Scaling Inclusive Education: Lessons from the Global Partnership for Education Knowledge and Innovation Exchange

• In Event: Learning for Peace: Accelerated Education as a Pathway to Stability and Opportunity for Out-of-School Youth

Proposal

Globally, an estimated 251 million children and youth aged 6 to 18 are out of school, with millions more at risk of dropping out. This group includes 71 million children of primary school age, 57 million adolescents of lower secondary school age, and 120 million youth of upper secondary school age. The issue is particularly severe in sub-Saharan Africa and Central and Southern Asia, which account for approximately 98 million and 87 million out-of-school children and youth, respectively. Additionally, many children and youth are at risk of dropping out and failing to complete their education. As of 2021, only 43% of girls and 46% of boys in sub-Saharan Africa had completed lower secondary school. Factors such as extreme poverty and armed conflict significantly contribute to high out-of-school rates. The destruction of school infrastructure and forced displacement exacerbate the situation. Currently, it is estimated that 468 million children, or approximately one in six, live in areas affected by conflict, representing a 28% increase since 2015 (Save the Children, 2023).
Increasingly, Accelerated Education Programs (AEPs) have emerged as an innovative alternative to ensure that no child is left behind. From 2021 to 2024, the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX) commissioned four research projects to test, assess, and develop strategies aimed at enhancing educational innovations for out-of-school children and youth (OOSCY) and those at risk of dropping out. These projects involved 15 countries: Ghana, Nigeria, Sierra Leone, Ethiopia, Kenya, Tanzania, Mali, Burkina Faso, Guinea, Côte d’Ivoire, Niger, Senegal, Bangladesh, Bhutan, and Nepal.

The research findings highlight the positive impacts of AEPs and enhanced school-based practices across various levels. The studies revealed that increased educational access for marginalized learners led to high transition rates to formal education and greater economic and social empowerment, particularly for girls. Furthermore, AEP programs resulted in lower dropout rates and strengthened the capacities of teachers and facilitators. Enhanced community engagement and support for education proved to be more cost-effective compared to formal education and positively influenced government policies and practices for out-of-school children and youth at risk of dropping out. Key lessons learned emphasize the importance of community involvement and collaborative relationships between schools and their communities for long-term success. The research recommends that governments integrate Accelerated Education Programs (AEPs) into national budgets and develop harmonized, gender-responsive policies and curricula to ensure sustainability and effectiveness. Strengthening connections between AEPs and formal education, improving infrastructure, and investing in inclusive teacher training—especially for women—are crucial for supporting vulnerable learners.

Authors

• Hamidou Dodo Boukary, International Development Research Center

• Patrick Walugembe