This report provides a synthesis of the key findings of research into the impact of the Complementary Basic Education (CBE) programme on boys and girls learning and transitions into public schools in communities in Northern Ghana. The research aimed to provide evidence on the learning outcomes and progress for out of school children who participated in the programme, as well as the extent to which it prepared its graduates for successful transition into public school. In addressing these issues, the research was driven by two key questions: What are the educational trajectories of CBE learners during their 9 months in CBE centres and when they transition to public schools? How do they differ by gender? How, and to what extent, do the learning experiences of CBE graduates equip them for transitioning successfully into public schools and how far do these experiences differ by gender?