The relationship with foundations is governed by the GPE Charter that highlights the unique and complementary role that foundations can play in advocacy, policy dialogue and education planning process in partner countries.
GPE works with the International Education Funders Group (IEFG), the foundation constituency, and individual foundations on a range of initiatives including:
Assessment for Learning (A4L). This initiative aims to build capacity for national learning assessment systems to measure and improve learning. A4L provides technical and financial assistance to support sector planning and analysis, capacity building and knowledge exchange at the regional level, and promotes more holistic measurements of learning globally. Foundations help develop diagnostic tools for benchmarking learning assessment systems to support knowledge exchange across ministries of Education and technical partners.
Foundations supporting A4L:
Better Early Learning and Development at Scale (BELDS). Through knowledge exchange with developing country partners, GPE shares and develops good practices on scaling equitable, quality early learning programs. This includes support for developing analytical tools, methodologies, data, and sharing lessons learned to boost stronger and more effective inclusion of ECCE in education sector plans and policies.
Foundations supporting BELDS:
Gender Responsive Education Sector Planning (GRESP). GPE works with governments and national stakeholders to improve gender responsiveness in their national sector strategies and policies through funding training and technical assistance for national teams; cross-border knowledge mobilization and advocacy to influence policy; collaboration with Global Fund and other organizations to address the needs of adolescent girls; and improved evaluation and reporting of gender equality in education.
Foundation supporting GRESP:
Disaster Risk Financing (DRF): GPE is exploring the applicability of risk finance to education as tools for protecting education investments from the impact of natural and man-made disasters that affect tens of millions of children every year. These disasters cause loss of classrooms, learning supplies, and a reduction in school days, which directly impact drop-out rates, and interfere with broader social benefits.
Foundations supporting DRF: