The GPE’s Sally Gear and Michelle Djong Hui Ing reflect on the lessons learned from GPE 2025:
“Compared with earlier approaches, an independent rapid review found that policy dialogue in partner countries increasingly drew on gender analysis to identify system barriers and in many contexts, discussions moved beyond enrollment gaps to consider issues such as school-related gender-based violence, gender norms, teacher deployment and leadership, and the availability of gender-responsive data systems.”
The authors give the example of Ethiopia where intersectionality mattered for disabled girls’ education.
“Building on lessons from GPE 2025, GPE’s latest strategic plan GPE 2030 introduces a more explicit focus on intersectionality. Education systems will be supported to better address how gender intersects with disability, refugee status, geography, poverty and climate vulnerability—factors that together shape who is excluded from education and why.”