Equality as a Construct: Impact Evaluation as a Tool to Reveal and Rethink Equal Access to Knowledge

Abstract (English)

This presentation explores impact evaluation as a critical tool for analyzing equality and accessibility to social rights in present-day France. It is grounded in the premise that equality is not a fixed or universal state, but a socially constructed, context-dependent concept — one that resists quantification.

Based on an anthropological and sociological assessment of *Question* (title was changed for the anonymization), a French financial literacy program distributed in the form of delivered through a board game format, the paper examines the impact evaluation that reveals hidden inequalities in how knowledge is accessed and internalized. In socially and culturally diverse environments, equality should not be understood as identical access to services, but as the real capacity of individuals to participate in learning and decision-making.

While traditional approaches emphasize resource distribution, *Question* reflects the capabilities approach, prioritizing the ability to effectively use knowledge. The program reaches a wide range of participants, especially vulnerable groups. Its game-based design reduces barriers linked to language, education level, and stigma around discussing financial matters.

The evaluation combined quantitative and qualitative methods—pre/post-tests, interviews, and and satisfaction assessment according to socio-demographic status — to understand which groups benefit most and which remain underserved. Findings Results show measurable gains in financial literacy (from 2.62/7 to 5.15/7), behavioral changes (budgeting, saving), and increased confidence discussing taboo topics like debt and credit. However, disparities persist, especially in understanding insurance, revealing the need for tailored follow-up.

Significantly, the research process itself required developing a new, co-designed categorization scale with stakeholders to meaningfully compare group outcomes. This scale, shaped by the data and context, became both a product of and the lens for evaluating equality.

Ultimately, this talk argues that impact evaluation is more than a metric tool—it is a dynamic mechanism for continuously rethinking how we define and measure equality and access within educational and social.