Accelerated Education

With a succinct one-page Accelerated Education Definitions document, the AEWG has clarified the differences between several key terms, including: Accelerated Education, accelerated learning, catch-up programs, remedial programs, and bridging programs.

These 10 principles aim to clarify the essential components of effective accelerated education programmes (AEP).

This is a printable poster that includes all 10 Principles. Great for workshops or to hang up in your office as a reminder of the key components of any Accelerated Education programme!

A one-page diagram/tool for deciding when to use accelerated education programming.

Aligning your programme with Principles and Action Points The Accelerated Education Programme (AEP) Checklist was created as a tool for programme designers, implementers, evaluators and agencies to use alongside the AEWG Guide to the Accelerated Education Principles.

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.

The purpose of this toolkit is to support the design and implementation of M&E Frameworks for specific accelerated education programmes in order to support learning and accountability.

The purpose of this five-day training is to build participants’ knowledge and skills in the fundamentals of Accelerated Education (AE) programming. This training is intended for anyone involved in designing and implementing AE programmes and technical-level staff working on AE or non-formal education policy within a ministry of education.

This Learning Agenda, developed by the Accelerated Education Working Group (AEWG), aims to organize and generate evidence to inform strategic planning, project design, project implementation, monitoring and evaluation and in-service training efforts of Accelerated Education (AE).

As education systems start to reopen and support students to return, four responses are most relevant in the return to learning: extended instructional time, catch-up programmes, remedial education, and accelerated education programmes. These programmes increase the amount of instructional time, provide additional support, or prioritise learning outcomes to help learners get back on track

Building on the AEWG’s programme definitions and our expertise in AE and other non-formal or alternative education options that accelerate the acquisition of knowledge and skills, the AEWG developed this set of principles and action points for catch-up programmes.

The goal of this document is to assist Ministries of Education (MoEs), district offices, curriculum developers, and implementing partners in developing a condensed curriculum for primary school or guiding practitioners to do so. 

The purpose of this guide, Condensing a Curriculum for Accelerated Education: An A to Z Guide, is to help Ministries of
Education (MoE), development partners, and implementing organisations develop a comprehensive AE curriculum—a curriculum that prioritises and condenses primary level knowledge and skills—to guide and support teaching and learning in AEPs.

This report provides an analysis of the impact of the COVID-19 pandemic on accelerated and short-term alternative education programs.

The Education 2030: Framework for Action identifies the need for non-formal and informal education programming which affords flexible and alternative pathways and entry/re-entry points into the formal education system.

This evidence review collates and analyses recent evidence from a range of accelerated education programmes (AEP) globally. 

In 2016, the AEWG developed 10 Principles for Effective Practice for Accelerated Education and an accompanying Guide to Accelerated Education Principles. Field testing of these two tools was conducted between mid-2016 and March 2017.