Education

Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion.

For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a 9% increase in hourly earnings for every extra year of schooling. For societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion.

Developing countries have made tremendous progress in getting children into the classroom and more children worldwide are now in school. But learning is not guaranteed, as the 2018 World Development Report (WDR) stressed.

Making smart and effective investments in people’s education is critical for developing the human capital that will end extreme poverty. At the core of this strategy is the need to tackle the learning crisis, put an end to Learning Poverty, and help youth acquire the advanced cognitive, socioemotional, technical and digital skills they need to succeed in today’s world. 

However, COVID-19 has wreaked havoc on the lives of young children, students, and youth. The disruption of societies and economies caused by the pandemic has aggravated the already existing global education crisis and impacted education in unprecedented ways.

Among its many dramatic disruptions, the pandemic has led to the worst crisis in education of the last century.  Globally, between February 2020 and February 2022, education systems were fully closed for in-person learning for 141 days on average. In South Asia and Latin America & the Caribbean, closures lasted 273 and 225 days, respectively.

Even before the COVID-19 pandemic, this global learning crisis was stark. The learning poverty indicator, created by the World Bank and UNESCO Institute of Statistics and launched in 2019, gives a simple but sobering measure of the magnitude of this learning crisis: the proportion of 10-year-old children that are unable to read and understand a short age-appropriate text. 

In low- and middle-income countries, the share of children living in Learning Poverty – already 57% before the pandemic – increased to an estimated 70% in 2022 given the long school closures and the wide digital divide that hindered the effectiveness of remote learning during school closures, putting the SDG 4  targets in jeopardy. Analysis has already revealed deep losses, with international reading scores declining from 2016 to 2021 by more than a year of schooling.  These losses may translate to a 0.68 percentage point in global GDP growth. 

Children and youth in most countries suffered major learning losses during the pandemic. Rigorous empirical evidence from various countries, including low-, middle-, and high-income contexts across regions, reveals very steep losses. School closures and ineffective remote learning caused students to miss out on learning and to also forget what they had learned: on average, for every 30 days of school closures, students lost about 32 days of learning.

The staggering effects of school closures reach beyond learning. This generation of children could lose a combined total of US$21 trillion in lifetime earnings in present value or the equivalent of 17% of today’s global GDP – a sharp rise from the 2021 estimate of a US$17 trillion loss. 

COVID-19 created an inequality catastrophe. Almost all countries provided some form of remote education during school closures, but there was high inequality in access and uptake between and within countries. Children from disadvantaged households were less likely to benefit from remote learning than their peers, often due to a lack of electricity, connectivity, devices, and caregiver support. Girls, students with disabilities, and the youngest children also faced significant barriers to engaging in remote learning. Overall, at least a third of the world’s schoolchildren – 463 million globally – were unable to access remote learning during school closures.

Additionally, children’s mental health has been negatively affected, while risks of violence, child marriage and child labor are also increasing.  The situation is more dire for girls, who are more vulnerable to violence, child marriage, and becoming pregnant. Vulnerable groups such as children with disabilities, ethnic minorities, refugees, and displaced populations are also less likely to return to school post-crisis. 

School disruptions particularly affected the youngest children. Early childhood education was closed the longest in many countries, with limited or no support for remote learning. 

In addition to learning losses, schooling disruptions have also exacerbated disparities in nutrition, health and stimulation, and access to essential social protection and psychosocial services. Millions more children have been put at risk of being pushed into child labor, early marriage, and of leaving school altogether.

Adding to these challenges is the negative impact of the unprecedented global economic contraction on family incomes, which increases the risk of school dropouts, and results in the contraction of government budgets and strains on public education spending.

Youth have also suffered a loss in human capital in terms of both skills and jobs. High learning poverty hinders more advanced skill development, and youth enter the workforce lacking the skills needed to be productive, resilient, and adaptable. An estimated two-thirds of the world’s youth fail to achieve the equivalent of PISA minimum proficiency in language and math skills. Youth who suffer from high learning poverty achieve even worse rates of basic skills proficiency at the secondary level, which often prevents them from acquiring the higher-order, technical, and digital skills needed for the workplace, especially non-routine cognitive tasks that complement technology. Young men often further face underachievement in skills acquisition and young women face barriers to translating their skills into economic opportunities. 

Action is urgently needed now – business as usual will not suffice to heal the scars of the pandemic and will not accelerate progress enough to meet the ambitions of SDG 4. We are urging governments to implement ambitious and aggressive Learning Recovery Programs to get children back to school, recover lost learning, and accelerate progress by building better, more equitable and resilient education systems.

Last Updated: Oct 11, 2023

The World Bank’s global education strategy is centered on ensuring learning happens – for everyone, everywhere. Our vision is to ensure that everyone can achieve her or his full potential with access to a quality education and lifelong learning. We envision a world in which all countries prepare all their children and youth to succeed as citizens and have the tools to participate in their country’s development.

By 2030, our target is to halve Learning Poverty – the share of 10-year-old children around the world who cannot read and understand a simple text. To reach this, we are helping countries build foundational skills like literacy, numeracy, and socioemotional skills – the building blocks for all other learning. From early childhood to tertiary education and beyond – we help children and youth acquire the skills they need to thrive in school, the labor market and throughout their lives.

We work directly with governments, providing technical assistance, loans, and grants. We help countries share and apply innovative solutions to education challenges, focusing on systemic reform throughout the entire education cycle.

The World Bank supports resilient, equitable, and inclusive education systems that ensure learning happens for everyone. We do this by generating and disseminating evidence, ensuring alignment with policymaking processes, and bridging the gap between research and practice.

The World Bank is the largest source of external financing for education in developing countries, with a portfolio of about $24 billion in 94 countries, including IBRD, IDA and Recipient-Executed Trust Funds. IDA operations comprise 62% of the education portfolio.

The investment in early childhood education has increased dramatically and now accounts for 14% of our portfolio.  About 25% of our portfolio is in FCV settings.

World Bank projects reach at least 432 million students and 18 million teachers – one-third of students and nearly a quarter of teachers in low- and middle-income countries.

We are also the largest implementing agency of the Global Partnership for Education’s (GPE) grants for low-income countries, managing 69% of GPE’s portfolio at the country level ($5.5 billion) since 2002.

Strategic Approach to Education

Our vision for the future is that learning should happen with joy, purpose, and rigor for everyone, everywhere. This vision should guide today’s investments and policy reforms so that countries can lay the foundations for effective, equitable, and resilient education systems.

Our policy advisory and operational support to countries is guided by policy actions needed to accelerate learning and that characterize the way many successful systems operate. Five interrelated pillars of a well-functioning education system underpin the World Bank’s education policy approach: learners, teachers, learning resources, schools, and system management.

1. Learners are prepared and motivated to learn;
2. Teachers are prepared, skilled, and motivated to facilitate learning and skills acquisition;
3. Learning resources (including education technology) are available, relevant, and used to improve teaching and learning;
4. Schools are safe and inclusive; and
5. Education Systems are well-managed, with good implementation capacity and adequate financing.

The Bank is already helping governments design and implement cost-effective programs and tools to build these pillars. Many of these, such as teacher professional development and support tools, structured reading programs and materials, assessments, and cash transfer programs, among others, are featured in the Bank’s menu of policies for the COVID recovery process aimed at delivering results quickly. By sustaining these programs and tools over the longer term and pairing them with the system-strengthening elements in the 5-pillar strategy, countries can achieve transformative gains in learning and skills.

Our Principles

• We pursue systemic reform supported by political commitment to learning for all children. Education services from preschool to primary, secondary education, and beyond to university and other tertiary education, need to be aligned and consistent. Thus, we take an integrated approach to the education system to ensure learning throughout the life cycle.

• We focus on equity and inclusion through a progressive path toward achieving universal access to quality education. Realizing true universal access requires equality of opportunity. We must meet the educational needs of children and young adults in fragile or conflict affected areas, those in marginalized and rural communities, girls and women, displaced populations, students with disabilities, and other vulnerable groups. Our approach is inclusive and focused. We understand the needs of governments and work with them to ensure that education works for everyone.

• We focus on results and use evidence to keep improving policy by using metrics to guide improvements. Metrics are critical to identifying regions and schools that are achieving results, recognizing good practices, and learning what works. We invest in developing global public goods such as the Global Education Policy Dashboard (GEPD) to measure the key drivers of learning outcomes in basic education in a cost-effective manner (building on SABER, SDI, and TEACH) and work with countries to improve their data systems.  

• We want to ensure financial commitment commensurate with what is needed to provide basic services to all. As in the case of all other public resources, money allocated to education must be adequate and spent efficiently. We want to strengthen financing tied to results.  Funds need to be appropriately directed and spent smartly across regions and schools, using data and evidence of how processes are being followed and the impact of interventions to guide improvements. Nearly 40% of our operations use some results-based financing schemes.

• We invest wisely in technology so that education systems embrace and learn to harness technology to support their learning objectives. The use of EdTech should be guided by five principles: a clear purpose and focus on educational objectives; reaching all learners; empowering teachers; engaging an ecosystem of partners; and rigorously and routinely using data to learn what strategies, policies, and programs are effective to maximize student learning.   

Laying the groundwork for the future, now

The predicted increase in Learning Poverty is a simulation, not a forecast. Learning losses can be minimized if urgent action is taken now.

Country challenges vary, but there is a menu of options to build forward better, more resilient, and equitable education systems.

Countries are facing an education crisis that requires a two-pronged approach: first, confronting the emergency and supporting actions to recover lost time through remedial and accelerated learning; and, second, building on these investments for a more equitable, resilient, and effective system.

Recovering from the learning crisis must be a political priority, backed with adequate financing and the resolve to implement needed reforms.  Domestic financing for education over the last two years has not kept pace with the need to recover and accelerate learning. Across low- and lower-middle-income countries, the average share of education in government budgets fell during the pandemic, and in 2022 it remained below 2019 levels.

The best chance for a better future is to invest in education and make sure each dollar is put toward improving learning. In a time of fiscal pressure, protecting spending that yields long-run gains – like spending on education – will maximize impact.  It has been estimated that the annual funding gap for education is almost $100 billion to reach the SDG 4 2030 target of quality education for all.  We still need more and better funding for education.  Closing the learning gap will require increasing the level, efficiency, and equity of education spending—spending smarter is an imperative.

Evidence-based policy responses at scale are crucial to recover and accelerate learning.  The RAPID framework for learning recovery can provide this approach. Its five elements are focused on ensuring that all children and youth are in school and building the foundational skills that they will need for success in school and beyond:

• Reach every child and keep them in school

• Assess learning levels regularly

• Prioritize teaching the fundamentals

• Increase the efficiency of instruction including through catch-up learning

• Develop psychosocial health and well-being

Without prompt action, there is a serious risk that the learning losses suffered during the pandemic could become permanent.  But countries that adopt these five elements – tailored to their own contexts – can quickly make up the losses.

Education technology can be a powerful tool to implement these actions by supporting teachers, children, principals, and parents; expanding accessible digital learning platforms, including radio/TV/Online learning resources (which is here to stay); and using data to identify and help at-risk children, personalize learning, and improve service delivery.

Looking ahead

We must seize this opportunity to reimagine education in bold ways. The World Bank is committed to supporting countries during these challenging times.  Together, we can build forward better more equitable, effective, and resilient education systems for the world’s children and youth. We not only owe it to them – in their minds rest our future.

Global Initiatives

At the global level, the World Bank promotes cross-regional and cross-sectoral knowledge; fosters in-depth technical knowledge and teams of experts through Global Solutions Groups and Thematic Groups; and incubates ideas, programs, and partnerships – including with multilateral, bilateral, foundations and with civil society organizations (CSOs) – in strategic areas of knowledge, advisory, and operational support.

Accelerating Improvements:

Supporting countries in establishing time-bound learning targets and a focused education investment plan, outlining actions and investments geared to achieve these goals.

Launched in 2020, the Accelerator Program works with a set of ‘Accelerator’ countries to channel investments in education and to learn from each other. The program coordinates efforts across partners to ensure that the countries in the program show improvements in foundational skills at scale over the next three to five years. These investment plans build on the collective work of multiple partners, and leverage the latest evidence on what works, and how best to plan for implementation.

Universalizing Foundational Literacy:

Readying children for the future by supporting acquisition of foundational skills – the most fundamental of which is literacy – which are the gateway to other skills and subjects.

The Literacy Policy Package (LPP) includes near-term interventions of the education approach that successful countries have followed to help all children in classrooms become literate today. These include assuring political and technical commitment to making all children literate; ensuring effective literacy instruction by supporting teachers; providing quality, age-appropriate books; teaching children first in the language they speak and understand best; and fostering children’s oral language abilities and love of books and reading.

Strengthening Measurement Systems:

Enabling countries to gather and evaluate information on learning and its drivers more efficiently and effectively.

The World Bank supports initiatives to help countries effectively build and strengthen their measurement systems to facilitate evidence-based decision-making. Examples of this work include:

(1) The Global Education Policy Dashboard (GEPD): developed by the World Bank’s Education Global Practice, can help countries reduce Learning Poverty. This tool offers a strong basis for identifying priorities for investment and policy reforms that are suited to each country context by focusing on the three dimensions of practices, policies, and politics. GEPD:

1. Highlights gaps between what the evidence suggests is effective in promoting learning and what is happening in practice in each system;
2. Allows governments to track progress as they act to close the gaps.

The GEPD has been implemented in 13 education systems - Peru, Rwanda, Jordan, Ethiopia, Madagascar, Mozambique, Islamabad, Khyber Pakhtunkhwa, Sierra Leone, Niger, Gabon, Jordan and Chad – with more expected by the end of 2024.

(2) Learning Assessment Platform (LeAP): a one-stop shop for knowledge, capacity-building tools, support for policy dialogue, and technical staff expertise to aid those working toward better assessment for better learning.

Building & Synthesizing Evidence:

Filling gaps on what works to improve learning and drawing out lessons to inform policy and implementation.

Global Education Evidence Advisory Panel (GEEAP): The GEEAP, co-convened by the World Bank, the UK’s Foreign, Commonwealth & Development Office, and UNICEF Office of Research-Innocenti, brings together a diverse group of leading researchers and practitioners to provide guidance for policymakers. It is chaired by Professor Kwame Akyeampong of The Open University and Dr. Rukmini Banerji, CEO of Pratham.

• The first GEEAP report focused on cost-effective policies to improve education access and foundational learning;

• The second report offers guidance on how to reverse the devastating learning losses caused by the pandemic.

Strategic Impact Evaluation Fund (SIEF): In the past five years, the SIEF, a multi-donor trust fund focused on building evidence in the human development sectors, has supported 45 randomized control trials (with total funding of nearly US$20 million) that test out different approaches for improving education outcomes in low- and middle-income countries. To ensure the findings make a difference, SIEF has also invested in disseminating this evidence and building capacity of government staff, local researchers, and local journalists to help them critically appraise education evidence.

Supporting Successful Teachers:

Helping systems develop the right selection, incentives, and support to the professional development of teachers.

The Global Platform for Successful Teachers has two main instruments: global public goods that support the implementation of the key principles, and operations that accompany governments in implementing successful teacher policies. Currently, the World Bank Education Global Practice has over 160 active projects supporting over 18 million teachers worldwide, about a third of the teacher population in low- and middle-income countries. In 12 countries alone, these projects cover 16 million teachers, including all primary school teachers in Ethiopia and Turkey, and over 80% in Bangladesh, Pakistan, and Vietnam. Two examples of Global Public Goods created as part of the Platform are: 

• Teach: A World Bank-developed classroom observation tool designed to capture the quality of teaching in low- and middle-income countries, which is available in 12 languages. Since Teach launched in 2019, it has been applied in 67 countries and 42,500 schools worldwide, involving 180,000 teachers and reaching more than 3.6 million students.

• Coach: The World Bank’s program focused on accelerating student learning by improving in-service teacher professional development (TPD) around the world. While Teach helps identify teachers’ professional development needs, Coach leverages these insights to support teachers to improve their teaching.

Supporting Education Finance Systems:

Strengthening country financing systems to mobilize more resources and improve the equity and efficiency of sector spending.

The Global Education Finance Platform (GEFP) aims to support the strengthening of country financing systems to mobilize more resources and improve the equity and efficiency of education spending, by bringing together various partners to work on the development of sustainable financing strategies, better public financial management and stronger data and monitoring systems for education financing.

Our Work in Fragile, Conflict, and Violent (FCV) Contexts:

The massive and growing global challenge of having so many children living in conflict and violent situations requires a response at the same scale and scope. Our education engagement in the Fragility, Conflict and Violence (FCV) context, which stands at US$5.35 billion, has grown rapidly in recent years, reflecting the ever-increasing importance of the FCV agenda in education. Indeed, these projects now account for more than 25% of the World Bank education portfolio of nearly US$24 billion.

As our support continues to grow to face the more numerous and longer-lasting crises (including those induced by climate emergencies), investments will be guided by our recent White Paper. The paper states that education is especially crucial to minimizing the effects of fragility and displacement on the welfare of youth and children in the short-term and preventing the emergence of violent conflict in the long-term. It outlines our proposed way forward for keeping children safe and learning in these most difficult contexts, following the pillars of the WBG Strategy for Fragility, Conflict, and Violence.

Last Updated: Oct 11, 2023

Support to Countries Throughout the Education Cycle

Our support to countries covers the entire learning cycle, to help shape resilient, equitable, and inclusive education systems that ensure learning happens for everyone. 

The ongoing Supporting Egypt Education Reform project, 2018-2025, supports transformational reforms of the Egyptian education system, by improving teaching and learning conditions in public schools. The World Bank has invested $500 million in the project focused on increasing access to quality kindergarten, enhancing the capacity of teachers and education leaders, developing a reliable student assessment system, and introducing the use of modern technology for teaching and learning. Specifically, the share of Egyptian 10-year-old students, who could read and comprehend at the global minimum proficiency level, increased to 45 percent in 2021.

In Nigeria, the $75 million Edo Basic Education Sector and Skills Transformation (EdoBESST) project, running from 2020-2024, is focused on improving teaching and learning in basic education. Under the project, which covers 97 percent of schools in the state, there is a strong focus on incorporating digital technologies for teachers. They were equipped with handheld tablets with structured lesson plans for their classes. Their coaches use classroom observation tools to provide individualized feedback. Teacher absence has reduced drastically because of the initiative. Over 16,000 teachers were trained through the project, and the introduction of technology has also benefited students.

Through the $235 million School Sector Development Program in Nepal (2017-2022), the number of children staying in school until Grade 12 nearly tripled, and the number of out-of-school children fell by almost seven percent. During the pandemic, innovative approaches were needed to continue education. Mobile phone penetration is high in the country. More than four in five households in Nepal have mobile phones. The project supported an educational service that made it possible for children with phones to connect to local radio that broadcast learning programs.

From 2017-2023, the $50 million Strengthening of State Universities in Chile project has made strides to improve quality and equity at state universities. The project helped reduce dropout: the third-year dropout rate fell by almost 10 percent from 2018-2022, keeping more students in school.

The World Bank’s first Program-for-Results financing in education was through a $202 million project in Tanzania, that ran from 2013-2021. The project linked funding to results and aimed to improve education quality. It helped build capacity, and enhanced effectiveness and efficiency in the education sector. Through the project, learning outcomes significantly improved alongside an unprecedented expansion of access to education for children in Tanzania. From 2013-2019, an additional 1.8 million students enrolled in primary schools. In 2019, the average reading speed for Grade 2 students rose to 22.3 words per minute, up from 17.3 in 2017. The project laid the foundation for the ongoing $500 million BOOST project, which supports over 12 million children to enroll early, develop strong foundational skills, and complete a quality education.

The $40 million Cambodia Secondary Education Improvement project, which ran from 2017-2022, focused on strengthening school-based management, upgrading teacher qualifications, and building classrooms in Cambodia, to improve learning outcomes, and reduce student dropout at the secondary school level. The project has directly benefited almost 70,000 students in 100 target schools, and approximately 2,000 teachers and 600 school administrators received training.

The World Bank is co-financing the $152.80 million Yemen Restoring Education and Learning Emergency project, running from 2020-2024, which is implemented through UNICEF, WFP, and Save the Children. It is helping to maintain access to basic education for many students, improve learning conditions in schools, and is working to strengthen overall education sector capacity. In the time of crisis, the project is supporting teacher payments and teacher training, school meals, school infrastructure development, and the distribution of learning materials and school supplies. To date, almost 600,000 students have benefited from these interventions.

The $87 million Providing an Education of Quality in Haiti project supported approximately 380 schools in the Southern region of Haiti from 2016-2023. Despite a highly challenging context of political instability and recurrent natural disasters, the project successfully supported access to education for students. The project provided textbooks, fresh meals, and teacher training support to 70,000 students, 3,000 teachers, and 300 school directors. It gave tuition waivers to 35,000 students in 118 non-public schools. The project also repaired 19 national schools damaged by the 2021 earthquake, which gave 5,500 students safe access to their schools again.

In 2013, just 5% of the poorest households in Uzbekistan had children enrolled in preschools. Thanks to the Improving Pre-Primary and General Secondary Education Project, by July 2019, around 100,000 children will have benefitted from the half-day program in 2,420 rural kindergartens, comprising around 49% of all preschool educational institutions, or over 90% of rural kindergartens in the country.

Last Updated: Oct 11, 2023

The Power of Partnerships

In addition to working closely with governments in our client countries, the World Bank also works at the global, regional, and local levels with a range of technical partners, including foundations, non-profit organizations, bi-laterals, and other multilateral organizations.. Some examples of our most recent global partnerships include:

UNICEF, UNESCO, FCDO, USAID, Bill & Melinda Gates Foundation:  Coalition for Foundational Learning

The World Bank is working closely with UNICEF, UNESCO, FCDO, USAID, and the Bill & Melinda Gates Foundation as the Coalition for Foundational Learning to advocate and provide technical support to ensure foundational learning.  The World Bank works with these partners to promote and endorse the Commitment to Action on Foundational Learning, a global network of countries committed to halving the global share of children unable to read and understand a simple text by age 10 by 2030.

UNESCO & UNICEF:  Learning Data Compact

UNESCO, UNICEF, and the World Bank have joined forces to close the learning data gaps that still exist and that preclude many countries from monitoring the quality of their education systems and assessing if their students are learning. The three organizations have agreed to a Learning Data Compact, a commitment to ensure that all countries, especially low-income countries, have at least one quality measure of learning by 2025, supporting coordinated efforts to strengthen national assessment systems.

UNESCO Institute for Statistics (UIS):  Learning Poverty Indicator

Aimed at measuring and urging attention to foundational literacy as a prerequisite to achieve SDG4, this partnership was launched in 2019 to help countries strengthen their learning assessment systems, better monitor what students are learning in internationally comparable ways and improve the breadth and quality of global data on education. Together, UIS and the World Bank launched the Learning Poverty indicator.

FCDO and Bill & Melinda Gates Foundation: EdTech Hub

Supported by the UK government’s Foreign, Commonwealth & Development Office (FCDO), in partnership with the Bill & Melinda Gates Foundation, the EdTech Hub is aimed at improving the quality of ed-tech investments. The Hub launched a rapid response Helpdesk service to provide just-in-time advisory support to 70 low- and middle-income countries planning education technology and remote learning initiatives.

UNICEF, UNESCO, & GPE: Continuous and Accelerated Learning in Response to COVID-19

Through a consortium with UNICEF and UNESCO, supported by the Global Partnership for Education (GPE), the World Bank is providing greater support to teachers for accelerated instruction; using EdTech to support continuity of learning; and getting reading, learning, and play materials into homes. 

Bringing together global funding to maximize results

The World Bank has launched two Trust Funds to streamline partner investments that support operations and amplify impact. The two funds will be complementary – covering lifelong learning. Beyond these two trust funds, the World Bank receives support through partner-specific trust funds.

Foundational Learning Compact (FLC):

The Foundational Learning Compact is designed to align partnerships, financing, and technical support around a few specific and measurable education outcome indicators, increasing Learning-Adjusted Years of Schooling (LAYS) (a metric which combines quantity and quality of schooling), and decreasing Learning Poverty. The FLC’s scope covers Early Childhood (including the Early Learning Partnership), Primary Education, and Secondary Education. It is designed around three pillars (measurement, policy, and knowledge and implementation capacity-building) with an emphasis on cross-cutting themes (financing; fragility, conflict, and violence (FCV); gender; inclusion; and technology).

Tertiary Education and Skills (TES):

The Tertiary Education and Skills global program, launched with support from the Mastercard Foundation, aims to prepare youth and adults for the future of work and society by improving access to relevant, quality, equitable reskilling and post-secondary education opportunities.  TES will help to align support for development of global public goods and co-financing of implementation grants around tertiary education and skills training of the current or imminent workforce.

Last Updated: Oct 11, 2023