How do we achieve global access and equity in education?

The latest UNESCO Global Education Monitoring (GEM) Report marks a critical moment in the global education agenda, with just 5 years remaining to achieve Sustainable Development Goal 4. The 2026 GEM Report, Access and equity: Countdown to 2030 underscores the urgent need to address persistent disparities in access to all levels of education.

The report draws on a series of background papers, including 2 significant contributions from the Australian Council for Educational Research (ACER). These papers examine early childhood education and post-secondary participation and graduation, providing a comprehensive evidence base on what works to improve access, participation and outcomes globally.

Strengthening the foundations: early childhood education

ACER’s systematic review of early childhood care and education (ECCE) highlights both progress and persistent challenges in achieving equitable access to quality early learning. Despite growing global commitment, around half of the world’s children remain excluded from pre-primary education.

The review finds that increasing participation requires coordinated, system-wide approaches rather than isolated policy interventions. Impact is strongest where countries align investment, governance and service delivery with a clear focus on equity.

‘Access to early childhood education is not just about availability. It is about ensuring that systems are designed to meet the needs of all children, particularly those most at risk of being left behind,’ said Dr Dan Cloney, Senior Research Fellow in ACER’s Effective Practice in Education program.

Several priorities stand out in the review. Safeguarding and wellbeing must be central, ensuring that expansion does not compromise children’s safety or social-emotional development. Effective programs adopt a holistic approach to learning, supporting cognitive, social and emotional development rather than focusing solely on academic outcomes.

Strong legal frameworks are critical to positioning ECCE as a right, but must be supported by cohesive governance and sustainable financing, particularly where services span multiple sectors. A balance between central leadership and locally responsive delivery is essential to ensure programs are both scalable and contextually relevant.

The review also highlights the importance of robust data systems to monitor participation, track outcomes and identify disparities. Strengthening equity indicators – across socioeconomic status, gender, disability and geography – can support more targeted and effective policymaking, while community co-design helps ensure services remain responsive to local needs.

While the evidence base continues to grow, gaps remain in linking specific interventions to participation outcomes. Strengthening how ECCE participation is defined and measured will be key to improving accountability.

Expanding opportunity: post-secondary education

At the post-secondary level, ACER’s review highlights the complexity of improving access, participation, retention and graduation across higher education, and technical and vocational education and training (TVET) systems. While participation has expanded globally, significant inequities persist, particularly for marginalised groups.

‘Expanding access is only part of the challenge. Ensuring students are supported to succeed and complete their studies requires coordinated, system-wide approaches,’ said Dr Dan Edwards, ACER’s Head of Education Research, Policy & Development Division.

The research shows that financial aid, inclusive admissions and outreach initiatives can improve access, but must be matched with strong academic, social and institutional support to improve retention and completion. Flexible learning pathways, mentoring and targeted student services are critical to supporting diverse learners.

Importantly, the review highlights that post-secondary systems operate as complex, adaptive environments. Outcomes are shaped by the interaction of policy settings, institutional practices and broader socioeconomic factors. Without alignment across these elements, even well-designed policies may fail to deliver equitable outcomes.

Across both higher education and TVET, effective governance, sustained investment and alignment with labour market needs are essential. The findings also point to the importance of addressing regional disparities, strengthening system coherence, and ensuring that equity goals are translated into practice at the institutional level.

Implications for policy and practice

Together, ACER’s contributions to the UNESCO GEM Report reinforce a central message: achieving equitable access to education requires coordinated, evidence-based action across the entire education lifecycle. From early childhood through to tertiary education, successful policies are inclusive, context-sensitive and designed to address structural barriers to participation. They also recognise that access alone is not enough – quality, relevance and sustained support are essential to ensure meaningful outcomes.

As the global community approaches 2030, the report calls for renewed urgency and commitment. Strengthening data systems, investing in inclusive policies, and embedding equity at every level of education will be critical to ensuring no learner is left behind.