Kalike, an Associate Organization of Tata Trusts, has been working intensively in improving the school education in Karnataka since its inception. With a systematic need assessment carried out in 2007, Kalike has decided to work intensively in Yadgir district. Kalike began its direct implementation through the district intervention programme in 2007 as Kalike Samruddhi Upakram (Learning Enhancement Programme). The intervention in Yadgir began initially with school education programme and later got expanded to other programmes/themes like Early Childhood Development (ECD), Livelihoods, Skill Development, Water, Sanitation & Hygiene (WASH), Girl Child Education, Community Radio Programme and Elderly Care and Disaster Response work.

The school education programme of Kalike mainly focused on enhancing children’s learning level through multi-pronged approach. The education intervention of Kalike thus included (i) Learning Improvement Programme(LIP), (ii) Teachers’ Training (iii) Material Development, (iv) Material Support, (v) School Library Development, (vi) Enhancing Proficiency in English Language -EPEL (improving English teaching learning process), (vii) Technology Enabled Education and (viii) Community Engagement. The primary focus of Kalike’s education programme is to strengthen early grade education.

As part of education intervention, Kalike implemented the Learning Improvement Programme (LIP) as remedial support in Kannada language for children studying at primary school level in Yadgir block of Yadgir district during 2009 - 14 (Phase 1) and 2015-20 (Phase 2), covering over 12,000 children. The LIP was designed with a specific objective to help students having difficulties in reading and writing Kannada language in Grade 3 – 5. A trained animator from the locality conducts LIP Centre activity with children after school hours (before or after school hours) for two hours every day from Monday to Saturday, usually in school premises and in some cases held in other community spaces available. Normally, any LIP Centre caters to a batch of 25 children for 9 months period covering 4 structured workbooks of LIP curriculum. Children’s progress was tracked through continuous assessments(baseline, midline & endline). The LIP Centre activities were primarily monitored through regular LIP Centre visits and through the monthly input and review meetings of LIP animators.

The primary purpose of tracking the Impact of Learning Improvement Programme (LIP) is to generate credible, third-party evidence through a comprehensive understanding of its long-term impact on participants’ lives, their educational continuity, career paths, and the broader community perception to understand the relevance, efficiency, effectiveness and impact with following specific objectives

1. To track the current status and activities of former LIP children/participants.
2. To gather qualitative insights into the personal impact of the LIP on participants' lives.
3. To assess the ecosystem's perception of the LIP's impact and sustainability.

The study will cover LIP beneficiaries impacted under school education programme of Kalike, spread across Yadgir & Gurmitkal blocks of Yadgir districts during 2009 - 20. The assignment will primarily focus on studying the impact of LIP on former LIP participants, their families, stakeholders’ perceptions about LIP, parents’ current perception about children’s education, effectiveness of LIP curriculum, programme design including the duration of the course, understanding motivation or support factors that helped children to continue schooling beyond LIP or primary grades and contribution of LIP in regular classroom transactions by teachers. Some of the research questions to be answered through the study will include:

1. Have former LIP participants continued their education successfully?
2. What are the primary occupations/activities of former LIP participants (e.g., higher education, vocational training, employment, entrepreneurship)?
3. What is the overall demographic profile and socio-economic status of tracked participants?
4. How do former LIP participants recall their experiences within the LIP program?
5. What specific aspects of the LIP (teaching methods, teacher-student relationships, learning environment, extra-curricular activities) do participants identify as having a significant impact on their lives and educational continuity?
6. How did the LIP contribute to their motivation, confidence, problem-solving skills, and overall personal development?
7. What challenges did participants face in continuing their education or pursuing their chosen path, and how did the LIP prepare them to overcome these?
8. How do parents and guardians perceive the changes in their children who participated in the LIP, particularly regarding academic performance, behaviour, and aspirations?
9. What role do parents and teachers believe the LIP played in children continuing their education beyond primary/secondary levels?
10. How do community leaders perceive the overall impact of the LIP on the community's educational landscape and social development?
11. What are the perceptions regarding the long-term sustainability and relevance of the LIP within the Yadgir ecosystem?
12. Are there any perceived challenges or areas for improvement for the program from the ecosystem's perspective?

1. Inception report
2. Data collection tools
3. Data collected (raw)
4. Draft Impact Assessment report.
5. Final Impact Assessment report
6. A Presentation on study findings (in PPT form)
7. Consent forms of respondents/researched, photographs.

1. Prior experience in conducting similar assessments for Corporates/Foundations/Donors/ NGOs with state/national level presence.
2. Relevant certifications (Applicable as per the laws)

1. Member/s with master’s degree in relevant disciplines – relevant to the above study (Education/ Social Work/ Economics/ Political Science, Statistics, any other equivalent discipline),
2. At least 5 years of relevant working experience in research, monitoring, and evaluation / assessments.
3. Excellent analytical skills
4. Excellent communication and drafting skills for effective reporting.
5. Team members should have relevant expertise in School Education and related areas.