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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

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

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

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

In Sub-Saharan Africa, efforts to improve teaching quality and learning outcomes have led to increased investments in teacher education. However, in some low- and lower-middle-income countries such as Tanzania, Kenya, and South Sudan, teachers

To teach effectively, teachers need strong knowledge of both content and pedagogy. That knowledge, along with strong teaching skills, must be developed during teachers’ pre-service education. In Nigeria, the curriculum of pre-service teacher