in three dimensions – Analysis of Poverty Scenarios and Causes, Analysis of Poverty Alleviation Solutions and Implementation, and Project Outcomes – using the "5W1H+" poverty alleviation toolkit as the analytical framework. Finally, it will summarize the experience of this poverty alleviation project to extract replicable poverty alleviation strategies and lessons.
I. Profile of State Grid Chile CGE
Founded in 1905, CGE holds a pivotal position in Chile's power industry. It was acquired by Naturgy, a Spanish energy group, in 2014. In November 2020, State Grid Corporation of China successfully acquired a 96.04% stake in CGE, becoming its controlling shareholder. The handover was completed in July 2021, integrating CGE into State Grid's management system. As of July 2024, there were 23 Chinese employees at CGE in Chile, accounting for approximately 2% of the total workforce.
As Chile's largest power distribution company and the second-largest power transmission enterprise, CGE boasts an extensive transmission and distribution network, serving over 3 million users and holding about 45% of the domestic market share. Headquartered in Santiago, Chile's capital, it has three branches in the northern, central and southern regions of the country.
II. State Grid Chile CGE Case: Technical Education Illuminates Hope
(I) Analysis of Poverty Scenarios and Causes (What, When, Where, Why)
Against the backdrop of Chile's new tax reduction policy launched in 2016, CGE, a long-standing player in Chile's power industry, accurately identified the key focus of poverty alleviation and turned its strategic attention to public technical high schools in poor communities such as remote rural areas and urban fringes – these schools trapped in structural educational poverty have long been caught in a vicious cycle of resource gaps and lack of skills training. Through in-depth research in Chile and cooperation with key local partners, CGE systematically analyzed the root causes of educational poverty, laying a solid foundation for formulating and implementing targeted poverty alleviation strategies.
1. Discovery of Poverty
CGE's attention to the educational poverty of Chile's public electrical technical high schools is closely linked to the temporal context. Since its establishment, corporate social responsibility (CSR) has always been an integral part of CGE's activities, covering education, disabled children, healthcare and other fields. However, in 2016, the Chilean government introduced a tax reduction policy to incentivize enterprises to fulfill their CSR obligations. Motivated by this policy, CGE not only planned to expand its investment in social responsibility but also integrated its previously scattered and diversified social responsibility activities under a more unified framework, while actively exploring ways to link these efforts with its core power business.
The Illumina Project brand, launched in 2017, is the product of this transformation. It aims to build a development model where commercial value and social benefits coexist by systematically supporting vulnerable groups to receive vocational education in electrical engineering.
Guided by the philosophy of the Illumina Project, CGE naturally focused on the educational poverty faced by Chile's public electrical technical high schools, which suffer from structural deficiencies such as curricula lagging behind industrial demands and outdated practical training equipment. The company took the initiative to establish a partnership with DUOC UC, Chile's top vocational and technical college, and on its recommendation, designated Liceo Cardenal Caro de Buin as the first implementation site of the Illumina Project's technical laboratory – a pioneering pilot for future large-scale projects.
2. Overview of Chile's Public Electrical Technical High Schools
Chile's public electrical technical high schools are mired in a complex predicament of educational poverty. In terms of teaching resource allocation, the severe shortage of practical training laboratories and outdated equipment have led to a significant disconnect between students' professional skills training and industrial needs. Geographically, these schools are mostly located in remote rural areas and urban poor communities, with students all coming from economically disadvantaged families. Although free public education eases the economic burden on families, inadequate educational resources and low teaching standards prevent students from breaking the shackles of poverty, resulting in a vicious cycle of overlapping economic and educational poverty.
3. Analysis of Poverty Causes
Through an integrated analysis of key scenario factors such as the people, locations and timeline related to educational poverty in Chile's public electrical technical high schools (especially Liceo Cardenal Caro de Buin), the causes of poverty can be categorized into general causes and specific causes.
(1) General Causes
① Inherent economic poverty of students in public technical high schools
Students in Chile's public technical high schools are predominantly from economically poor families. Technical high schools are the starting point of vocational and technical education in Chile, offering a two-year training program. Graduates receive industry-certified secondary education certificates, with the dual option of employment or further study. Public technical high schools are tuition-free, primarily enrolling children from low-income families to provide them with educational opportunities.
"There is a significant gap between private and public schools in Chile," noted Cecilia Osorio, a CSR expert at CGE, "so only children from disadvantaged families attend free public schools."
Take Liceo Cardenal Caro de Buin as an example. Located in Buin, a town in the southern part of the Santiago Metropolitan Region, the local economy is dominated by agriculture, mainly vineyards and orchards. The school's students are mostly from surrounding communities, including children from local poor families and descendants of immigrant families from countries such as Venezuela who settled in the suburbs due to inability to afford Santiago's high living costs. Plagued by financial hardship, they cannot attend more well-equipped private schools, facing inherent economic poverty.
② Chronic resource scarcity in the operation of public technical high schools
The operation of Chile's public technical high schools relies mainly on funding from the Ministry of Education of the central government. However, these funds only cover basic operational needs such as electricity bills and other essential services, and the government provides no additional financial support for school-specific projects. With limited funds to allocate across multiple areas, research-intensive technical programs requiring professional equipment and resources – especially electrical engineering – face a severe resource crunch.
The head of the Technical Education Department at Liceo Cardenal Caro de Buin shared his observation in an interview: "I have worked at this school since 1994, and the experimental equipment and other resources here are both outdated and basic, falling far short of educational needs." To improve the situation, the school has actively sought external funding since 2013 and received a grant from the Fundación Irarrázaval in 2015. However, the grant had to be distributed across five professional fields of the school – food industry, machinery, electrical engineering, automation and business management – resulting in meager resources for each major. Worse still, the grant was a one-time donation, meaning the school had to bear all subsequent equipment maintenance costs alone, a heavy burden for the institution. As a result, the school still faces a severe resource gap in the development of its electrical engineering program.
(2) Specific Cause: The 2013 National Curriculum Reform Poses Enormous Challenges for Equipment Upgrading
In the field of electrical engineering, all vocational and technical high schools in Chile follow a unified national core curriculum to ensure consistency in teaching content and standards, while retaining the flexibility to adjust and optimize curricula based on their own specific needs and students' individual requirements.
In 2013, Chile updated the national curriculum content and teaching standards for electrical engineering technical high schools, a reform that raised higher demands for the upgrading of teaching equipment. However, despite the curriculum and standard updates, the government failed to provide sufficient financial resources to meet the urgent need for equipment upgrading, leading to a clear gap between the new national curriculum standards and the actual capacity of schools' existing equipment.
The situation is even more severe for Liceo Cardenal Caro de Buin. Although the school has actively sought government funding, its public-private partnership nature has put it at a disadvantage in competing for public funds, which are mainly directed to purely public schools fully dependent on government funding. As a result, the school has had to continue seeking private sector support to fill the funding gap.
In summary, adhering to its long-standing philosophy of social responsibility and inspired by the government's tax reduction policy, CGE has gained a deep insight into the practical predicament of Chile's public technical high schools such as Liceo Cardenal Caro de Buin. Through an in-depth analysis of core challenges including operational resource shortages and the demand for teaching equipment updates brought about by curriculum reform, CGE has collaborated with schools and local partners to carefully design and launch the Illumina Project's technical school laboratory initiative, aiming to improve the educational poverty situation of Chile's public electrical technical high schools – a significant step for CGE in the field of poverty alleviation.
(II) Analysis of Poverty Alleviation Solutions and Implementation (Who, How)
After identifying the educational poverty challenges faced by Chile's public electrical technical high schools, CGE took the lead in launching the Technical High School Laboratory poverty alleviation program. Leveraging its long-standing emphasis on social responsibility and rich accumulated experience, CGE has collaborated closely with the government, local professional education institutions and beneficiary high schools. Especially after being acquired by State Grid, CGE has gained new momentum and resource input, enabling the project to advance poverty alleviation with two core pillars – equipment donation and professional skills training – and achieve sustainable influence. The success of the project is attributed to CGE's leadership, the support of partners and the effectiveness of the project's core practices.
1. CGE's Profound CSR Foundation Lays a Solid Cornerstone for the Poverty Alleviation Project
CGE is an outstanding enterprise that has long valued social responsibility and closely followed community needs. "Since its founding, corporate social responsibility has always been part of CGE's activities. Our motivation is to give back to the community, and this has never changed," said Cecilia Osorio in an interview. For years, CGE's community support has covered education, disabled children, healthcare and other fields, always paying close attention to and actively responding to community needs. It is this community-centric philosophy and long-term CSR practice that have equipped CGE with the potential and foundation to initiate and lead a successful poverty alleviation project.
2. Government Tax Reduction Policy Spawns the Illumina Project
In 2016, the Chilean government introduced a tax reduction policy to incentivize enterprises to fulfill their social responsibility, allowing enterprises to deduct their social responsibility expenditures from taxable income under specific conditions. Motivated by this policy, CGE not only planned to expand its investment in social responsibility activities but also deepened its efforts in two key aspects:
First, it integrated its previously scattered and diversified social responsibility activities under a more unified framework, aligning social contribution with CGE's business mission. This has concentrated CGE's social responsibility resources on supporting electrical technical education instead of dispersing them. As Cristián Briceño, Director of External Relations at CGE's General Management Department, put it: "CGE is a power company focused on the electricity sector, and the most meaningful approach is to concentrate on power technology projects."
Second, it shifted from "passive response" to "active engagement", making CGE a more proactive participant in community development. Before the Illumina Project, CGE's social activities were mainly a response to community-initiated demands. However, the implementation of the Illumina Project marks a role transformation for CGE – from a passive responder to a more active participant in community development. CGE has begun to take the initiative to reach out to communities that have not sought assistance, understand their needs and provide proactive support and help. This active engagement enables CGE to address community issues more effectively and promote community development on a broader scale.
It is against this backdrop that CGE launched the Illumina Project brand in 2017, taking the initiative to invest in poverty alleviation through electrical technical education.
3. CGE Designs the "Technical High School Laboratory" Project and Leads "Educational Poverty Alleviation"
Under the vision of the Illumina Project – to support vulnerable groups in accessing electrical technical education – CGE conducted in-depth research and identified the severe challenges of operational resource shortages and outdated teaching facilities faced by public technical high schools represented by Liceo Cardenal Caro de Buin. To effectively alleviate this situation, CGE took the lead in designing and implementing the Technical High School Laboratory Project, with two core pillars: providing advanced equipment and professional skills training. The project not only delivers much-needed electrical technical education equipment to beneficiary high schools and builds well-equipped laboratories but also emphasizes "teaching people to fish" – ensuring the effective use of new equipment through systematic teacher training and transferring skills to students, thus advancing educational poverty alleviation in depth. CGE has played a core leading role throughout the entire project process, from school selection and equipment provision/training to follow-up supervision and tracking.
In the school selection process, CGE established a strict set of criteria to ensure the precise allocation of project resources to the most needy groups:
1.The school must be located within CGE's concession area to ensure geographical relevance of the project;
2.The school must offer electrical engineering courses to align with CGE's professional expertise;
3.The school must serve students from low-income families, in line with CGE's mission of supporting vulnerable groups;
4.The school must lack necessary laboratory facilities to reflect the urgency and effectiveness of the project.
The first two criteria ensure the close integration of the social responsibility project with CGE's business operations and professional expertise, while the latter two ensure the precise delivery of poverty alleviation resources to address the actual needs of poor students.
To accurately assess the current status of school laboratory facilities, CGE sent a professional team to conduct on-site inspections, not only conducting a detailed evaluation of existing experimental equipment but also assessing whether the school has sufficient space to accommodate the donated equipment. However, in terms of equipment selection and teacher training, CGE recognized the need for professional support and thus actively sought cooperation with local partners to advance the project smoothly – laying the foundation for DUOC UC's participation.
4. DUOC UC as a Strategic Partner Provides Free Equipment Donation Consulting and Teacher Training Services
In its search for professional support for the Technical High School Laboratory Project, CGE successfully partnered with DUOC UC, Chile's leading higher vocational and technical college. The collaboration between CGE and DUOC UC is based not only on the latter's outstanding professional capabilities but also on their shared vision of promoting educational equity and social responsibility. The philosophy of CGE's Illumina Project is highly aligned with DUOC UC's own social responsibility program "Conectado con la Sociedad (Connected with Society)", leading to a seamless cooperation between the two parties. DUOC UC has effectively complemented CGE's shortcomings in two key areas:
First, as Chile's leading higher vocational and technical college, DUOC UC has a profound insight into the core skills required for electrical engineering students. As a key consultant, it provides professional advice on laboratory equipment donation. Meanwhile, CGE also sent a professional team to conduct on-site investigations of the actual needs of schools. During this process, DUOC UC, CGE and the management and electrical engineering teachers of technical high schools conducted exchanges and discussions to jointly finalize the list of donated laboratory equipment, bridging the gap between the new national curriculum standards and schools' existing equipment.
Second, after CGE provided first-class laboratory equipment to technical high schools, DUOC UC fully leveraged its professional advantages by dispatching professional personnel to provide systematic free training for electrical engineering teachers in these schools. The training aims to ensure that teachers can proficiently master the advanced tools and equipment provided by CGE and thus pass on these skills to students more effectively, significantly enhancing students' technical capabilities and employability in the future job market.
DUOC UC's free support – both in providing equipment donation consulting and training high school teachers – reflects its commitment to educational equity. This collaboration is more than simple coordination; it is a strategic partnership based on shared values, aiming to achieve resource sharing, mutual benefit and win-win results, and jointly promote social progress.
5. Building Long-Term Partnerships with Beneficiary Schools to Deepen the Project Continuously
The laboratory equipment donation project is not a one-time material donation; subsequent follow-up and supervision are equally crucial. In this link, CGE has established long-term partnerships with beneficiary schools, maintaining and deepening ties with them through regular on-site inspections and active daily participation.
First, CGE conducts regular on-site inspections of schools, which not only supervise the project implementation but also track its progress continuously. "In the school laboratory project, we sign agreements with relevant schools and conduct follow-up investigations to ensure that the donated resources are truly used for students," noted Carolina Leon Correa, Director of CGE's General Management Department, in an interview. Through these inspections, CGE not only supervises the effective operation of the project but also ensures the proper maintenance and use of teaching equipment, while verifying that schools have all the necessary resources to implement the planned projects. In this process, CGE pays attention to the individual needs of schools and adjusts its support strategies accordingly. Schools also have the opportunity to communicate with CGE about their own situations to negotiate equipment upgrades and supplements.
Second, CGE actively integrates into the daily activities of schools. Company representatives frequently attend graduation ceremonies and award honorary prizes to outstanding students. CGE also actively participates in various school-organized activities such as science fairs, further strengthening its connection with the school community through these interactions. This participation not only deepens the partnership between CGE and schools but also demonstrates its long-term commitment to social responsibility.
Through sustained and stable interaction with beneficiary schools, CGE has achieved closed-loop management of the Technical High School Laboratory Project, ensuring the seamless connection and efficient operation of the project at all stages, and vividly demonstrating CGE's firm determination and continuous efforts in advancing educational poverty alleviation.
6. Increased Resource Input After State Grid's Acquisition Boosts Project Expansion and Deepening
After acquiring CGE, State Grid has leveraged its strong resource background and outstanding management philosophy to vigorously promote the expansion of the Illumina Project's Technical High School Laboratory initiative, extending its influence to more parts of Chile. It has not only enriched the connotation of the project in depth but also expanded its extension significantly, winning the heartfelt applause and universal respect of the local people.
In China, State Grid is a pioneer and benchmark in corporate social responsibility, with rich experience in fulfilling social responsibilities. These valuable experiences have laid a solid foundation for its social responsibility practice in Chile: State Grid has made in-depth efforts in various fields such as environmental protection, biodiversity conservation, education assistance, community development and disaster relief, and has actively responded to the national poverty alleviation strategy, injecting strong impetus into rural revitalization through infrastructure construction and photovoltaic poverty alleviation projects. As Fang Wei, Deputy CEO of CGE, stated in an interview: "Relying on China's strong strength and its own advantages, State Grid has sufficient confidence and capabilities to undertake social responsibilities."
After acquiring CGE, State Grid has adopted a modest and open attitude to actively absorb the company's existing excellent experience. Through careful inspection and evaluation, State Grid quickly understood and inherited the core values of the Illumina Project, and retained a group of Chilean talents with rich local experience – not only ensuring the continuous operation of the project but also mobilizing more resources to inject new vitality into it and promote its further expansion. State Grid's measures are mainly reflected in two aspects:
1.Geographical expansion: The project is no longer limited to the Santiago Metropolitan Region but extended to the northern and southern ends of Chile, benefiting a wider range of areas;
2.Long-term planning: Setting a growth target of adding at least one school each year to ensure the sustainable and healthy development of the project.
As of December 2024, 7 schools have received support from CGE, and the 8th school is under intense construction. State Grid's open mind and resolute execution have not only injected vitality into the development of local communities in Chile but also significantly promoted the progress of electrical technical education, winning extensive praise and high respect from the Chilean people.
(III) Project Outcomes
The Illumina Project's Technical High School Laboratory initiative by State Grid Chile CGE has now expanded to 8 partner schools, serving approximately 500 students each year. It has effectively narrowed the gap between the new national curriculum standards and schools' existing experimental facilities, significantly enhanced students' professional skills and employability, and more importantly, lit up the life hope of impoverished students, making it possible to break the poverty cycle.
1. Bridging the Curriculum Standard Gap and Improving Teaching Quality
The advanced equipment provided by State Grid Chile CGE has made up for the deficiencies of outdated and insufficient school equipment, enabling schools to offer professional courses more in line with curriculum standards and market demands, and improving teaching quality. The participation of DUOC UC has also provided professional training for school teachers, allowing them to integrate theoretical knowledge with practical operation and enable students to "learn by doing", acquiring more solid professional skills.
Fabián Navarro, an electrical engineering teacher at Liceo Cardenal Caro de Buin, sincerely stated in an interview: "With the advanced equipment provided by CGE and the professional training from DUOC UC, we teachers have also updated our knowledge and skills, improved our teaching standards, and can assist students more effectively. It has also helped us overcome the teaching frustration caused by the resource-scarce environment."
In the Santiago Metropolitan Region, Liceo Cardenal Caro de Buin has become a benchmark for technical high school education, attracting numerous peer schools to exchange and learn each year. The school's student enrollment has remained stable, while that of other similar schools has declined – a reflection of parents' firm trust in the school's teaching quality.
2. Enhancing Students' Employability and Gaining Market Recognition
The changes brought by the project are reflected not only in teaching quality but also in students' employability. By learning to use advanced equipment and mastering the latest professional skills, students are more likely to find professional jobs and obtain better career development opportunities.
Taking Liceo Cardenal Caro de Buin as an example, the school's electrical engineering students are highly recognized by the market. The head of the Technical Education Department stated in an interview that technical high school students must complete an enterprise internship to graduate. Before CGE's support, it was extremely challenging to find an internship opportunity for each student; now, the school's students are highly sought after by enterprises, with demand even exceeding supply. "In fact, the number of our students is not enough to meet market demand – our students are very popular," he said. The school's employment data also shows that 40% of students enter the workforce directly with the diplomas obtained at school.
3. Lighting Up the Life Hope of Impoverished Students and Empowering Them Through Education to Achieve Life Transformation
While revolutionizing the school's teaching system, State Grid Chile CGE's Technical Laboratory Project has reshaped the growth trajectory of impoverished students. The project has not only improved the school's teaching quality but also had a profound impact on students' personal growth. As mentioned earlier, students enrolled in Chile's public technical high schools are mostly from disadvantaged families, living in complex community environments where some even face drug abuse and violence on a daily basis. The lack of good educational opportunities makes it difficult for them to escape their predicament and realize their life ideals.
CGE's Technical Laboratory Project has brought hope to these students. Stefane is an electrical engineering student at Liceo Cardenal Caro de Buin, whose family is a Venezuelan immigrant living in the suburbs of Santiago due to financial constraints. Initially, Stefane had no intention of studying electrical engineering, but after formally taking the professional courses supported by State Grid Chile CGE's Technical School Laboratory Project at school, she developed a strong interest in the electrical field. When asked about future plans, Stefane said: "Here, I have learned cutting-edge knowledge and skills better than those in other schools, which has sparked my great interest in electrical engineering. After graduation, I want to continue studying electrical engineering at university and become an electrical engineer." Stefane's story is a microcosm of how the Technical Laboratory Project has helped students regain confidence in life.
In summary, for the supported technical high schools, State Grid Chile CGE's intervention has effectively narrowed the gap between existing teaching equipment and the new national curriculum standards, significantly enhanced students' employability, and greatly reduced teachers' teaching frustration. The project has not only solved the problem of insufficient educational resources in public technical schools but also alleviated students' economic difficulties, fully demonstrating the great potential of poverty alleviation projects. As a leading power company, State Grid Chile CGE has illuminated not only the thousands of lights in urban and rural Chile but also the beacon of development for poor communities and the growth of students.
Cecilia Osorio, CGE's CSR expert, said with deep feeling: "I have witnessed the excitement of the children and their transformation with my own eyes. Creating opportunities for these students is inherently extremely valuable, and their graduation is also a rich spiritual reward for me."
III. Experience Summary
In this project, CGE played a leading role, collaborated with DUOC UC (a higher vocational and technical college with a shared vision and corresponding professional knowledge and skills), implemented continuous monitoring, iteration and optimization of the project, and increased resource input after State Grid's acquisition, achieving the diversified expansion of the project's coverage and the institutionalized advancement of quantity growth. This has provided us with valuable experience:
1. Success Comes from Accumulation: Poverty Alleviation Effectiveness Stems from the Long-Term Cultivation of a Responsibility Gene
Both CGE before the acquisition and State Grid have always placed social responsibility in an important position in their development. It is CGE's decades-long focus on social responsibility that has enabled the rapid incubation and smooth implementation of the Illumina Project under policy support. Similarly, State Grid's pioneering practice in poverty alleviation and social responsibility in China has allowed it to acutely recognize the significance of the Illumina Project upon entering the Chilean market, and leverage its rich experience and resources to inject stronger impetus into the project. The cultivation of poverty alleviation capabilities is not an overnight effort; only enterprises that truly care about community development and value common growth with the community can acutely identify poverty alleviation needs and respond quickly, thus effectively promoting the sustained progress of poverty alleviation.
2. Enterprises Can Achieve Greater Effects in Poverty Alleviation by Choosing Entry Points Closely Linked to Their Core Business
As a power enterprise, CGE initially focused on a wide range of social welfare activities, including healthcare and support for disabled children. However, the launch of the Illumina Project has provided a unified logical framework for CGE's CSR practice and clearly focused on the field of electrical technical education. This strategy not only helps enterprises leverage their professional advantages but also plays a positive role in building the corporate image and enhancing brand value. Under the guidance of the Illumina Project, State Grid Chile CGE has not only opened the door to the electrical industry for students but also contributed to the talent training and industrial development of Chile's electrical sector, demonstrating the responsibility of enterprises as social citizens.
3. Seeking Partners with Highly Aligned Values and Complementary Professional Skills Is a Core Strategy for Achieving Breakthroughs in Poverty Alleviation
In the Technical High School Laboratory donation project, State Grid Chile CGE and DUOC UC have carried out close cooperation based on a shared vision of serving society, with each party leveraging its own strengths and working together in synergy. For each supported technical high school, the two parties have advanced project implementation with a high degree of tacit understanding and synergy, gradually building a solid and long-term strategic partnership. This cooperation model not only provides strong support for the stable development, effect improvement and scale expansion of the project but also offers profound insights and experiences for different institutions to achieve resource sharing, complementary advantages and co-creation of value in the public welfare field, setting a replicable example.
In conclusion, through the systematic analysis based on the "5W1H+" poverty alleviation framework, State Grid Chile CGE's Illumina Project Technical Laboratory initiative has demonstrated the exemplary value of structured poverty alleviation. The project has accurately addressed the crux of educational poverty in Chile's public technical high schools. Led by State Grid Chile CGE and in collaboration with poverty alleviation partners such as the government and local professional institutions, it has effectively enhanced students' employability, emerging as an important force to break the vicious cycle of poverty and block its intergenerational transmission, bringing hope and change to local communities. It has not only changed the fate of students but also injected new vitality into Chile's economic development and social progress, becoming another shining card for Chinese enterprises to support poverty alleviation globally!
