Theory of change, research framework, methodology, and study participant details for the 2025 Impact Assessment.
The programme theory articulates how project inputs and activities are expected to lead to outcomes and long-term impact through a clear results chain.
Funding, technical support, field team, partner network, curriculum, training resources, community institutions
Livelihood support, skill training, education sessions, mentoring, community mobilisation, institutional linkage
Participants trained, students supported, households reached, groups formed, institutions engaged
Improved income, employability, learning, confidence, participation, decision-making, coordination
Sustainable livelihoods, improved life opportunities, stronger community resilience, inclusive development
The project theory assumes that when underserved communities receive coordinated, multi-sector support across livelihoods, skills, education, and institutional strengthening, they are able to address overlapping barriers simultaneously — creating compounding improvements across household resilience, employability, learning, and social participation.
Critical assumptions include: community willingness to participate, availability of appropriate markets and employers, functional institutional partners, and sufficient project duration for behaviour change to take root. The assessment examined the extent to which these assumptions held across the project's geographic coverage and target groups.
Each domain was assessed using a combination of quantitative indicators, qualitative narratives, and stakeholder perceptions to build a holistic evidence picture.
The assessment employed a mixed-methods design, integrating quantitative and qualitative data streams to build a comprehensive evidence base across all five thematic areas.
Structured questionnaires administered to 1,200 randomly sampled households across 12 districts, covering income, assets, livelihoods, health, and programme exposure.
Outcome surveys administered to 1,800 direct programme participants across all thematic components, measuring change on pre-defined outcome indicators.
Structured assessments of literacy and numeracy administered to 2,500 students in project schools, using standardised tools adapted to local curricula.
60 FGDs conducted with women's groups, youth cohorts, SHG members, parent groups, and community stakeholders across all three states.
120 KIIs with project staff, institutional representatives, employers, community leaders, teachers, and government officials to gather contextual and programmatic insights.
24 in-depth case studies documenting individual and community-level change stories, selected through purposive sampling to represent diverse profiles and outcomes.
Analysis of project MIS data, attendance registers, placement records, financial records, and monitoring reports to triangulate quantitative findings.
Field visits to 45 project sites including training centres, schools, community groups, livelihood enterprises, and institutional partners across all three states.
A total of 2,500 respondents participated across all data collection streams of the assessment.