EDUCATION IN EMERGENCIES PROJECT – GPEKIX/IDRC
Advancing Education Solutions: Research for Scaling up Education Innovations in Emergency and Fragilities and FCV Affected Areas of Burkina Faso, Ghana, and Nigeria (ACCELERATED ED+) (Nov 2024 – Oct. 2026)
About the Project
The project builds on proven models such as Accelerated Education Programs (AEPs), Socio-Emotional Learning (SEL), and Gender-Focused Programming (GFP) to deliver transformative impact. By building on evidence-based practices and fostering partnerships across sectors, we aim to ensure that even the most marginalised children can access quality education in safety and dignity.
The primary goal of this research is to tackle the complex challenges of access, retention and SEL faced by out-of-school children and youth (OOSCY) in emergency and Fragility, Conflict, and Violence (FCV)-affected settings in Burkina Faso, Ghana and Nigeria. The primary objective of this research is to deliver empirical evidence on the effectiveness and scalability of innovative educational strategies in crisis-affected settings, specifically identifying and evaluating the cost-effectiveness of successful interventions such as AEP, GFPs and SEL facilitated through inclusive learning circles, and technology-driven solutions like radio-based education to inform National Education Plans. The study will focus on the critical aspect of SEL, promoting educational practices that support the holistic well-being and resilience of students in crisis environments.
The research objectives are:
1. Generate evidence on adapting and scaling effective, Gender Equality and Inclusion (GEI)-sensitive educational innovations to enhance access and retention of OOSCY in emergency and FCV contexts in Burkina Faso, Ghana and Nigeria.
2. Mobilize knowledge to enhance policy and practice in select FCV areas with a focus on gender equality, equity, and inclusion (GEI), highlighting innovative models that are proven or promise to improve access and retention and GEI responsiveness in Burkina Faso, Ghana and Nigeria.
3. Strengthen the capacities of key stakeholders, including governments and civil society organizations, to effectively utilize evidence from tested educational innovations effectively.
Research Consortium
Associates for Change (AfC) Ghana; Centre d’Etudes, de Recherche et Formation pour le Development Economique et Social (CERFODES) Burkina Faso and Center for the Economies of Africa (CSEA) Nigeria.
This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada.
Research Outputs – Year 1 (2024 – 2025)
EXECUTIVE SUMMARY: RISK ASSESSMENT REPORT
The Risk Assessment Report for the Accelerate ED+ project analyzes education-related vulnerabilities in Burkina Faso, Ghana, and Nigeria, highlighting threats such as conflict, displacement, and climate disasters. It emphasizes the urgent need for resilient, inclusive education systems and recommends integrating psychosocial support, teacher training, and emergency preparedness into national strategies.
STAKEHOLDER WORKSHOP REPORT – GHANA
The workshop engaged key actors in the fragile, conflict and violence (FCV) context of Ghana’s Upper East region to co-design scalable and inclusive education innovations to address systemic barriers confronting the out of school children and youths (OOSCY), particularly those in crisis-affected communities.
STAKEHOLDER ANALYSIS AND CO- CREATION WORKSHOP REPORT-BURKINA FASO
The workshop, organized by the Center for Studies, Research and Training for Economic and Social Development (CERFODES) brought together 42 participants from government structures of the Burkina Faso education system at the central and decentralized levels, civil society organizations, and partner institutions promoting educational alternatives as part of the activities of the Accelerated ED+ project.
STAKEHOLDER ANALYSIS REPORT – BURKINA FASO
The report outlines the dire state of education in Burkina Faso due to conflict and insecurity, leaving millions of children—particularly girls—out of school. It identifies and analyzes key stakeholders at national, regional, and local levels, including government agencies, NGOs, UN partners, and community groups, assessing their roles, interests, influence, and engagement potential. It highlights the importance of stakeholder collaboration in scaling up innovations such as accelerated learning programs, radio education, and inclusive education initiatives.
POLICY BRIEF: EXISITING EDUCATION IN EMERGENCIES INNOVATIONS IN GHANA
The policy brief explores innovative Education in Emergencies initiatives in Ghana to ensure learning continuity for children affected by crises, including the COVID-19 pandemic, conflicts, wars, and climate-related disasters.
POLICY BRIEF: EFFECTIVENESS OF AEPS AND GIRLS-FOCUSED EDUCATION INNOVATIONS IN NIGERIA
The policy brief focuses on Accelerated Education innovations and Girls-Focused programmes implemented in Nigeria. It is intended for governments, policy makers, NGOs, and international organizations working on education in Nigeria, Ghana, and Burkina Faso. It highlights the main challenges education faces in Fragile, Conflict, and Violence-affected (FCV) areas of the country, and the effectiveness of Accelerated Education innovations in enhancing education in emergencies. The brief further calls on policymakers to increase funding and uptake appropriate strategies to strengthen and expand education innovations and girls-focused programmes to improve access to quality education.
POLICY BRIEF: EFFECTIVENESS OF AEPS AND GIRLS-FOCUSED EDUCATION INNOVATIONS IN BURKINA FASO
The policy brief focuses on innovations in Accelerated Education and Girls-Focused Education implemented in Burkina Faso. It is intended for governments, NGOs, and United Nations agencies working in Burkina Faso. It highlights educational challenges in areas affected by fragility, conflict, and violence (FCV) in Burkina Faso. This document calls on decision-makers to increase funding and put in place appropriate policies and strategies to strengthen and expand the Accelerated Schooling/Speed schools (SSA/P) and Girls Education initiatives to improve access to quality education in FCV-affected areas.