Measuring our impact
As an organisation that uses the power of education to transform lives, we provide millions of beneficiaries in diverse countries with enhanced opportunities to learn and thrive.
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 ensure we generate the best possible data and evidence on what works.
When working with us as partners, clients and beneficiaries benefit from our cumulative knowledge and learning, built over years of investment in research, programme design and delivery, and the ongoing testing and improvement of our educational methods.
We monitor the impact we make at all levels of the education system, from supporting policymakers, to delivering improved learning outcomes for students. We track a range of metrics to help us understand our reach and impact. Either directly or indirectly, our work during the year 2021/22 reached:
- 9.2 million learners, a rise of 155% on the previous year.
- 181,000 education practitioners working in 25,800 schools and educational settings, more than double the institutions than the previous year.
- 36,700 school leaders, a rise of 278%, helping us to build local capacity.
Our beneficiary groups
To measure our reach and outcomes for different beneficiaries we employ a range of metrics and monitoring tools that balance academic rigour, contextual sensitivity, practicality and value for money.
We have a suite of metrics and indicators which set out the outcomes expected for each beneficiary group. For example:
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, to 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, resulting inover 70% of schools putting effective plans in place.
System level decision-makers – we track the capacity of system level officials to effectively manage education processes and lead reform. This includes tracking changes in officials’ skills and competencies which evidence tells us can spark 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.
Our commitment to impact review
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. Read more here about how we work.
Building Learning Foundations
Building Learning Foundations