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ResultsRevised assumptionsIndicatorsIndicator explanationTool definitionData collection methodRoles Proposed target (end of programme 2027)Proposed milestone 1 (2024-2025)Proposed milestone 2 (2025-2026)Proposed milestone 3 (2026-2027)
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ULTIMATE OUTCOMES
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1.1 GPE partner countries and international development community have an improved understanding of what works in improving national education systems and how it can be scaled equitably and sustainably in low and lower-middle income contexts.No indicators for this as all the elements below contribute to this. This would be assessed in the end evaluation.External evaluation
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1.2 GPE partner countries’ education systems have strengthened capacity to integrate evidence into policy and practice that promote GEI.External evaluation
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1.3 GPE partner countries use new knowledge and innovations in policy and practice on a more routine basis. External evaluation
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INTERMEDIATE OUTCOMES
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2.1 GPE partner countries drive and sustain South-South knowledge exchange.Educational stakeholders (country representatives) from GPE partner countries find useful connecting and sharing among themselves knowledge and experience in reforming education systems. Countries had been having exchanges among themselves before the establishment of KIX. Hence, hub activities will be driven by priorities of GPE partner countries to strengthen existing knowledge exchange mechanisms, create new ones, and link less connected countries with their peers in the region. The relationships and recognition already developed lead to stronger engagement of countries and their ownership of hub activities. However, country engagement may vary and change according to interest and capacity, which will ultimately affect their levels of hub ownership and sustainability of the South-to-South knowledge exchange. 2.1.1 # countries at level 3 in the country engagement and ownership rubricCountry engagement and ownership rubric: A four-point scale to gauge countries' engagement in hub activities and their ownership, with qualitative descriptions of each level. <3 indicates no or low ownership, 3 indicates emerging or adequate ownership, and 4 indicates ideal ownership. For more details, see: https://bit.ly/3cJZRjN Event log, country representative register, and progress marker journal (these are to be used to complete the rubric)RLPs50% of continuing countries at level 3 in the rubric

10% of new countries at level 3 in the rubric		55% of continuing countries at level 3 in the rubric

10% of new countries at level 3 in the rubric 		60% of continuing countries at level 3 in the rubric

20% of new countries at level 3 in the rubric
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2.1.2 # countries at level 4 in the country engagement and ownership rubric20% of continuing countries at level 4 in the rubric

No new countries at level 4 in the rubric		20% of continuing countries at level 4 in the rubric

No new countries at level 4 in the rubric		25% of continuing countries at level 4 in the t rubric

10% of new countries at level 4 in the rubric
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2.2 Educational stakeholders mobilize knowledge, evidence and innovations, including those related to GEI, to influence education planning, policy and practice in their countries.Educational stakeholders (country representatives) bring back home and mobilize new knowledge and skills, including policy and practice options, they gained through hub activities. They have influence and/or authority in different educational networks, groups or institutions which would allow them to effectively mobilize new knowledge and skills. Educational stakeholders may need support from KIX in their knowledge mobilization efforts. 2.2.1 # of outcome cases of policy development and / or delivery, including those related to GEI, which use KIX knowledge and innovationRLPs capture significant instances of policy development or delivery which draws on KIX knowledge and innovation, through outcome cases. Policy development or delivery should be viewed broadly and may include, but is not limited to, development of education sector plans, education strategy documents, working papers, etc. Outcome case: A narrative summary of observed or reported use of knowledge or behaviour change that is significant in the context of the activity/project/program. An outcome case is about half to one page, and includes a description of change, significance, and contribution from the project. See examples of outcome cases: hubs (https://bit.ly/3QgvwXy) and applied research projects (https://bit.ly/3q8LOar)
Ongoing progress marker journal

Annual progress marker review / develop outcome cases		RLPs, KIX IDRC/country support implementersRLPs: 20RLPs: 8RLPs: 6RLPs: 6
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2.2.2 # outcome cases of educational stakeholders engaged in hub activities building stronger or new relationships with other education stakeholders and mobilising knowledge to inform education planning, policy and practice in their countriesRLPs capture significant instances of knowledge mobilization by educational stakeholders engaged in hub activities through outcome cases. Mobilize means connecting with/ building relationships with other stakeholders in the sphere of influence of country representatives in order to facilitate the uptake of new knowledge and innovation in education planning, policy, and practice. Ongoing progress marker journal

Annual progress marker review / develop outcome cases		RLPsRLPs: 30RLPs: 12RLPs: 10RLPs: 8
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2.2.3 educational stakeholders advancing on a continuum of progress markersCountry representatives: they are five formally nominated country representatives who participate in hub activities plus other “additional” country representatives who engage in hub activities in a substantive manner. For more details, see: https://bit.ly/3KLUMny Progress makers: A progressive set of desired behaviours exhibited by educational stakeholders engaged in hub activities. For more details, see: https://bit.ly/3Bb9bXi Ongoing progress marker journal

RLPs Milestones not neededMilestones not neededMilestones not needed
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2.3 Applied research projects generate and mobilize high-quality research for education systems in GPE partner countries and beyond, highlighting how to scale effective innovations that promote gender equality, equity and inclusion.Applied research projects have capacities and resources which, along with KIX provided support, results in the production of high-quality evidence for and about scaling the impact of innovations. Through their research, projects target priority improvement areas of the countries in which they work. Projects engage stakeholders from the outset, and work to effectively mobilize generated evidence so that it can get into the hands of right stakeholders in GPE partner countries. The stakeholders find evidence relevant to their education priorities and express interest to use it to inform their policies and practices or take up and scale innovation. The generated evidence also contributes to the discussion about scaling the impact of educational innovations in LMICs. 2.3.1 % of sampled applied projects which are ranked at least a score of five (acceptable to very good) across four dimensions on a research quality rubricKIX POs assess selected dimensions of research quality using the RQ+ rubric upon the review of annual technical reports. Research quality rubric: An eight point scale to assess research quality dimensions (two dimensions will be assessed as part of the monitoring process and all four dimensions will be assessed as part of the evaluation process. A sample of projects will be selected for evaluation). RQ+POs
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2.3.2 # outcome cases of uptake of KIX-supported research or innovation by education stakeholders in GPE PCs and international development community (disaggregated by KIX component which produces the research)Uptake: Examples of education stakeholders using research in planning, policy, and practice (instrumental uptake), or use of research to increase their own knowledge and understanding (conceptual uptake).See the definition above. Outcome casesApplied research projects, KIX IDRCApplied research: 50

ROSIE: 4		Applied research: 20

ROSIE: 1		Applied research: 15

ROSIE: 1		Applied research: 15

ROSIE: 2
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2.3.3 # citations of KIX-supported research (disaggregated by KIX component which produces the research)Citation: A KIX grantee or education stakeholder cites KIX published research in a peer-reviewed publication (i.e., publication that is reviewed by an external expert (including but not exclusive to academic journals))Uptake log: To record instances where KIX-supported research, as well as activities and innovations, are cited, mentioned, or endorsed by othersUptake logApplied research projects, ROSIE, KIX IDRC
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2.3.4 # mentions/endorsements of KIX-supported research (disaggregated by KIX component which produces the research)Mention/endorsement: A KIX grantee or education stakeholder (1) refers to research or insights from KIX (e.g., in a speech, strategy paper, concept note, presentation, media article, social media) to support a point or a decision they making or (2) indicates intention to use, recommend, build on, or advocate for KIX-funded research.See the definition above.Uptake logApplied research projects, ROSIEApplied research: 65

ROSIE: 9		Applied research: 20

ROSIE: 2		Applied research: 20

ROSIE: 3		Applied research: 25

ROSIE: 4
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IMMEDIATE OUTCOMES
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3.1 Educational stakeholders from GPE partner countries actively participate in hub activities, contributing to their governance and agenda, and produce and share relevant knowledge, including that related to GEI, from their contexts with hubs and stakeholders from other countries. Educational stakeholders (country representatives) voluntarily find value in participating hubs’ knowledge exchange and capacity strengthening activities. The relationships and recognition already developed lead to stronger engagement. However, country engagement may vary and change according to interest and capacity; hence, differentiated strategies of working with countries depending on their levels of engagement will be applied. 3.1.1 # country representatives participating in hub events (disaggregated by country, representative type, gender, and status) See the explanation above. Country representative register: A record of educational stakeholders participating in hub activities, including those that are no longer participating. For more details, see: https://bit.ly/3KLUMny Events log, country representative registerRLPsMilestones not neededMilestones not neededMilestones not needed
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3.1.2 # countries at level 2 in the country engagement and ownership rubricCountry engagement and ownership rubric: A four-point scale to gauge countries' engagement in hub activities with qualitative descriptions of each level: <2 indicates no or low engagement in hubs, 2 indicates emerging or adequate engagement, and 3 indicates high level of engagement.
Event log, country representative register, and progress marker journal (these are to be used to complete the rubric)RLPs30% of continuing countries at level 2 in the rubric

70% of new countries at level 2 in the rubric		20% of continuing countries at level 2 in the rubric

70% of new countries at level 2 in the rubric		20% of continuing countries at level 2 in the rubric;

60% of new countries at level 2 in the rubric
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3.1.3 # countries at level 3 or higher in the country engagement and ownership rubricRLPs70% of continuing countries at level 3 or higher in the rubric

10% of continuing countries at level 3 or higher in the rubric		75% of continuing countries at level 3 or higher in the rubric

20% of new countries at level 3 or higher in the rubric		80% of continuing countries at level 3 or higher in the rubric

30% of new countries at level 3 or higher in the rubric
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3.2 Educational stakeholders from GPE partner countries strengthen their knowledge and skills, including those related to GEI, to use evidence and scale innovations to address educational issues in their home countries. Through their participation in capacity strengthening activities offered by RLPs and applied research projects, education stakeholders gain new knowledge and skills that can then be mobilized to inform activities, policies and practices in GPE partner countries, take up and scale innovations and ultimately contribute to educational transformation. Educational stakeholders are interested to participate in capacity strengthening activities, have necessary resources to do so, and find content of these activities relevant to what they do. 3.2.1 # outcome cases of educational stakeholders from GPE partner countries reporting new knowledge and skills, including those related to GEI (disaggregated by KIX mechanism)Capacity strengthening activities provided by RLPs and applied research projects create opportunities for educational stakeholders—country representatives and project relevant stakeholders—to gain new knowledge and skills. They capture significant instances of behaviour change—acquisition and use of new knowledge and skills—among educational stakeholders through outcome cases.

KIX mechanism: learning exchange, applied research, and country support.		See the definition above. Ongoing progress marker journal

Annual progress marker review / develop outcome cases		RLPs, applied research projects, KIX IDRC/country support implementersRLPs: 50

Applied research: 65

ROSIE: 		RLPs: 18

Applied research: 10
RLPs: 16

Applied research: 30
RLPs: 16

Applied research: 25
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3.3 Educational stakeholders from GPE partner countries identify new policy and practice options, including those related to GEI, in response to education priorities of their home countries. Educational stakeholders from GPE partner countries are looking for policy and practice options to address education priorities and challenges of their countries. They are able to identify such options through knowledge exchange and capacity strengthening activities organized by RLPs, as well as through the engagement with applied research projects. 3.3.1 # outcome cases of educational stakeholders identifying new policy and practice options, including those related to GEI (disaggregated by KIX mechanism) Knowledge exchanges, country support, and applied research projects create opportunities for educational stakeholders engaged in hub activities to identify new policy and practice options relevant to education priorities of their countries. RLPs watch for and capture significant instances of the identification and use of new policy and practice options through outcome cases. (Instances that are not significant or need more development can be recorded via progress markers for country representatives.)See the definition above. Ongoing progress marker journal

Annual progress marker review / develop outcome cases		RLPs, KIX IDRC/country support implementersRLPs: 52
RLPs: 20
RLPs: 16RLPs: 16
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3.3.2 # instances of applied research projects, ROSIE or observatory sharing research evidence through hubs Applied research projects, including ROSIE and observatory, use hubs as one of the platforms to disseminate their research findings. Hubs track and record the research shared with them. Register: To record research shared with hubs by global and regional grant projects, ROSIE, and observatoryRegister for recording research shared with hubsRLPsApplied research: 80Applied research: 10Applied research: 40Applied research: 30
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3.4 Applied research projects strengthen their capacities to produce high-quality research, engage governments, and scale the impact of educational innovations.Through their participation in capacity strengthening activities and the application to the OAM fund, implementers of applied research projects (knowledge producers) gain new knowledge and skills and apply them to produce high-quality research for and about scaling, effectively engage with education systems stakeholders to mobilize their research, and scale the impact of their innovations. 3.4.1 Level of engagement of applied research projects in ROSIE on a four-point rubricROSIE monitors the engagement of applied research projects in its activities on an annual basis using a four-point scale rubric.A four-point scale rubric to monitor the engagement of applied research projects in ROSIE (1-latent; 2-emerging; 3-established; 4-advanced)ROSIE engagement rubricROSIE75% of projects score 2+ on avg across indicators and 50% score 3+75% of projects score 2+ and 50% score 3+ on indicators 1-575% of active projects score 2+ and 50% score 3+ on avg across indicators75% of active projects score 2+ and 50% score 3+ on avg across indicators
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3.4.2 # outcomes cases of applied research project capacity strengthened, including that related to GEIIDRC KIX and ROSIE watch for and capture significant behaviour changes among implementers of applied research projects with resect to their capacity strengthening, through outcome cases. Capacity strengthening activities delivered by IDRC KIX and ROSIE create opportunities for behaviour changes.

OAM fund: a KIX fund that can be used to support tailored capacity strengthening activities of applied research projects based on their needs and the opportunities for research uptake and influence.		See the definition above. Outcome casesROSIE, IDRC KIXROSIE: 10ROSIE: 2ROSIE: 4ROSIE: 4
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OUTPUTS
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4.1 Knowledge generation: KIX produces contextually relevant, high quality, gender equality and inclusion oriented thematic and scaling evidence responding to priorities of GPE partner countries through applied research, regional knowledge exchanges, and country support. There is a need for thematic and scaling evidence in GPE partner countries to address education priorities and challenges. Applied research projects produce evidence and RLPs support/facilitate the production of evidence that respond to these priorities and challenges. Educational stakeholders from GPE partner countries see value in either engaging in knowledge production or cooperating with knowledge producers. Knowledge producers are able to access and receive data and information of sufficient quality to produce high-quality research. 4.1.1 # thematic research outputs presenting new knowledge or innovation in KIX thematic areas and/or GPE PC specific education priorities (disaggregated by KIX mechanism, type, and GEI relevance)Applied research projects produce both thematic and scaling primary research outputs, which may include scoping studies, working papers, traditional research outputs, articles, evidence syntheses, etc. RLPs, along with educational stakeholders engaged in hub activities, may produce primary research outputs (e.g., rapid evidence synthesis, working papers, etc.) as well but it is not a core function of their activities. IDRC KIX produces primary research outputs by commissioning, for instance, thematic and other syntheses drawing on results of its applied research projects.

KIX mechanism: learning exchange, applied research (including ROSIE and observatory), and country support.
Type: refers to IDRC Connect types.
GEI relevance: not related, somewhat related, strongly related.		Output log: To record published primary research outputs and secondary knowledge products produced by KIX mechanisms (learning exchange, applied research, and country support) and IDRC KIX. Output logApplied research projects, RLPs, KIX IDRCRLPs: 35

Applied research: 105		RLPs: 10

Applied research: 45		RLPs: 15

Applied research: 35		RLPs: 10

Applied research: 35
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4.1.2 # scaling research outputs presenting insights on how to scale the impact of education innovations (disaggregated by KIX mechanism, type and GEI relevance)Output logApplied research projects, ROSIE, KIX IDRCApplied research: 65

ROSIE: 6		Applied research: 20

ROSIE: 0		Applied research: 20

ROSIE: 2		Applied research: 25

ROSIE: 4
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4.2 Knowledge mobilization: KIX supports use of evidence from applied research, knowledge exchanges and country support through engagement with relevant education stakeholders in GPE partner countries, the production and sharing of secondary knowledge products, and dissemination through the KIX digital platform, regional hubs and project- and country support-specific mobilization strategies.There is a need for exchange of information among countries so that they can learn from each other on how to address common education challenges. RLPs organize learning exchange activities that respond to education priorities of GPE partner countries. Country representatives see value in such activities and have necessary resources (e.g., time) to engage in them. Country representatives

Projects not only produce high-quality research but also work to mobilize it in order to facilitate its uptake by relevant stakeholders. Projects connect with GPE partner countries and relevant stakeholders from the outset to secure their buy-in and increase their ownership of project results. There are mechanisms in place to connect projects with countries and hubs to facilitate knowledge mobilization. 		4.2.1 # secondary knowledge products tailored for a particular use (disaggregated by KIX mechanism, type and GEI relevance)To further disseminate and support the use of their primary research outputs (thematic and scaling), applied research products produce secondary knowledge products, which may include blog posts, policy briefs, infographics, etc. RLPs use secondary knowledge products (e.g., newsletters, blog posts, podcasts, videos, etc.) to further facilitate knowledge exchange among educational stakeholders engaged in hub activities. IDRC KIX uses secondary knowledge products to share information about activities, outputs, and results across its mechanisms. See the definition above.Output logRLPs, applied research projects, ROSIE, observatory, KIX IDRCRLPs: 140

Applied research: 260

ROSIE: 10		RLPs: 60

Applied research: 120

ROSIE: 2		RLPs: 40

Applied research: 80

ROSIE: 4		RLPs: 40

Applied research: 60

ROSIE: 4
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4.2.2 # activities where KIX or other (in case of hubs) research is presented or knowledge exchange among country representatives takes place (disaggregated by KIX mechanism, type, and GESI relevance)RLPs organize one-time events (e.g., webinars, seminars, conferences, etc.) to facilitate the sharing of knowledge and experience among educational stakeholders from GPE partner countries in response to their priorities. To support uptake of their evidence and innovations, applied research projects engage with research users (e.g., significant meetings) at different stages of their activities and organize or participate in knowledge mobilization events (e.g., workshops, conferences, roundtables, briefings where research is presented). IDRC KIX conducts program-wide activities (e.g., annual symposium, panels, etc.) to amplify the work and results of its mechanisms.

Type: refers to types of events (workshop, conference, webinar, briefing, meeting, training)		Event log: To record knowledge mobilization and capacity strengthening activities organized by KIX mechanisms (learning exchange, applied research, and country support) and IDRC KIX.Event logRLPs, applied research projects, ROSIE, observatory, KIX IDRCRLPs: 85

Applied research: 425

ROSIE: 15		RLPs: 40

Applied research: 250

ROSIE: 3		RLPs: 25

Applied research: 100

ROSIE: 6		RLPs: 20

Applied research: 75

ROSIE: 6
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4.3 Capacity strengthening: KIX strengthens capacity of knowledge users and producers to improve the use of evidence in policy and practice, scale innovations, and promote GEI through knowledge exchanges, applied research, and country support.There is a need for capacity strengthening of educational stakeholders (knowledge users) so that they can use and integrate evidence in policy and practice and take up and scale innovations. Educational stakeholders see value in capacity strengthening activities offered by RLPs, applied research projects, and country support and are willing to engage in them.

There is also a need for capacity strengthening of Southern researchers and organizations (knowledge producers) so that they can produce high-quality research, effectively engage with government and other stakeholders, and scale the impact of their innovations. By strengthening their capacity, we can contribute to the needs of GPE partner countries for knowledge and evidence being met by credible research, innovations, and knowledge mobilization organizations based in their own contexts.		4.3.1 # activities aimed at strengthening capacity of educational stakeholders engaged in learning exchange, applied research or country support (disaggregated by KIX mechanism, type, GESI relevance) RLPs conduct capacity strengthening activities for educational stakeholders from GPE partner countries by organizing short- or longer-term professional development activities such as learning cycles, communities of practice, and country visits. Applied research projects strengthen capacities of project relevant stakeholders so that they can use and take up their innovations. IDRC KIX strengthen capacities of the implementers of applied research projects to support their scaling efforts and the generation of high-quality evidence.

Type: short or long term, events or processes (e.g., workshops, peer-to-peer exchanges, mentoring)		See the definition above.Event logRLPs, applied research projects, KIX IDRC/country support implementersRLPs: 35

Applied research: 240
RLPs: 15

Applied research: 80		RLPs: 10

Applied research: 120		RLPs: 10

Applied research: 40
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4.3.2 # activities aimed at strengthening capacity of applied research projects (disaggregated by type, GESI relevance) See the definition above.Event logROSIE, KIX IDRCROSIE: 14ROSIE: 6ROSIE: 4ROSIE: 4
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