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)
VIDEO : FIVE DAYS PARTNER MEETING ON EDUCATION IN EMERGENCIES.
GPEKIX and International Development Research Centre (IDRC) supported Research team in West Africa which includes Associates for Change (AFC) for Change, the Centre for the Study of the Economies of Africa (CSEA) and the Centre d’Études, de Recherches et de Formation pour le Développement Économique et Social (CERFODES) Burkina Faso, convened a five day cross-country and partner meeting on Education in Emergencies (EiE) in Accra, Ghana, from 16th to 20th February 2026.
The workshop brought together education innovators and regional partners under the GPEKIX-funded project titled “Advancing Educational Solutions: Research for Scaling Education Innovations in Emergencies and Fragile, Conflict, and Violence-Affected Areas of Burkina Faso, Ghana, and Nigeria.
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.
The full report is available on request.
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 MAPPING AND ANALYSIS: GHANA EDUCATION IN EMERGENCY LANDSCAPE
Globally, the number of out-of-school children and youth (OOSCY) continues to rise, with sub-Saharan Africa carrying a disproportionate share of this burden and Ghana is no exception. An estimated one million children in Ghana are out of school, with the highest concentrations in northern and rural areas. In fragile, conflict and violence (FCV)-affected settings such as the Upper East Region, recurring conflict, insecurity, and natural disasters have further disrupted access to education, especially for girls and other marginalised groups. A wide range of actors—government agencies, bilateral and multilateral partners, international and local NGOs, faith-based organisations, and civil society organisations currently implement Education in Emergencies (EiE) interventions. However, until now there has been no systematic stakeholder mapping and analysis for EiE in these emergency-affected areas to inform more strategic, scalable, and coordinated responses.
STAKEHOLDER WORKSHOP 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.
CASE STUDY: EVOLUTION OF POLITICAL ENGAGEMENT IN SUPPORT OF THE INSTITUTIONALIZATION OF BURKINA FASO’S ACCELERATED EDUCATION PROGRAMME(SPEED SCHOOLS).
This case study examines the institutionalization process of the Accelerated education program – Speed Schools (SSAP)- in Burkina Faso, with a focus on the forms and determinants of political engagement that have facilitated its sustainability and scale-up.
Originally introduced as an educational innovation led by non-state actors, Stromme Foundation, the Speed Schools are progressively mainstreamed into the national education system through processes of co-construction, evidence generation, and institutional appropriation.
The findings indicate that political engagement, when supported by robust evidence of effectiveness, shared governance arrangements, and well-defined regulatory frameworks, constitutes a critical enabling factor for the long-term sustainability of educational innovations targeting out-of-school children.
SITUATIONAL ANALYSIS REPORT-NIGERIA
This situational analysis report provides an extensive assessment of education in emergencies in Borno State, Nigeria, examining how conflict, displacement, climate shocks, and systemic fragilities continue to shape access to education and learning continuity. Drawing on field research across Maiduguri Metropolitan Council (MMC), Jere, and Konduga LGAs, the report analyses school disruptions, out-of-school trends, teacher challenges, gender disparities, and the efficacy of existing education innovations. It offers critical evidence to inform policy and the scaling of resilient education solutions for children in fragile and conflict-affected settings.
POLICY BRIEF- UNDERSTANDING THE OUT-OF- SCHOOL CRISIS IN BORNO STATE, NIGERIA: EVIDENCE FOR POLICY ACTION
This policy brief examines the scale and drivers of the out-of-school children crisis in Borno State, Nigeria, where conflict, displacement, poverty, and climate-related shocks continue to disrupt access to education. Drawing on field evidence from three highly affected local government areas, it highlights key barriers to school participation, gaps in education-in-emergencies responses, and the limited reach of existing innovations. The brief proposes a practical five-pillar policy strategy for strengthening resilient, inclusive, and continuous learning opportunities for vulnerable children in crisis-affected communities.
POLICY BRIEF- SCALING EDUCATION INNOVATION IN FRAGILE AND CONFLICT -AFFECTED AREAS
In fragile environments, education is not just a luxury, but a lifeline which offers order, security, and hope to children whose day-to-day lives are marked by displacement and fear. In Borno State, the convergence of prolonged insurgency, recurrent flooding, displacement, and poverty has produced a critical education emergency, which we consider among the most severe in Sub-Saharan Africa.
Nigeria has about 19.7 million out-of-school children, and Borno State is reported to be one of major hotspots for these out-of-school children with an estimated OOSC of 54% (Sunday, 2024). To understand the micro-level constraints on education delivery the State, we surveyed 17 Accelerated Education Programme (AEP) community sites, 17 public schools, and 88 households across three Local Government Areas (LGAs): Jere, Konduga, and Maiduguri Metropolitan Council (MMC).
CO-CREATION WORKSHOP REPORT-NIGERIA
The Co-creation Workshop, held over two days at the CSEA Conference Hall, Mabushi, Abuja, brought together key education stakeholders to collaboratively strengthen the design, implementation, and evaluation of Education in Emergencies (EiE) innovations within fragile and conflict-affected areas (FCA). The co-creation phase provided an intensive platform for shared learning, dialogue, and technical training.The workshop aimed to enhance participants’ capacity in embedding Gender Equity and Social Inclusion (GESI), Research Ethics, and Disaster Risk Reduction (DRR) principles into educational programs and research. Sessions were led by representatives from the Federal Ministry of Education, National Emergency Management Agency (NEMA), Nigerian Educational Research and Development Council (NERDC), and the Centre for the Study of the Economies of Africa (CSEA), among others.
STAKEHOLDER WORKSHOP REPORT-NIGERIA
The Stakeholder Engagement Workshop was convened as the first phase of a three-day event titled “Advancing Educational Solutions: Research for Scaling Educational Innovations in Emergency Contexts and Fragile Areas Affected by Conflict and Violence (FCV) in Burkina Faso, Ghana and Nigeria”, held from 7-9 July 2025 at the Conference Hall of the Centre for the Study of the Economies of Africa (CSEA), Mabushi, Abuja, Nigeria. The event is part of the ongoing GPE-KIX IDRC-funded project led by the Centre for the Study of the Economies of Africa (CSEA) in collaboration with the Associate for Change (AFC) Ghana and CERFODES (Burkina Faso)
STAKEHOLDER MAPPING AND ANALYSIS OF EDUCATION EMERGENCIES IN NIGERIA
The stakeholder mapping and analysis aimed to identify key actors involved in EiE in Borno state, Nigeria, assess their roles, interests, and levels of influence, and propose strategies to improve coordination, accountability, and education delivery in crisis-affected contexts. The insurgency, displacement, and disasters related to climate changes that have prevailed in Borno State in the last few years have made the state the epicentre of educational disruptions in Nigeria, hence the high levels of children not attending schools in Nigeria.
The mapping exercise illustrated a wide variety of players operating on various EiE programmes such as government agencies, international organisations, local NGOs, and community-based structures. The stakeholders adopt many educational innovations including Accelerated Education Programmes (AEPs), Accelerated Basic Education, radio and technology-based learning, socio-emotional learning, vocational training, and psychosocial support. Their intervention targets include girls, boys, teachers, displaced children, Almajiri, street children and children with disabilities. Although the coverage of these programmes is good, the study found that stakeholders face significant challenges, including insecurity, funding shortages, high teacher turnover, infrastructural deficits, limited coordination, and cultural or gender-related barriers. Despite these constraints, effective practices have emerged particularly those that prioritise strong community involvement, flexible learning models, and local language instruction.
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.
SITUATIONAL ANALYSIS REPORT -GHANA
The situational analysis report focuses on examining education system dynamics in fragile, conflict- and violence-affected (FCV) settings, with particular attention to how conflict, displacement, climate stress, and entrenched social norms interact to undermine access to safe, inclusive, and quality education.
The analysis draws on a mixed-methods design combining school surveys, key informant interviews, focus group discussions, and community consultations across three districts, namely Bawku West, Bongo, and Kassena Nankana in the Upper East Region. In total, the study engaged 533 household head respondents, 33 headteachers, 8 civil society actors, and 4 district education officials, 22 NGO’ alumni and members. The findings reveal deep structural fragility within the education system, characterised by recurrent conflict-related disruptions, uneven teacher deployment, high teacher mobility and attrition, weak disaster preparedness, and limited access to alternative learning pathways.
POLICY BRIEF- EDUCATION IN FRAGILE, CONFLICT AND VIOLENCE CONTEXTS IN GHANA’S UPPER EAST REGION: SITUATIONAL ANALYSIS OF OUT-OF-SCHOOL CHILDREN AND EDUCATION INNOVATIONS
The policy brief presents a situational analysis of education in fragile, conflict, and violence (FCV) contexts in Ghana’s Upper East Region, focusing on Kassena Nankana, Bongo, and Bawku West districts with varying risk profiles. It aims to assess the status of education and the impact of education innovations on out-of-school children (OOSC). Using a mixed-methods approach that combines literature review with structured and semi-structured field interviews involving government and non-government stakeholders, key informants, household heads, school leaders, teachers, and students, the study found that Bawku West recorded the highest number of OOSC, with 234 dropouts (52% boys and 48% girls). Insecurity accounted for 89% of school closures, which lasted an average of four days and up to 19 days. These disruptions exacerbated learning challenges, alongside significant teacher shortages, high attrition, uneven deployment—particularly in insecure areas and low female teacher representation. Less than half of schools had structured psychosocial support, despite 41.7% hosting displaced learners. Although gender parity among OOSC was nearly achieved, structural drivers such as poverty and displacement remained critical. Many children engaged in labour during school closures, and fewer than 5% were enrolled in Accelerated Education Programmes (AEP), reflecting broader gaps in education innovations, including limited remedial classes, radio learning, and mobile education systems.
CROSS COUNTRY POLICY BRIEF ON EIE.
TOWARD RESILIENT EDUCATION SYSTEM: EIE CAPACITES AND POLICY GAPS
This policy brief draws on a comprehensive risk assessment of Burkina Faso, Ghana, and Nigeria, examining how social, political, environmental, and economic factors impact education in fragile and conflict-affected (FCV) areas. The assessment highlights growing risks such as terrorism, armed conflict, displacement, and natural disasters, which have led to widespread school closures and increased vulnerabilities for children and youth. Despite efforts by governments, humanitarian actors, regional and local bodies to strengthen Education in Emergencies (EiE) systems, significant capacity and resource gaps persist. The report identifies crisis-responsive education innovations, including Accelerated Education Programmes (AEPs) and digital solutions such as radio to increase access to quality and equitable education in FCV-affected settings. It also calls for increased investment in emergency preparedness and response, mental health support, and inter-agency coordination. Strengthening resilience in national education systems is critical to ensuring inclusive, safe, and continued learning for children and youth in West Africa
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.
SITUATIONAL ANALYSIS REPORT -BURKINA FASO
Education, a crucial pillar of development, is severely undermined in West Africa by conflict, violence, and contexts in which populations are highly vulnerable. Burkina Faso, Ghana, and Nigeria face this reality in regions within each country where insecurity severely disrupts education systems, contributing to an increase in the number of out-of-school children and a decline in the quality of teaching and learning. Educational innovations that have demonstrated success in addressing these challenges warrant scientific analysis with a view to scaling them up.In Burkina Faso, the innovations selected are: the Accelerated Education Strategy with Bridge (SSA/P); the UNICEF radio education program; the experience of girls’ education, gender, and inclusion from the “Sahel Women’s Empowerment and Demographic Dividend (SWEDD)” project; as well as psychosocial support for teachers and learners through socio-emotional learning and retention approaches.
POLICY BRIEF: EDUCATION IN EMERGENCIES (EIE)
FINDING AND RECORMENDATIONS FROM THE SITUATIONAL ANALYSIS IN BURKINA FASO
This policy brief presents key findings from a situational analysis of Education in Emergencies (EiE) in Burkina Faso, conducted in April 2026 in a context marked by persistent insecurity and displacement. The analysis documents significant challenges affecting the education system, including school closures, pressures on teaching personnel, and disparities in access, retention, and learning conditions. At the same time, it highlights the relevance of existing responses, notably the Accelerated Learning/Bridge Strategy (SSA/P), which has supported the reintegration of many out-of-school children, as well as emerging opportunities such as the Radio-Télévision Éducative (RTE) to expand access in hard-to-reach areas. The brief outlines a set of operational and strategic recommendations aimed at strengthening coordination, sustaining education innovations, improving psychosocial support, enhancing infrastructure, and promoting gender equity.
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.
ARTICLE: THE STATE OF EDUCATION FOR CRISES-AFFECTED CHILDREN AND ADOLESCENTS IN NIGERIA
The document highlights the severe impact of conflict on education in northeast Nigeria, where millions of children face school closures, displacement, and insecurity. Barriers include violence, poverty, gender inequality, and trauma. While programs like Accelerated Education and Safe Schools offer hope, challenges such as funding gaps, poor coordination, and limited access persist. The report calls for urgent action from government, civil society, and individuals to ensure crisis-affected children can access safe, quality education.
COMPREHENSIVE ANALYSIS REPORT ON EDUCATION IN EMERGENGIES IN NIGERIA
This comprehensive analysis examines Nigeria’s severe out-of-school crisis; driven by conflict, insecurity, and weak education systems, by mapping the scale and nature of educational disruptions across regions. It assesses existing national policies and Education in Emergencies (EiE) frameworks, reviews major education innovations and highlights their effectiveness, challenges, and gaps in reaching marginalized learners, especially girls and children with disabilities. The report finds that while interventions have improved literacy, enrolment, and reintegration outcomes, insecurity, cultural norms, and poor funding continue to hinder progress, underscoring the need for stronger government capacity, sustainable financing, and evidence-based strategies to expand access and ensure long-term educational resilience in FCV contexts.
COMPREHENSIVE ANALYSIS REPORT ON EDUCATION IN EMERGENGIES IN BURKINA FASO
This meta-analysis, conducted by CERFODES under the “Accelerated Education ED+” project, presents a comprehensive overview of the education sector in Burkina Faso within the context of fragility, conflict, and violence. It synthesizes the most recent data on access, infrastructure, teacher wellbeing, and educational alternatives, with a focus on the Sahel, Centre-Est, and Centre-Sud regions. The report highlights the severe impact of insecurity on school closures and learning continuity, while also documenting promising innovations such as the speed school (SSA/P), radio education, and psychosocial support for teachers and learners. It concludes with actionable recommendations for strengthening resilience, inclusion, and equitable access to quality education for all children affected by crisis.