This paper extensively examines the comparative learning outcomes and impact of Alternative Basic Education (ABE) in conflict-affected regions, focusing the Bar ama Baro (BAB) initiative in Somalia. The primary aim of the study is to contrast the theoretical understanding of Alternative Basic Education with the practical realities observed during the implementation of the USAID-Bar ama Baro program in Somalia.

This webinar covered the content, pedagogy, and approach of the new Accelerated Education Introductory Teacher Training Pack, and how it caters specifically for teachers working in accelerated education programs and teaching learners generally aged 10-18 who are over-age for their grade.

This High-Level Policy Guidance provides evidence-based actionable recommendations for education leaders who want to initiate AEPs, strengthen or expand existing AEPs or enhance the cohesion and oversight of diverse AEPs in their country. With insights from many countries, this Guidance provides a roadmap for policy actions, concrete policy examples and country case studies. Its lessons can be applied globally.

The JRS and the SEWG, with support from INEE’s AEWG, worked together on a report to examine the relevance and appropriateness of SAEPs, the factors that enable and challenge the potential of SAEPs in supporting progress through and completion of secondary education, and the extent to which SAEPs are gender-responsive. This webinar presented the findings and recommendations of the report in five parts.

This report examines the relevance and appropriateness of SAEPs, which are currently available at the lower secondary level, and the extent to which these programmes can respond to the needs of overage learners who are likely to be in later stages of adolescence and youth, and whose socio-economic statuses pose greater challenges for accessing and continuing education.

This document articulates how the INEE Accelerated Education Working Group (AEWG) aims to achieve the change it wants to see in educational opportunities for out-of-school children and youth and contribute to ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG4).

Ce document présente la manière dont le Groupe de travail sur l’éducation accélérée (AEWG) du Réseau Inter-agences pour l’Éducation en Situations d’Urgence (INEE) prévoit de mettre en œuvre les changements visés en matière de possibilités d’éducation pour les enfants et les jeunes non scolarisés et contribuer à veiller à ce que tous puissent suivre une éducation de qualité dans des conditions d’équité et promouvoir les possibilités d’apprentissage tout au long de la vie (objectif de développement durable [ODD] 4).

تلخص هذه المقالة الفكرية بعض النتائج الرئيسية من البلدان الخمسة التي تم البحث فيها في المرحلة الأولى، حيث يستعرض المؤلفون بعض افتراضات العمل والفرضيات حول كل من توفير التعليم المتسارع عالي الجودة(AE)

This think piece synthesises some of the key findings from across the five countries researched in Phase 1. In it, the authors explore some of the working assumptions and hypotheses about both what quality accelerated education (AE) provision is, and how this might be best achieved.