A New Model of Bridging Classes to Improve Learning of Out-of-School Children and Youth
Project Abstract
This project developed and tested a new model of bridging classes—Centre d’Éducation Non Formelle à Visée Scolaire (CENF-VS)—to improve learning outcomes and reintegration pathways for out-of-school children and youth in six West African countries: Burkina Faso, Côte d’Ivoire, Guinea, Mali, Niger, and Senegal. The model offers bilingual, inclusive, and context-sensitive education options, particularly for children affected by crises, displacement, and systemic exclusion.
Evidence from the pilot phase showed that the CENF-VS model led to slightly higher academic performance, lower dropout rates, and greater transition to formal schooling compared to control centers.
Findings emphasized the importance of community engagement, gender-sensitive pedagogy, and institutional collaboration for successful implementation and scale-up.
Project Stats
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Project Impacts: Policy and Practice
Impact: Policy & Practice
The project influenced policy and practice across multiple countries, with strong engagement from education ministries and local authorities:
Guinea and Côte d’Ivoire
- Recruited second cohorts under the CENF-VS model, indicating national commitment to continuation.
- Demonstrated willingness to sustain and expand the model beyond the project’s funding period.
Mali, Burkina Faso, and Niger
- Ministries of Education visited pilot centers and expressed support for integration into national systems.
- Public education centers were used for implementation, enhancing legitimacy and sustainability.
Senegal
- Participated in all phases except the final pilot due to administrative constraints, but remains engaged in regional dialogue.
Across all countries, the project fostered collaboration with government stakeholders, civil society, and local communities, laying the foundation for future scale-up.
