Accelerated Education Programs in Crisis and Conflict
Building Evidence and Learning
This review originally endeavored to answer the above questions; however, consultations with experts and researchers in the field made it clear that the paucity of evidence and documentation around Accelerated Education Programs (AEP), particularly in crisis and conflict-affected environments, requires a step back to establish a deeper understanding of how AEPs are currently implemented and whether and how programs measure success. This insight can inform discussions on determining the effectiveness of AEPs. As a result, this review focused on the following critical questions:
- In operation, what are the profiles of AEPs? How do the elements of these profiles differ from the theoretical elements of accelerated learning?
- What outcomes, if any, are reported on AEPs, and what can they tell us about how AEPs increase access and improve learning outcomes for out-of-school youth?
- What are the critical questions related to the structure and outcomes of AEPs, and where are the gaps in the literature?
- Based on what we know about AEPs, and the difficulties associated with evaluating AEPs and other education interventions in crisis and conflict-affected environments, what recommendations can we make about how to evaluate AEPs and operationalize the research agenda around AEPs?