Instead of evaluating a single intervention, the Catalysing Whole Child Development (WCD) program focuses on strengthening early childhood development (ECD) systems in Bangladesh through continuous, system-level learning. This study examines how interactions among ministries, private institutions, and development actors shape outcomes for young children, moving beyond traditional evaluation to understand the mechanisms, relationships, and contextual factors that influence implementation and sustainability for the early childhood development ecosystem in Bangladesh.
Researchers: Farah Muneer; James Ward Khakshi; Noriya Mahin Chowdhury
Partner: Porticus
Timeline: 2023–2026
Status: Ongoing
Contact: Farah Muneer; farah.muneer@bracu.ac.bd
Context
The Catalysing Whole Child Development program aims to improve outcomes for children aged 0–8 years—particularly those living in extreme adversity—by strengthening Bangladesh’s ECD systems rather than delivering isolated services. Implemented by five partners, the program works across sectors to integrate whole child development into government systems, specifically within the Ministry of Primary and Mass Education (MoPME), the Ministry of Health and Family Welfare (MoHFW), and the Ministry of Women and Children Affairs (MoWCA). Early childhood development outcomes in Bangladesh are shaped by fragmented institutional mandates, coordination challenges across ministries, and variation in implementation capacity. In such a context, it is critical to understand how change happens, instead of simply focusing on the achievements of outcomes. This makes a learning-oriented, systems-focused evaluation essential to support both program effectiveness and long-term system strengthening. The MELA team at BIGD uses a learning-oriented evaluation that supports the WCD program by generating real-time insights to inform program adaptation while also contributing to the broader understanding of how system change unfolds in complex ECD environments.
Objectives
This study aims to support program learning and system insight at two interrelated levels:
- Program implementation:
To understand what is working well, what remains challenging, and how assumptions within the program’s theory of change hold up in practice, drawing on lessons from implementing partners. - Wider ECD system:
To examine how and why change can or cannot occur within the broader ECD system through the program’s engagement with government institutions and sector actors.
Across both levels, the study seeks to:
- co-create and refine a program-level theory of change;
- generate learning on evidence uptake and use by partners;
- surface system-level dynamics influencing ECD outcomes; and
- provide tailored MEL support to program partners
Methodology
The study adopts a learning-focused, participatory systems evaluation approach, centred on Outcome Mapping and Water of Systems Change (WSC), which is well-suited to complex programs involving multiple actors and parallel processes. Unlike conventional evaluation methods, this approach captures behavioural, relational, and institutional change as it unfolds. The evaluation is co-designed with program partners and involves joint data collection, iterative sense-making, and structured reflection through regular learning workshops. Evidence is generated collaboratively to support ongoing adaptation, rather than retrospective judgement, enabling the program to respond to emerging insights and system dynamics in real-time.
Findings and Recommendations
Forthcoming.
