Realizing child-centered education requires more than sound policies. The planning process itself must be supported by data, research, and learning spaces that enable countries to share experiences in addressing educational challenges. This spirit formed the foundation of the GPE KIX Addis Ababa Workshop, held in Ethiopia from 29 June to 2 July 2026.

At the forum, PSPK researcher Fathiyya N. Rahmani joined education policy advisors, researchers, and education planners from 27 partner countries of the Global Partnership for Education (GPE). The workshop marked the culmination of two Global Learning Cycles (LCs) within the GPE KIX project, organized by UNESCO-IICBA and led by NORRAG in collaboration with Teachers College, Columbia University.

A total of 34 participants from ministries of education, parliamentary education commissions, teacher education institutions, civil society organizations, and research institutes discussed how evidence can be used to strengthen education planning and reform. The sessions provided space to share research findings, formulate policy recommendations, and reflect on practices implemented across different countries.

One of the workshop’s key agendas was the Uptake Forum, which focused on gender equality in education. Together with Ethiopian government officials and research partners supported by the International Development Research Centre (IDRC), participants presented research findings and discussed strategies to expand women’s leadership in schools and across the education sector more broadly. The discussion underscored that evidence serves not only to understand challenges, but also as a foundation for designing more inclusive and equitable policies.

The workshop also highlighted the importance of building strong partnerships between researchers and policymakers. Cross-country exchanges created opportunities for reflection on how education planning processes can continue sustainably, even amid leadership transitions and changing political contexts. When evidence becomes an integral part of decision-making, policies are more likely to respond to real needs on the ground.

For PSPK, participation in this forum is part of a broader commitment to strengthening evidence-informed education policy through collaboration, research, and cross-country learning. The experience gained provides valuable insight for continuing to advance education policies that are more responsive, inclusive, and centered on every child.