A comparative study of accelerated education programs and girls’ focused education models in Ghana, Nigeria, and Sierra Leone

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Credit
GPE/Kelley Lynch

Project Abstract

This project explored how governments in Ghana, Nigeria, and Sierra Leone can adopt and scale Accelerated Education Programs (AEPs) and Girls-Focused Models (GFMs) to reach out-of-school children (OOSC), especially girls, in rural and fragile contexts. These models offer flexible, cost-effective, and inclusive pathways to education, enabling children to transition into formal schooling or vocational training. Evidence showed that AEPs significantly improved literacy, numeracy, and socio-emotional skills, while GFMs empowered girls to avoid early marriage and complete their education. 

Project Details

Completed

Implementing Countries:

Main Theme:

Duration:

31 months

End Date:

Dec 2024

Project Impacts: Policy and Practice

The project led to policy and practice changes across all three countries, with strong evidence uptake by governments and development partners.

Sierra Leone

  • The Ministry of Education launched national guidelines for AEPs in July 2024, informed by project evidence.
  • Secured a $25M grant from the Qatar Foundation to support 120,000 OOSC.
  • AEP graduates achieved a 95% pass rate in the National Primary School Examination.

Ghana

  • The Ministry of Education signed an MoU with Associates for Change to support curriculum reform and policy development.
  • AEPs achieved a 90% transition rate to formal schooling, with girls making up 60% of new enrollees.
  • Evidence informed the “Communities of Excellence” initiative under the education reform secretariat.

Nigeria

  • Supported AEP expansion in Borno and Niger states.
  • Findings used by the Federal Ministry of Education and Basic Education Commission.
  • AEP learners showed 50.2% reading proficiency and 85.4% literacy completion.

Across all three countries, success was driven by early collaboration with Ministries of Education, national policy learning working groups, and NGO coalitions. Community-driven scaling models and sustained government engagement were key enablers. 

“Education made me realize my worth and potential. I now have the courage to speak up for myself and others.”
— Female AEP beneficiary, Ghana

Updates and Activities

Research Outputs