Author: Ritesh Shah
Year: 2017
Full Citation: Shah, R. (2017). Case study report: Children in Crisis Afghanistan. (Accelerated Education Principles Field Studies). Accelerated Education Working Group.
Overview: The AEWG is an inter-agency working group made up of education partners working in Accelerated Education (AE). The AEWG is currently led by UNHCR with representation from UNICEF, USAID, NRC, Plan, IRC, Save the Children, ECCN and War Child Holland.
  • Based on the aim for a more standardised approach to accelerated education provision globally, the AEWG has begun to develop guidance materials based on international standards and sound practice for AE. In 2016, the AEWG developed a set of 10 Principles for effective practice (i.e. “the Principles” or “AE Principles”), and also accompanying guidance to these principles (known as the Guide to the AE Principles).
The purpose of this case study was to more fully understand the relevance, usefulness and application of the AE principles and guidance within the context of Children in Crisis’ (CiC) accelerated education programming (AEP) in Afghanistan. This case study sits along three others—two from Kenya and one Sierra Leone—all implemented by different actors and working with different populations of learners. The research was initially guided by three key questions specified below:
  1. To what degree is CiC’s AEP in Afghanistan currently aligned with the principles? What are the reasons for this?
  2. How might the AE principles and accompanying guidance be used by CiC and other AE providers and partners in Afghanistan to develop, refine, or assess programme quality? What are the challenges and limitations to doing so, and what could be done to address this by the AEWG or others?
  3. Based on the evidence collected by CiC to date on key AE outcomes of improving access to education for out of school learners, ensuring their successful completion and of earning an equivalent qualification, to what degree are these outcomes a reflection of the programme’s current strengths/weaknesses of all or some of the 10 AE principles?
It should be made clear that the intent of this research is not to evaluate or compare different AE programmes against each other, nor is to specify recommendations or areas of improvement for CiC’s activities.
  • Rather, this case study helps to illustrate the possibilities and challenges of using the principles and accompanying guidance in the development, refinement, and assessment of AE programmes in Afghanistan, and with populations and contexts like that which CiC currently works with in the country.
  • Additionally, given that the principles and accompanying guidance have only been recently introduced, it is acknowledged that a key limitation for this research was an assessment of current utility of these tools. That stated, sufficient discussion was held while in Afghanistan to understand how they might be used moving forward, as well as some key limitations of these Principles and Guide in its present form for CiC and other AEPs in Afghanistan. (pp. 1-2)

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