Our impact

We provide millions of beneficiaries in diverse countries with enhanced opportunities to learn and thrive.

Our promise of impact runs through everything we do, from our evidence-informed programme design to the ethos we have as a learning organisation. We invest in rigorous monitoring, evaluation and learning systems to generate the best possible data and evidence on what works.

Our partners, clients and beneficiaries benefit from the knowledge we have built over years of investment in research, programme design and delivery, and the ongoing testing and improvement of our educational methods.

Our impact in 2022-23

Either directly or indirectly, our work during the year 2022-23 reached:

• 12.3 million learners, a 34% increase from the previous year.
• 300,000 education practitioners working in 40,500 schools and educational settings, almost 15,000 more than the previous year.
• 48,000 school leaders, a rise of 14%, helping us to build local capacity.

As a registered charity, our education impact committee is a central part of our governance structure, through which our trustees scrutinise our impact and the continuous improvement of our education solutions. Each year, this includes the commissioning of a programme of impact reviews across our work internationally.

Download our latest Impact Review here

Monitoring impact for our beneficiaries

Learners – we track a range of metrics to help us understand whether learners are achieving and thriving in their educational settings. For example, in Kenya, our Wasichana Wetu Wafaulu project saw the percentage of girls reporting feeling confident in their schooling increase from 68.5% at the start of the project to 87.9% by 2023.

Education practitioners – we track engagement and effectiveness of practitioners over time. For example, in Brunei Darussalam, 97% of teachers felt they had been effectively supported by their CfBT mentor, resulting in a positive impact on their practice.

Education organisations – from schools to district authorities and specialist agencies, we track changes in institutional skills and systems to understand their capacity to lead educational improvement. For example, within a year in Rwanda, we helped over 3,200 schools to put in place effective improvement plans to support equitable and inclusive learning.

System level decision-makers – we track the capacity of system level officials to effectively manage education processes and lead reform. This includes monitoring changes in officials’ skills and competencies, which can lead to improvements in teaching and learning across the system.

Communities and society – we track the capacity of community groups for change and improvement. For example, in Kenya, our support helped to strengthen school accountability and effectiveness in over 500 local communities who set up action groups for tracking the local utilisation of education funds.