Top 6 findings on GPE’s goals
1. More children are completing basic education
An estimated 4.9 million more children completed primary school and 2.6 million more completed lower secondary school over the previous year. In countries affected by fragility and conflict, the primary completion rate is still lagging but showing progress.
2. The opportunity gaps between rich and poor children, and between rural and urban children, are large but narrowing
In countries affected by fragility and conflict, for example, 42 rural children completed lower secondary school for every 100 urban children in 2018, compared with 39 in 2017. In the same countries, 20 children from the poorest households completed lower secondary school for every 100 children from the richest households in 2018, compared with 18 in 2017.
3. GPE partner countries are building stronger systems to assess learning
48% of partner countries now have a learning assessment system that meets quality standards, compared with 40% in 2015. Building these systems is crucial to ensure that governments know what is working to improve learning, what is not, and where to direct resources.
4. Parity between girls and boys completing school is improving, but still elusive at the lower secondary level
The proportion of partner countries that are approaching equal numbers of girls and boys completing school rose to 67% for primary, and to 54% for lower secondary.
5. Many education systems face challenges in efficiency
Across 25 partner countries, more than a third of all education spending covers the costs of repetition and dropout. Moreover, teachers are often not distributed evenly within countries, resulting in certain regions being disadvantaged.
6. Countries affected by fragility and conflict face more acute challenges in multiple areas
Less than 70% of children complete primary school in partner countries affected by fragility and conflict, compared to nearly 77% in partner countries overall. Gender disparities, and especially girls’ disadvantage, are more pronounced in fragile countries. These countries are also much more likely to have larger class sizes, and less likely to have education plans that include strategies for overcoming constraints. Countries affected by fragility and conflict also face acute challenges to mobilize domestic resources for education.