Project Overview

In response to the urgent educational needs of children affected by emergencies, the Global Partnership for Education Fund (GPE/ESPIG) is supporting the establishment of Community-Based Classes (CBCs) and Accelerated Learning Centers (ALCs). These learning opportunities are specifically designed to reach children in hard-to-access areas who are out of school due to conflict, displacement, or lack of nearby formal schools.

Through this intervention, a total of 1,504 children will gain access to education, including 453 boys (30%) and 1,051 girls (70%). The strong focus on girls’ participation aims to close the gender gap in education and ensure that vulnerable girls are not left behind. The program not only improves access but also enhances the quality of learning, child protection, and psychosocial well-being of children living in crisis-affected communities.

Key activities under this intervention include:

• Establishment of Community-Based Classes (CBCs) and ALCs
  • Set up learning spaces within communities where formal schools are not accessible.
  • Ensure gender-sensitive and child-friendly environments to encourage participation, especially of girls.
• Provision of Teaching and Learning Materials
  • Supply school kits, textbooks, stationery, and teaching aids to children and teachers.
  • Distribute learning materials tailored to accelerated curricula for older out-of-school children.
• Teacher Recruitment and Capacity Building
  • Recruit and train qualified teachers from local communities, with a focus on female teachers to promote inclusivity.
  • Provide training on child-centered methodologies, psychosocial support, and classroom management.
• Accelerated Learning Programs (ALPs)
  • Implement flexible and condensed learning programs to help over-aged and out-of-school children catch up.
  • Prepare learners for eventual reintegration into the formal education system.
• Community Engagement and Awareness
  • Mobilize community leaders and parents to promote the importance of education, particularly for girls.
  • Establish community education committees to monitor and support classes.
• Monitoring, Evaluation, and Support Services
  • Regularly track children’s attendance, progress, and learning outcomes.
  • Provide psychosocial support and referral services for children with protection needs.