In this report, the analysis of mobile learning projects and practices is structured alongside ten education-related challenges

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.

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.

This discussion paper marks the beginning of a process leading to field research and a published report. The purpose of this process is, first of all, to identify crucial gaps in knowledge that hamper the expansion of equitable access to education in conflict-affected contexts.

The purpose of this document is to provide guidance to LWOL staff and teachers in understanding and better organizing continued learning activities, specifically the small learning groups for pupils in classes 2-6.

This paper is based on an analysis of documents collected by the Save the Children Alliance on accelerated learning and alternative education programmes. The documents, listed in the reference section, describe accelerated learning approaches implemented by a number of different organisations in a variety of countries.

This case study results from an action research project with teachers from Adult Education Schools in Khartoum, Sudan, which was undertaken as a PhD study between July 2008 and June 2009. The project had two principal aims – to gain insights into teaching and learning practices in Sudanese adult education and to facilitate the professional development of the participating teachers.

Emergency and conflict in countries such as Sri Lanka, Pakistan, Haiti and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of continuity in education.

There are too many people who are impacted by poverty, poor housing, stigma and discrimination, unemployment, and ill health. Education and public services have not worked well for the marginalized and disadvantaged, who in turn do not always have the means to challenge the quality of education or provision they are offered.

Hay muchas personas golpeadas por la pobreza, la vivienda subnormal, la estigmatización, la discriminación, el desempleo y la mala salud.