Illustrative engagement. A representative scenario showing how we approach this kind of work in education. It does not describe a specific client; outcomes are described qualitatively.
Industry overview
What is shaping education
Schools, universities, edtech companies and education programmes need evidence from students, parents and teachers, and marketing that reaches families at the right time.
- Parents research schools and courses online
- Edtech usage depends on teacher and parent support
- Programmes must show learning outcomes
Client background
A state education department, working in Odisha. This is an illustrative engagement: a representative scenario showing how we approach this kind of work, not a named client project.
- Organisation
- A state education department
- Sector
- Education
- Team engaged
- Market Research
- Services
- Government research, Offline data collection (CAPI), Reporting & insights
Client challenge
The department wanted to know whether a training programme had changed classroom practice.
Research objectives
- Deliver on the brief: evaluating a state teacher-training programme.
- Measure how widespread each pattern is, and explain the reasons behind it.
- Give the client evidence it can act on within 12 weeks.
Target audience
Scope: 400 schools.
Audiences we typically reach in education
StudentsParentsTeachers and principalsEdtech usersEmployers
Geographic coverage
Coverage: Odisha. Market: India. 400 schools covered.
- India
Research methodology
A mixed-method design: structured research measured how widespread each pattern was, and qualitative conversations explained why.
- 1Brief
- 2Classroom observation
- 3Teacher survey
- 4Insight
Trained observers visited classrooms with a structured tool and surveyed teachers about the training and its use.
Government researchOffline data collection (CAPI)Reporting & insights
Sampling strategy
- Respondents were selected across Odisha using quotas set in advance for each location and respondent type, so no single area or group dominated.
- Qualitative participants were recruited purposively to cover the full range of experiences that mattered, rather than for statistical representation.
Data collection
- Trained local-language interviewers conducted interviews in person on tablets (CAPI), with time and location recorded for every interview.
- Interviews and discussions were led by experienced moderators using a guide agreed with the client.
- Auditors and mystery shoppers followed a standard checklist, recording evidence at each visit.
Data quality & validation
- Back-checks on a share of completed interviews
- Time and location checks on field interviews
- Supervisor accompaniment in the field
- Recordings and transcripts for every session
- Re-screening of qualitative recruits
- Photo or document evidence for audit points
- Second-reviewer checks on scores
- Logic and range checks on the final data
- Work carried out under our ISO 20252 quality procedures
Data analysis
- Cross-tabulation by key groups and locations
- Significance testing on the differences that mattered
- Thematic coding of interviews and discussions
- Journey and decision mapping
Key findings
- Teachers used new activity methods more in schools with a mentor.
Training sticks when someone follows up.
Recommendations
- Build on the core insight: training sticks when someone follows up.
- Focus effort where the evidence was strongest: teachers used new activity methods more in schools with a mentor.
- Re-measure after the changes to confirm the effect.
Business impact
- The department expanded mentoring alongside training.
What changed in the business as a result of the work. Impact is described qualitatively.
Deliverables & next steps
- Insight report and management presentation
- Cleaned data file and data tables
- Evaluation findings with programme recommendations
- Repeat the measure after changes are in place to track progress.
- A natural follow-on question: which admissions campaigns work?