ACER partners with the Global Education Evidence Advisory Panel to strengthen evidence-informed education policy
Wednesday, 5 Aug 2026
ACER has entered a new partnership with the Global Education Evidence Advisory Panel (GEEAP) to help strengthen the use of evidence in education policy and practice across Southeast Asia and the Pacific.
As an evidence partner, ACER will help adapt GEEAP’s key recommendations for Southeast Asia and the Pacific, drawing on its strong regional partnerships and experience across diverse education systems. It also aligns with ACER’s broader focus on promoting evidence-based decision making in education policy, helping to connect global recommendations with the realities, priorities and reform agendas of education systems in the region.
The partnership comes at a time when countries across the region are renewing their focus on foundational learning, including through regional commitments led by the Philippines. In this context, GEEAP’s evidence and recommendations provide a valuable frame for discussions with ministries on how to respond to the foundational learning crisis, with clear signposting to evidence-informed, cost-effective interventions that have improved outcomes in other low- and middle-income country contexts.
The focus on cost-effectiveness is especially important as education budgets globally are stagnating or shrinking. Because GEEAP recommendations are also referenced by partners working in the region, including the UK Foreign Commonwealth and Development Organisation, the World Bank and UNICEF, the partnership creates an opportunity for stronger alignment and a more unified voice in support of ministries.
Jeaniene Spink, Director Education and Development at ACER, said the partnership reflects ACER’s role as a trusted evidence partner in the region.
‘This partnership is an important opportunity to connect high-quality global evidence with the realities of education systems across Southeast Asia and the Pacific. By working with GEEAP, ACER can help to ensure that evidence-based recommendations are not only shared more widely, but also interpreted and applied in ways that reflect local languages, contexts and priorities.’
Maria Brindlmayer from the GEEAP Secretariat also highlighted the importance of the new collaboration:
‘Our partnership with ACER will help bring new opportunities for sharing education evidence across the region and supporting governments to prioritise cost-effective approaches that improve learning outcomes at scale.'
One of the first projects will involve contextualising literacy recommendations for local settings, including in Lao People’s Democratic Republic (PDR). The collaboration also creates opportunities for ACER to contribute regional insights to global evidence discussions and strengthen connections with other organisations working to improve learning outcomes in low- and middle-income countries.