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Collective Learning Initiative: Outcomes-Based Financing for Early Childhood Care and Education
Collective Learning Initiative: Outcomes-Based Financing for Early Childhood Care and Education
Commissioned by the Education Outcomes Fund (EOF), the Collective Learning Initiative (CLI) on Outcomes-Based Financing for Early Childhood Care and Education (OBF4ECCE) aims to build and strengthen connections between stakeholders at the intersection of outcomes-based financing and early childhood systems. By fostering collaboration and surfacing lessons across diverse contexts, the CLI enables peer-to-peer learning and contributes to a growing global knowledge base.
Phase 1: January 2024 to October 2024
Phase 1 Partners: Education Outcomes Fund, Government Outcomes Lab at the University of Oxford, NORRAG at the Geneva Graduate Institute, and Ecorys.
Phase 2: June 2025 to present
Phase 2 partners: Education Outcomes Fund, Government Outcomes Lab at the University of Oxford, NORRAG at the Geneva Graduate Institute.
Knowledge Products
Evidence Review of Outcomes-Based Finance for Early Childhood Care and Education
August 2024
This evidence review takes stock of 22 documented, existing experiences of OBF4ECCE by surfacing, collating, and analysing available documents. Bilateral interviews, the convening of expert stakeholders, and the collective experience of the research team supplement the analysis. The review presents existing evidence and identifies substantial gaps in existing knowledge to inform the design of future programmes and research.
Suggested citation: Airoldi, M., Terway, A., Wooldridge, R., Thorne, G., Adams, L., Ronicle, J., Davies, J. and Anastasiu, A. (2024). Evidence review of outcomes-based finance for early childhood care and education. Collective Learning Initiative on Outcomes-Based Finance for Early Childhood Care and Education, Government Outcomes Lab, Blavatnik School of Government, University of Oxford.
Practice Note: Measuring Outcomes in Outcomes-Based Financing for Early Childhood Care and Education
October 2024
This practice note provides insights into the prominent issues and important considerations that need to be made for measurement in outcomes-based financing (OBF). It draws upon existing experience from OBF4ECCE projects at various stages of development, from design to implementation and completion.
Suggested citation: Thorne, G., Adams, L., & Terway, A. (2024). Practice note: Measuring outcomes in outcomes-based financing for early childhood care and education. Collective Learning Initiative on Outcomes-Based Finance for Early Childhood Care and Education, Government Outcomes Lab, Blavatnik School of Government, University of Oxford.
Lessons from the 4th Knowledge Session – Where next for Outcomes-Based Financing in ECCE
June 2025
On June 18, 2025, in the 4th Knowledge Exchange session, practitioners and researchers working in ECCE and OBF came together to discuss the current status of OBF4ECCE, and what is needed in the field to contribute to ensuring that OBF models are used to improve financing for quality ECCE. This document is a synthesis of the discussion and insights that came out of the session.
Ongoing OBF4ECCE Projects
Now in implementation, four OBF4ECCE projects first identified during Phase 1 of the CLI have progressed beyond the pipeline stage and are actively underway. These include:
- Northern Kenya Development Impact Bond
- Rwanda ECCE Outcomes Fund
- Sierra Leone ECCE Outcomes Fund
- South Africa ECCE Outcomes Fund
These live projects offer valuable opportunities for real-time learning and evidence generation as part of the evolving CLI community.
Learn more about these ongoing projects here.
Consortium Partners
Government Outcomes Lab: The Government Outcomes Lab is a research and policy centre based in the Blavatnik School of Government, University of Oxford. We were created as a partnership between the School and the UK Government and we are funded by a range of organisations. Our role is to investigate how governments collaborate with the private and social sectors to improve social outcomes, with a focus on how these partnerships can be employed more effectively.
NORRAG: NORRAG is the Global Education Centre of the Geneva Graduate Institute and is a global membership-based network of international policies and cooperation in education and training. NORRAG’s core mandate is to co-produce, disseminate and broker critical knowledge and to strengthen capacity for and with academia, governments, NGOs, international organisations, foundations and the private sector who inform and shape education policies and practice, at national and international levels. Through our work, NORRAG contributes to creating the conditions for more participatory, evidence-informed decisions that improve equal access to and quality of education and training.
Ecorys: Ecorys is a world-class economic and social development consultancy with over 35 years of experience in monitoring and evaluation. We combine in-house technical capacity with extensive sectoral and geographical experience, plus a global network of carefully selected Monitoring and Evaluation (M&E) specialists, ensuring our engagements are grounded in a local context. Ecorys has undertaken extensive research into results-based financing, including outcomes-based contacts. These studies have examined both implementation (rationale, enablers and barriers to growth, recommendations for governments/multi-lateral organisations on how they could be used and supported) and their impact, including comparing these to other funding mechanisms.
Education Outcomes Fund: The Education Outcomes Fund is an independent fund hosted by UNICEF with the mandate to champion outcomes-based financing for education. We bring together partners across public, private, philanthropic, and social sectors to mobilise funding, evidence, and innovation towards improved learning and employment outcomes for children and youth.
The knowledge products were developed in partnership with the Education Outcomes Fund (EOF), a UNICEF-hosted fund, and with the support of the LEGO Foundation. The statements in these knowledge products are the views of the authors and do not necessarily reflect the policies or the views of EOF, UNICEF or the LEGO Foundation.