250 million children globally are now enrolled in school but hardly learning anything
STIR seeks to improve learning levels for 40 million children by building a movement of 1 million teachers, motivated to improve their practice and influence their peers and the system
The quality and commitment of teachers make the biggest difference to children's learning.
Yet teacher motivation is at an all time low:
84% of Ugandan teachers want to quit, 25% of Indian teachers are absent. Traditional 'carrots and sticks' approaches (performance bonuses, biometric fingerprinting) are hard to sustain, and can't really motivate teachers to teach well.
STIR sees teachers as the solution, not the problem.
Our approach centers around reigniting teacher motivation to drive better student learning outcomes. We start our engagement with teachers by recognizing their existing efforts and giving them an opportunity to collaborate and lead change in their classrooms through three stages of development.
The motivational spark within teachers is re-ignited by connecting them to a local network of peers with whom they share innovations
Teachers in the network work together to adapt and integrate evidence-based practices in their teaching to become efficient practitioners
Teachers take leadership role in their networks and contribute to rebuilding their profession at local and national levels
- Increased teacher motivation
- Improved teaching practice
- Better student learning outcomes
A glimpse at how STIR is bringing about a change in the education sector through the Teacher Changemaker Movement.
At STIR, we know that teachers do not exist in isolation. We embed our model deeply into education systems by training and supporting officials responsible for school improvement (whom we call Education Leaders) to run our approach in their local areas. We also build parallel network of policymakers and local officials to ensure a supportive and enabling environment for the teachers we engage with.
In a district, STIR offers three-year development opportunities to stakeholders at different levels:
Teachers Changemaker Journey
STIR builds a strong, professional and collaborative teacher networks that work together to implement solutions to overcome barriers in children's learning.
Education Leadership Development Programme
STIR trains and assists local government officials in creating and operating teacher networks which further helps in honing their skills and receive recognition at all phases of the journey.
District Block Education Officers Journey
STIR offers Block Education Officers a three-year cutting edge global programme to build core competencies to lead change in their district and support the efforts of teachers.
25 pioneer teachers in Delhi in 2012
across 3,890 Schools impacting learning of over 4,81,815 children
120,000 teachers and 4.5 million children - reaching a 'tipping point' of
10% of teachers across Uganda at a national level and in four Indian states.
1 million teachers impacting learning of 40 million children by 2025,
through acting as an advisor and consultant to governments and education systems.
Our Theory of Change is that improved teacher motivation leads to more effective teaching practice, which in turn, results in better student learning outcomes. STIR is committed to rigorous evaluation of the programs which includes analysis of ongoing data, independent evaluations and randomized controlled trials.
STIR has recently undertaken a large DFID-World Bank-funded randomised control trial in India, conducted by ID Insight and with inputs from Prof. Lant Pritchett from Harvard University. We have already conducted a number of independent and internal evaluations. We are also planning for a similarly rigorous evaluation in Uganda. We have already conducted a number of independent and internal evaluations.
Key results are summarised below:
Improvement in teacher effort:
Four times increase in on-time teacher attendance in parts of Uganda
Significant Attitudinal and Motivational Changes witnessed among teachers:
highlighted in independent process evaluation in India and Uganda
90% of teachers demostrated improved teaching practices in their classrooms:
based on the meta-analysis of teacher portfolios across India and Uganda
Student Learning Outcomes
Learning improvement of children taught by STIR teachers was almost twice as fast as an equivalent control group:
according to independent evaluation in Delhi.
Similar improvements in student learning were seen versus comparison groups in Uganda from an independently collected evaluation of student learning data
We have been fortunate to have received funding support till date from the following leading funding partners in alphabetical order