Skip to main content
Global Partnership for Education

Focus areas

Access to education Learning Gender equality Education in crisis Inclusive education Early learning Quality teaching Domestic financing

Our approach

How we work Knowledge and innovation Advocacy and accountability
Partner countries
GPE impact Stories of change Results report 2021 Monitoring, evaluation, and learning
How to apply for grants Deadlines for grant applications Financial reporting Replenishment
About GPE Board of Directors Secretariat
COVID-19
Partners Portal
Document library
News
Blog
Body

Second menu

  • Partners Portal
  • Document library
  • News
  • Blog
Global Partnership for Education

Stay Informed With Our Latest News

  • What we do

    Focus areas

    Access to education Learning Gender equality Education in crisis Inclusive education Early learning Quality teaching Domestic financing

    Our approach

    How we work Knowledge and innovation Advocacy and accountability
  • Where we work
    Partner countries
  • Results
    GPE impact Stories of change Results report 2021 Monitoring, evaluation, and learning
    Click on the map to browse videos and stories highlighting GPE results
  • Program funding
    How to apply for grants Deadlines for grant applications Financial reporting Replenishment
  • Who we are
    About GPE Board of Directors Secretariat
  • COVID-19
  • Home
  • Document library
  • Current: The educational challenges of transition: Key issues for 2030
The educational challenges of transition: Key issues for 2030
August 31, 2017 |

This working paper #2 is titled "The Educational Challenges of Transition: Key Issues for Low- and Lower-Middle-Income Countries and GPE Toward 2030".

It maps the dimensions of educational development in GPE partner countries, and profiles educational participation to create an understanding of how access has changed and where the priorities are for future investment and external assistance. Its
focus is on GPE’s developing country partners (DCPs), especially those in transition from low- to lower middle-income status and those where primary school participation is nearing universal levels.

Massive educational development needs remain unmet across the DCPs and invite new commitments and bold reforms. The biggest challenges are managing the universalization of secondary school, providing access for all children to preschool, and controlling the public costs of growth in higher and further education.

At the same time, additional investment is needed to enhance quality and raise levels of achievement. Public finances will be stretched to capacity. Governments can increase allocations to education as a proportion of GDP and of the public budget, and make gains from increased efficiency. Private contributions from households should grow, but will not be sufficient to fill the funding gaps because of steeply unequal income distribution that leaves many families below the poverty line.

The domestic private sector in most DCPs is too small and only weakly motivated to invest in educational services for the poor. Innovative financing mechanisms could make useful contributions to the resources available, but most proposals are unlikely to generate the volume of recurrent expenditure needed to achieve and sustain GPE goals. Inequalities will grow unless public financing promotes equitable participation.

The poorest, living on less than US$1.25 a day, cannot afford fees and other charges. Charging those below the poverty line for public services increases the number of households in poverty. Pro-poor public financing will necessarily remain at the core of the education policy agenda in DCPs.

External assistance is essential to catalyze reforms that lead to sustainable educational development in DCPs. Strategically focused GPE grants can contribute to increased resource mobilization by governments, greater access for all children, more efficient delivery systems and enhanced learning outcomes. Eligibility for education sector program implementation grants  depends on DCPs having gross national income per capita below US$1,045 and primary completion rates below 85 percent.

Recently, adjustments have been made to the income thresholds, countries affected by fragility and conflict have been given enhanced eligibility, and lower secondary completion rates have been added into the eligibility process. Some low-income countries and many lower-middle-income countries may lose eligibility for GPE support as incomes rise and primary and lower secondary completion rates improve.

To read the full paper, download it below

Download PDF (5 MB)
Focus areas: SDG 4
Document type: Working papers
Language: English
Year: 2017
Global Partnership for Education

Learn more

  • Benefits of education
  • Education data highlights
  • Branding
  • Contact us
  • Careers
  • Events

Connect with us

Body

Stay informed with our latest news

What is your interest in downloading this document?

Select the option that best defines your role and interest

Selecting an interest is required.

Body

© Global Partnership for Education. All rights reserved.

Footer bottom

  • Privacy policy
  • Site map
  • Terms of use
  • Report fraud and abuse
  • Risk management