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Evidence for System Transformation: Improving Education Access and Completion for Marginalized Learners

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Bibliographic Details
Title: Evidence for System Transformation: Improving Education Access and Completion for Marginalized Learners
Language: English
Authors: Sophia D’Angelo, David Balwanz, Contributor, Rachel Booth, Contributor, Meredith Bouvier, Contributor, Sally Gear, Contributor, Anna-Maria Tammi, Contributor, Global Partnership for Education (GPE)
Source: Global Partnership for Education. 2024.
Availability: Global Partnership for Education. Available from: World Bank, MSN P6-600, 1818 H Street NW, Washington D.C., 20433. Tel: 202-458-0825; Fax: 202-522-3923; e-mail: information@globalpartnership.org; Web site: http://www.globalpartnership.org
Peer Reviewed: N
Page Count: 39
Publication Date: 2024
Document Type: Reports - Research
Descriptors: Foreign Countries, Minority Group Students, Educational Attainment, Access to Education, Childrens Rights, International Law, Equal Education, Educational Improvement, Students with Disabilities, Nontraditional Students, Refugees, Pregnant Students, Economic Factors, Educational Environment, Barriers
Laws, Policies and Program Identifiers: United Nations Convention on the Rights of the Child
Abstract: Building on the "Leaving No One Behind" paper, this background research paper synthesizes some of the existing evidence on what works -- and where possible, cost-effective approaches -- to improve access and completion for marginalized children and youth. This background research uses an intersectional approach to address marginalization, recognizing that those learners most at risk of exclusion in education are the ones with multiple overlapping vulnerabilities. The note presents the evidence as a high-level summary, with examples from Global Partnership for Education (GPE) partner countries throughout. This paper is part of a series on evidence for education system transformation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679626
Database: ERIC
Description
Abstract:Building on the "Leaving No One Behind" paper, this background research paper synthesizes some of the existing evidence on what works -- and where possible, cost-effective approaches -- to improve access and completion for marginalized children and youth. This background research uses an intersectional approach to address marginalization, recognizing that those learners most at risk of exclusion in education are the ones with multiple overlapping vulnerabilities. The note presents the evidence as a high-level summary, with examples from Global Partnership for Education (GPE) partner countries throughout. This paper is part of a series on evidence for education system transformation.