Our Mission

To galvanize and coordinate a global effort to deliver a good quality education to all girls and boys, prioritizing the poorest and most vulnerable.

Our Vision

A good quality education for all children, everywhere, so they fulfill their potential and contribute to their societies.

Our Goals


All children have access to a safe, adequately equipped space to receive an education with a skilled teacher


All children master basic literacy and numeracy skills by the early grades


National systems have the capacity and integrity to deliver, support and assess quality education for all


Resources are focused on the most marginalized children and those in fragile and conflict-affected states

Our Objectives

"All girls in GPE-endorsed countries to successfully complete primary school and go on to secondary school in a safe, supportive, learning environment." School girls at Elavanyo District Assembly Public School in Ghana. © GPE/Tara O'Connell

All girls in GPE-endorsed countries successfully complete primary school and go to secondary school in a safe, supportive learning environment.

More on Girls' Education

In Mali, a boy in primary school learns to read. © GPE/Michelle Mesen

Dramatic increase in the number of children learning and demonstrating mastery of basic literacy and numeracy skills by Grade 3.

More on Early Grade Reading and Numeracy

In Kibera slums, Nairobi, Kenya. © GPE/Deepa Srikantaiah, 2012

Improve teacher effectiveness by training, recruiting and retaining teachers and supporting them to provide a good quality education.

More on Teachers

Moses was a street child. He lived on the streets collecting scrap metal to survive until one day he was taken in by the Atin Afrika Foundation which operates a transitional shelter for street kids in Lira, northern Uganda. The team at Atin quickly noticed that Moses was not like other boys on the street. He is deaf and as a result of growing up impoverished in Uganda he is mute. Atin spread the word and sponsors were found so that Moses could go to a boarding school for deaf children. After less than a semester he is beginning to read and write. In fact, his communication is so much better that we discovered his name isn't Moses. That was a nickname from the other kids on the street. His real name is Richard. Richard, we welcome you to the wonderful world of books! © Chelsea Peters, Uganda

Expand the volume, effectiveness, efficiency and equitable allocation of external and domestic funding and support to education.

More on Aid Effectiveness and Finance

Implementation Plan for GPE's Strategy

The Implementation Plan monitors the achievements of these objectives. It was approved by GPE's Board of Directors in May 2013 and was reviewed and revised for the 2015 period. The Implementation Plan lays out outcomes, actions, indicators and timeline to achieve our strategic objectives.

Who can participate in the Implementation Plan?

Some GPE partners have already demonstrated leadership by driving progress in the areas of our five strategic objectives. GPE encourages additional partners to contribute to particular outcomes and actions that are aligned to their own missions and objectives. We call on the following partners to actively engage and collaborate with us to execute the Implementation Plan.

  • Governments of GPE developing country partners
  • Donor partners
  • Multilateral organizations
  • Civil society organizations, teacher organizations and non-governmental organizations working in the education sector
  • Private sector and private foundations interested in supporting education
  • Organizations with objectives that are aligned with GPE's Strategic Plan

How can GPE partners participate?

Technical Reference Groups (TRGs) have been constituted, led by partners with the involvement of the Secretariat. TRGs have two principal functions: advice – in large measure at the request of the Global Partnership, inviting advice in response to issues or ongoing activities; they also act as an opportunity to facilitate collaboration – TRG members can be involved in the development or review of a new tool, proposal for funding etc. They are a mechanism by which individuals and organizations can provide their advice and collaborate with the Secretariat on key strategic objectives. In order to participate, we recommend that partners contact the Chairs of the TRGs whose contact details are listed below.

Strategic Objective TRG Chair(s) Secretariat focal point
SO1: Fragile and Conflict-Affected States Yes Joseph Nhan-O'Reilly
Save the Children
Jesper Andersen
Sr. Policy Advisor
W: + 1 202 458 7308
SO2: Girls' Education Yes Nora Fyles
UNGEI Secretariat
T: +1 212 326 7375

Fanny Gazagne
Ministry of Foreign Affairs, France
T: +33 (0)

Aya Kibesaki
Sr. Country Operations Officer
W: + 1 202 458 5541
M: + 1 202 444 1234
SO3: Learning Outcomes Several sub-groups, no Chair The Secretariat is facilitating identification of four subchairs. Aglaia Zafeirakou
Sr. Education Specialist
W: + 1 202 473 3416
SO4: Teachers Effectiveness Yes Edem Adubra
Head of the Secretariat, International Teacher Task Force on Teachers for EFA, UNESCO
T: +33(0)1 45 68 15 58
F: +33(0)1 45 68 56 26

Teachers Task Force
Hugues Moussy
Sr. Country Operations Officer
W: + 1 202 473 4391
F: + 1 202 522 3923
SO5: Financing (and Systems Strengthening) No Creation of an ad hoc group for the strategic plan. Ed Lamot
Sr. Country Operations Officer
W: + 1 202 473 1322

A generic Terms of Reference applicable to all the TRGs provides more information on their working modalities. The Secretariat will engage with each of the Technical Reference Groups in consultations related to the development of the GPE new Strategic Plan.

Please contact Victoria Egbetayo at vegbetayo@gloalpartnership.org for further information.