EiE Responses should give pathways to Formal Education

Published on 29 July 2026 at 16:41

in Acute Crisis settings

Education in Emergencies(EiE) are needed in emergencies and early recovery settings to give normalcy and protective learning environment in acute crisis situations. EiE also regulates the emotions and aids the recovery of children bridging an important gaps between the crisis and back to learning.  Wellbeing and education outcomes are interlinked, children need Psycosocial support, that is why EiE is crucial in these phases of the emergencies

There has to be flexibility in the education settings with the understanding that the triggers/Crisis could make schools inaccesible for learning. for instance schools might be destroyed or used for military purposes or children might flee to a camp where there is no school. in the EiE responses, the emphasis is providing basic PSS support, play based activities and light approach throug the establishment of temporary learning spaces(TLSs) or Child-friendly  Spaces(CFS), the regular lessons and the establishment of routines is what matters, this phase should also prepare children to re-integrate into the formal education or another non-formal education set-up such as catch up classes or AEPs . 

in Early Recovery Settings

Few months into the emergency, Children's wellbeing might be improved to an extent that they can learn. at this stage, children are introduced into Accelerated Education Programs (AEPs) based on their needs. 

AEPs are flexible, age-appropriate learning initiatives designed to help disadvantaged, over-age, and out-of-school youth catch up on their basic education. They focus on compressed curricula, foundational literacy and numeracy, and rapid re-integration into formal schooling or vocational training https://inee.org/collections/accelerated-education

 

The structure of AEPs varies: in their pace of acceleration, the age ranges they target, and the approach to teaching and learning they employ. they however, have the following characteristics: 

  • Compressed Timeframes: Condensing multiple years of primary or basic education into a shortened period to match a student's cognitive maturity.

  • Flexibility: Offering adaptable daily schedules, localized community-based sites, and tailored pacing to suit vulnerable learners.

  • Targeted Focus: Prioritizing core literacy and numeracy alongside socio-emotional learning components while removing non-core subjects. 

 

Transition To Formal Education

There has to be pathways to formal education for childran. National education policies frequently prevent learners from enrolling in primary school after a certain age. Older students who are able to enroll in formal education systems are much more likely to drop out early, and when there is an influx of over age learners, there is not only the potential problem of further overcrowding classrooms and difficult teaching conditions with multiple age ranges but there are also considerable protection risks in mixing older and younger children in one class. Certified Accelerated Education Programmes are a key strategy to allow these over-age learners to access an age-appropriate education.

Children should be given certified competencies that mirror official national basic education standards and provide appropriate grade levels. This can be done through competence testing managed by the ministry of education; this has to be standardized. 

Transition Support might be needed to Reintegrate older children back into formal schools, moving them into technical or vocational training, or guiding them directly into the workforce based on the labour needs of the ministry. this is not always the case as these linkages are not established at the start

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