Blog

As 2030 approaches, this is not a time for complacency about progress towards the Sustainable Development Goals (SDGs). Their commitment to leaving no one behind is even more vital today than when the goals were agreed in 2015. At the same time, conversations are beginning about what should come after the 2030 deadline.

In this blog, 28 experts from multilateral organisations, UN Member States, international and Southern NGOs, youth representatives, the private sector and foundations state what they believe to be the main points for future equity in education.

Read the blog. 

Marking International Day of the Girl Child (11 October 2026), UNESCO’s new “Gender equity in access to education” report showed that child marriage and early pregnancy continue to jeopardise progress in girls’ education. While gender gaps in education have narrowed and the share of girls married before 18 has decreased globally, very few girls return to school after giving birth in some regions, underscoring the need to end child marriage, prevent early pregnancies, and guarantee young mothers’ right to continue their education.

Download the report. 

While gender gaps in secondary completion have narrowed in many parts of the world, girls continue to face significant barriers in sub-Saharan Africa, where only 88 girls complete upper secondary school on time for every 100 boys.

The picture becomes even more stark in STEM fields. In many countries across sub-Saharan Africa, women account for fewer than 30 per cent of engineering graduates, and globally they represent only 35 per cent of STEM graduates, a figure that has remained stagnant for the past decade, constraining access to high-growth careers.

For girls the decision on whether to study in STEM fields is often influenced not by their talent and their choice but by being told that STEM is not for girls, that they don’t belong. This blog gives a short insight into the UNICEF project that aims to change this and offer opportunities for girls.

Read the blog. 

Around the world, 272 million children and young people are currently out of school, with children with disabilities among those most likely to be left behind within education systems. At a time of shrinking aid budgets, increasing humanitarian need and growing pressure on public finances, ensuring that education systems are inclusive is both an urgent equity priority and a smart investment.

This blog summarises the discussions of the webinar “From Commitment to Action: Financing Inclusive Education for Every Child” that was helpd on 10 September 2026. Nearly 170 advocates, policymakers and education specialists discussed how education financing can drive meaningful and lasting change for learners with disabilities.

Read the blog. 

The Climate Change and Education Platform is an online global knowledge hub at the intersection of climate change and education, supported by the Green Climate Fund, the Global Partnership for Education and Save the Children Australia.

Discover the latest research, evidence and practice to help integrate climate change and education, including on climate-resilient education systems, risk planning and climate finance for education, school construction, adaptive capacities and climate literacy and related sectors such as nutrition, water, sanitation, and hygiene and disaster risk reduction.

Across Uganda, teenage pregnancy remains a leading cause of school dropout, with UNICEF estimating that 25% of Ugandan girls become pregnant by the age of 19.

In response, the Ugandan government introduced revised guidelines for the Prevention and Management of Teenage Pregnancy in School Settings in 2020, establishing Uganda’s school re-entry policy. This allows pregnant learners to take leave during pregnancy and resume their education after childbirth while requiring schools to support their reintegration. But family support, community attitudes and financial circumstances also factor into whether adolescent mothers can return to school and remain there.

Read the blog.

New evidence from the International Association for the Evaluation of Educational Achievement’s LaNA, TIMSS and PIRLS assessments shows that girls and boys often experience learning differently, even when they have similar achievement. A new IEA Compass Brief explains why motivation deserves a place on the equity agenda for education.

Read the blog and download the brief.

Villa María’s approach to prison education is rooted in the principle of lifelong learning. The city prioritizes compulsory education, vocational training and access to higher education for inmates, with the aim of facilitating their rehabilitation and reducing recidivism.

One of the initiative’s main events is its annual fair, where inmates display and sell the handicrafts that they have created in prison. The fair allows members of the local community to interact directly with the artisans at stalls offering handmade products at affordable prices. It aims to raise awareness of the creativity and positive potential of people in prison. It challenges negative stereotypes associated with prisoners by showcasing their skills and contributions through the products they create.

Read the article. 

Mexico has made significant progress in expanding literacy, reaching a national rate of 96 per cent. Yet barriers persist, particularly for Indigenous-language speakers, migrant populations and disadvantaged communities.

Across the country, universities, public institutions, civil society organizations, local authorities and private companies are bringing literacy opportunities directly into communities and workplaces while developing learning materials in Indigenous languages. Despite this progress, the challenge remains to reach those who are still excluded. The remaining four per cent still represents thousands of people without basic literacy skills, who live not only in remote rural areas but also in disadvantaged urban communities.

Read the blog.