UNESCO and FAWE Release New Report on Gender Equity in African Education

The Global Education Monitoring Report team, in partnership with the Forum for African Women Educationalists, released a new report on November 6, 2026, focusing on gender equity in access to education across Africa. This publication serves as a regional companion to the broader 2026 Global Education Monitoring Report, which examines access and equity in the lead-up to the 2030 development goals. The document provides a detailed look at participation and attainment rates for students in primary and secondary school systems. Researchers analyzed data from the WIDE database to understand how various factors influence educational outcomes. The report explores how overlapping disadvantages, such as geographic location and household wealth, interact with gender to create barriers for learners. By examining these intersections, the authors aim to provide a clearer picture of why some students remain out of school while others struggle to complete their education. Beyond statistical analysis, the report incorporates community-level evidence to illustrate the daily realities faced by students and families. It highlights the social, economic, and institutional factors that continue to shape educational opportunities throughout the continent. These insights are intended to help policymakers identify specific approaches that can accelerate progress toward gender equality. "The paper examines progress and persistent challenges in advancing gender equity in education access across Africa," stated the Global Education Monitoring Report team in their official release. The findings emphasize that while some regions have made significant strides, others still face deep-seated obstacles. The report is available in English, French, and Portuguese to ensure accessibility for stakeholders across diverse African nations. This release coincides with the broader global gender edition of the 2026 monitoring report, which was originally launched on the International Day of the Girl Child. The partnership with the Forum for African Women Educationalists ensures that the findings are grounded in local expertise and regional policy contexts. This collaboration is designed to bridge the gap between global monitoring efforts and the practical needs of local school systems. One of the key goals of the report is to provide actionable policy insights for government officials and education leaders. By identifying successful strategies, the authors hope to encourage the adoption of reforms that support both girls and boys in achieving their full academic potential. The document serves as a resource for those working to improve enrollment and completion rates in post-secondary education as well. In addition to the written report, the project includes infographics and digital resources to help communicate the data to a wider audience. These materials are designed to assist educators, advocates, and community leaders in their efforts to promote inclusive learning environments. The team also released video content featuring stories from mothers in Cote d'Ivoire who are working together to prevent girls from dropping out of school. This report is part of a larger effort to track progress toward the United Nations Sustainable Development Goal 4, which calls for inclusive and equitable quality education for all. As the world approaches the 2030 deadline, international organizations are increasingly focusing on regional data to tailor their support. The findings from this study will likely influence future funding priorities and educational strategies in the region. Looking ahead, the data provided in this report will be used to inform ongoing discussions about education policy at both national and international levels. Stakeholders are expected to use these insights to refine their approaches to school infrastructure, teacher training, and student support services. The focus remains on ensuring that every child, regardless of their background, has the opportunity to succeed in the classroom. As the educational landscape continues to evolve, the emphasis on gender equity remains a central pillar of global development agendas. The collaboration between UNESCO and regional partners highlights the importance of localized research in solving complex systemic issues. Future updates to the WIDE database will continue to track these trends, providing a long-term view of how policy changes impact student outcomes across Africa.