Many impact-driven organizations recognize the need to systematically embed learning and evidence into their strategic and operational processes. However, translating data insights into actionable decisions and demonstrating meaningful progress remains a common challenge across sectors. Coschool –a leading socioemotional learning EdTech in Colombia– recognized this opportunity to strengthen its approach. The organization sought clearer guidance on what to measure at different stages of their impact journey, stronger internal alignment around learning priorities, and more credible ways to communicate their progress to external stakeholders.
Through its Partnerships for Tech in Education (P4T-Ed) initiative, IPA collaborated closely with Coschool to refine its Theory of Change (ToC) and identify meaningful early signs of progress – including improvements in teacher knowledge, wellbeing, and socioemotional skill development. IPA guided the development of a tailored MEL framework and Data Use plan designed to embed learning into Coschool's strategic and operational processes.
The engagement helped Coschool develop a deeper understanding of their learning and measurement approach, clarifying why to monitor specific early indicators at this stage rather than jumping directly to final outcomes. This sequenced approach aligns with their medium-term learning plan toward demonstrating ultimate impact. Beyond the technical aspects, the engagement positioned learning as an organizational priority and secured alignment across teams on the importance of evidence-driven decision making.
The engagement also strengthened Coschool's fundraising capabilities, leading to securing significant resources for the organization. Building on this partnership, Coschool leadership felt well-equipped to answer technical questions about their impact model and internal learning processes during grant interviews. These funding successes, combined with greater impact model clarity, opened doors to academic partnerships that connected Coschool with researchers for evaluation partnerships on their socioemotional learning-focused programs. These improvements continue shaping their evidence roadmap as they prepare for potential government scaling.
To learn more about P4T-Ed, please visit here.
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