Harnessing Evidence to Drive Success
Insights from our Evidence-Led EdTech Entrepreneurship Course
Over the last two years, the EdTech Hub Evidence-Led EdTech Entrepreneurship Course has graduated over 100 entrepreneurs from across Africa who embarked on a journey, navigating through structured learning paths, engaging with experts, and connecting with peers. Their goal? To harness evidence in foundational literacy and numeracy, product development, and sustainable scaling, ensuring that the educational products they create truly help students learn.
Below, leaders within their organisations, 11 EdTech entrepreneurs from five cohorts, representing four countries in Africa tell their story of impact.
In a sector characterised by challenges like funding and scaling, the course provided a solid foundation, equipping entrepreneurs with the knowledge, tools, and networks needed to drive significant educational impact with their respective solutions. By focusing on evidence-based practices, the course helped them better understand how to create impactful, scalable products. It empowered entrepreneurs to navigate the complexities of the EdTech landscape with growing confidence and purpose.
As the need grows to understand how to make evidence-based decisions in EdTech to create scalable, impact-driven solutions.
Entrepreneurs first came in contact with the course with varying levels of familiarity with evidence-based practices. Throughout the course, their understanding and application of these practices were enhanced in multiple and different ways, dependent on their specific contexts.
"I wouldn't say we were new in the space, but we were still considered a startup. We were struggling to understand how funding works, understanding more closely how to work with governments and show the impact that we've achieved in the last few years."
The course underscored the importance of concepts such as foundational literacy, which led some entrepreneurs to shift their focus from content delivery to addressing core skills such as phonics and numeracy. This shift was associated with improved user experiences and higher levels of product engagement, such as an 80% engagement rate with Access Hub Africa’s content by their client institutions . The course also provides valuable insights into scaling science, offering frameworks for designing sustainable business models that balance profitability with educational impact, which is crucial for entrepreneurs navigating the challenges of monetization within the EdTech sector. Entrepreneurs also learned how to integrate educational theories and research into their product designs, leading to more effective and pedagogically relevant solutions.
Beyond the learning experience, another key outcome of the course was the creation of a strong community of practice. Entrepreneurs shared on benefiting from a supportive network of peers, mentors, and experts, facilitating the exchange of ideas, experiences, and strategies. This community proved to be a vital resource for ongoing collaboration, innovation, and overcoming challenges.
Evidence can change your life, here's how it changed these entrepreneurs’
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Evidence-Led Entrepreneurship Course
Discover evidence-led approaches to help reach your goals. Recommended for anyone working in EdTech.
Ann Gloria Njoki
Founder & Executive Director of Deaf Outreach Program, Kenya
The course helped Ann realise the need to integrate key educational stakeholders like the Ministry of Education into her innovation, leading to stronger partnerships and more effective product development.
Ann Gloria Njoki, the Associate Founder of the Institute for Disability Training, joined the EdTech Hub Evidence Course for Entrepreneurs while in the early stages of developing a learning management system (LMS) tailored for deaf learners. Her initial drive to participate in the course stemmed from her organisation’s need to validate the impact of their innovation on learning outcomes. This was critical for fundraising and further developments.
Before the course, her organisation’s approach was largely assumption-based, guided by the apparent needs in the field, such as the insufficient availability of sign language learning materials. However, they lacked the data and tools to directly connect their innovation with improved learning outcomes, which posed challenges in securing funding and scaling their solution.
The course introduced Ann to concepts such as evidence-led product development and the science of learning, which were pivotal in reshaping her team’s approaches to decision making. One of their key learnings has been the importance of involving the Ministry of Education and aligning their innovation with existing educational frameworks and requirements. This was a significant shift from their earlier approach, which primarily focused on working directly with deaf persons and teachers without formal engagement with the broader educational ecosystem.
The team began to implement more structured methodologies for gathering and analysing data, including redesigning their LMS to better track user engagement and learning outcomes, even in offline settings. They also initiated partnerships with the Ministry of Education to ensure their content met official standards, which would facilitate accreditation and potential adoption by schools across the country.
The course provided valuable networking opportunities, allowing Ann to connect with other entrepreneurs in the EdTech space. While they have yet to fully explore these connections, the cohort was described as rich with knowledge and experience, providing a supportive environment for sharing challenges, successes, and strategies. Ann also greatly valued the insights from guest speakers, which helped her to incorporate new ideas and approaches into her work.
“The cohort was rich with people in edtech, and that’s something we don’t get all the time as innovators. People in the same space, at different levels, some in the same stage of development. It’s a gift on its own to have a cohort. Somebody that you can reach out to, they’re doing something similar to your work, that you may have some questions, the same struggles, or the same wins.”
Christian Elongué
Executive Director of Muna Kalati, Ghana
From theory to action, Christian and the Muna Kalati team transform their approach with evidence-based strategies like gamified content and learning assessments, sparking greater user engagement and opening doors to new ventures like content publishing.
Christian Elongué is the Founder and President of Muna Kalati, an NGO dedicated to promoting reading among children in Africa. Before taking the EdTech Hub Evidence Course for Entrepreneurs, Christian’s organisation was focused on research, training, and advocacy within the children’s book industry, but their product development was based more on assumptions than concrete evidence.
Before the course he had a good theoretical understanding of the importance of evidence in education, given his background as a consultant in knowledge management. However, this understanding had not yet translated into practical application.
The course was pivotal in helping Christian move from theoretical knowledge to practical application. He learned to integrate evidence into the design and functionality of his solution, particularly through the use of the science of product design. The course also stressed the importance of lean manufacturing principles, rapid testing, and incorporating user feedback early and often.
The course led to several significant changes in Muna Kalati’s development:
- Integration of Learning Assessments: The app now includes gamified surveys and short tests to measure user learning and engagement, a feature that was not originally planned.
- Content Gamification: Based on insights from the course and discussions in the cohort, Christian and his team decided to gamify content to increase user engagement.
- User Feedback and Market Research: The course highlighted the importance of market research, leading to more targeted and specific surveys. This helped the team understand user needs better and adjust their product accordingly.
These changes have led to increased user engagement and greater confidence among the Muna Kalati team, knowing that their product is more aligned with user needs. The feedback from users also prompted the organisation to consider expanding into publishing their own content, something they had not initially planned.
Christian found value in the resources shared within the community, particularly through the WhatsApp group. These resources helped him refine his approach to product development and provided additional insights that were directly applicable to his work.
Clifford Emmy Okwesi
Founder of WorkBook by Kashiva, Nigeria
Clifford aligns his intuitive methods with structured pedagogy, leading to the creation of ‘WordLyn’ and more impactful, evidence-based educational solutions.
Clifford’s approach to educational solutions was heavily influenced by his personal experiences prior to taking the course, such as helping his cousin learn new words daily, which resulted in his academic success.
Before the course his methods, while effective, were based on intuition rather than structured pedagogy or research-backed evidence. Clifford faced challenges in aligning technology with structured pedagogy and making his product affordable for low-income families.
The course introduced Clifford to concepts like Scarborough’s Reading Rope and the importance of structured pedagogy. These insights shifted his perspective, leading him to realise that technology should enhance structured pedagogy rather than replace it. Clifford also learned about the importance of vocabulary in foundational literacy, which resonated with his past experiences and confirmed the effectiveness of his previous methods.
“So most times, we may find the perfect fit, but we should tilt more towards helping to ease the work that the teacher is doing instead of trying to teach them something entirely new. In fact, that has now guided my product. I now have to remove some things completely and bring things that will aid the work.“
Clifford applied his new knowledge by developing a product called “WordLyn,” which helps students learn ten new words daily, integrating structured pedagogy into the design. He also developed an affordable phone holder to facilitate effective online tutoring, inspired by the challenges his family faced during the COVID-19 pandemic.
Clifford highlighted the camaraderie and trust he found within the EdTech Hub community. He formed meaningful relationships with fellow cohort members and mentors, which have led to collaborative opportunities, such as integrating learnings from Julius Irungu’s Esoma Solutions on literacy into his workbook.
Davina Murphy
Founder of Walingo by Kashiva, South Africa
Equipped with the tools and confidence to transform her initial concept into a structured, evidence-based product plan Davina, incorporated hands-on learning tools and WhatsApp lessons in multiple languages, ultimately making foundational numeracy education more accessible and impactful for students in South Africa.
Davina Murphy, founder of Walingo, came across the EdTech Hub Evidence-Led Entrepreneurship Course after transitioning from her role as a Data and Tech lead at a business accelerator for early childhood developments in townships and rural areas. Her idea to use WhatsApp as a tool for delivering educational content in South Africa’s multiple languages was inspired by this experience.
Before the course Davina had a strong background in data analysis, however, she recognized that her knowledge in applying this concept to educational product development was limited, especially in interpreting academic research.
The course provided Davina with a structured framework to better understand and apply evidence-based decision-making. She learned how to navigate and extract relevant insights from educational literature, which informed her product development. Concepts such as spiral learning and the importance of concrete teaching methods were integrated into her product, which focuses on foundational numeracy.
“You know, you don’t know, what you don’t know. I definitely had gaps and I had to fill those gaps in with the details. I think a framework for taking my ideas and putting them into an actual coherent plan, that’s now a viable thing that can be built, definitely inspiration from the other cohort members and what they’re doing. And like I said, just the confidence that actually this is an idea that’s worth pursuing. So I’ve definitely gained an enormous amount. And when I look at the very broad idea that I started with and where I am now in terms of what plan I have, what ideas I have, how that idea has evolved into something a lot more specific and doable, I can definitely say that had I not done the course, I don’t think I would be where I am today.”
After the course, Davina used the knowledge gained to refine her product into a more coherent and viable plan. She introduced a workbook with manipulatives, which are tools that allow students to explore an idea in an active, hands-on approach. These are accompanied by video lessons on WhatsApp, allowing students to learn foundational numeracy in their preferred language. This approach aims to make education more accessible and meaningful for students in South Africa.
Davina identified the need for proper user research and market testing to validate her product further in order to gain access to more funding.
Davina found inspiration in the momentum of her cohort members and the visibility they achieved. She valued the connections made and the shared journey of entrepreneurship within the course’s community. The cohort element motivated her throughout the learning process.
Deolan Govender
Managing Director of EduTech Institute , South Africa
Deolan and his team learn about the importance of aligning their product with government standards, transforming their approach and deepening connections with educational authorities in South Africa. This increase in their product’s credibility also sparked more engaging and fruitful conversations with stakeholders and funders, setting the stage for greater impact and growth.
Deolan Govender, the Managing Director of EduTech Institute, participated in the EdTech Hub Evidence Course for Entrepreneurs to deepen his understanding of evidence-based decision-making and to connect with other entrepreneurs in the EdTech space.
EduTech Institute was originally based in India and later contextualised for South Africa. The organisation focuses on improving literacy and numeracy outcomes through adaptive learning technologies.
Before the course Deolan rated his understanding of evidence-based decision-making as a 4 out of 5 before taking the course. The organisation had already implemented robust monitoring and evaluation processes, including third-party evaluations and randomised control trials in India, which demonstrated significant learning gains among students using their software. In South Africa, they had started piloting their product in schools, collecting baseline and end-line data to measure its impact.
“The product is originally Indian based. But we’ve brought it to South Africa and we’ve contextualised it and we’ve done things to make it work for South Africa. We’ve aligned it to the CAPS curriculum (national curriculum framework used in South African schools), to the annual teaching plan. We’ve voice activated it so that it reads as an audio.”
Despite his self assessment, the course reinforced Deolan’s commitment to evidence-based practices and introduced new insights, particularly around engaging stakeholders like government and educators more effectively. He highlighted his recognition through the course of the importance of aligning their product with government curricula and policies. This led to deeper engagement with educational authorities in South Africa which was increasingly beneficial for their products’ credibility in the country.
Following the course, Deolan and his team implemented several changes. Such as developing a clearer organisational structure aligned with their strategic goals and began working with third-party evaluation firms to conduct independent assessments of their product in South Africa. This approach aimed to enhance the reliability of their data and secure government and funder support. They also made technical improvements to their software, including voice activation features and plans for language translation, to better meet the needs of their users.
Deolan highlighted the ongoing challenge of securing funding to scale their operations. While they have strong evidence of their product’s effectiveness, the lack of financial resources remains a significant barrier to expanding their impact in South Africa and beyond. However, EduTech remains resilient as they continue to apply their learnings and achieve sustainability for their product.
“In terms of scale, we’ve come up with a pricing model that shows the government, okay, this is what it looks like at scale in terms of price. […] We currently have about 18,000 students and we are hoping to get to 50,000. It [the course] helped us have better conversations with stakeholders and funders.”
Kabelo Mahlobogwane
Founder of The Marking App, South Africa
Rethinking The Marking App, leading to a shift from a mobile to a web app, adding new features, Kabelo, ultimately creates a more practical and effective tool for South African teachers and schools.
Kabelo Mahlobogwane, a seasoned teacher with over eight years of experience, founded The Marking App to address the administrative overload that teachers face in South Africa. His solution aimed to streamline teachers’ work, allowing them to focus more on their primary duty—teaching. The development of The Marking App was deeply rooted in research, with Kabelo conducting extensive surveys, observations, and market studies across different regions in South Africa. Before taking the EdTech Hub Evidence Course for Entrepreneurs, Kabelo had a strong research-driven approach but sought guidance on how to turn his solution into a sustainable business.
Before the course Kabelo felt challenged in translating this research into a viable business strategy. Kabelo was particularly interested in learning how to leverage research to scale his product and effectively enter the market.
The course provided Kabelo with the tools and frameworks he needed to refine both his product and his business strategy. The Theory of Change, systems thinking, and product design modules were particularly impactful. These tools allowed him to reassess his initial plans, leading to critical decisions such as shifting from a mobile app to a web app, which better suited the technological realities of South African schools.
Post-course, he used insights from the course to enhance The Marking App’s features, including adding a notice board for parent-teacher communication, an AI-powered assistant for lesson preparation, and solutions for data usage in schools with limited internet access. These improvements made the app more comprehensive and user-friendly, addressing key challenges faced by teachers and schools in South Africa.
The course was instrumental in helping Kabelo and his team rethink their approach, ultimately making The Marking App a more viable and impactful solution for the South African education sector.
Kiko Muuo
CEO and Founder of Angaza Elimu, Kenya
With the knowledge to turn data into a marketable product, which led to more impactful, evidence-driven conversations with partners, Kiko and his team managed to position Angaza Elimu as a leader in educational innovation
Kiko Muuo, CEO and founder of Angaza Elimu, participated in the EdTech Hub Evidence Course for Entrepreneurs to strengthen his organisation’s approach to sustainability and revenue generation. His company, based in Nairobi, Kenya, was at a point where they were exploring how to monetize the insights and data they were generating through their educational products.
Before the course Kiko’s organisation was grappling with how to solidify revenue streams and had yet to fully explore the potential of leveraging data for product development and monetization. Their approach was more experimental, and the outcomes were uncertain.
Kiko was provided with a clear framework for evidence-led product development. This involved extensive desk research, hypothesis validation, and engaging with actual users to refine their product offering. The course helped Kiko and his team understand the value of the data they were generating and how it could be turned into a marketable product.
Leveraging the learnings from the EdTech Hub Evidence-Led Entrepreneurship Course, the team at Angaza Elimu began implementing evidence-led product development processes, which included educating potential customers on the value of evidence in developing products that are specifically tailored to their needs. They tested concepts with partners like CcHub and aimed to involve larger organisations like the Mastercard Foundation in future projects. This approach has led to more meaningful and data-driven conversations with partners, positioning Angaza Elimu as a leader in using data to drive educational impact.
“Yeah, there’s a very clear difference, let’s call it, between day and night, in terms of how we actually approached things, especially before, when we were approaching partners. We didn’t do a lot of hypothesis validation. Like, are they interested in paying for this? What are their pain points?”
.In terms of community engagement, Kiko found value in networking with fellow Kenyan entrepreneurs from the cohort, exchanging insights on navigating local markets and dealing with government interactions. The mentorship he received during the course was also crucial, providing targeted advice that helped enhance his experience.
“Being paired with a knowledgeable mentor, Asad, was quite helpful. I mean, someone who clearly understands the space quite well, and him really sharing his insights and mind provoking way, was amazing! I participated in another course, but it wasn’t mentorship heavy. So with this second one, with Asad, I think there was a very clear difference between the two programs, someone who is really invested to ensure that the items that we set at the start are actually achieved. Spending time across the three months is quite a good thing. Like, for me as an entrepreneur, learning from someone and getting someone who’s actually invested and keen to see that this comes to a success, is a good thing!”
Malombe Victor
Co-Founder of Access Hub Africa , Kenya
Victor shifted from assumption-based decisions to evidence-led product development, leading to improved student engagement and securing crucial mentorship that strengthened his business and earned him a grant after taking the course.
Malombe Victor, the Co-Founder of Access Hub Africa, at the time he joined the EdTech Hub Evidence Course for Entrepreneurs, was focusing on offering digital learning content to rural schools in Kenya, particularly those without internet connectivity. He joined the course to enhance his knowledge of evidence-based decision-making.
“I saw the syllabus regarding foundational literacy and numeracy. See, those are things which I did not have because my background is in technology. I’m not a teacher by profession. So I thought that this is a good addition to my technical skills so that I’m going to offer a product that is actually suitable for schools.”
Before the course Victor raised that his approach to decision making for his solution involved developing and deploying educational technology solutions based on his industry experience without collecting significant user feedback. He often assumed that if the initial tests were successful, the product would work seamlessly in the field. However, this approach was limiting and was not addressing the full extent of the challenges of his target audience.
The course highlighted the importance of concepts such as foundational literacy, which led Victor to incorporate elements like phonics into his product offerings. This was a significant shift, as he initially focused on syllabus material rather than foundational skills like pronunciation and basic literacy, which from his observations has led to improved engagement with materials. The course also emphasises the need for consistent user feedback, prompting Victor to establish a comprehensive feedback mechanism to continuously improve his products.
The changes he implemented have led to increased usage and better user experiences, with over 80% of students consistently accessing their content. Additionally, he introduced technical assistants in schools to support teachers across five schools in Kenya with plans to reach more, ensuring that the technology was effectively integrated into their teaching practices.
“I can see improved usage in terms of the consistency in consumption of the content. Because on our system you can see how many learners accessed the system per day, what time. Now, as opposed to when we started, if a school has around 200 pupils. The numbers are always over 80% of the people accessing the content at any given time. So this means that the Wi-Fi is now strong enough. Teachers find the content easier to access.”
Malombe benefited from networking with other course participants and experts, particularly those in Kenya. These interactions helped him refine his revenue model and avoid common pitfalls in the market such as a clear understanding of how to effectively sell your product to schools. He also received mentorship that was instrumental in structuring his business more effectively, which eventually led to securing a grant from Founders Factory Africa of a value of USD 5000 that helped them acquire equipment to put their business model into action.
“My mentors, because I had around two mentors throughout the period, helped me on how to run a business, because running a business is different from being employed. And there are some things that I, many things, I did not know about a startup, or on how to run a business.”
Michael Mumbo
Co-Founder and Executive Director of Edutab Africa, Kenya
After taking the course, Michael at Edutab Africa develops a sustainable pricing model that allows wealthier schools to subsidise access for underprivileged schools—ensuring their educational products make a wider impact across Kenya.
Co-Founder and Executive Director of Edutab Africa, an EdTech company in Kenya, Michael Mumbo joined the Evidence-Led Entrepreneurship Course with a primary focus on learning how to effectively monetize educational products and services. Working primarily in e-learning and research for universities and early childhood education, Mike struggled with the challenge of monetizing educational solutions, especially in a sector where it’s difficult to balance profitability and impact.
Before the course Mike had a moderate understanding of evidence-based decision-making. He was primarily driven by a need to support his team and clients through sustainable models, but found it difficult to differentiate between selling a product and a service, and struggled with applying evidence to improve his offerings.
During the course, Mike was particularly interested in learning from peers and exploring how other entrepreneurs in the foundational learning space were building sustainable financial models. The course provided him with insights into the “six P’s” framework, which he found valuable for product design and implementation. Mike valued the course for creating a community of practice where he could share and learn from others’ experiences, fostering a sense of belonging in a challenging field.
He found the course’s approach to evidence-based product scaling particularly beneficial, helping him consider new strategies for reaching underserved schools in Kenya.
Mike is now applying the knowledge gained to design products that better meet the needs of both affluent and underprivileged schools. He envisions using a pricing model where wealthier schools subsidise access for those less able to afford it, ensuring that educational impact is felt across different socioeconomic groups.
Rob Urquhart
Chief Research and Impact Officer of Click Learning, South Africa
Applying rigorous, context-specific methods, Rob and the Click Learning team validated their approach, driving measurable literacy improvements and solidifying their reputation as credible, impact-focused EdTech solutions.
Rob Urquhart, Chief Research and Impact Officer at Click Learning, coming from a background in youth development with prior experience in randomised controlled trials, Rob sought to explore quicker, more agile ways to generate evidence in educational contexts, particularly as Click Learning scales its operations in South Africa.
Before the course he felt there was a gap in his understanding of how to apply these rigorous evidence generation in a more rapid and context-specific manner within the EdTech industry.
The course provided Rob with a more nuanced and contextualised understanding of evidence in education. He found the Tulna Index and the science of scaling particularly valuable as they aligned with his goal of scaling Click Learning’s literacy and numeracy programs in under-resourced schools.
After the Course, Rob emphasised the importance of continuous testing, learning, and iterating on products, which has led to significant refinements in Click Learning’s assessment tools. For example, he implemented more frequent testing and developed a tiered numeracy assessment to better capture learner progress at different stages. Rob also applied the course insights to secure a place in the MIT LEAP Challenge and the Injini Edtech Accelerator in partnership with the MasterCard Foundation with a grant valued at ZAR1,000,000, both of which demanded a strong focus on evidence and impact.
“That was a super rigorous process of selection, and they wanted to know about evidence and wanted to see your understanding of evidence in an edtech space and how you’re positioned to solve that. And for sure, I think the course gave us that platform and confidence to be able to shape that application.”
In terms of impact, Rob’s experience in the course has directly contributed to Click Learning’s ability to measure and understand the impact of its programs. By refining their assessment methods and focusing on rapid iteration, Click Learning has been able to demonstrate significant improvements in learners’ literacy skills over a short period, thereby validating the effectiveness of their interventions and positioning themselves as a credible partner in the EdTech space. Noted key achievements are, 228,000 current literacy learners , 44,500 numeracy learners in 314 schools.
William Nguru
CEO of Kurasa Africa, Kenya
William and his team at Kurasa Africa develop a clear and structured tiered pricing model, which significantly improves how they serve different schools. This change has boosted their market position, increased client engagement, and provided a stronger foundation for upselling their services.
William Nguru is the Technical Product Manager at Kurasa Africa, an edtech company serving schools in Kenya. Before taking the EdTech Hub Evidence Course for Entrepreneurs, William’s approach to product development was primarily intuition-based, relying on beliefs and assumptions about what customers needed.
At that time, Kurasa Africa was working with just under ten schools and had limited data to guide their decisions. The organisation was still in the early stages of its operations. The company did not have a structured approach to gathering or using evidence, which made it difficult to optimise their product offerings.
The course significantly broadened William’s understanding of evidence-based approaches, though it also introduced challenges in prioritising which aspects of the product to focus on. William found the pricing models particularly useful, which led him to redesign Kurasa Africa’s pricing structure to better align with market segments. The course provided a more comprehensive view of the factors involved in edtech entrepreneurship. .
The biggest impact of the course was on Kurasa Africa’s pricing strategy. The company developed a tiered pricing model that catered to different segments of the market, from basic packages for lower-income schools to premium offerings for higher-end schools. This clear and structured pricing approach has become a strong point for Kurasa Africa, helping the company better communicate its value proposition and potentially upsell schools to higher tiers.
“I think for me, what comes to mind quickly is the pricing. And I remember this vividly when we looked at the pricing models that we learned from the courses, from the tiered ones, the B2B, B2C, and even there’s a pricing plan where some people pay for others to enjoy. That’s been really of great help, because one of the things that we always wanted to do is to be very clear about our pricing, because we feel like pricing is at the core of innovation, particularly for us, because it means we are very confident that this is the value point that we are offering our solution to the problem that we are seeing in the market. You are either right or wrong. There is never three answers.”
William also noted increased engagement from schools as Kurasa Africa made its platform more self-service, reducing the need for external support. He continues to work on strategies to upsell schools to higher-priced tiers and is focused on gathering more data to refine this approach. Notable achievements are that Kurasa Africa is now supporting over 30,000 learners and 2,400 teachers with innovative digital tools for enhanced teaching and learning.
William appreciated the mentorship he received from his coach, which has evolved into an ongoing professional relationship.
COMING SOON
Course and tools
EdTech Hub’s Evidence-Led Entrepreneurship Course: Free course for anyone to join
The Cohort Learning Handbook: A complete guide for facilitators and organisers
The Evidence Coaching Handbook: A guide for nurturing evidence led entrepreneurs
