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This project explored how governments and communities in Uganda, Ethiopia, and Malawi can adopt and scale the Child-to-Child learning model—an inclusive, play-based approach that empowers older children to support younger peers in developing school

This project generated evidence in support of scaling accelerated education models for out-of-school children. Evidence showed that these models improved enrolment, retention, and learning outcomes, while fostering inclusive and community-driven

This project explored how governments and education stakeholders in Bangladesh, Bhutan, and Nepal can address the challenges faced by children who are out of school (OOSC) or at risk of dropping out. Through a consortium-led initiative, the project

This project explored how governments in Tanzania, Kenya, and Zambia can adopt and scale the School-based In-Service Teacher Training (SITT) model to improve teaching quality in secondary schools. The model empowers experienced teachers and college

This project explored how bottom-up innovation—led by teachers and school leaders—can improve education systems in Haiti and Saint Lucia. Using a human-centred design (HCD) approach, educators were trained to identify challenges, prototype solutions

This project strengthened the integration of 21st-century skills—such as communication, critical thinking, collaboration, and creativity—into national education systems in Kenya, Uganda, and Tanzania. Led by the Global e-Schools and Communities

This project established a regional observatory to collect, synthesize, and mobilize evidence on how education systems in 40 GPE partner countries in Africa responded to the COVID-19 pandemic. Led by the African Population and Health Research Center

This project explored how community-based actors – including teachers, parents and administrators – can collaborate with formal education systems to improve early-grade literacy. The initiative adapted and scaled Unlock Literacy model, focusing on

This project explored how governments in Ghana, Honduras, and Uzbekistan can adapt and scale ICT-mediated teacher professional development (TPD@Scale) to improve teaching quality and equity in public education systems. The initiative supported the

Access to quality Early Childhood Education (ECE) is essential for acquiring foundational skills such as literary, numeracy and socio-emotional learning. It is a predictor of school readiness and educational achievement. Measuring children's

The purpose of this research project is to expand, deepen, and sustain the impact of effective education innovations, especially reaching the most disadvantaged children and young people, leading to transformative change in education systems. A key

Despite global efforts to improve children's readiness, many children are not well prepared to start school. The Every Newborn-Reach Up Early Education Intervention for All Children (EN-REACH) initiative successfully increased children’s readiness to

An engaging interactive environment in early learning boosts children’s creativity, critical thinking, self-expression, teamwork, and overall development. Evidence underscores the crucial role of play in providing these interactive experiences. Play

Disruptions to education systems have been increasing in both frequency and intensity in South and Southeast Asia, including from the COVID-19 pandemic, as well as from natural disasters, political conflicts and social divisions. Various efforts

According to UNICEF, children with disabilities are 25% less likely than other children to attend early childhood education and 49% more likely to never have attended school. An estimated 95% of the 53 million children under five with disabilities

For all children, Early Childhood Care and Education (ECCE) offers a crucial opportunity to prepare for lifelong learning, making it a top priority across GPE partner countries. For children with disabilities, this period is especially important

Understanding the risks and disruptions to education systems, as well as their preparedness to address them, is crucial for ensuring their resilience and effective functioning. While the countries of Eastern Europe, Caucasus, and Central Asia exist

Understanding the status of education system resilience is key for policy, planning, and intervention. The Middle East and North Africa (MENA) region has experienced multiple crises and disruptions — including conflicts, displacement and migration