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An Introduction to Accelerated Learning Program: A view of the accelerated learning curriculum, pedagogy and key policies

Tue, March 24, 1:45 to 3:15pm EDT (1:45 to 3:15pm EDT), Hyatt Regency Miami, Floor: 24th, Petite Suite #1

Proposal

AQE is an USAID-funded activity that works with the Liberian MoE. The project’s activities provide relevant, flexible, and quality educational opportunities to children, giving them the opportunity to pursue additional education or training. The activity aims to strengthen the policies, systems, and resources that are available to the MoE, particularly in the area of accelerated education. AQE seeks to foster positive gender norms, including a highlighted attention on girls and female teachers. Finally, the project hopes to promote stability during a critical transition in a post-war and post-Ebola Liberia by engaging out-of-school children in activities that advance conflict resolution and key life skills.
The ALP program aims to provide alternative pathways for out of school children to receive a quality education, setting them up for lifelong learning. Working closely with a Technical Working Group, including members from the MoE, AQE is working to strengthen the accelerated learning program curriculum, policies for accelerated education, teacher preparation, and community engagement for education. The project has worked with the MoE to revise the accelerated learning curriculum, increasing the emphasis on key foundational skills to ensure learners build the necessary skills in literacy, mathematics, science, and social studies to successfully transition into the available post-primary pathways. AQE has worked closely with principals, teachers, community members, and education officials to increase capacity to implement quality instruction and to incorporate the principals of safe learning environments and child protection. Additionally, AQE has worked with the MoE to strengthen and align policies around the curriculum framework, the accreditation of ALP centers, and learner eligibility.
Through this work, the project, with a focus on institutionalization and sustainability, has engaged the MoE to become actively involved in ALP. Assessment emerges as a key pillar for ensuring quality and institutionalizing ALP. Validated, high-quality, teacher-led assessments are important for measuring learners’ mastery of key skills. These assessments can inform placement into ALP, promotion within ALP levels, and transition out of ALP into the formal school system.

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