Insights-in-brief

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to diverse, high-quality educational evidence—particularly localised research and non-academic insights, published and unpublished—perpetuates systemic inequities in education policymaking and practice.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.

Faced with unprecedented challenges from escalating conflicts, climate change, population movements and the COVID-19 pandemic, global education systems are struggling to meet the needs of two billion children. Accelerated Education Programmes (AEPs) have become a key tool for providing education to out-of-school children and youth (OOSCY), including those displaced or left behind by formal systems.

As governments face mounting pressure to tackle the urgent challenge of out of school children with increasingly constrained budgets, decision makers need clear guidance on policy and implementation of accelerated education initiatives.