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This project will adapt and scale a UNICEF-led proven innovation on data use in the education sector, known as Data Must Speak. The project responds to the need to address a global learning crisis in which many children do not reach expected

A solid foundation in logical thinking is important for lifelong learning. However, a significant proportion of children enrolled in school are not learning even the most basic skills, with learning inequalities starting from early childhood. This

Exposure to pre-primary education not only prepares young children to succeed in school and in life, but it also improves the efficiency and effectiveness of education systems, enables the participation of caregivers in the labour force, and

This project will enhance the use of data from existing household surveys by government officials to analyze the education sector and encourage policymakers to leverage the resulting knowledge on gender, equity, and inclusion to inform their policy

Education policy and planning should be underpinned by good quality and up-to-date data. Data exists in many countries, but it is not systematically collected, it does not meet international standards, and it is not well-used throughout the education

A lack of investment in quality early education compromises children’s learning and increases inequality. To respond to this challenge, this project will support the effective and strategic integration of pre-primary education within education sector

This project addresses the global undersupply of quality science, technology, engineering, and mathematics (STEM) teachers. It will test and adapt the Connected Learning Initiative (CLIx), a proven approach to strengthen STEM teacher training. CLIx

Education is one of the most powerful and proven vehicles for sustainable development. However, there are 258.4 million out-of-school children with one-third of this population living in sub-Saharan Africa. The COVID-19 pandemic has exacerbated the

The Latin American and the Caribbean region faces an educational crisis due to very high levels of inequality. This has been exacerbated by the COVID-19 pandemic. Educational systems have been unable to guarantee continuity of learning in the most

Substantial improvements in education access in Sub-Saharan Africa have not yet translated into improved learning and life outcomes for marginalized children, especially girls, in underserved communities. Efforts to address barriers to equitable

Investing in education for young children generates high returns, particularly when compared to equivalent investments made at later stages in life. A child’s early years are the foundation for future development, providing a strong base for lifelong

Inequalities in Honduras and Nicaragua’s education systems are linked with poor teacher professional development and the need for school principals, headmasters, and school leaders to be better equipped to promote and implement innovative approaches

Worldwide, inequalities in education are linked to many students’ poor participation and academic achievement at secondary school. The outbreak of the COVID-19 pandemic further exacerbates these inequalities, especially in low-income countries

This project responds to the urgent need for equitable learning access and outcomes for children in conflict-affected countries. The project will implement a proven education technology called “Can’t Wait to Learn” (CWTL). This custom-made gaming

Despite being the primary point of contact for learners around the world, many teachers often lack the skills, tools, and support they need to effectively teach children. Traditional “chalk and talk” pedagogies do not allow for tailoring to children

Equity and inclusion in education are policy priorities yet many girls and children with disabilities (CWD) experience multiple barriers that exclude them from quality education and holds countries back from reaching their human, economic and

Research evidence suggests that pre-primary learning using play-based approach benefits children and helps them to succeed in school. However, in Ghana and Sierra Leone, teachers find this challenging due to the limited training that they receive in

Current data compilation, processing and reporting practices - as part of Education Management Information Systems, provide snapshots that are used by decision makers to consider overall needs for the improvement of education systems. However, the