How We Measure
At ProFuturo, we go beyond simply implementing technology. We analyse every step to ensure that learning reaches where it is most needed. Our model draws on data, evidence and evaluation to drive continuous improvement. To this end, we have a monitoring and evaluation system comprising over 100 indicators, 20 of which are priority indicators, and we carry out regular monitoring involving more than 80,000 pupils and 10,000 teachers each year.
We measure to better understand what works, improve our interventions and make evidence-based decisions. Evaluation is not a supplementary activity, but an essential tool for continuously improving the quality and scope of our educational impact.
Data to improve education
We gather information from a range of sources to understand how the programme is used in different contexts and which factors contribute to better educational outcomes. We combine surveys of students, teachers and coaches, data from our platforms, teacher self-assessment tools, school assessments, monitoring indicators and evaluation studies.
This information enables us to understand how ProFuturo is implemented, identify support needs and guide decision-making both globally and at the level of each country, school or educational community.
In-house tools to provide better support
SAT (School Assessment Tool)
Assesses the level of programme integration in schools to guide intervention and monitor progress.
Self-assessment of teachers’ digital skills
Helps to identify strengths and areas for improvement to guide professional development and training pathways.
Evidence to drive innovation
In addition to ongoing monitoring, ProFuturo has commissioned more than 35 studies and evaluations across 22 countries in partnership with universities, research centres and specialist organisations. These analyses provide an independent perspective on the programme’s outcomes and help to strengthen a culture of continuous improvement based on evidence.
Innovating to meet real needs
The information we collect is not intended to generate more data, but to enable better decision-making. It helps us improve resources, platforms, tools and support models to meet the real needs of teachers, pupils and schools. Because innovation is not about incorporating new technologies, but about using them to enhance learning and expand educational opportunities.
Where the data comes from
Real-time learning tracking
Management of indicators, logistics and partnerships for the programme
Qualitative evidence to understand the ‘why’ behind the figures
We listen to the voices of those directly involved
