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Nigeria’s Accelerated Basic Education Programme (ABEP) offers a flexible model for learners to transition into formal school, vocational training, or livelihoods. By embedding multiple transition pathways into national policy, ABEP recognises the diverse needs of overage out-of-school children and youth, and the communities where they come from, ensuring a more inclusive, context-responsive option for learners. Implemented as part of the national education system, the programme tailors transitions based on learners’ age, aspirations, and life circumstances. ABEP’s experience highlights the importance of holistic placement, community involvement, and cross-sector coordination to support learners through and beyond accelerated education into long-term, sustainable learning or work opportunities.
Key lessons for similar contexts:
- Build flexibility into national frameworks: Embedding multiple transition pathways in national education policy gives programmes legitimacy and sustainability, while allowing states or sub-national governments and partners to tailor implementation to local needs.
- Design with the learner in mind: Transitions should be flexible and learner-centred, reflecting each learner’s age, context, and aspirations, and with communities and families engaged in selecting the most appropriate transition pathway.
- Ensure system-wide coordination: Successful transitions require alignment across government ministries and strong partnerships with NGOs and community actors to connect learners with viable education, training, or livelihood opportunities.
What challenges do out-of-school learners face in Nigeria?
Nigeria has the highest number of out-of-school children and youth () in sub-Saharan Africa, with more than 10 million children not accessing the formal education. Barriers to education include poverty, insecurity, displacement, and traditional cultural practices, particularly affecting girls and children in the Northeast and Northwest zones. 1 2 Many are overage, have never enrolled, or dropped out early. Recognising this crisis, the government of Nigeria established the National Commission for Almajiri and Out-of-School Children Education (NCAOOSCE) with the mandate to provide basic education to these learners by deploying various options. Moreover, Nigeria’s 2024–2027 Education Roadmap prioritises foundational learning, equity, and second-chance education programmes to reintegrate through flexible, accelerated pathways aligned to the national curriculum. One such programme is the Accelerated Basic Education Programme ().
What is ABEP?
The was developed by Nigeria’s Federal Ministry of Education through its agency, the Nigerian Educational Research and Development Council (NERDC) in 2019 to respond to the growing population of overage . The core objective of ABEP is to provide an alternative basic education programme for overage out-of-school children and youth, and in the process, either mainstream them into formal education or provide them with an alternative career path through enrolment into vocational training centres or livelihoods. is implemented by state and local education authorities, oftentimes in partnership with NGOs and development partners.
Targeting OOSCY aged 10–18, condenses the 9-year basic education curriculum into a flexible, three-level programme delivered through community-based centres, alternative safe spaces like religious buildings, or formal schools after regular class hours. It offers five core subjects: English, Math, Basic Science and Technology, Nigerian History and Values, and one Nigerian language. To provide a broad-based knowledge that will enable learners to transition and adequately cope with the learning pace in formal education, an integrated curriculum approach was adopted in the design of the curriculum. For instance, the Basic Science and Technology is integrated comprising science, technology, information technology and health and physical education. The same approach was used for the Nigerian History and values curriculum to accommodate social studies, civic education, security education and elements of emergency education.
Teachers are trained in inclusive, learner-centred, and psychosocially responsive methodologies. Learners are grouped by their prior schooling experience and age into three levels: Levels 1 (aligned with Primary 1–3), Level 2 (Primary 4–6), and Level 3 (Junior Secondary School or JSS 1–3). While there is limited robust data on learning and transition rates for students, evidence from Borno and Yobe States suggests that approximately two-thirds of students meet the average performance standard across four subjects on the Basic Education Certificate Examination, with girls and boys performing similarly. 3 The certificate enables learners to transition into formal school, vocational education, or other certified learning opportunities.
Why are multiple transition pathways important?
’s core strength lies in its flexible design, which acknowledges that a single transition route cannot meet the diverse needs of Nigeria’s population. ABEP Implementation Guidelines formalise multiple transition pathways, allowing learners to: return to formal school (if they are below the age cut-off and meet academic requirements), enter technical and vocational education and training after completing Level 2 or 3, or pursue apprenticeships, employment, or entrepreneurship—especially relevant for learners aged 15 and above.
Access to flexible learning and transition pathways is essential for both inclusion and success. Formal school re-entry, while critical, is not always viable, and transitioning into school without proper placement or support often leads to drop-out. Over the years, the government of Nigeria has recognised these challenges, expanding transition pathways to support a more diverse population of . Why is this important?
- Learners vary by age, readiness, and life responsibilities. Many graduates are older adolescents who face competing responsibilities, including household work, caregiving, or income generation. Offering multiple pathways is about giving learners a choice, autonomy, and decisions to select the best pathway for themselves. While ensures learners have the opportunity to complete basic education, and learn all subjects within the formal school curriculum, transition pathways beyond completion allow learners to decide the most appropriate next step.
- Geographic, economic, and institutional barriers persist. Challenges such as food insecurity and limited school infrastructure continue to hinder transitions from to formal school. Recognising these constraints, NGOs and state actors work with schools, religious leaders, or local businesses to tailor transition plans to each learner's context and expand the range of pathways offered. For example, girls have been supported by community mentors to transition into fashion and tailoring programmes, which later opened doors to small business ownership.
- Transition readiness must be assessed holistically through shared planning. The programme encourages stakeholders—including teachers, parents, local authorities, and Centre-Based Management Committees—to consider not only academic performance but also psychosocial wellbeing, safety, financial circumstances, and learners’ own preferences when planning transitions. Where transitioning to formal schools, these Committees work closely with the State of Universal Education Board (SUBEB) and the State Agency for Mass Education (SAME) to mainstream learners.
This multi-pathway model enables to serve a broader and more diverse group of learners. It respects their realities, supports their aspirations, and offers them a viable route toward improved wellbeing and livelihoods.
Despite its strengths, faces several implementation challenges. Some centres lack adequate infrastructure, teaching materials, or gender-sensitive facilities, which can limit learning outcomes and discourage participation—particularly for girls. 4 Additionally, inconsistent funding and limited capacity among local government education authorities affect the quality and continuity of delivery across states. 5 While the government launched National Guidelines for in 2022, the administrative and regulatory framework for implementation is yet to be fully put in place, and the NERDC is working together with key government agencies such as the Universal Basic Education Commission (UBEC) to coordinate the implementation of the national implementation framework (Ibid).
Lessons for similar contexts
Nigeria’s ABEP experience offers valuable insights for governments and NGOs seeking to design transition pathways from accelerated education:
- Build flexibility into national frameworks. Embedding multiple transition pathways within national policy, as Nigeria has done through its Implementation Guidelines, ensures legitimacy and sustainability. This also enables states, implementing partners, and donors to adapt pathways based on local realities.
- Design with the learner in mind. Recognise that transition is not a single endpoint but a continuum. Learners need options that reflect their age, gender, aspirations, and socio-economic context. Engaging communities and families in decisions regarding the most feasible or desirable transition pathway increases success and reduces drop-out risk.
- Ensure system-wide coordination. Effective transitions depend on coordination across national and subnational ministries, including those responsible for education, skills, youth, and social development. While the government leads the Working Group, which acts as the central coordinating body, partnerships with NGOs, the private sector, and local actors are vital to identify and support meaningful next steps for learners.
By embedding multiple transition options, offers a learner-centred and context-aware model that promotes education continuity even in fragile and resource-constrained environments. Its approach demonstrates that offering multiple pathways is not just a matter of access—it is a strategy for retention, inclusion, and long-term impact.