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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

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

The reversal of the ban on new mothers returning to school in Tanzania signals an opportunity to drive greater equity and inclusion in schools. Despite the annual release of Basic Education Statistics, minimal analysis of disaggregated education data

In most African countries, decentralization in the education sector has included devolving components of policy and management functions to district, and even to school levels. For instance, learner enrolment and teacher deployment responsibilities

El Salvador's educational reform and the Partnership Compact developed with GPE give central importance to early childhood education and transitions to primary education. This project aims to develop learning tools and teaching practices to support

The kindergarten curriculum implemented in Ghana in 2019 promotes inclusive teaching practices and purposeful play. However, teachers in Ghanaian classrooms often utilize Western pedagogies and resources that ignore the cultural assets of various

Education inequalities can start from early childhood, including exclusion from community and educational spaces, insufficient provision of care and education programs, and discrimination against girls. To address these issues in Guatemala and

In many sub-Saharan African countries, education data systems are weak at sub-national levels, hampering timely and effective decision-making. Building on promising sub-national micro-examples of data systems that have been piloted in several

The integration of Science, Technology, Engineering, and Mathematics (STEM) into Early Childhood Education (ECE) has garnered significant interest in providing early exposure to key skills such as creativity, inquiry, problem-solving, and teamwork