Consultancy: Rapid Independent Evaluation Verified listing

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Background and context about the project

ILMpact originally envisaged two cohorts of intervention by September 2027 with an endline assessment, planned in 2027. However, the programme's original duration has been affected by two converging factors: funding constraints and a strategic shift in FCDO's programming approach — from direct service delivery towards system support, moving away from external implementation toward supporting resilient state-led educational systems. As a result, an early closure is now planned for September 2026, ahead of the originally envisaged second cohort and endline assessment cycle.

During the year 2025–26, ILMpact reached 200,692 children across 530 schools in Punjab and KPK, of whom 48,741 girls in Grades 3–5 received targeted remedial learning support. The programme re-enrolled 34,000 out-of-school and dropout children, with a further 15,000 OOSC enrolled following the catchup learning camps. Beyond learning outcomes, 125,333 children received health screening through qualified health practitioners, while 5,430 teachers and teacher coaches were trained to sustain quality delivery. Community engagement was equally substantial, with 3,879 parents and caregivers through PTC and SMC platforms mobilised for school improvement, and minor repairs and rehabilitation work initiated in 400 schools.

Given this context, British Council and FCDO have agreed to commission an independent evaluation in lieu of the planned endline assessment. The evaluation aims to assess the effectiveness and scalability of the remedial learning model, and to generate credible evidence that can inform stakeholder decisions for a system wide implementation.

About the role of the specialist supplier (Evaluator)

The supplier will provide credible and actionable evidence on the performance of the ILMpact remedial learning model. Guided by the OECD-DAC evaluation criteria of Relevance, Effectiveness, Efficiency, Impact, and Sustainability, the assessment will examine the results achieved and validate the reliability and robustness of existing programme and assessment data. The supplier will assess the learning gains attributable to the programme by analysing available pre and post learning data of treatment and control groups and will also examine the robustness of data collection processes, frequency, quality and consistency of the reported data. The supplier will conduct value-for-money analysis using programme financial data and existing VfM approach adopted by the programme.

Advanced degree in education, economics, social sciences, statistics, or a related field.
▪ Demonstrated expertise in mixed-methods evaluation; strong quantitative skills for
descriptive and comparative analysis; experience with data quality assessment including
sampling validation and attrition analysis.
▪ Strong qualitative research skills — experience facilitating FGDs and KIIs in complex,
multilingual contexts.
▪ Prior experience evaluating education programmes in Pakistan or comparable South
Asian contexts; familiarity with TaRL/FLN approaches is an advantage.
▪ Knowledge of evidence-based evaluation standards and OECD evaluation criteria.
▪ Proficiency in Stata, R, or Python for quantitative analysis; ability to produce clear
visualisations and accessible reporting.
▪ Availability to conduct field visits to Punjab and KP within the assignment period.