Global Education Monitoring Report 2026: Access and Equity - Countdown to 2030

🎓📊 273 million children, adolescents and young people out of school in 2024: UNESCO unveils 35 national case studies proving that equitable policies (school canteens, scholarships, transport) can reverse the trend and reduce educational inequalities, the foundation of better health for all. #EducationForAll #SocialDeterminants #EducationEquity #PublicHealth
UNESCO analyses 35 case studies demonstrating that only multisectoral interventions combining school infrastructure, teacher recruitment, free meals, targeted scholarships, and early warning systems can sustainably reduce inequalities between rich and poor, urban and rural, girls and boys.

 📌 This report is essential for health prevention actors, public health, and the medico-social sector as education is a major social determinant of health. It provides evidence on inequalities in access to education based on gender, geographical location, socio-economic status, and disability, enabling professionals to identify vulnerable populations requiring enhanced support. The 35 national case studies offer concrete examples of intersectoral public policies (school health, nutrition, transport) that have reduced drop-out rates and improved school participation, directly transposable into territorial prevention strategies.

Source: 📒 Global Education Monitoring Report 2026: Access and equity - Countdown to 2030

✍️ Global Education Monitoring Report 2026: Access and equity - Countdown to 2030 - UNESCO (independent team of the Global Education Monitoring Report) — Published in 2026

📜🔗LINK to the source

Number of pages: 400

1. ANALYTICAL SUMMARY

Issues and context of global access to education

The 2026 UNESCO report analyses the evolution of access and equity in education since 2000, in a context where three successive global agendas have raised the level of ambition more quickly than educational systems' capacity to adapt. Despite a spectacular expansion of enrolment (327 million additional students since 2000, an increase of 30%), 273 million children, adolescents, and young people remained out of school in 2024, with a continuous rise over the past seven consecutive years. The report identifies the most excluded populations: poor children, rural children, girls in certain regions, disabled and displaced persons, revealing that quantitative expansion has not automatically translated into equity. The analysis covers three educational levels (pre-primary, primary-secondary, post-secondary) and examines how legal frameworks, financial policies, and targeted interventions have enabled some countries to make progress despite crises.

Operational contributions and lessons from the 35 case studies

The report presents 35 national case studies illustrating how sustained multisectoral reforms have helped to remove barriers to schooling. Among the key lessons: the extension of free and compulsory education, when accompanied by investments in infrastructure, teacher recruitment, and financial support programmes (scholarships, school meals, transport), generates significant progress. Cambodia has increased its primary completion rate by 45 percentage points over 30 years through the construction of schools in rural areas and the reduction of regional inequalities. Rwanda, after the genocide in 1994, rebuilt its education system by constructing 1,100 new schools between 2017 and 2023 and recruiting 17,000 teachers between 2019 and 2021, the same number as in the previous 20 years. The report also develops a new index for equitable orientation of national policies, revealing that fewer than 1 in 10 countries has a financing system sufficiently focused on equity.

2. KEY POINTS OF THE DOCUMENT

1. Expansion of global schooling but recent stagnation

Since 2000, global school enrolment has increased by 327 million students (+30%), with remarkable progress in pre-primary (+45%) and higher education (+161%). However, the number of out-of-school children, adolescents, and youth has increased for the seventh consecutive year, reaching 273 million in 2024. Sub-Saharan Africa and Central and South Asia account for 75% of this excluded population. The post-2015 slowdown is attributed to budget constraints, crises (COVID-19, conflicts), and persistent structural barriers (poverty, gender, disability, location) (p. 89-93).

2. Persistent inequalities based on socio-economic status, gender, and location

The gaps in completion rates between the richest 20% and the poorest 20% remain massive, particularly at the pre-primary level where wealth disparities are most pronounced (p. 261). Girls continue to be overrepresented among the out-of-school population in certain regions, although progress has been made in Latin America where participation gaps between the rich and poor have been eliminated over 25 years (p. 73-74). Rural areas show significantly lower upper secondary completion rates compared to urban areas, a gap that narrows as overall completion rates increase (p. 254).

3. New measurement methods revealing the limitations of traditional indicators

The report introduces complementary indicators to better capture educational trajectories: 'ultimate' completion rates (including latecomers), age distribution of higher education students, and equitable financing orientation index. It demonstrates that the gross tertiary enrolment rate overestimates actual attainment, with the graduation/enrolment ratio standing at around 60% (p. 190-191). Age analysis of students reveals very varied participation profiles between countries, with some systems (Sweden, Turkey) accommodating students well beyond the age of 30 (p. 192-193).

4. Effective policies identified: infrastructure, teachers, school feeding

Case studies show that massive and sustained investment in school infrastructure, teacher recruitment, and school feeding programmes are major levers. Rwanda has doubled its number of public primary schools between 2017 and 2023 thanks to the 'Home-Grown School Construction' approach, prefabricating modular classrooms at 100 USD/m² compared to 2700 USD/m² using conventional methods (p. 151). The country also recruited 17,000 teachers in two years (2019-2021) and generalised school feeding to 93% of primary students in 2023, funded 93% from its own resources (p. 151).

5. Crucial but insufficient role of equitable funding

Fewer than 1 in 10 countries have a funding system with a strong focus on equity according to the new index developed. School grants, the fastest-growing equity instrument globally, account for less than 0.5% of education spending in at least half of the countries implementing them. Three times as many countries have reduced their public spending on higher education since 2015 compared to those that have increased it (p. 234). The report highlights that neutral funding in an unequal system perpetuates the status quo and that targeted redistribution (criteria of poverty, geography, disability, language, displacement) is essential to reduce disparities (p. 287).

3. ACTION PATHWAYS FOR LOCAL ACTORS

1. Establish multi-stakeholder dropout prevention cells

Inspired by the experience of Côte d'Ivoire, create 'dropout prevention cells' involving teachers, parents, community leaders, and social workers to identify at-risk students, provide individualised support, and ensure regular follow-up (p. 125-126). In Côte d'Ivoire, 87% of the 3,250 students identified as at risk were kept in school during the 2022-23 academic year thanks to these cells (p. 125).

2. Develop digital early warning systems for absenteeism

Draw inspiration from Costa Rica's early warning system (SAT) which combines a digital platform recording attendance, behaviour, previous exclusions, and socio-economic information with intervention protocols (p. 139). The SAT has helped re-engage nearly 20,000 young people and contributed to reducing exclusion by 0.9 percentage points in the early years following its implementation in 2016 (p. 139).

3. Integrate school feeding as a tool for prevention and equity

Generalise publicly funded school feeding programmes, similar to Rwanda where 93% of primary students benefited from school meals in 2023, with 93% of the cost covered by the government (p. 151). Cap parental contributions to reduce disparities (Rwandan directive of 2022 limiting contributions to 0.60 USD per term) (p. 151).

4. Adapt school infrastructures to local needs and emergency situations

Use innovative school construction approaches to accelerate access, such as the Rwandan model of modular prefabrication allowing delivery in six months and reducing construction costs by 96% (p. 151). Prioritise rural and conflict-affected areas, where access gaps are the largest, as Cameroon has done by increasing the number of schools in conflict-affected regions (p. 44).

5. Strengthen scholarship and transport programmes targeted at vulnerable populations

Expand conditional cash transfers and scholarships targeting poverty, gender, rurality, and disability. In Morocco, 1 in 9 upper secondary students benefits from school transport support, a measure that has helped catch up with higher middle-income countries (p. 139). Also use textbook scholarships, such as the BONAMAS programme in Côte d'Ivoire, which allows families to access 8 textbooks for 11 USD instead of 66 USD at purchase (p. 126).

4. ADDITIONAL REFERENCES

1. UNESCO (2025). "Transforming Education Summit Follow-up Report: Progress on National Commitments"

URL :https://www.unesco.org/en/transforming-education-summit 

This follow-up report from the Transforming Education Summit (2022) assesses national progress on commitments made regarding equity, financing, and quality, complementing the analysis of the GEM Report 2026.

2. Global Partnership for Education (2024). "Results Report 2024: Investing in Equitable Education Systems"

URL :https://www.globalpartnership.org/library/results-report-2024

Document presenting the results of investments in 90 partner countries, with data on the impact of equitable financing programmes in fragile contexts and low-income countries.

5. CROSS-ANALYSIS — VALUES OF HEALTH PRACTICES

• Literacy: The document explicitly mentions the difficulties in understanding and adapting educational systems to the varied levels of student preparedness, particularly in the contexts of rapid massification of secondary education (p. 128).

• Empowerment: The 'Girls' School Mothers' Clubs' in Côte d'Ivoire illustrate the involvement of beneficiaries (parents, communities) in the design and monitoring of interventions, with these clubs having increased the transition rate of girls by 1.2 percentage points (p. 126).

• Participation: The 'Home-Grown' school construction method in Rwanda relies on massive community mobilisation coupled with government support in planning, financing, and monitoring (p. 151).

• Community Health: School feeding programmes (Rwanda, 93% coverage) and school health interventions are explicitly recognised as key determinants of school retention and the reduction of inequalities (p. 151).

• Ethics: The report identifies persistent cultural and social biases, notably the segregation of Roma children in Romania (43% of children aged 6-15 in schools where the majority or all other students are Roma in 2024) (p. 148).

• Human Rights: The international legal framework (Convention against Discrimination in Education 1960, International Covenant on Economic, Social and Cultural Rights 1966, Convention on the Rights of the Child 1989) structures the analysis of education as a universal right (p. 160).

• Intersectorality: Partnerships between education, health, social protection, and rural development are systematically recommended, particularly through dropout prevention cells involving social workers and health services (p. 125-126).

• Partnership: Models of collaboration between governments, international organisations (UNESCO, UNICEF, World Bank), civil society, and local communities are formalised in several case studies, notably in Laos with community pilot projects (p. 48).

• Combating discrimination: The report explicitly documents gender discrimination (girls out of school), disability (under-schooled children with disabilities), ethnic (linguistic minorities in Laos), socio-economic (rich/poor gaps), and geographical (rural/urban) discrimination and evaluates policies aimed at reducing these gaps (p. 260-262).

6. EVALUATION OF RESOURCE RELIABILITY

Scientific relevance: The report relies on data from the UNESCO Institute for Statistics (UIS), censuses and household surveys from over 200 countries, longitudinal analyses over 25 years (2000-2024), and robust statistical modelling including 'ultimate' completion rates to capture delayed pathways. The 35 case studies were conducted by recognised research institutions (Australian Council for Educational Research, University of Edinburgh) and validated by national experts (p. x-xi). The case selection methodology is based on identifying periods of sustained growth or stagnation according to five SDG 4 indicators, ensuring geographical and contextual diversity (p. 18-23).

Operational relevance: The document is directly usable by decision-makers and practitioners thanks to detailed case studies including context, implemented policies, quantified results, and testimonies from field actors (teachers, educational leaders). The recommendations are contextualised and non-prescriptive, offering 'guiding principles' rather than a universal list (p. 6-7). The disaggregated data by wealth, gender, location, and disability allow for precise targeting of interventions (p. 250-262). The report also proposes self-assessment tools via the equitable funding orientation index, applicable by governments to evaluate their systems (p. 287).

7. FREQUENTLY ASKED QUESTIONS (FAQ)

1. Why is the number of out-of-school children increasing despite the expansion of global schooling?

Although school enrolment has increased by 327 million students since 2000 (+30%), the number of out-of-school children, adolescents, and youth has risen for the seventh consecutive year due to rapid population growth in low-income countries (notably in sub-Saharan Africa where the secondary school-age population has doubled), the prolonged impact of COVID-19, armed conflicts, and post-2015 budget constraints. Progress has slowed since 2015 in four regions, with the average rate of reduction in out-of-school rates halved (p. 89-93).

2. Which populations are the most excluded from the education system according to the report?

The most excluded populations are children from the poorest households (the poorest 20%), girls in certain regions (notably in sub-Saharan Africa and South Asia), children living in rural areas, children with disabilities, linguistic and ethnic minorities, and children displaced or affected by conflicts. The gaps in completion rates between the richest 20% and the poorest 20% remain massive, particularly at the pre-primary level (pp. 260-262).

3. Which policies have proven effective in reducing school dropout rates?

The most effective policies combine the extension of free and compulsory education, massive investments in school infrastructure and teacher recruitment, universal school feeding programmes, conditional cash transfers and targeted scholarships, free school transport in rural areas, and early warning systems identifying at-risk students. Rwanda (building 1,100 schools in 5 years), Costa Rica (SAT early warning system), Côte d'Ivoire (dropout prevention cells), and Cambodia (building schools in rural areas) illustrate these approaches (pp. 115-151).

4. How can low-income countries finance the equitable expansion of education?

The report shows that equitable funding requires not only increasing public education spending (at least 4% of GDP and 15% of total public expenditure) but also designing explicit redistribution mechanisms based on criteria such as poverty, geography, disability, language, and displacement. Rwanda has tripled its contribution to school feeding funding (93% from its own resources in 2023) and reduced the cost of school construction by 96% through modular prefabrication (100 USD/m² compared to 2700 USD/m²), proving that innovation and community mobilisation can offset budget constraints (p. 151, 287).

5. What is the impact of school feeding on enrolment and retention?

School feeding programmes have demonstrated a significant positive impact on attendance, retention, and learning outcomes. In Rwanda, 93% of primary school students benefited from school meals in 2023, funded 93% by public resources, which contributed to improving completion rates and reducing socio-economic inequalities (p. 151). These programmes act as a social safety net, reducing opportunity costs for poor families and improving students' health and concentration.

6. Why are traditional indicators (gross enrolment rates) no longer sufficient to measure progress?

The report shows that the gross tertiary enrolment rate overestimates actual attainment, with the graduation/enrolment ratio standing at around 60%, revealing high rates of dropout and repetition (p. 190-191). New indicators are needed: 'ultimate' completion rates including latecomers, age distribution of students revealing participation profiles, and an equitable funding orientation index measuring the effective redistribution of resources towards vulnerable populations. These indicators help to better understand who accesses education, under what conditions, and with what likelihood of completion (p. 189-195).

7. How do armed conflicts affect access to education and what can local actors do?

Conflicts cause the destruction of school infrastructure, the displacement of populations, the prohibition of education by non-state armed groups, and widespread insecurity. In Cameroon, the North-West and South-West regions saw their gross pre-primary enrolment rate drop from 50% in 2015-16 to 6% (North-West) and 19% (South-West) in 2019-20 due to the separatist conflict, affecting more than 850,000 children (p. 44). Local actors can support education in emergencies through temporary schools, recruiting local teachers, accelerated education programmes for out-of-school children, and coordinating with humanitarian organisations (p. 43-45).

8. REWRITING IN EASY TO READ LANGUAGE

What the report says about school in the world

Many children go to school now

Since the year 2000, 327 million more children go to school worldwide.

This is good news.

But there are still problems.

273 million children and young people are still not going to school in 2024.

This number has been increasing for 7 years.

It's a big problem.

Who is not going to school?

Poor children do not go to school much.

Children living in rural areas have fewer schools.

In some countries, girls struggle to go to school.

Children with disabilities also have difficulties.

What works to help children?

Building schools near children, especially in rural areas.

Recruiting more teachers.

Providing free meals at school.

Giving money to poor families to help.

Offering free transport to school.

Example from Rwanda

Rwanda built 1100 new schools in 5 years.

The country recruited 17,000 teachers in 2 years.

Now, 93 out of 100 children eat at school for free.

Example from Côte d'Ivoire

Côte d'Ivoire has created groups to help at-risk children.

These groups bring together teachers, parents, and others.

Result: 87 out of 100 children at risk of dropping out of school stayed.

What to remember

We need to provide money for schools.

We must prioritise helping poor children.

Everyone needs to work together: schools, health, families.