Author: Juliette Myers and Helen Pinnock
Full Citation: Myers, J., & Pinnock, H. (2016). in Inggrid L. (Ed. ). Accelerated education programmes: a toolkit for donors, practitioners and evaluators. (n.p.): UNHCR.
- Understand and Strive for Equity
- Accelerated/Alternative Education Programming
Overview: Globally, over 121 million children and adolescents are out of school, having never started or dropped out after enrolment. The most vulnerable and marginalised – often displaced children and young people, ex-combatants, girls and children with disabilities – are more likely to find it difficult to get an education.
The Sustainable Development Goals (SDGs) and Education 2030: Framework for Action have set a global compact to ‘ensure inclusive and equitable quality education and promote lifelong education for all’. For children and young people who have missed out on education or had their education interrupted by conflict and crisis, poverty and marginalisation, accelerated education programmes (AEPs) are a way to realise this commitment. AEPs offer equivalent certified competencies to primary education, enabling a return to formal education at appropriate grades, or transition into work or other training.
A large number of donor agencies, non-governmental organisations (NGOs) and governments have set up AEPs. There is a wide variety of such programmes, of differing quality and effectiveness, but no existing standard. The inter-agency Accelerated Education Working Group (AEWG) reviewed and distilled a set of global good practices and guidelines for AEPs. This guide helps establish what is considered good practice, and is intended to evolve into a standard. (p. 7).