Our promise of impact runs through everything we do, from our evidence-informed programme design to the ethos we have as a learning organisation. We invest in rigorous monitoring, evaluation and learning systems to generate the best possible data and evidence on what works.
Our partners, clients and beneficiaries benefit from the knowledge we have built over years of investment in research, programme design and delivery, and the ongoing testing and improvement of our educational methods.
Either directly or indirectly, our work during the year 2021-22 reached:
As a registered charity, our education impact committee is a central part of our governance structure, through which our trustees scrutinise our impact and the continuous improvement of our education solutions. Each year, this includes the commissioning of a programme of impact reviews across our work internationally.
Learners – we track a range of metrics to help us understand whether learners are achieving and thriving in their educational settings. For example, in Kenya, our Girls’ Education Challenge programme supported a shift in literacy learning outcomes by 0.53SD compared to a control group – that’s an average gain of 1.5 years of schooling for 90,000 girls.
Education practitioners – we track engagement and effectiveness of practitioners over time. For example, in Brunei Darussalam, in just one year, we help to shift the percentage of teachers meeting quality standards from 73% to 89% through an intensive coaching programme for all primary school teachers.
Education organisations – from schools to district authorities and specialist agencies, we track changes in institutional skills and systems to understand their capacity to lead educational improvement. For example, within a year in Rwanda, we helped over 2,600 schools to put in place effective improvement plans to support equitable and inclusive learning.
System level decision-makers – we track the capacity of system level officials to effectively manage education processes and lead reform. This includes monitoring changes in officials’ skills and competencies, which can lead to improvements in teaching and learning across the system. For example, in Jordan, we tracked the capacity of district supervisors to coach English teachers and saw on average a 32% increase in self-reported skills in pedagogical feedback and coaching.
Communities and society – we track the capacity of community groups for change and improvement. For example, in Kenya, our support helped to strengthen school accountability and effectiveness in over 200 local communities who set up action groups for tracking the local utilisation of education funds.