Unlocking the Drivers of Learning for a Skilled Future : Insights from the Global Education Policy Dashboard

Overview & Synopsis

Foundational skills are the bedrock of the skills-for-jobs agenda. Moving the needle on foundational learning requires system-wide, evidence-based diagnosis of what is happening in classrooms, how policies are implemented, and whether institutions are equipped to deliver results. Yet policymakers in low- and middle-income countries who are working to improve student learning outcomes often find themselves operating without critical data to guide decisions. The Global Education Policy Dashboard (GEPD) is a flagship World Bank initiative designed to meet this need. The GEPD provides policymakers with timely, cost-effective, and system-level data on the practices, policies, and political-institutional factors affecting foundational learning, enabling strategic, high-impact investments in education. This report draws on GEPD school survey data from 18 education systems and surveys of public officials from 19 education systems to take stock of progress and challenges in improving foundational learning. At the school level, the data reveals gaps across key drivers including teacher knowledge and effectiveness, children’s school readiness, access to learning materials and infrastructure, and school management. Critically, however, the data also shows that progress is achievable in short timeframes with the right investments, as repeat surveys demonstrate that school readiness and teacher attendance can improve meaningfully within just a few years. At the policy level, the data demonstrates that many school-level challenges stem from underlying weaknesses in policy implementation, while also pointing to areas where coordinated reforms have successfully aligned practices, policies, and resources. At the political and bureaucratic level, findings from nearly 3,500 public officials reveal systemic constraints including leadership instability and weak accountability mechanisms, but also a workforce that is highly educated, deeply committed to public service, and open to innovation. Looking forward, the report identifies opportunities to extend the GEPD’s diagnostic framework beyond primary education to secondary, Technical and Vocational Education and Training (TVET), and higher education, supporting the full continuum of skills development.