We cover the full evaluation lifecycle, and we build the systems that carry the data. The two are not separate practices here — the quality of an evaluation is usually decided by how well the field operation and the data pipeline were designed.
Most of our work sits in one of these, with education and early childhood development the deepest.
Learning assessment, early childhood development, school quality, examinations and assessment systems, teacher and caregiver practice.
Facility quality assessment and accreditation, reproductive health, disability inclusion, ageing and protection services.
Agricultural research and value chains, impact investment measurement, gender and economic rights, governance and civil society.
Four commitments that shape every assignment.
A baseline is only worth what the endline can do with it. We design sampling, instruments and identifiers so the later comparison is possible, not merely hoped for.
Enumerators are trained against explicit thresholds and certified before deployment. Nobody who has not met the standard collects data.
No deliverable is approved by the person who produced it, and field supervision is independent of field collection.
Limitations are stated in the report, not discovered by the reader. Confidence is more useful to a client than certainty.
Method follows the question. We are happy to discuss approach before there is a terms of reference.
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