Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes

This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education

Abstract

This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems.

This report was prepared for the UK Government’s Foreign, Commonwealth and Development Office (FCDO) and its partners in support of pro-poor programmes

Citation

Fitzpatrick, R. (2020). Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes. K4D Helpdesk Report 859. Brighton, UK: Institute of Development Studies

Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes

Updates to this page

Published 7 August 2020