Working in partnership to create lasting change

Read how Guyana, Rwanda, Senegal and Tanzania are implementing the GPE 2025 strategy and how they have been mobilizing in-country partnerships to support large-scale and sustainable change.

July 25, 2022 by GPE Secretariat
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5 minutes read
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Young students learning together at Annai Primary School in Guyana. Credit: GPE/Daisuke Kanazawa
Young students learning together at Annai Primary School in Guyana.
Credit: GPE/Daisuke Kanazawa

For the last two decades, GPE has been working to ensure every child has the hope, opportunity, and agency that a quality education brings.

Our new operating model – GPE 2025 – is designed to strengthen partnerships, sharpen our approach at country level, including context-specific funding options, and promote a "learn and adapt" approach to implementation. Our aim is to better support partner countries to build stronger, more resilient education systems that deliver a quality education for all children.

We checked in with four countries implementing the GPE 2025 strategy to understand how they have been mobilizing in-country partnerships to support large-scale and sustainable change.

Rwanda : Working together to rapidly mobilize critical funds

When Rwanda was introduced to GPE 2025, the country had a time-bound opportunity to leverage GPE Multiplier funding: an innovative finance instrument that provides an incentive and the financial resources to catalyze more and better investment in education. The government and its partners came together and mobilized US$100 million in co-financing from the World Bank to secure a US$30 million Multiplier grant from GPE to support basic education.

Strong coordination among partners enabled Rwanda to conduct an expedited enabling factors analysis. This was followed by an assessment of the analysis by an Independent Technical Advisory Panel and the country’s feedback on the assessment—all in less than a month.

Rwanda submitted its grant application along with a high-quality program proposal, the first among all countries under the new operating model, duly endorsed by Rwanda's Education Sector Working Group. Having obtained and aligned critical resources behind national priorities, partners are committed to deepening sector dialogue and maintaining strong coordination as they continue to engage with GPE 2025.

Next steps include agreeing on priority reforms, developing the partnership compact, accessing the systems transformation grant, and moving to implementation on their pathway to building a more resilient education system.

Valentine Uwamariya, Minister of Education, Rwanda
"I would like to celebrate the successful cooperation between the Ministry of Education of Rwanda, Rwanda's Education Sector Working Group, and the Global Partnership for Education in supporting building a more resilient national education system. Together we are accelerating progress for all Rwanda's children. The Multiplier grant will increase the ability of the government to effectively implement the Rwanda Quality Basic Education Program and strengthen teaching and learning in primary and secondary schools across the country. The funding is critical to continue delivering transformative change in education in Rwanda, especially as we recover from the shocks of the COVID-19 pandemic. We will continue to pool efforts and resources, drawing on the strength of partnership, to ensure all children in Rwanda receive the quality education they deserve."
Hon. Dr. Valentine Uwamariya
Minister of Education, Rwanda

Guyana : More voices adding greater value to sector dialogue

Since joining GPE in 2002, Guyana has made important progress in improving access to education. While universal primary education has been achieved, the government is working to increase secondary education access, especially among the most marginalized. The need to improve learning outcomes and teaching quality also shapes current reform efforts.

In recent years, Guyana has strengthened sector coordination and created space for inclusive sector dialogue, demonstrating a determination to exercise the power of partnership to achieve ambitious goals.

The local education group – led by the Ministry of Education and bringing together government officials, development partners, civil society, the teacher union, and the private sector – was established in 2019, and the group has embraced the GPE 2025 strategy as an opportunity to coordinate efforts to create lasting change.

Partners are discussing factors that have the potential to enable system-wide improvements, including gender-responsive planning, and the equity and efficiency of domestic financing. Participatory in-depth policy dialogue is helping Guyana hone in on sector bottlenecks and transformative solutions to address them.

Nicola M. Johnson
“Partnerships are important in education, given the role of education in developing a nation. In Guyana, we at the Ministry of Education value our partners' contribution through dialogues and other participatory mechanisms because they represent the voices of our beneficiaries. Hearing from them helps us develop inclusive policies and programs that effectively address the needs of students, teachers and all education stakeholders, which indicates that we cannot do it alone in education.”
Nicola M. Johnson
Chief Planning Officer, Ministry of Education, Guyana

Senegal : Improving sector dialogue to achieve results at scale

Prior to joining GPE in 2006, Senegal was already engaging education stakeholders in sector dialogue. Over the years, the government and its partners have worked to make the dialogue more inclusive and effective, and the GPE 2025 strategy is a chance to further strengthen these efforts as well as improve sector coordination.

Senegal’s education sector plan focuses on improving learning outcomes, equity and sector governance. A country-led analysis of sector performance, needs, gaps and existing evidence serves as the foundation for discussions about the barriers to accelerating progress.

For example, Senegal has spent over 20% of total government expenditure on education since 2015, and country-level partners are discussing how to improve the efficiency and equity of domestic financing to address low learning outcomes and ensure the most vulnerable children are not left behind. Such in-depth analysis focuses the attention of all partners on critical factors that enable change at scale.

The inclusive and participatory process is essential to aligning partners, as well as resources, behind bold reforms for sustainable results.

"The alignment of financing […] makes it possible to link the implementation of external resources with the implementation mechanisms of the regular government budget and hence, to initiate dialogue on the allocation of resources to the sector for the achievement of the expected results or reforms [including the effective implementation of the West African Economic and Monetary Union reforms through program-based budgeting]."

Groupe National des Partenaires de l’Éducation et de la Formation (GNPEF), April 2022

Tanzania : Strengthening coordination to advance system transformation

When introduced to GPE 2025, the government set up an inclusive task force to maximize the benefits of the operating model.

As Tanzania develops its own pathway to transforming their education system, the country is building on years of having implemented a results-based program which has already resulted in large-scale change: improved girls’ transition rates from primary to lower secondary school and a recent reversal of a policy banning pregnant girls from attending school are examples of system-wide progress.

Country-level partners are now working to strengthen sector coordination and identify priority reforms that harmonize their efforts to improve learning and address inequities so that all children receive a quality education.

The government initiated a mapping exercise to take stock of interventions supporting key policy issues, such as improving gender equality and teacher workforce management. Recognizing stakeholder contributions to system transformation thus far provides clarity on how partners can align to collectively advance the reform agenda.

Next steps include finalizing the partnership compact led by the task force in consultation with a wide range of stakeholders.

"Tanzania Mainland has made tremendous progress with the basic education system despite the challenges that continue to impede achievement of desired goals. …To address these challenges, innovative and transformative approaches are needed to bring about systems change."

Education Partnership Compact (draft), Ministry of Education, Science and Technology, Tanzania
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I thank God for this kind of education in Nigeria ,we have been going outside the Country to bring Distance Learning for people to learn, it is a welcome program. If possible I would like to start it on Lagos State as soon as possible.

I am from the Gambia, I want to know if PGE exists in the Gambia.
I felt the need that such a progressive partnership to exit in the Gambia as we are in a transition.

Best regards
Ebrima Bah

In reply to by Ebrima Bah

Hi Ebrima Bah, yes, GPE has been working in the Gambia for a long time, and you can find more information on our engagement here: https://www.globalpartnership.org/where-we-work/the-gambia

regards. Chantal, GPE Secretariat

These are interesting efforts. We need more financial support to CSOs/NGOs to increase advocacy for better education performance and adoption of new approaches and technology in preschool, Primary and Secondary education.

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