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Education systems in Latin America and the Caribbean face significant challenges such as education inequities, political and economic instability, migration, and climate change. These challenges have implications for the resilience of education

The Pacific region, with its unique geographical, socio-economic, and cultural contexts, faces significant challenges such as natural disasters, political instabilities, and limited resources, making resilience-building essential for education

In Sub-Saharan Africa, traditional teacher professional development (TPD) models tend to be top-down, with one-time training sessions. These methods, such as cascade or knowledge transmission models, have received widespread criticism for having

Refugee teachers serve varied and vital functions within their communities whilst under acute professional uncertainty due to their inability to acquire qualifications that will be recognised in the host country. The lack of recognised training for

Research consistently shows that effective and quality teaching significantly influences students' academic achievement as well as the overall quality and equity of education. Teachers can only succeed if they receive adequate preparation through

In most French-speaking African countries, governments have long been exploring ways to implement education and language policies that incorporate local languages alongside French to improve the quality of teaching and learning.  Growing research

Despite broad acceptance of the need to be evidence-based, research evidence is still sparsely used for educational policy, planning, and practice in countries of the Global South. It is necessary to deepen the understanding of and capacity for the

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

The gender gap in science, technology, engineering, math (STEM) and digital education in low- and middle-income countries is alarming. Girls and women are significantly underrepresented, at an estimated ratio of 2 to 5 compared to boys and men. A mix

In many low- and middle-income countries, school-related gender-based violence (GBV) and discrimination keep many young people from finishing school. Major evidence gaps persist, particularly in Francophone Africa. The goal of this project is to

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

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

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

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

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