Accelerated Education Program

Context and Issue

Out-of-school children (OOSC) are a notable concern in Nigeria, especially in rural and underserved regions, where their numbers are consistently higher. Despite the Federal Government of Nigeria's efforts detailed in the Nigeria Education Ministerial Plan (2018-2022) to tackle this issue, the prevalence of OOSC remains significant. Various interventions, including the Accelerated Education Programme (AEP), are proposed to supplement the government's existing strategies to address the OOSC problem in Nigeria.

Solution

The Accelerated Education Programme (AEP) is a commonly adopted educational solution worldwide to tackle the educational requirements of out-of-school children (OOSC), as highlighted by Menendez et al. (2016). AEP aims to equip learners with certified basic education competencies through suitable teaching methods that align with their cognitive development, as stated by Boisvert, Flemming & Ritesh (2017). The program's effectiveness in reaching OOSC is attributed to its adaptable structure, customized curriculum, extensive coverage, certification process, and efficient resource utilization.

From 2014 to 2023, international development organizations have provided funding and executed as many as five Accelerated Education Programs (AEPs) in Nigeria.

Insights

These initiatives have observed significant enrollment increases and led to the successful reintroduction of out-of-school children (OOSC) into the formal education system after intervention. This demonstrates the effectiveness of this education innovation in reaching OOSC. Considering the substantial number of OOSCs, the government must lead a scaled-up implementation of this intervention, supported by dedicated funding, to achieve a considerable nationwide impact.

A comprehensive analysis of Nigeria’s education landscape requires identifying both supply- and demand-side barriers that contribute to the persistent out-of-school children (OOSC) crisis, despite existing government efforts. Supply-side challenges, including limited infrastructure, teacher shortages, and inadequate learning materials, hinder the effective delivery of education, particularly in rural areas. On the demand side, poverty, child labor, cultural biases, and gender disparities prevent many children, especially girls, from attending school. The Accelerated Education Programme (AEP) has proven effective in addressing these challenges by offering flexible learning pathways, tailored curricula, and certification processes that reintegrate OOSC into formal education. However, while international development organizations have implemented AEPs with notable success, these interventions remain fragmented and underfunded, limiting their reach. To achieve nationwide impact, the government must take a leading role in scaling AEPs, ensuring that they are embedded within national education policies and supported by sustainable funding. Furthermore, a coordinated multi-stakeholder approach, involving government agencies, development partners, and local communities, is essential to institutionalize AEPs as a long-term strategy for addressing Nigeria’s OOSC crisis.