Rethinking accelerated learning in relation to quality goals

Accelerated learning is a multifaceted concept with varying definitions across educational contexts. Generally, accelerated learning involves compressing the time required to achieve educational outcomes.

In training and development, it emphasises a learner-centred, multidimensional and intensive approach. Accelerated learning involves not only compressed timeframes but also modified teaching methods aimed at expediting the completion of learning programmes. It may also be embedded in strategies for facilitating the acquisition of expertise in critical specialisations.

Accelerated learning is increasingly seen as a viable alternative to traditional education models in response to societal demands for flexibility and efficiency, particularly in Africa and Asia due to the urgent need to address education gaps, improve literacy rates, equip students with the skills needed for rapidly developing economies and meet the targets of the 2030 Sustainable Development Goals (SDGs), especially SDG 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all).

The concept of accelerated learning originated in the 1970s through the pioneering work of Bulgarian psychiatrist Georgi Lozanov, who developed a teaching method called ‘Suggestopedia’ for learning foreign languages. Lozanov’s method, grounded in suggestology theory, combined elements from psychotherapy, neuropsychiatry and yoga techniques to enhance learning capacity.

Suggestopedia’s core principle was that interpersonal communication operates on both conscious and subconscious levels. Lozanov stressed the importance of artistic methods, relaxed learning environments and meaningful content structure to stimulate learners’ memory and personality development. Teachers should also be enthusiastic, radiate sympathy and display a positive attitude.

In 1985, Colin Rose expanded on Lozanov’s foundations by incorporating cognitive psychology and neuroscience insights in the mix. This evolution emphasised multi-sensory engagement, positive learning environments and the use of music, physical movement and visualisation techniques to enhance retention and learning effectiveness.

Throughout the 1990s and 2000s, accelerated learning principles were adopted in various educational settings, from non-formal adult education and corporate training to traditional classrooms. Today, it continues to influence educational practices worldwide. However, within the limited scope of the ‘Rethinking accelerated learning in the Global South’ project, we focus on policies and practices of accelerated learning in Africa and Asia in relation to SDG 4.

Policies and practices in Africa and Asia

Many African countries face significant illiteracy challenges due to poverty, conflict, migration and infrastructure gaps. The issue is severe in West Africa, with Nigeria having over 19 million out-of-school children, Ghana over 1.2 million, Burkina Faso nearly 3.5, Mali over 2.3 million, and Sierra Leone over 700,000, according to the Ministerial Communique “Tackling the Out of School Challenge in West Africa” in June 2024. Nearly 90% of children in Sub-Saharan Africa cannot read a simple text by age 10.

To combat this crisis, accelerated education programmes (AEPs) compress several years of basic education into shorter timeframes, offering flexible, age-appropriate education for disadvantaged, over-age, out-of-school children, youth and adults. Supported by UNESCO, UNICEF and NGOs, AEPs use modified curricula and flexible lesson scheduling at primary and secondary education levels to accommodate learners’ needs.

In Northern Ghana, three non-governmental organisations (Ghana Institute of Linguistics, School for Life and AFRIKIDS) implemented AEPs between 2013 and 2018, enrolling over 25,000 children (50% boys and 50% girls) and achieving an 80% transition rate to primary school after a nine-month complementary education programme, according to Dr James Natia Adam at Associates for Change.

In Sierra Leone, a government-led AEP (2016-20) supported by Save the Children and BRAC International enrolled around 20,000 children, with a high enrolment of girls. Following the three-year accelerated programme, most students successfully transitioned to junior secondary School, notes Fatu Yumkella at Dalan Development Consultants.

In Uganda, the curriculum was developed in collaboration with the National Curriculum Development Centre and tailored content to specific needs and experiences of marginalised learners to ensure both engagement and relevance. The AEP encompassed 13 subjects rolled out in 34 secondary schools across Uganda.

These AEPs are integrated into the mainstream education at host schools incorporating life skills and career readiness components, while enhancing technology use in science subjects, says Miriam Tusiimire, head of AEP at War Child Canada.

AEPs provide vital learning opportunities for African children and youth who would otherwise remain out of school. They help tackle the literacy crisis, reduce teenage pregnancy and child marriage, enhance transition rates into formal education and equip learners with certified basic education competencies. By using tailored teaching approaches suited to students’ cognitive maturity, AEPs foster efficient skill acquisition and long-term academic growth, thus achieving
SDG 4.

However, key challenges require stronger policies:

• Teacher recruitment and pedagogy: Difficulty attracting teachers to remote areas, lack of skills to implement suitable pedagogy in AEPs and low participation in teacher professional development due to cost, workload and poor incentives.

• Drop-out problems: AEP graduates struggle to stay in formal schools due to inflexible systems that conflict with family income needs, particularly in rural areas.

• Community support and curriculum: Poor understanding of AEPs, lack of localised content and weak community integration hinder success.

• Data limitations: Inaccurate data on out-of-school youth affects programme design.

• Funding issues: Heavy reliance on donor funding threatens sustainability, while inadequate accountability in funding management and misaligned donor agendas undermine effectiveness.

Shadow education

In Asia, accelerated learning at school level takes various forms, including shadow education (private supplementary tutoring). Private tutoring is a deeply ingrained cultural phenomenon in countries like South Korea, Japan, China, Singapore, Malaysia and Vietnam. Private tutoring centres serve as crucial supplements to mainstream education, especially in urban areas.

While Lozanov’s accelerated learning emphasises relaxation and positive environments, Asian shadow education typically focuses on rapid knowledge acquisition and intensive practice.

Private tutoring centres, known as hagwons (Korea), juku (Japan), tuition centres (Malaysia), trung tâm gia su (Vietnam) and enrichment centres (Singapore), blend intensive drilling and exam preparation with modern techniques like multimedia integration, mind mapping, technology and customised curricula, and personalised learning paths.

Particularly in Singapore, tutoring centres often blend traditional Asian intensity with Western accelerated learning principles, creating hybrid approaches that emphasise both speed and comprehension.

While Lozanov’s accelerated learning emphasises stress-free environments, Asian shadow education often operates under time pressure and competitive conditions. Time scarcity and accelerated learning can lead to stress and hinder critical thinking skills, raising concerns about the quality of learning experiences and student well-being.

In response, governments in China, Vietnam and South Korea have recently attempted to ban or tighten regulations on private tutoring, even as they acknowledge its role in enhancing students’ academic skills, test-taking strategies and problem-solving abilities, contributing to outstanding national performance in international assessments like PISA.

Accelerated learning also happens in policy circles where countries ‘borrow’ and ‘adapt’ solutions.

International organisations, like UNESCO and UNICEF, often shape education crisis narratives, propose rapid policy solutions, set the global SDGs and actively facilitate global educational policy through learning policy forums, reports and comparative studies, enabling countries to learn from educational practices worldwide, says Professor Aaron Benavot, former director of UNESCO’s Global Education Monitoring Report.

The World Bank and major donors, such as the Gates Foundation, provide evidence-based research and financial support, and monitor educational outcomes, helping national adopt international practices.

However, international donor funding can sometimes destabilise local education systems. Dr Iris Santos’s research shows that international funding often leads to state withdrawal, creating dependency.

When external funding ends, communities may be worse off. In Asia and Africa, rising school enrolment hasn’t been matched with adequate infrastructure, qualified teachers or learning materials. Brief interventions, like two-week teacher training workshops, lack depth for lasting impact and meaningful improvement. This ‘quick fix’ approach prioritises measurable outcomes over sustainable, locally rooted solutions.

Fast policy learning

Fast policy learning involves the rapid adoption and adaptation of policies inspired by international models to address pressing education and labour market needs.

Regional organisations like the Association of Southeast Asian Nations (ASEAN), the African Union and the European Union create platforms for member states to share experiences and adapt policies. They establish educational frameworks, host ministerial meetings and coordinate cross-regional initiatives. These organisations also speed up policy innovation and adoption through expert networks, policy briefs and capacity-building programmes.

According to Dr Roger Chao, former head of ASEAN Education, Youth and Sport Division, Southeast Asia often adapts models from other regions, notably Europe. Inspired by the Bologna Process’s shorter degree cycle, accelerated learning has been adopted in higher education and vocational training, particularly in Indonesia, Malaysia and the Philippines.

Indonesia’s Merdeka Belajar (emancipated learning) policy is an example of fast-tracked reform which allows students to complete 20% of coursework outside the classroom, integrating real-world experiences.

Similarly, the Philippines introduced an accelerated medical education pathway, cutting training from nine to seven years to address its shortage of healthcare professionals.

Malaysia, Brunei and Indonesia have launched national MOOCs and micro-credential platforms to expand flexible accelerated learning. However, challenges persist in equitable access, digital infrastructure and the long-term impact of shortened programmes.

While these policies address urgent economic and workforce demands, concerns over quality assurance and long-term consequences remain. Therefore, critically assessing policy implementation beyond official discourse is crucial to ensuring equitable and sustainable education goals. Without this, accelerated learning and fast policy learning risk being unfulfilled promises.

Dr Que Anh Dang is an educational sociologist at Coventry University, United Kingdom. Dr Maria Theresa Vollmer and Dr Billian Otundo are postdoctoral researchers at the University of Bayreuth, Germany. Dr Emnet Tadesse Woldegiorgis is a professor in higher education at the University of Johannesburg, South Africa. Dr Emmanuel Effiong Johnson is a postdoctoral researcher at Coventry University, UK. Their project, 'Rethinking Accelerated Learning in the Global South’, is funded by the German Research Foundation.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.