Reimagining the global education agenda: What we heard from the education community across 6 continents

“All children have the right to an education.”

“National economic growth and development depend on education.”

“Education helps communities stay resilient amid new technologies, crises and shocks, and societal shifts.” 

Although the global community generally agrees with these statements, who pays, how much, and towards what educational goals has been a major source of contention. This is especially true over the past year, in a moment of historic disruptions to international cooperation and aid as we have known it. It is important to listen to education actors on how they are experiencing this moment in order to reimagine the future education agenda as well as international cooperation and aid. 

In October 2025, the Center for Universal Education at Brookings and the International Education Funders Group (IEFG) launched the Global Listening Survey across six continents and seven languages to hear directly from those working in education about their experiences over the past year and priorities looking ahead.

The state of international cooperation and aid

International cooperation and aid takes many shapes and forms, with one being official development assistance to recipient countries that are largely located in the Global South and classified as low-income countries. The OECD confirmed this month that official development assistance declined by 23.1% in 2025—the largest annual contraction on record—with the United States alone accounting for 75% of the total decrease. UNESCO projects that aid to education are set to fall by one-quarter by 2027, and UNICEF cautions that funding cuts could result in six million more children leaving school. 

Research by the Inter-agency Network for Education in Emergencies found that in  these contexts, most organizations—community, national, and international—deeply felt funding cuts, with direct support to learners most impacted. Over one-quarter of international organizations experienced cuts of 41% or higher to their budgets. The European Training Foundation projected a setback to progress made towards Sustainable Development Goal (SDG) 4 on education as well as greater economic instability in recipient communities and geopolitical realignments.  

The numbers and anticipated impacts are alarming and far-reaching, but that is not the only story we need to tell. This disruption could bring opportunity: a greater possibility of challenging power hierarchies, resource distributions, and reimagining relationships. Thus,we need to know what these disruptions look like from the vantage point of those working in international education cooperation to determine where we should go from here. 

The Global Listening Survey

The Global Listening Survey captured 308 responses in seven languages from more than 64 countries, with over 70% of respondents based in the Global South. The largest number of respondents were from civil society organizations—community-based or non-governmental organizations based in the various countries—followed by those working in international institutions. Representatives from governments, donors (including philanthropies and foundations), the private sector, and research and education institutions also weighed in. A few key takeaways are listed below.

Funding cuts are being felt by institutions and will likely contribute to greater poverty and rising inequities. 

Nearly two-thirds of respondents said their organizations had experienced funding cuts. The primary source of these cuts was the U.S. government, followed by the private sector, national and international governments, and the U.N. The consequences were immediate and halted programs, reduced services, and eliminated staff. 

As a respondent in Guatemala predicted, “populations receive less attention, youth migration increases, and education loses quality and credibility.” Another respondent in Afghanistan warned of even more economic refugees to Europe.  

The international aid and cooperation structure needs major changes and interrogation of power dynamics. 

Although the impact of funding cuts on communities is real, respondents were hopeful on the potential for restructuring international cooperation. They saw this moment as an opportunity to address unequal power dynamics and an opportunity to reimagine existing mechanisms. Donors are often at the helm of agenda setting, while recipients are expected to get on board or miss out. Six out of ten respondents believed that major changes to the existing international aid and cooperation structure were in order, followed by three in ten who believed it needed to be recreated. One in ten believed only minimal changes were in order, and only 1% thought it should be eliminated altogether. 

According to two respondents based in Qatar and Spain, change meant more “south to south cooperation” and “a shift to the east and more power to the countries,” respectively. In South Africa, a respondent called for a geopolitical shift. “Africa needs to step into its power and stop allowing itself to be shaped and plundered by other nations and global organisations.” 

Wherever respondents stood—on the side of tinkering  or an overhaul—most agreed that in the future, “global aid should list priorities, build collaboratives, make the process simpler and support multi-year flexible funding,” as a respondent from India described.  

The realities and challenges in education are changing, and we need to be prepared with a common agenda.  

Respondents saw the purposes of education in different ways. The majority were split between seeing education as a means of developing academic and life skills, and liberating societies from inequities. They were also split between the purpose of education being to promote economic growth and development (including expanding livelihoods, workforce, and employment) and to promote the holistic flourishing and well-being of children. To a much lesser extent, civic and community engagement and spiritual and cultural growth were positioned as purposes of education. 

Respondents also highlighted an array of pressing issues. Foundational learning, teacher training, and workforce development were cited as the most pressing issues in 2026, but post-2030 respondents predicted this would shift to EdTech and generative artificial intelligence (AI), with foundational learning and skills for work also remaining urgent. The urgency of climate education is also expected to increase, although trailing behind the other top issues likely to receive funding and attention. 

The post-2030 education agenda needs to be set with communities, not for them.

Respondents were largely on the same page that the post-2030 agenda should continue to uphold a commitment to quality, inclusion, and equitable education. Yet, they urged, this should be a moment to not only talk about working across silos, but doing the architectural work of making sure it happens. 

Respondents reiterated that to achieve the SDGs, more needs to be done to not only improve the teaching and learning of skills, but also to increase political will and people-centered approaches—promoting “values-driven leadership,” as a respondent in Guatemala described. Three out of four respondents said donors should co-set agendas with recipients—not set them for them. As a U.S. respondent passionately emphasized, “donors’ role is to SUPPORT, not to direct,” while a respondent in Uganda made yet another call for “flexible funding” that reaches the most marginalized communities. 

In agenda setting, elevating voices in the Global South from community-based organizations, including the perspectives of youth, were called out. “Young people—especially displaced youth—are left out of decision-making,” a respondent in Somalia highlighted. A respondent in Kenya wanted “all voices in these talks, not just from large implementors—because the ‘small’ ones have more eyes and heart on the ground.”

Listening is a critical first step in the next global education conversation.

This Global Listening Survey is an exploratory first step in capturing how the global education community is experiencing the current moment while at the same time looking forward. It is a snapshot intended to maintain a dialogue on how to ensure the global education community can advocate more justly, equitably, and collectively as we approach the post-2030 global education agenda. Important questions still need to be answered: 

How should the education agenda be set? How do we achieve more meaningful and equitable collaboration across donors, governments, and civil society organizations in the process of agenda setting? 

Our hope is to keep the survey going longitudinally, and in more depth and breadth, to continue capturing the current pulse and future needs of global education. As we continue to listen to education actors around the world, we will have better insights into how to shape the future of international cooperation in education globally.