Generating and Mobilising Innovative Knowledge for Regional Education Challenges KIX: A comparative study of accelerated education programs and girls-focused education models in Ghana, Nigeria, and Sierra Leone, International Development Research Center (IDRC) (March 2021- Present)
This project aims to fill the knowledge gap on the scalability of Accelerated Education Program models in rural and fragile areas to reach large populations of out-of-school children. The study also includes mini studies measuring the performance and efficiency of approaches aimed at increasing access to quality education for children in poor rural areas, access to quality girls’ education, educating children with disabilities, and transitioning AE children to formal schooling and retaining them therein. The research design uses a Collaboration, Learning and Adaptation (CLA) approach and includes evaluative mixed-method approaches including two longitudinal surveys related to the programme efficiency and effectiveness, one tracer study which tracks the children who have completed and those who are transitioning into the formal education systems after having been in the AEP and girls-focussed programmes across the three countries, one qualitative study on disability, and a study on access to and transition from AEP to formal primary education. An analysis of the barriers and enabling factors for girls and boys is also included.
The study also involves a meta-analysis of key data points on OOSC and the investigation into non-state and state actors in the AEP and “girls’ circle” spaces.
RESEARCH OUTPUTS FOR YEAR ONE (MAY 2021 - FEBRUARY 2022)
During the first year of the project, the Ghana,Nigeria and Sierra Leone teams produced a number of research outputs. Each team produced a Comprehensive Analysis Report, Literature Review and Policy briefs. Year One’s outputs can be found below;
Cost-Effective Options for Enhancing Transition and Progression of Hard-to-Reach Populations in Basic School in Ghana: Complementary Basic Education (CBE) Model and Formal Education System
The issue brief compares the value of Ghana’s Comprehensive Basic Education (CBE) programme versus the cost of formal schooling. The findings show that current costs in the programme are 21% less than those in the regular system, indicating a cost saving potential in upscaling and transitioning CBE to public budget.
Best Practices in Primary Education for Improving Retention, Reducing Drop Out and Enhancing Learning Outcomes in Extreme poverty and Rural Areas of Ghana
The brief seeks to explore best practices for improving retention, reducing drop out and enhancing learning outcomes in extreme poverty and rural areas of Ghana.The evidence shows that there are several best practices, within the context of student- and teacher-level interventions, that the government can adopt to address the out of school children situation leading to enhanced levels of participation, retention, and learning outcomes.
Patterns of School Enrolment and Retention Before and After the Free Quality School Education Policy in Sierra Leone
This Policy Brief compares the school enrolment and retention before and after the Free Quality School Education Policy in Sierra Leone. The paper makes use of a variety of data sources and reports in analyzing the subject. The paper discusses the economic and human development context and country context of Girls Education. The brief extensively examines the Out of school situation in Sierra Leone and the major education interventions by the government and non-governmental organizations in addressing the Out of School Situation.
Multi -Dimensional Implications of Out of School Girls in Sierra Leone
This Policy Brief describes the out of school children (OOSC) phenomenon in Sierra Leone, including the contributing factors. The brief analyzes the multidimensional implications of out-of-school children, especially, girls with a focus on educational attainment and earnings, and human capital development, drawing from wider sources. The brief also examines selected and tested interventions in Sierra Leone, including accelerated education interventions implemented to tackle the problem. The concluding paragraph of the brief delineates, actionable recommendations to reduce the number of children who are out of school in Sierra Leone.
The Economic and Social Costs Of Out Of School Children in Nigeria
This policy brief by seeks to explore the economic and social costs of out of school children in Nigeria, considering the demand and supply barriers to accessing education. The brief further explores the social and political cost of out of school children in Nigeria and provides recommendations for the government.
Comprehensive Analysis for Ghana
The overarching goal of the comprehensive-analysis was to synthesise information/data on the prevalence of out of school situation in Ghana and to measure effectiveness and adaptability of the education innovations in relation to the Out-of-School Children (OOSC) population and girls at the programme level. A review and synthesis approach was used in systematically engaging with the evidence on OOSC. This involved making a summary analysis and synthesis of programme/project reports, and using datasets from both international, national and programme levels to establish/approximate the prevalence of the phenomenon of out of OOSC in Ghana.
Comprehensive Analysis for Nigeria
The main goal of Nigeria’s comprehensive analysis is to synthesize information on the number of OOSC in Nigeria over the past ten years focusing on education barriers, access, participation, and formal school completion rates as well as evaluating AEP interventions that have been implemented in Nigeria in the last few years. The comprehensive analysis further seeks to determine the scale and prevalence of OOSC across different levels of disaggregation such as national, regional, and programmatic and Gender. The report assessed the profile of the different OOS populations with emphasis on analysis by region, locality, gender, ethnicity, and wealth status.
Comprehensive Analysis for Sierra Leone
The purpose of the comprehensive analysis is to generate country specific evidence-based knowledge about the prevalence of out-of-school children, as well as to evaluate the effectiveness and adaptability of accelerated education programs and girls-focused education models in relation to the OOSC population. This comparative analysis for Sierra Leone involved a systematic review and synthesis of existing statistics and empirical evidence from a variety of sources, pertinent to out-of-school children in order to contribute to the research questions which the larger study seeks to provide a response to. The UNICEF five dimensions of exclusion was a key reference point to ensure a thorough analysis.