This acceleration can take different forms, depending on the national context. The Philippines, Senegal and Uganda, for instance, all have large out-of-school populations at different levels of school enrolment and completion. in the case of Senegal, while there are large disparities in primary school completion rates among different social groups, all groups are far from universal completion. The challenge is to accelerate overall progress with rapid advancement for disadvantaged groups. By contrast, in the Philippines and Uganda, children from the wealthiest households and the best-performing regions are close to universal school completion. Therefore, efforts in those countries would best be concentrated on the poorest and most disadvantaged children (see Figure 2.8). disparities in access among different groups of children dictate the rate of progress needed in each group to achieve universal primary school completion. The needs of each group, in turn, will have far-reaching implications for how governments frame policies and allocate resources to specific regions, schools and children. To succeed, these policies must combine a commitment to equity in the schools with initiatives that tackle the determinants of inequity operating outside the classroom. The reaching out-of-School Children programme in Bangladesh illustrates how governmental and non-governmental organizations can develop innovative strategies for reaching the most disadvantaged children. as part of the programme, ananda (Joy of learning) Schools have offered a second chance at FIGURE 2.7 Early childhood education gaps vary by wealth and residence early childhood education attendance by wealth, residence and national average Early 100% childhood education 90% attendance 80% 70% 60% 50% 40% 30% 20% 10% 0 Ghana Jamaica lao People's nigeria Tunisia Viet nam democratic republic richest Poorest Urban rural national average Note: data are for 2011, except for the lao People’s democratic republic and Tunisia (2011–2012) and Viet nam (2013–2014). Source: UniCef global databases, 2016. The STaTe of The World’S Children 2016 57