Re examining Basic Education Pathways and Peace Building in West Africa: Scaling Gender Responsive Innovations in Conflict Affected Contexts

• In Event: Reimagining Systems: From Local Innovation to Structural Change

Proposal

Education has long been recognized as a potential catalyst for peace and social transformation in societies experiencing fragility, conflict, and violence. Globally, there are an estimated 105 million out-of-school children in emergency contexts; many are over-age learners who missed the opportunity to start school at the right age because of poverty, conflict, or repeated crises. Yet in West Africa, the challenges of terrorism, ethnic tensions, forced displacement, and poverty have pushed millions of children and youth out of school, undermining both individual futures and collective stability. The research was triggered by a stark reality: in Burkina Faso, Ghana, and Nigeria alone, over 22 million of children remain out of school due to insecurity, displacement, and entrenched inequalities. The consequences of exclusion are profoundly gendered and reflect deep divisions in intersectionality of location, income levels, ethnicity and social class. Conflict has widened gaps in access and completion: girls are disproportionately exposed to early marriage, gender-based violence, and burdens of domestic labour, while boys are vulnerable to child labour, recruitment into armed groups, and exploitative work in informal economies. Education is not only disrupted but also distorted by cycles of fear, insecurity, and inequality. Despite this urgency, there is limited evidence on how education innovations can be adapted and scaled to simultaneously address access gaps, tackle gender inequalities, and contribute to sustainable peacebuilding in fragile and conflict-affected contexts.

Guided by critical peace education, resilience theory, and gender-transformative pedagogy, the central research question is: How can accelerated education programmes, socio-emotional learning initiatives, and girls-focused interventions be adapted and scaled to improve access, retention, well-being, and peacebuilding outcomes among out-of-school children and youth in fragile, conflict-affected contexts in West Africa? Four sub-questions guided the inquiry: 1) How effective and adaptable are these innovations across diverse conflict-affected settings? 2) How do they influence educational trajectories and gender equity? 3) What are the enablers to scaling innovations within national systems? 4) How do the costs of implementation compare with the long-term costs of exclusion? This study conceptualized education not simply as a technical intervention to deliver literacy and numeracy, but as a deeply social and political tool for rebuilding trust, restoring normalcy, and creating inclusive futures.

A mixed-method, cross-country design was adopted across Ghana, Burkina Faso and Nigeria. The study purposively examined three categories of innovations that have been implemented in fragile and violence contexts across West Africa: Accelerated education programmes, which condense curricula and flexible pathways designed to help over-age learners acquire foundational skills and transition into formal education or vocational training. Socio-emotional learning that build learners’ abilities to manage emotions, empathize with others, resolve conflict peacefully, and make responsible decisions. Girls-focused interventions that address structural barriers to education, challenge harmful gender norms, and safeguard girls’ rights. These innovations were examined not only as education strategies but as peacebuilding mechanisms, capable of transforming relationships, strengthening resilience, and fostering more cohesive societies.

The first phase involved mapping, risk analysis and situational analysis to catalogue innovations across high- and low-risk districts. This was followed by quasi-experimental impact evaluations. Quantitative data included enrolment and retention records, literacy and numeracy assessments, socio-emotional scales, and cost data for modelling cost-effectiveness. Qualitative evidence was gathered through key informant interviews with policy actors and educators, focus group discussions with learners, parents, and community leaders, and classroom observations to assess pedagogical practices. Comparative analysis across Burkina Faso, Ghana, and Nigeria enabled the identification of common patterns, contextual differences, and interactions with national education policies and humanitarian mechanisms. Ethical protocols, including informed consent, child safeguarding procedures, and culturally sensitive approaches, ensured participant safety and trust throughout the process.

Findings were organised by thematic areas following the research question. First, accelerated education programmes and complementary basic education models effectively helped over age learners acquire foundational skills and transition to formal schooling or vocational training. Second, interventions that combined socio-emotional learning with gender responsive components—such as girls’ clubs and mentorship—positively influenced children’s trajectories, empowered girls to remain in school and fostered resilience and peaceful relationships. Third, scaling depended on government commitment, alignment with national curricula, teacher training in socio-emotional learning and gender responsive pedagogy, community engagement and adequate financing. Enablers such as radio-based learning and partnerships with local non-governmental organizations and district authorities increased reach and acceptance.

The study concludes that education innovations which integrate accelerated education programmes, socio-emotional development, and gender-transformative approaches can make a meaningful contribution to peacebuilding in conflict-affected West African communities. For educators, the findings highlight the need to embed socio-emotional learning and gender equity into curricula, equip teachers with the tools and training to deliver these components, and create safe and inclusive learning spaces. For policy makers, institutionalising accelerated education programmes within national systems, expanding teacher recruitment and training in conflict-affected regions, and allocating resources for psychosocial and gender-responsive support are key priorities. Equally important are cross-sector partnerships that link education to broader peacebuilding and child protection efforts. Collaborative approaches involving ministries of education, humanitarian agencies, local non-governmental organizations, and community structures are essential to scaling innovations, ensuring sustainability, and maximizing their impact. By re-examining the relationship between education and peace, this study provides evidence for advancing gender equity, social cohesion, and securing the right to quality education for every child in West Africa’s conflict zones.

Authors

• James Natia Adam, Associates for Change

• :Leslie Casely-Hayford, Associates for Change