Beyond adoption: How GPE KIX is helping accelerated learning to work at scale in Ethiopia

Over the years, Ethiopia has been working to ensure that no child is left behind in their education. This has inspired a bold policy shift: integrating a catch-up education model called Accelerated Learning Program (ALP) into the national education system. The goal is to reach children who are past the normal age for starting or finishing primary or secondary school, and not enrolled in any school program.

While Ethiopia has already adopted ALP as a national policy, important challenges remain in implementation. With support from the Global Partnership for Education’s Knowledge and Innovation Exchange (GPE KIX), the philanthropy advisory firm Geneva Global Ethiopia is researching how the program is delivered on the ground, identifying what works, where gaps persist, and how ALP can be effectively scaled across regions — particularly in conflict-affected contexts.

To enhance the adoption process of ALP, Ethiopia must:

• Develop “bridging documents”: manuals, rubrics and toolkits that translate policy into action.

• Standardize training: create a national framework for facilitator competencies and certification.

• Adapt supervision and monitoring & evaluation: design systems tailored to the unique needs of the ALP.

ALP offers a learning pathway for children aged 10–14 who missed the early years of primary school. Instead of three years, students complete Grades 1–3 in just one or two years, using condensed curricula and learner-centred methods. This approach is inclusive and cost-effective.

In 2011, Geneva Global introduced its Speed School model in Ethiopia to provide out-of-school children aged 9 to 14 a second chance at formal education. In 2017, the Ethiopian government began piloting it as ALP. After recognizing its impact, the Ministry of Education and the Regional Bureaus of Education took three major steps to institutionalize ALP:

• Issued a national Accelerated Education Implementation Directive (2023).

• Integrated ALP into regional education plans and budgets.

• Developed region-specific tools, like Oromia’s guideline and Tigray’s training manual.

These steps reflect a growing commitment to scale ALP through formal policy.
 

To further understand how the Speed School program is being institutionalized, Geneva Global, supported by GPE KIX, is conducting research in three regional states to address the following research questions:

1.     Which system structures actively support the establishment, operation and quality of ALP classes?

2.     How is ALP incorporated into official government education policies, plans, budgets and strategies?

The research team adopted both a qualitative and a quantitative approach. A qualitative case study explored the experiences of education personnel in adopting and implementing ALP. A quantitative approach helped to collect data from students, teachers, administrators, supervisors and parents across three conflict-affected regions. Existing guidelines complemented qualitative and quantitative data.

As Ethiopia continues its journey to ensure that no child is left behind, the integration of the Accelerated Learning Program into the national education system marks a significant policy shift. The policy review highlights both encouraging strengths and important gaps that must be addressed to fully realize this vision.

In terms of strengths, there is strong policy recognition. The Accelerated Learning Program is now officially acknowledged as a legitimate pathway toward universal basic education. This signals a high-level commitment from the government.

In addition, there is solid legal backing. Government schools are formally authorized to implement ALP using adapted national curricula, which helps to anchor the program within the formal education system.

Another key strength is the clear definition of institutional roles. Responsibilities are assigned across different levels — from the ministry to regional bureaus and down to schools, ensuring that multiple actors are engaged in implementation.

Finally, there is a strong equity focus. The policies prioritize marginalized groups, particularly displaced children and overage learners, reinforcing the inclusive mission of the program.

Alongside these strengths, several gaps remain. First, implementation guidance is lacking. While the policy direction is clear and ambitious, there is limited availability of practical resources such as manuals, training frameworks and monitoring tools to guide implementation on the ground.

Second, there is no comprehensive framework for ALP implementation. Specifically, a national competency framework for facilitators and supervisors is missing, which affects the consistency and quality of delivery.

Lastly, there is a misalignment with the Speed School model. The directive’s slower pace and broader curriculum risk diluting the effectiveness of the original model, which was designed to be fast-paced and highly focused.

The following four points summarize the main message of the quantitative data:

1. Activity-based learning is widely practiced and effective. Supervisors, school leaders and teachers report regular use, with overall agreement that it works well.
    

2. Student learning outcomes are generally positive. Most groups see ALP students performing as well as, or better, than peers, though views vary from highly favourable (supervisors) to more neutral (mainstream teachers).
    

3. Parents recognize strong inclusion efforts. Most believe girls and children affected by trauma receive equal attention, though fewer feel the same for children with disabilities.
    

4. Supervision and support remain limited. ALP teachers receive very little oversight, often only once a year or less.

The nationwide adoption of Ethiopia’s ALP reflects a promising shift toward inclusive education. Its implementation reveals some achievements and implementation gaps.

Achievements

• Recognition of ALP’s effectiveness. The program achieved desired learning outcomes among out-of-school children, which influenced the Ministry of Education’s decision to adopt it nationwide.

• Identification of ALP’s unique strengths. The condensed curriculum that allows faster coverage of content — together with the flexible, learner-centred approaches — have been identified as the unique strengths of the program.

• Improved student learning. Officers described ALP’s learner-centred and flexible pedagogy as contributing to better student learning compared to conventional arrangements.

Gaps

• Inconsistencies in implementation. There are notable differences across regions in program duration and teacher training quality. This highlights the need for standardized national guidelines.

• Resource and training gaps. Budget constraints limit the provision of essential inputs and comprehensive teacher training. Training is often not cascaded or sustained, and this makes the program quality weaker.

• Weak supervision and professional development. Supervision is irregular and lacks clear directives. Peer learning and continuous professional development are minimal due to limited motivation and systemic support.

• Data and monitoring deficiencies. There is insufficient data on student progress and teacher effectiveness. Equally, programs are assessed inconsistently across regions.

For children who have missed years of schooling, particularly in conflict settings, accelerated education is more than a program — it’s a promise to transform lives. Let’s make that promise real.