Program Outcomes and Impact

The issues and challenges in education are deep-rooted and complex, sustained work is required at all levels of the education system to address these issues. We have chosen capacity building of civil society organizations who do such sustained and systemic work as our lever of change. Such an approach does not produce immediate visible results. The impact of our work in education is in many ways, indirect, non-linear and manifests only in the longer-term and often in unforeseeable ways. This is important because it represents strengthening of institutional capacity for reforms in education.

The outcome we aim for through our program is the growth in the capacity of our partner organizations. Many of our partners have grown significantly in their impact in education at the state and national levels. They enhanced their capabilities and effectiveness in areas and domains they have been working in and developed new capabilities over the years.

Another important outcome has been our partner network itself. Our Annual Partners' Forum has emerged as a unique annual gathering of educational community, where practitioners get together to engage in reflective discussions and exchanges. New possibilities emerge, key educational issues are discussed and learnings and experiences from different contexts cross-leveraged in these gatherings.

Understanding Impact

IOOI (Input, Output, Outcome and Impact) is a framework often used for Impact Assessment in social interventions. Since the intended long-term impact of our work is educational change at the systemic level and our strategy operates in a non-linear fashion, impact in education is not something that can be easily assessed. Instead, we focus on outcomes at the level of capability building and growth of our partners. The outcomes as we report them are based on our interactions with our partner organizations, field visits, review meetings and reports from partner organizations. They have not been verified through independent assessments.

In this section, we look at the following:

  1. Inputs, Outputs & Outcome for this year at a program level - captures the overall financial outlay for the program (Input) and the key Output and Outcomes.
  2. Organization-wise Outputs and Outcomes using a couple of representative examples.

Input, Output & Outcome at Program level (2016-17)

The financial outlay for our work in 2016-17 was INR 65.52 million. The below table lays out some of the key outputs and outcomes this year at a program level.

Output Outcome
  • Focused outreach strategy for accelerated expansion of organization grants developed.
  • Developed a framework on ecosystem support for early-stage and shifting organizations from other domains to education as capacity building has emerged as critical need
  • 19 new organizations were supported during ’16-17 ; of these 14 organizations (26 fellows) were supported through seeding fellowships and 5 through organization support grants
  • EZ Vidya organized a sharing workshop with partners on CCE/Authentic Assessment to seek feedback on their work and to create an opportunity to share and discuss others’ work in this area
  • Orientation workshops were held for both cohorts of Seeding Fellows
  • 16th Partner’s Forum on organizational sharing was held in April 2016. The 3-day forum was a well-attended affair with close to 100 participants from various organizations.
  • Organizational capacities are also getting developed through stronger leadership and improved systems and processes
  • Vikramshila’s pilot project on social science education in Tripura has received positive responses from teachers as well as state education functionaries
  • Cumulatively, 25 organizations continue to receive support since inception of our new strategy.
  • Continued support for 23 organizations through programmatic grants, one-time grants, fellowships and publications

Teacher Training Workshops conducted by our partner organization Simple Education Foundation
in Jammu & Kashmir

Input, Output and Outcomes (Organization-wise) – Some examples

Our inputs to organizations are common across board and include:

  • financial support to focus on their key objectives
  • regular engagement through meetings, field visits and planning and review at important stages

Below are some examples of organizations whom we have supported for two years or more.

A collective that focuses on evolving alternative perspectives and activities related to education, environment, democracy, and society. They seek pathways and perspectives that would lead to ideas and learning for an equitable and just society. Their flagship program is the ‘Integrated Learning’ course, which consists of a six-month course for rural youth and focuses on enabling rural youth to gain knowledge and skills in the arenas of sustainable agriculture, engaged citizenship and self-development. - The ILP course has developed pedagogies that integrate knowledge systems and act as formats which facilitate learning for life or enable life-skills. The organization is based in Chamarajanagar district, Karnataka and has been working there since 2011.
Output Outcome
  • Four batches of students/youth learners have undergone the Integrated Learning Program (ILP) across two sites- Nagavalli and Hanur.
  • Resource materials based on an integrated approach have been developed. This includes components on agriculture/ecology; social issues; citizenship; general skills: computers, accounts and Kannada.
  • New module on millets was introduced for the last batch in addition to existing modules keeping in mind the drought situation and the needs that arise due to it.
  • An alumni network has been initiated as a way to sustain learners’ interests and as provide a support structure to their work.
  • A handbook on teaching social issues is also being completed and this will be in Kannada
  • A pool of teachers or resource persons has been built and they form an excellent source for alternative teaching-learning pedagogies.

Punarchith is gaining experience and evolving as an organization ever since its inception. Some of the outcomes achieved over the years has been:

  • The ILP team has also provided teaching-learning support to teachers in a few private schools in their vicinity. Over 20 and administrators have received training and continuous support so far.
  • We hope that the teaching-learning materials and new pedagogies for engaging with youth that have been developed can be shared with other institutes and education departments.
  • The impact of the course has been significant among some of the learners. The parents and the learners note not only a change in their lives in terms of their abilities to engage with rural work but also in their abilities to be responsible and active persons in their families and communities
  • The alumni network are currently in the process of forming a production co-operative and they have already started engaging in value-added production of their agricultural produce and some of their products are being sold through the network to individuals and to organic food/grocery outlets in Mysuru and Bengaluru.
  • Though having arisen from the needs of the ILP, resources such as a handbook of social issues written in Kannada, an English to Kannada lexicon for key social science words etc. has been initiated. We hope that these would be useful for a larger community as well.
Gubbachi Learning Community
Gubbachi Learning Community (GLC) focuses on creating opportunities for educational access for children of migrant workers.
What They Do: GLC works to meaningfully address the learning gaps of Out-of-School children, get their literacy learning up to speed and give the child a joyful, learning experience; and most importantly, an opportunity to ‘learn to learn in the literate world’. Thus, giving them the self-confidence to study anywhere, in the closest Government school. Through this process and interactions, GLC also has seen the family build a vision of education for their child.
More details available at for more.
Output Outcome
Early Child Care and Education
  • Designed and Implemented pre-school preliteracy/pre-numeracy programme in Kannada, for first generational pre-schoolers (2-5 yrs.) focusing on the dynamic, multi-lingual need of the child.
  • Tracked relocated children for continuity
  • Older siblings (6-12 years) free of sibling care of 66 pre-schoolers, successfully engage in the Bridge Learning Program or in schools.
  • - Mainstreamed 16 children (6+ years): study in Grade 1 in government schools across KRN. 50 children (2-5 years) continue in Gubbachi pre-school or ‘Anganwadi’ programs.
Bridge Learning Centre
  • Designed and Implemented, Accelerated Learning Program (ALP): Multi Grade Multi Level (MGML) Literacy and Numeracy learning trajectory in Kannada to respond to dynamic, multi-lingual, need of 7-12 children.
  • Tracking children for continuity
  • Designing individual child assessment.
  • Designed and Implemented a Foundational Course in English and Mathematics for 13+ years, non-Kannada children using ‘translanguaging’ pedagogy.
  • Survey and identification of OoSC in Kodathi
  • Parent meetings: build vision of education
  • Designed and Implemented teacher capacity building program.
  • Mainstreamed 83 children (7-13 years).
    • Children confidently attend schools, even post relocation (only 25 in host school).
    • 9 non-Kannada speakers, confident in government school (Kannada medium).
    • Children develop learning skills for independent learning.
    • 1 child (13+ yrs.) started studies towards Grade X NIOS Board in English, after 15mth in foundational track.
    • No loss of time: child immediately enrolled.
    • 3 relocated, highly migrant families proactively seek TCs; sent 7 children back to village schools / hostels.

Teachers build perspectives on learning, child and understand principles behind pedagogy.

Host School Improvement
  • Holistic School Program and teachers given – 1st - 3rd grade.
  • Introduced English Foundational Program 6th –7th grade.
  • Social Science teacher facilitated Grade 6 & 7th
  • Field Trips to Kaikondrahalli Lake, Bannerghatta National Park, Wildlife SOS.
  • Book Library setup and indented.
  • Provided sports equipment and conducted Sports Day
  • Student Exchange Program with Prakriya School and Inventure Academy
  • Parents’ Meeting: Quarterly parents’ meetings were organised along with school staff.
  • Initiated consensus building among Critical Stakeholders
  • Summer Camp for School Children – arts and crafts, Spoken English, life-skills, health and hygiene, civic awareness, Sports, field trips
  • 1st-3rd grades: 45 children actively learning in the ‘Nalli-kalli’ program.
  • 6th –7th grade students engage confidently with English texts independently up to Grade 5 level; and comprehend prescribed texts (with teacher guidance).
  • 90+ Students actively engage in reading and in play and structured sports.
    • 50% increase in parents’ attendance.
    • Attendance is regular; relocation, but fewer drop-outs.
    • Summer Camp – retention and 40% increased enrolment in GHPS, Kodathi.
Community Empowerment Stakeholder Engagement
  • Initiated partnerships for Community based interventions.
    • Dental Camp: Complete dental check-up by Karnataka Marwadi Youth Foundation: cavity filling and extraction for both School and bridge children.
    • PHC Health Camps in school and community.
  • Akshay Patra midday meal provided for summer camp children during summer.
  • New water line drawn for school utilisation.
  • Education Department: relationship built.

Panchayath: relationship and lobbying.

  • 176 bridge children (and families) + 90 school children vaccinated/treated in timely manner.
  • Better dental health and no complaints of dental related aches.
  • Absence due to ill health less frequent.
  • (a) Children at Bridge Learning Centre

  • (b) Parents meeting in progress