ACCESS

Now is the time to openly discuss how those who give and receive funding within our EiE community can do so in ways that are anti-racist, anti-colonial and ethical.

Es importante reiterar que el Grupo de Trabajo ha sido un espacio de intercambio de experiencias. Desde la creación del Grupo el Ministerio ha visto una oportunidad en que se generen articulaciones entre las organizaciones, debido a que hay menor desgaste de la institucionalidad a causa de comunicaciones bilaterales y procesos desarticulados.

We believe that with support from donors and partners we shall be able to actualise our goal of giving opportunity to the millions of overage children and youth in Nigeria to access quality basic education through the accelerated education option.

The INEE AEWG has benefited greatly from the findings of this research in refining its areas of focus and ways of working.

Acknowledging structural racism within humanitarianism would require ceding power and authority to those who have been marginalised.

Written by Dr. Ritesh Shah, Principal Investigator, ACCESS In October 2022, Dubai Cares notified the University of Auckland that it had to suspend its support to ACCESS. Due to the war in Ukraine, inflationary pressures and COVID-19, it had been unable to raise...

ACCESS Phase 2 has the objectives of supporting a process of change towards greater institutionalisation of AEPs and flexible education programming, while also understanding the enabling and constraining factors towards this type of change.

Throughout the first year of ACCESS, our researchers have found that often, the actions of donors, civil society, government to strengthen education provision for out of school children and youth maintains the status quo. While this work is necessary, it is insufficient to achieve the types of far-reaching, bold or disruptive change which the UN Secretary General notes is required. It also precludes these OOSCY from accessing the types of learning opportunities they need and demand.

A year into the project, we’re identifying opportunities and bottlenecks to making Accelerated Education programmes and other non-formal approaches to education more accessible, available, adaptable and acceptable to out of school children in youth in Jordan, Colombia, Nigeria, Pakistan and Uganda.

In ACCESS, we not only focus on what we do, but how we do it. We strive for co-production of our research. That was our entry into the panel—how we create true and equal partnership within the research team. During that panel, and in many instances throughout ACCESS, I’ve been reflecting on what true partnership means to me. I’ve come to realize that one of the most important elements of true partnership is friendship—truly caring about each other.