Strengthening education systems in the Global South
The Global Partnership for Education’s Knowledge and Innovation Exchange program contributes to the improvement of education policy and practice in the Global South.
Challenges for education systems
Knowledge gaps, limited access to evidence, and weak systems to support the generation and uptake of evidence and innovations are at the root of challenges facing education systems in the Global South. These constraints, which include insufficient teacher training, a lack of gender equity, inadequate learning processes, and the absence of data to inform planning, are barriers to achieving the UN’s Sustainable Development Goal (SDG) 4 to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”.
What is the Global Partnership for Education?
The Global Partnership for Education (GPE) is a multi-stakeholder partnership and funding platform that brings governments, donors, international organizations, civil society, teacher organizations, the private sector, and foundations together to strengthen education systems in the Global South and increase the number of children who are in school and learning. GPE supports more than 65 countries and prioritizes the most vulnerable and those affected by fragility and conflict to ensure that every child receives a quality education.
IDRC’s investment in education
IDRC is implementing the Knowledge and Innovation Exchange (KIX), a CA$82 million partnership with the GPE to strengthen national education systems and accelerate educational progress in the Global South. KIX will support projects that create, curate, and mobilize knowledge and innovation to improve education policy and practice. Through KIX, IDRC will work closely with GPE’s developing country partners to identify education policy challenges, strengthen capacities and evidence-based policy in the Global South, and create thriving learning environments for countries to learn from one another and strengthen their education systems.
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