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This project aims to address the persistent gender gap and exclusion of girls and women from education systems in Uganda, Kenya and Ethiopia, especially in communities with refugees and Internally Displaced Persons (IDP). Such exclusion denies girls

Boy’s educational ‘underachievement’ has represented a policy issue for decades in the East Caribbean. Data shows young men have higher drop-out rates and lower graduation rates in secondary school. Gender norms affect individual outcomes of girls

The governments of Bangladesh, Bhutan, and Nepal are committed to achieving better education outcomes, and their National Education policies and strategic plans document their commitment to gender equality and social inclusion in education. However

This project aims to mobilize evidence on how to scale practices enhancing gender equality and inclusion, including what incentivizes or impedes them, across Ethiopia, Malawi and Uganda. It builds on four interventions previously implemented in these

School leadership plays a crucial role in increasing the quality of education and narrowing gender gaps in education outcomes. Emerging evidence suggests that female-led schools possibly create more favorable learning environments. Higher

Despite mounting evidence indicating that in certain national contexts boys face a higher risk than girls of repeating grades, failing to complete various educational levels, and achieving poorer learning outcomes, there remains a dearth of research

Inadequate use of education data in policymaking hampers progress in improving learning outcomes and promoting equity. More research is necessary to understand data use and how to bridge the data-implementation gap, especially at the local level

A substantial body of evidence shows that many children in low- and middle-income countries, particularly those from vulnerable and disadvantaged groups, lack foundational literacy and numeracy skills and are not adequately prepared for a smooth

Countries need holistic views into the realities of their populations and their education systems to target educational improvements to those who are most disadvantaged. A crucial issue for education data systems is the disconnect between household

Ongoing conflict, violence and forced displacement in Nigeria has disrupted children’s access to and retention of quality education and has undermined their learning outcomes. Internally displaced adolescents in Nigeria face numerous barriers to

In the Democratic Republic of the Congo, the education of over 1.5 million children has been disrupted and more than 1,000 schools were shut in 2022 due to violence and natural disasters. Students exposed to violence experience trauma and

This project tests and explores how to scale an innovative approach developed in Uganda that was proven successful in promoting school access and retention of out-of-school children and youth. It relies heavily on community members and school staff

Ethiopia has an estimated 13 million children and youth who are out-of-school. In 2011, Geneva Global piloted the speed school program in Ethiopia. The program provides out-of-school children aged 9 to 14 a “second chance” at formal education

Education is vital for individual and social growth. However, conflict and violence have caused disruptions to education in West Africa, leading to increasing numbers of out-of-school children and youth. In northern Ghana, eastern and western areas

In South Sudan, 63% of teachers lack formal training and have insufficient support to accomplish their duties effectively. Prolonged war and strife in the country have substantially impacted teacher training and the overall education system. It has

The Latin America and Caribbean (LAC) region, particularly Central America, has become one of the leading migration hotspots in the world, with the highest percentage of children and adolescents on the move globally (26% in 2021, according to UNICEF)

Education data system management across sub-Saharan Africa faces many challenges. These include overly theoretical strategies and policies, limited resources and human capacity, fragmented and out-dated digital platforms, and poor coordination

Existing methods for collecting educational data are insufficient for revealing the extent and depth of gender inequality in education and the intricacies and diversity of local conditions. Disconnections between available and needed data, and