On 8th-9th June 2026, UNESCO and University College London (UCL) co-organised a Second Expert Group Meeting to address the critical need to improve cross-country data on gender equality and education. This was held at the UCL Institute of Education in London.

The meeting brought together experts to examine how gender equality in and through education is measured, understood, and operationalised in policy and practice. Across sessions, participants reflected on the strengths and limitations of existing frameworks, while highlighting the need for more context-sensitive, inclusive, and multidimensional approaches. Participants explored innovative methods for data collection and analysis, including participatory and cross-sectoral approaches, and emphasised the importance of linking data to meaningful outcomes and decision-making processes. These discussions were further enriched by inputs collected in advance through an online consultation form shared with members of the Global Platform for Gender Equality in and through Education, which provided additional perspectives on key gaps, priorities, and opportunities. Overall, the meeting identified key priorities for strengthening gender and education data systems and for informing the post-2030 agenda, including safeguarding gender equality as a central priority, improving data integration and use, and reinforcing collaboration across stakeholders.

Key conclusions include:

• While significant progress has been made in expanding gender-/sex-disaggregated data, current frameworks remain limited in capturing the multidimensional and transformative aspects of gender equality in education.
• Persistent gaps exist in areas such as social norms, intersection of multiple forms of marginalisation, and cross-sectoral outcomes, as well as in linking data to financing and institutional change.
• The global data ecosystem is under increasing strain due to declining funding, political shifts, and resistance to gender-related issues.
• Innovative methodologies – including participatory approaches, AI-based analysis, and alternative data sources – offer strong potential but require validation, integration, and institutional uptake.
• Moving forward, stronger coordination, partnerships, and country ownership will be critical to ensuring that data systems effectively support gender-transformative education policies and actions.

The meeting report is available here.