Monitoring & Evaluation

Ten years of results

At The Library Project we believe that measuring our impact is incredibly important. It provides data so that we can continually improve our programs. We also believe it is important to communicate, both the successes and challenges, that we face to those that support us.


Over 700,000 children impacted

To date, we have impacted over a half million children through providing access to libraries in their rural primary schools. The beautiful thing about a school library is it lives, it stays just a relevant on day one as it will ten years into the future. Because of this new children annually gain access to these beautiful libraries and the total impact a library has on a community grows annually.


Over 28,000 teachers impacted

Training is critical to the long-term success of a library donation. Teachers at rural primary schools and administrators at orphanages all receive training on how to manage their new library. This training course is the first day of a three-year relationship between The Library Project team that ensures each and every library we donate operates at the highest level. Training is a critical part of every library donation.

Over 1,800 literacy programs conducted

It is not enough to just provide libraries, it is critical to work directly with the children. We take the necessary time to introduce the children to their new library, talk to them about the importance of reading, and how each book is a window to another world. At the end of each literacy program the children understand that this new library will be open to them and they will be able to check books out for overnight reading. Children are always very excited.

Our 2016 Results

Report card for 100 rural primary school library donations

Every year The Library Project’s Monitoring and Evaluation Team conducts an assessment of 100 libraries donated during the previous calendar year. This assessment is focused on finding the overall effectiveness of The Library Project’s donation efforts, defining circumstances of schools in terms of resources, capacity, and challenges, as well as identifying key factors to success and opportunities for improvement. We use the results to continually improve our programmatic impact and results.

Please find a few of our 2016 overall library scores below, along with the full report to download.

Our 2016 Scores

Scores for 100 rural primary school libraries one-year after their initial donation. Libraries that scored C, D and F received additional teacher training support.

Libraries with a score of A or B

Libraries with a score of C, D or F.

Schools open the library to the students. 100%
Schools maintain a well organized library. 99%
Schools maintain check out records. 95%
Schools maintains a library management system. 95%
Libraries are used on a daily to weekly basis. 93%
Teachers use the library books in their classroom curriculum. 93%
Students keep "Reading Notes" on their annual reading progress. 89%
Schools conduct daily to weekly reading activities in their library. 87%
Teachers guide students in the selection of books. 86%
Schools have an in-class librarians. 77%
Students can bring books home. 69%
Teachers bring library books into each their classroom. 54%
Teachers hold reading activities on a daily to weekly basis. 48%

Teachers are important

The simple fact is this: teachers are the single factor that determines if a library will be used when our team leaves. Teachers matter, their comfort level with understanding what this new tool is in their school matters, how this new tool is going to help them educate the children they work with every day matters, and how this tool fits into the national education system is critical matters. When reviewing our past Monitoring & Evaluation reports we saw a clear coloration to teachers and library success. For that reason we spent years updating our focus on teacher training at each and every one of our library donations.

A well-maintained library is a well-used library. Four years ago when we conducted our first Monitoring & Evaluation report we noticed that there were no schools that scored “A” that didn’t keep a well-maintained library. This implies that a well kept and well-organized library is a library that gets used. Who maintains libraries at a rural primary school? Teachers. A few simple facts are teachers in rural primary schools are (arguably) overworked, underpaid and taking on more than just a teaching role at the schools they work at. We needed to empathize with the enormity of a teacher’s every day challenges and that they might not view this library through the same eyes as we do. For that reason we changed.

Specifically, we spent thousands of hours refocusing our teacher-training component on Library Management. On “day-one” we wanted to provide the teachers the tools necessary to manage their library effectively. This has translated into results that we could not of imagined four years ago. 100% of schools scoring “A” “B” and “C” have a well-maintained library. 100% of schools that scored “A” maintained checkout records, and 87% of schools conduct daily to weekly reading activities. Also, not one school scored “F” this year; we only had one “D”.