Reach and equitable access
Unique enrolment, attendance, retention and participation barriers — understood by cohort and location.
Impact
Measure meaningful change, not only delivery.
Our results framework follows the path from resources and activities to outputs, learner outcomes and longer-term progress. Targets always remain separate from verified achievements.
What we measure
A balanced view of access, quality and change
Learning progress
Baseline-to-endline change in literacy, numeracy and relevant program competencies.
Wellbeing and safety
Belonging, readiness to learn, perceived safety and appropriate referral follow-through.
Teaching quality
Educator development, coached practice and the sustained use of learner-centred methods.
Digital and future skills
Meaningful use, demonstrated competencies, completed pathways and sustained next steps.
Schools and communities
Safer learning environments, local participation, functioning services and lasting capacity.
How change happens
A five-level results chain
Inputs
Resources invested: funding, people, partnerships, equipment and time.
Activities
What we do: learning sessions, training, mentoring, outreach and referrals.
Outputs
What is delivered: learners attending, teaching hours, kits, devices and supported educators.
Outcomes
What changes: learning, attendance, confidence, safe practice, retention and progression.
Longer-term outcomes
What lasts: continued education, sustained skills, stronger teaching and viable future pathways.
Evidence supports every level
Outputs show delivery; they do not prove impact by themselves. We combine attendance records, age-appropriate assessments, observation, participant feedback and follow-up checks, and state clearly when evidence shows contribution rather than direct causation.
How results are represented
Transparent enough to be understood and checked
Baseline → target → result
Every result retains its starting point, planned target, achieved value and reporting period.
Definition and method
The calculation, data source, sample size, collection method and limitations travel with the result.
Equity and trends
Where safe, results are examined by age, gender, disability, location and program cycle — not just as totals.
Quality and verification
Results carry a status, reviewer, verification date and evidence reference before publication.
Publication standard
No result appears without context
A zero means a measured result of zero. “Not yet measured” means no verified observation exists. Small or sensitive groups may be suppressed to protect participants.
PlannedCollection underwayProvisionalVerifiedPublishedRevised
No verified program results have been published yet. Baselines, targets and methods will be defined before each delivery cycle begins.
Measurement method
Plan, measure, verify and improve
Define
Agree the intended result, indicator definition, baseline, target and responsible person.
Measure
Collect only necessary data using consistent, age-appropriate and safe tools.
Check
Review completeness, accuracy, duplicates, missing data and unintended effects.
Verify
Approve results and their evidence before public or donor reporting.
Learn
Record what the evidence changed in the next program cycle.
Initiative reporting
Initiatives first report what support delivered, then connect those outputs to program outcomes where evidence permits. Books distributed, devices deployed or teachers trained are delivery measures; learning, retention and sustained practice are outcomes.
Responsible data
Public reporting uses approved aggregates. Personal data, child-level assessments and safeguarding records remain restricted, and no small-group breakdown is published where someone could be identified.