As the 2030 deadline approaches and multilateralism is under strain, there is a need to use data and narratives to understand the diverse pathways countries have taken towards SDG 4. This edition of the Global Education Monitoring Report is the first in the three‑part Countdown to 2030 series, designed to take stock of education progress in access and equity (2026), quality and learning (2027) and relevance (2028/9). Together, these three editions will assess how education systems open doors, nurture knowledge and prepare learners for a world full of uncertainties – and thus help frame the debate on the post‑2030 education agenda.

Accordingly, the 2026 Global Education Monitoring Report identifies countries that have improved faster than peers – but also countries that appear not to have done as well – over the past 25 years in terms of participation in pre-primary, primary and secondary, and post-secondary education, including by reducing disparity by sex, location, wealth and disability.

It then examines the education and non-education factors associated with such performance through a representative sample of country case studies that span different geographic and country-income contexts. A closer examination tends to corroborate the official statistics but also reveals alternative interpretations, offering an entry point to propose ways in which monitoring can be improved in the coming years.

Finally, the report combines the case study findings with broader research insights. Rather than searching for best practice, which may be isolated and context-specific, this report argues for understanding what sustains change at scale over long periods of time. Such progress emerges from coherence between domestic policies, responsiveness to external circumstances, and a long-term commitment to equity.

Two in-depth country-by-country reviews for the PEER website examine how legislation and policy have evolved in the past 25 years: first, how countries deliberately reallocate education and social protection resources to subnational governments, schools, students and their households to promote equitable outcomes – proposing an index of policy intent; and second, how countries have adopted and adapted laws and policies on inclusive education.