ADVANCING EDUCATIONAL SOLUTIONS:
Research for Scaling Education Innovations in Emergencies and Fragile, Conflict and Violence-affected areas of Burkina Faso, Ghana and Nigeria
ABOUT THE PROJECT
Scale proven education innovations (AEPs, SEL, inclusive models)
Grounded in evidence, gender equality, and inclusion
Focus:
Burkina Faso (CERFODES - Centre de Recherche et de formation pour le Developpement Economique et social)
Ghana (Associate for Change)
Nigeria (Centre for the Study of the Economies of Africa)
Target:
Fragile, Conflict and Violence (FCV) contexts
Goal:
EDUCATION CHALLENGES
High Numbers of Out-of-School Children
Nigeria has witnessed mass displacement of children due to insurgencies, especially in Northern Nigeria
Out-of-School Children
In school
UNICEF reports that more than 19.7 million children are not attending school, highlighting a critical education crisis
Consequences: poor access to education and quality of learning, - School closures, trauma, and learning disruptions
Gender-based barriers: early marriage, GBV, socio-cultural norms
Limited infrastructure and teacher capacity in FCV zones
Regional and Gender Disparities
Decimated human resources
EDUCATION CHALLENGES
Impact of Conflict on Education Infrastructure
In Borno and surrounding northeastern states, conflict has disrupted education for 2.8 million children, with over 800 schools closed and 497 classrooms destroyed with another 1,392 damaged but repairable.
In northern Nigeria, nearly half of primary-aged children are not in school. Attendance rates for girls are especially low in the northeast (47.7%) and northwest (47.3%), reflecting deep gender gaps in education.
Over 2,295 teachers killed and about 19,000 displaced across Northeast region, and less than half of schools having minimally qualified teachers
EDUCATION CHALLENGES
Source: Nigeria Multiple Indicator Cluster Survey 2021
Percentage of Out-of-School Children (OOSC) in Nigeria Across Geopolitical Zones
EDUCATION CHALLENGES
Source: Nigeria Multiple Indicator Cluster Survey 2021
Percentage of Out-of-School Children (OOSC) in Nigeria by Wealth Index Quintile
PROJECT OVERVIEW
Gamification
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The project aims to improve access, retention, and learning for out-of-school children and youth in fragile, conflict-affected parts of Nigeria, especially the northeast. It focuses on helping girls and vulnerable groups return to safe, inclusive, and supportive learning environments.
We are testing and scaling innovations like AEP, Girls-Focused Programming (GFP), socio-emotional learning (SEL), and radio-based education.
The goal is to generate evidence that guides government and partners to adopt cost-effective, gender-responsive strategies.
Together, we aim to co-create solutions that can strengthen Nigeria’s education system in crisis-affected regions.
Building Strong Partnerships for Impact
Scaling Proven Education Solutions
Tackling Education Gaps in Crisis Areas
SELECTED EDUCATION INNOVATIONS
Accelerated Education Program
(AEP)
Inclusive
Education
Social and Emotional Learning
(SEL)
Transformative Impact
Girls focused Programme
(GFP)
Accelerated Education Programs (AEP)�
Programme | Objectives | non-formal learning centers | Enrolment | Remarks |
- Restore access to education for out-of-school children (OOSC). - promote psychosocial well-being, and facilitate the transition of learners into formal schools or vocational training | 1456 Leveraged community participation and utilized local languages and facilitators | Total: 80341 Female: 43,944 Male: 36,397 30,154 (17,789 females, 12,365 males) transitioned. 50.2 % of enrollees could read, 72.8% of the enrollees met or surpassed socioemotional competency criteria, 85.4% Completed basic literacy and skill acquisition program. | Total number transitioned: 30,154 Female: 17,789 Male: 12,365 |
Accelerated Education Programs (AEP)�
Programme | Objective | non-formal learning centers | Enrolment | Remarks |
DFID-EiE NFLC (2017 -2020) (completed) 2 (Borno and Yobe) 9 to 14-year-old children
(KABHUDA) | Provide education to out-of-school children (OOSC) in conflict-affected areas. �- Strengthen community-based non-formal learning centers (NFLCs). | 400 | 34000 | Reached 34,000 children across Borno and Yobe states. �- Trained 400 learning facilitators on literacy, numeracy, and SEL. improved the educational access, foundational learning outcomes, and emotional well-being of OOSC in Northern Nigeria. |
Accelerated Education Programs (AEP)�
Programme | Objective | non-formal learning centers | Enrolment | remarks |
Addressing Education in Northeast Nigeria (AENN) Completed 2 (Borno and Yobe) (2018-2021) (KABHUDA) | Address educational disruption caused by conflict.. | Established 912 NFLCs across 8 LGAs in Borno and Yobe. �- Served over 34,000 OOSC in the initial cohorts.�- Distributed learning materials and supported NFLC operations. | over 200,000 | Focus on transitioning learners into formal schools or vocational programs, |
Accelerated Education Programs (AEP)�
Programme | Objective | non-formal learning centers | Enrolment | remarks |
Opportunity to Learn (OTL) Program Ongoing (2021–2026). 2 (Borno and Yobe) 12 Local Government Areas). International Rescue Committee (IRC) & Plan International | Provide foundational literacy, numeracy, and social-emotional skills to OOSC. �- Transition OOSC to formal education and vocational opportunities. | Established 912 NFLCs across 8 LGAs in Borno and Yobe.�- Served over 34,000 OOSC in the initial cohorts.� | Deliver Accelerated Learning Programs (ALP) for children aged 10-15. Train learning facilitators and provide learning materials. Mainstream OOSC into formal schools or market-relevant training | Improved access to education for vulnerable children and youth. Strengthened local and state institutions to manage and oversee non-formal education programs. Distributed learning materials and supported NFLC operations. |
Accelerated Education Programs (AEP)�
Evidence of Effectiveness | Reasons for Scalability | REMARKS |
AEP beneficiaries have a 90–95% transition rate back to formal education in primary and junior high school. - Improved foundational literacy and numeracy rates for OOSC (Out-of-School Children). | Proven ability to reach vulnerable populations in FCV (Fragile, Conflict, and Violence-affected) areas - Adaptable for integration into formal education systems or vocational education | The Accelerated Basic Education Programme (ABEP) was officially launched in Nigeria on June 23, 2022. ABEP has been piloted in states like Borno, Yobe, and Adamawa with good results. There is the need to scale up ABEP |
Girls-Focused Programming�
Programme | Objective | non-formal learning centers | Enrolment | Remarks |
Girls for Girls (G4G) and Social Emotional Learning (SEL) UNICEF with KABHUDA | Empower girls with leadership and life skills to improve their confidence and decision-making abilities. �- Enhance girls' access to education and retention in school. �- Promote gender equality by addressing barriers such as early marriage, cultural norms, and economic challenges. | Established 912 NFLCs across 8 LGAs in Borno and Yobe.�- Served over 34,000 OOSC in the initial cohorts.� | Over 135,000 girls | Over 135,000 girls benefited in Northeast Nigeria.�- School attendance for girls increased from 43% to 70% in program areas. �- Reduction in early marriages and improved self-confidence among girls. Improved school retention & completion |
Girls-Focused Programming�
Programme | Objective | non-formal learning centers | Enrolment | Remarks |
Adolescent Girls’ Education Program (AGILE) Ongoing (2020–2025) Federal Ministry of Education (FME) in collaboration with state governments. �- Funded by the World Bank. Plan International, Save the Children | Increase access to secondary education for adolescent girls, particularly in underserved areas. �- Address socio-cultural barriers to girls’ education, such as early marriage and gender-based violence. �- Improve learning outcomes by providing quality education and life skills. | Established 912 NFLCs across 8 LGAs in Borno and Yobe.�- Served over 34,000 OOSC in the initial cohorts.� | Targets adolescent girls across Nigeria, focusing on states with high gender disparities. | Increased enrollment and retention of adolescent girls in secondary schools. �- Improved literacy, numeracy, and life skills for participants. |
Key Innovators
OBJECTIVES OF THE PROJECT
Improve Access and Retention
Generate Evidence for Scale
Strengthen Stakeholder Capacity
Generate evidence on adapting and scaling effective, GEI-sensitive educational innovations to enhance access and retention of OOSCY in emergency and FCV contexts in Burkina Faso, Ghana and Nigeria.
Mobilize knowledge to enhance policy and practice in selected FCV areas with a focus on gender equality, equity, and inclusion (GEI), highlighting innovative models that are proven or promise to improve access and retention and GEI responsiveness in Burkina Faso, Ghana and Nigeria.
Strengthen the capacities of key stakeholders, including governments and civil society organizations, to effectively utilize evidence from tested educational innovations effectively.
RESEARCH QUESTIONS
To what extent are the selected innovations (Accelerated Education Programs (AEPs)), Social-Emotional Learning (SEL) programs, and Girls-Focused Programs (GFPs)) effective and adaptable in addressing the impacts of education disruptions in emergency and FCV-affected areas in Nigeria?
How do selected strategic education innovations focusing on SEL influence at-risk children's educational pathways and experiences, particularly girls, in FCV areas?
What are the most effective practices for integrating social-emotional learning (SEL) initiatives into education innovations, including teacher training (pre- and in-service), curriculum design, and educational policies to promote safe and supportive learning environments in the emergency and FCV contexts of Nigeria?
RESEARCH QUESTIONS
To what extent are the selected innovations in FCV contexts cost-effective and efficient? What is the cost of not addressing the OOSCY problem in FCV areas?
How can existing education policies and disaster risk reduction strategies be optimized to best meet the educational needs of vulnerable populations (including women and girls, ethnic and religious minorities, and persons with disabilities) in FCV contexts?
EXPECTED OUTCOMES
Increased policy uptake of scalable education innovations
Strengthened government and civil society capacity in implementing education programs
Improved educational access and retention for OOSC
METHODOLOGICAL APPROACH
The research employs a sequential mixed-methods approach to provide a comprehensive understanding of how educational innovations can be scaled in fragile, conflict, and violence affected (FCV) areas. It will be carried out over two (2) years
This approach integrates both qualitative and quantitative methodologies, ensuring a robust and contextually relevant analysis.
METHODOLOGICAL APPROACH
In the first phase, a situational analysis will be conducted to map out the educational landscape in the selected study areas
The second phase will focus on quantitative data collection through structured surveys administered to students, teachers, parents, and community leaders.
The third phase will employ qualitative methods, including focus group discussions and ethnographic observations.
The final phase of the research will focus on data analysis, synthesis, and dissemination of findings.
AREAS OF INTERVENTION
In Nigeria, the study will be conducted in Borno State, covering Northern, Middle, and Southern zones, each representing a different level of FCV impact.
High risk: Northern Zone
Medium risk: Middle Zone - Jere, Konduga & MMC Local Government areas (LGAs)
Low risk: Southern Zone - Shani and Bui LGAs
Thank You!