Evidence-based insights

Many students are lost in the transition to formal school. The Supporting Transitions through Evidence-based Planning (STEP) Framework enables governments and programme leaders to target interventions, prioritise high-risk stages dependant on context, and deliver sustained support—especially for the most marginalised learners: girls, boys, and youth from low-income and rural households, refugees, and children or adolescents with disabilities.

Millions of out-of-school children and youth (OOSCY) are returning to learning through Accelerated Education Programmes (AEPs) but are lost in the transition to formal school. Transition challenges are specific, predictable and preventable. This guidance provides education system leaders with strategies for successful transitions.

The lack of access to diverse, high-quality educational evidence—particularly localised research and non-academic insights, published and unpublished—perpetuates systemic inequities in education policymaking and practice. Despite recent efforts to localise research agendas in the field of education and international development, methodological and practical challenges hinder equity...

Despite significant efforts, the global out-of-school rate has dropped by just 1% in the past decade. 122 million girls are still out of school today. With population growth, the number of girls missing out on education will rise unless we take urgent action. The question is not just how to get millions of girls back in school but how to accelerate their learning. Accelerated Education Programmes (AEPs) offer a proven solution, regularly achieving stronger learning outcomes in less time and at lower cost than formal education, while reaching the most marginalised. AEPs also offer lessons applicable to both non-formal and formal education.

As education systems worldwide are under intense pressure from conflict, climate change, displacement, Accelerated Education Programmes provide a crucial, adaptable pathway for reaching out-of-school and displaced learners, offering policymakers evidence-based strategies to expand inclusive, resilient education.

This High-Level Policy Guidance offers evidence-based recommendations and practical examples to help policymakers design, strengthen, and scale Accelerated Education Programmes as inclusive solutions for out-of-school and displaced children and youth.

How Luminos is delivering a second chance at learning after civil war, Ebola, & COVID-19

How a targeted programme helped displaced and marginalised children regain access to education, with lessons for broader policy efforts

An intervention that could be a blueprint for Accelerated Education in places with large numbers out of school