In alignment with Sustainable Development Goal (SDG) 4, improved and more equitable learning outcomes are at the core of the GPE 2020 strategic plan (Strategic Goal 1). There is mounting evidence that developing countries are facing a learning crisis and that this crisis has a strong equity dimension: Across countries, underserved populations are the most likely to achieve the lowest learning outcomes.

This chapter gives an overview of the findings to date on GPE’s results Indicator 1, which captures the proportion of developing country partners showing improvements in learning outcomes. It then highlights the most recent information available on learning outcomes in GPE countries and presents analysis that underscores the importance of data for addressing learning. Finally, the chapter presents the progress countries are making in establishing learning assessment systems and how GPE funds support learning and strengthening of learning assessment systems.

Increased equity, gender equality and inclusion in access to education are fundamental to the Global Partnership for Education’s mission and comprise Strategic Goal 2. 71% percent of the world’s 62.2 million out-of-school children of primary school age, and 59% of the 60.7 million of lower secondary school age, are in developing country partners as of 2016. Children from the poorest households, from rural areas, and from countries affected by fragility and conflict are still more likely to be left behind, as are girls in many countries. Marginalization based on socioeconomic status, gender, ethnicity, language, religion, disability and location are drivers of education inequality. This chapter focuses on progress and challenges in equitable access to school with special attention to gender and countries affected by fragility and conflict. Progress on completion of primary and lower secondary school, as well as reducing out-of-school rates, provides the main lenses for these equity analyses, and access to early childhood care and education is also examined. The chapter discusses GPE support for equity in basic education as well, including for children with disabilities.

To be effective, education systems must be reliably well financed and make efficient use of resources and have strong cores—such as sufficient trained teachers and engaged data systems. Improving domestic financing for education has been an area of focus for the Global Partnership for Education since its inception, and it was introduced as a requirement in the GPE funding model in 2014. While more domestic resources are needed in many contexts, it is also essential to ensure that these resources are used efficiently to achieve maximum impact. Significant efficiency gains in education systems will be essential for developing country partners (DCPs) to accelerate progress around learning and equity as needed to meet GPE’s strategic goals and Sustainable Development Goal 4. This chapter analyzes the progress toward effective and efficient education systems (Strategic Goal 3), and it outlines the challenges with respect to teacher training and data systems.

The Global Partnership for Education has strengthening sector planning and policy implementation at the heart of its GPE 2020 strategic plan and operational model. This chapter examines the progress on GPE’s two country-level objectives: strengthened sector planning and policy implementation, and mutual accountability (Strategic Objectives 1 and 2). GPE promotes ownership among country-level stakeholders by promoting a participatory approach to planning. Overall, GPE confirmed strong progress on country-level objectives, but it also identified clear challenges for the implementation and monitoring of education plans. This chapter offers a detailed view of which aspects of GPE’s country-level objectives are working well, and which areas need more attention from the partnership.

Mobilizing more and better financing for education is a key strategic objective of GPE 2020, as is building a stronger partnership. According to the International Commission on Financing Global Education Opportunity, an additional US$44 billion each year would need to be mobilized from international financing to fill the gap for all low- and middle-income countries to achieve universal pre-primary, primary and secondary education. However, more financing is not the only challenge: External financing should be allocated to the countries with the greatest education need, and used to support those interventions directly associated with learning for all children. This chapter presents an overview of the GPE grant portfolio, using the most recent data to examine where GPE funding goes, and the performance of GPE grants. It also discusses challenges in the alignment of grants to education systems and wider efforts to advocate for more and better financing for education.