The GPE Results Report 2019 shows that the partnership continues to make important progress toward improving learning for all children: more children are entering and completing school across partner countries, and there is encouraging progress on learning.
The report shows that partners are working together to build a strong and sustainable foundation for learning, with improvements in sector planning and increased investments in data and learning assessment systems. Going forward, to be transformative these efforts need to be bolstered by consistent and inclusive monitoring of progress, as well as increased and better use of existing national systems.
Notable progress in key areas at the heart of GPE’s model:
- School completion: Primary and secondary school completion rates continue to improve; at a slower pace in countries affected by fragility and conflict
- Gender equality: 2/3 of partner countries have as many girls as boys completing primary school, and well over half are at or close to gender parity in lower secondary completion.
- Conflict: GPE continues to focus its work in the most difficult environments, continuously increasing its support to countries affected by fragility and conflict. 65 % of GPE funding is allocated to these countries.
- Planning: All education sector plans, crucial blueprints for education interventions, meet quality standards, up from 58% in 2015.
- The quality of learning assessment systems is improving and more countries are using them. 94% of GPE grants support learning assessment and/or education data systems. Education data is key to identify challenges and determine priorities to improve education outcomes.
- Local coordination mechanisms are more inclusive, with increased participation of civil society and teacher organizations. Almost 90% of local education groups involve civil society organizations; close to 60% include teacher organizations.
- Domestic financing: GPE partner countries are investing more in education spending an additional US$2.1 billion (2015-2017).
Areas that need further attention:
- Access to quality education varies greatly even within countries. Children’s learning depends on wealth and geographic location. The gap between girls and boys remains.
- While learning assessment systems are improving, the availability and use of evidence to drive policy decisions and resource allocations is not consistent.
- Despite progress the lack of trained teachers remains a challenge,particularly in low-income countries and countries affected by fragility and conflict
- While the quality of education sector plans has dramatically improved, more attention is needed on implementing and monitoring the plans.
- The partnership needs to do better on aligning to developing countries’ systems and harmonizing its support. To ensure the lasting impact of external support, all partners must better use the institutions, human resources, procedures and tools of our partners countries.