How We Do It

Features of our Work

All CLR work is rooted in sound, academic domain knowledge and global research, as well as learnings from the actual field. We design our approaches and materials keeping in mind their wider diffusion and application in varying socio-cultural contexts. We conduct our own pilot projects and action-research in the field in order to gain evidence of what works or doesn’t work, which includes feedback based on the experience of trainers, anganwadi workers and teachers in the classroom. This experiential approach informs the technical support CLR develops and offers.

Theory of Change

CLR creates evidence of effectiveness

CLR accesses and advocates to policy levers

CLR provides Capacity Building within large systems and smaller interventions

Cumulative and sustained systemic change that reaches large numbers of vulnerable children.

Monitoring and Assessment

Initial context appraisal and ongoing monitoring and assessment is integral to our work, incorporating the following processes:

Needs and Context Analysis

At the beginning of any intervention, a study is undertaken to understand the current context, needs, and gaps in the given location or scenario. Methods for such an enquiry can include focus group discussions, interviews, observations, and surveys. The findings from such studies provide a nuanced understanding of the context and needs, and inform strategic decisions related to the roll-out of an intervention and implementation design.

Baseline Assessments

Baseline assessments are undertaken at the beginning of the intervention. These typically examine process and outcome variables such as learning environments, status of age-appropriate child development, status of subject matter fluency/ mastery, depending on the objectives of the intervention. The baseline assessment functions as a reference point for subsequent monitoring and assessment processes.

Formative Assessments

Formative assessments are conducted using mixed methods, to measure both process and outcome variables. Both monitoring and formative assessments provide valuable inputs on what appears to be working, what doesn’t appear to be working, and these in turn, influence program strategy.

Endline Assessments

Endline assessments are to be conducted at the end of a project. The same process and outcome variables used at the baseline stage are revisited at this stage, to not only measure impact, but also to try and understand all the variables and conditions that influenced the change.

Partnerships

Through partnerships with government agencies, we help build large scale capacities in the 4 areas outlined above, impacting lakhs of parents, teachers and children. Our partnerships with NGOs reach out to various programmes in the field, including community-based educational initiatives for parents, children and out-of-school youth.