About PEER
This website presents the original format of the Profiles Enhancing Education Reviews (PEER) platform, developed between 2020 and 2026. PEER has since transitioned to a new platform with an updated approach, placing greater emphasis on indicator-based analysis and continuous monitoring. The new site will be regularly updated to reflect the latest data and developments. This original website remains available for reference and and are no longer being updated. You can access the new PEER platform here: https://www.unesco.org/gem-report/peer.
PEER was designed to describe countries’ laws and policies on key education themes, with the aim of strengthening the evidence base on the implementation of national education strategies.
The platform includes comprehensive country profiles and thematic analyses aligned with the topics of the Global Education Monitoring (GEM) Reports. These profiles were primarily prepared through desk reviews by the GEM Report team, complemented by commissioned research to include subnational examples in selected countries with complex institutional structures. Countries were also invited, through their delegations to UNESCO, to review and validate the information; completed reviews are indicated on the relevant country profile pages.
PEER covers the themes of the GEM Reports. This version of the site contains profiles covering inclusion in education (2020 GEM Report), non-state actors in education (2021/22 GEM Report), technology in education (2023 GEM Report), school leadership (2024/25 GEM Report), and access and equity (2025/26 GEM Report), with the latter focusing on financing for equity across pre-primary, primary, and secondary education, as well as higher education. It also addresses additional priority issues under SDG 4, including climate change communication and education (2021–2023) and comprehensive sexuality education (2021-2025). Report themes from 2026 onwards are hosted on the new version of the PEER website.
The profiles are not meant to discuss and analyse implementation, but rather to facilitate peer learning and policy dialogue between countries on issues central to SDG 4 and to explore key trends in education. The information complements the printed edition of the Global Education Monitoring Report, enabling users to gain an insight into the countries’ enabling environment for the investigated theme.
Users are required to:
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Exercise due diligence in ensuring the accuracy of the materials reproduced;
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Acknowledge PEER as the source prominently alongside the information using the following format:
Source: (If appropriate "Adapted from") UNESCO GEM Report, Profiles Enhancing Education Reviews (PEER) www.education-profiles.org, date of extraction.
About the Global Education Monitoring Report
The Global Education Monitoring Report is an editorially independent annual report hosted and published by UNESCO. According to the Education 2030 Framework for Action, it has the mandate to monitor progress on education in the SDGs and on the implementation of national and international education strategies to help hold all relevant partners to account for their commitments.
Education Profiles sits alongside three sister websites run by the Global Education Monitoring Report: Scoping Progress in Education (SCOPE), Visualizing Indicators of Education for the World (VIEW), and the World Inequality Database on Education (WIDE), the latter of which is in partnership with the UNESCO Institute for Statistics (UIS). The first of these brings together data from various producers to explore the progress made towards SDG 4, the global education goal. The second provides estimates of the completion rate, one of the two global indicators of the fourth SDG on primary and secondary education. The third brings together data to compare education outcomes at the country and regional level by intersecting disadvantages such as wealth, gender, and ethnicity and location.
About Sustainable Development Goal 4
In September 2015, at the United Nations Sustainable Development Summit in New York, Member States formally adopted the 2030 Agenda for Sustainable Development. The agenda contains 17 goals, one of which, SDG 4, is to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. SDG 4 has seven targets and three means of implementation.
