Teaching cases are factual stories of one foundation’s in-depth experiences related to evaluation & learning. Stories highlight important challenges that confront foundations in their learning & evaluation work, and put readers in the role of decision makers who are confronted with problems and options for solutions as the story unfolds. This teaching case was produced for the Evaluation Roundtable, a network of evaluation & learning leaders in foundations, and was presented at the 2025 Evaluation Roundtable convening
In order to explore the intricate web of relationships, tradeoffs, and tensions that shape a foundation’s approach to navigating accountability for systemic impact, the 2025 Evaluation Roundtable’s teaching case featured The Ford Foundation and its groundbreaking Natural Resources and Climate Change International Strategy (NRCC-I).
Launched in 2019 with a bold decade-long vision, this strategy aimed to ensure that the priorities of historically disadvantaged communities and land-connected peoples from the Global South–including Indigenous Peoples, Afro- descendant peoples, and rural communities–are reflected in policies and practices to advance climate justice globally.
This teaching case spotlights a pivotal moment—the 2023 evaluation of the strategy’s first four years—and how it supported collective reflection and adaptation within a multifaceted, international program.
By exploring the Ford Foundation’s journey with the NRCC-I strategy evaluation and the insights gleaned from this recent review, this piece invites you to reflect on valuable lessons about the challenges and opportunities of measuring progress toward impact, fostering learning, and maintaining accountability in a complex, ever-evolving global landscape. The exploration helps us deepen our understanding of how foundations can effectively navigate the delicate balance between aspirational goals and real-world impact and accountability.