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250 million children globally are now in school but hardly learning anything and not realising their potential.

Teachers are usually seen as the problem: poorly motivated and unprofessional.

STIR sees teachers as the solution.

We partner with governments and build local teacher networks, where today's teachers can solve the learning crisis together, and reclaim their profession.

25,000 teachers have joined our movement since 2012. We hope to see 1 million teachers joining by 2026, so that up to 40 million children can realize their potential.

the STIR approach

Praveen’s story

Six years ago, Praveen became one of the first children in his village able to attend school. But six years later he found himself like most of his peers – unable to read or write a single paragraph in his native language Hindi; or to add or subtract two numbers. And on his last day of school, Praveen’s father – who had never been educated himself – finally plucked up the courage to walk into Praveen’s classroom and told his teacher: “You failed me. I thought my son’s life would be better than mine.” To which Praveen’s teacher simply shrugged his shoulders and replied: “The son of a donkey will always be a donkey.”

THE PROBLEM

Praveen is only one example out of over 250 million children in developing countries that are enrolled in school but learning almost nothing, and not even coming close to realising their true potential. Evidence shows that teachers make the biggest difference to how children learn and develop. But in most developing countries teachers are seen as the problem: poorly motivated, unrecognized and unsupported and not seeing themselves as true professionals. 25% are absent, when in school less than 50% of time is actually spent teaching, and even that is of very poor quality.

Traditional 'carrot and stick' solutions - from a‚ttendance scanners to performance bonuses to top down teacher training programmes - have failed to solve the core problem: how to motivate teachers to really want to teach, and to teach well.

OUR VISION

Teachers
as
the Solution

Our vision is of a world where every child has a motivated professional as a teacher, whom they trust, respect and value.

OUR VALUES

We don't have all the answers upfront.

Instead, we empower people: with high expectations and support, we'll find answers together.

We'll continually listen, reflect, learn and improve – and lead through whatever obstacles come our way.

We're united by a shared belief, passion and vision – which we'll build, achieve and grow together.

OUR MISSION

Our mission is to ensure that every teacher is driven by the intrinsic motivation to see their children learn and achieve their potential. And driven to become the best teacher they can possibly be.

the STIR model

STIR sees teachers as the solution, not the problem

We believe that increasing teacher motivation and professionalism will improve classroom effort and practice, and in turn improve student learning outcomes.

How do we do it?

We are building a movement of motivated, professional teachers who are committed to improving children's learning and to restoring the noble status of their profession.

We build Teacher Networks:
ongoing, local communities of practice through which teachers tangibly improve their classroom practice and children's learning.

In these networks teachers develop the following traits

INCREASING MASTERY

of key classroom improvement principles and techniques

PRACTICAL EXPERIENCE

of leading classroom improvement

We partner with Education Systems to run and sustain these teacher networks.

In this way we build an enabling environment for teacher collaboration and development and strengthen education systems at school, district and national levels.

INCREASING MASTERY

of key classroom improvement principles and techniques

PRACTICAL EXPERIENCE

of leading classroom improvement

"I really love the sessions around mindset. I have started to think and reflect around growth mindset. It has impacted the way I think and triggered my thinking – I now see things from more than just one perspective. When I am willing to change for the better, I can also influence others to want to change for the better too."

Naava Sangu

Teacher at Mwererwe, Secondary school, Uganda

"STIR is not a platform but a miracle that works in a positive direction. It gives us an approach of being positive in a negative situation. It changed my goals related to teaching. Now I am a teacher that talks about possibilities and opportunities as a wind, and how that wind blows around us; but the difference is how we set our minds." 

Preety Pandey

Teacher at PS Bhattpurwa school, Raebareli, India

"Coaching teachers on ways to improve learning in their classroom, and meeting government official and speaking to them on policy matters, and influencing my peers to take an active role in my network meetings - all these things are a dream come true. Now I look forward to my work as a teacher and Education Leader with greater enthusiasm and zeal."

Madhu Sachan

Education Leader, Chnihat shcool, Lucknow, India

"I have learned so many new things from others that I may not have known otherwise. It has widened my scope of thinking as a teacher. I have realized and discovered the benefits of also listening to my learners. I have changed. I can also learn from the students and together we can become real changemakers."

Walyaula Fred Masolo

Teacher at Demonstration Government school, Uganda

our Scale and Impact

We are on a path to reach 120,000 teachers and 4.5 million children by 2021 across both countries

Our longer term aspiration is to reach 1 million teachers and 40 million children across many more developing and emerging countries

Since 2012, 25,000 teachers have joined our movement, teaching and impacting over 1 million children in India and Uganda

OUR COST EFFECTIVENESS

We help education systems get the best returns from their most valuable investment - up to 80% of an education budget is spent on teacher salaries and related costs. And we can typically do this for less than a 1% increase in unit costs: as li‚ttle as $70 per teacher, or $2 per child, per year.

OUR IMPACT

We measure our impact at three levels: the teacher level (motivation, professional mindsets and behaviours), the room level (teaching quality and practice), and the child level (engagement in learning, learning levels & 21st century skills).

A number of independent and internal studies have demonstrated promising results at all three levels. We are now undertaking several rigorous (experimental and quasi-experimental) evaluations to learn how our approach can be made as impactful as possible.

our Partners & Influence

Alongside our movement of teachers, we have built one of the largest movements of governments, donors, NGOs, teacher unions, researchers and policy influencers, who are commi‚tted to learning on the journey with us.

We hope what we collectively learn can change the global paradigm around teachers and provide practical strategies for how they can be truly motivated and harnessed within education systems.

FUNDING PARTNERS

We have been fortunate to have received funding support till date from the following leading funding partners (in alphabetical order)

PROGRAMME PARTNERS

BOARDS & COUNCIL

  • ANDREAS SCHLEICHER

    Director of Education and Skills, OECD

  • ALEJANDRO CABALLERO

    Senior Education Specialist, International Finance Co-operation

  • BRETT WIGDORTZ

    Founder & CEO, Teach First; Co-Founder, Teach For All

  • ERIC GREGORY

    Learner Well Being , Pearson plc

  • AMY BELLINGER

    International Education Consultant

  • CATHERINE NEGUGI

    Project Director, Open Education Resources Africa

  • DAVID EDWARDS

    Head of School at GEMS World Academy (Singapore)

  • ERIK HANUSHEK

    Hoover Institution of Standford University

  • HARRY ANTHONY PATRINOS

    Practice Manager- Education, The World Bank

  • JAMES TOOLEY

    Director, EG West Centre, Newcastle University

  • JOHN RENDEL

    Founder, Promoting Equality in African Schools (PEAS)

  • KEVAN COLLINS

    Chief Executive, Education Endowment Foundation

  • JAMES BERNARD

    Senior Director, Strategic Partnerships, Microsoft

  • JOHN GREGG

    Education Advisor

  • JUSTIN VAN FLEET

    Chief of Staff, UN Special Envoy for Global Education

  • PAULINE DIXON

    Professor, Newcastle University

  • JOHN RENDEL

    Founder, Promoting Equality in African Schools (PEAS)

  • KEVAN COLLINS

    Chief Executive, Education Endowment Foundation

  • PHILIPPA CORDINGLEY

    Chief Executive Officer, CUREE

  • VIKAS POTA

    Chief Executive, Varkey Foundation

  • JUSTIN VAN FLEET

    Chief of Staff, UN Special Envoy for Global Education

  • PAULINE DIXON

    Professor, Newcastle University

  • ROSS HALL

    Director of Education Strategy, Ashoka

  • YISHAY MOR

    Educational Design Scientist at PAU Education

  • AJAY BATRA

    Director, Azim Premji Institute

  • ANJALI NAYYAR

    SVP, Global Health Strategies

  • ASHOK MALIK

    Writer, Commentator and Journalist

  • GAUTAM JOHN

    Head of New Projects, Pratham Books

  • AMITAV VIRMANI

    CEO, The Education Alliance

  • ARUN KAPUR

    Principal, Vasanth Valley School

  • ASHISH DHAWAN

    Founder, Central Square Foundation

  • DR. GEETA KINGDON

    Institute of Education

  • KRUTI BHARUCHA

    India Country Director, ARK

  • LIZ MEHTA

    Founder and Director, Muktangan

  • MEETA SENGUPTA

    Writer and Consultant

  • SHABNAM AGGARWAL

    Partnerships, Pearson India

  • LALITA CHANDRASEKARAN

    Principal, Ramana Vidalaya

  • MANJU VERMA

    Educationalist, Qualified Teachers in Special Needs Education

  • RAMYA VENKATARAMAN

    Leader of Education Practice, McKinsey India

  • SHOBHINI MUKHERJI

    Executive Director, J-pal South Asia

  • MEETA SENGUPTA

    Writer and Consultant

  • SHABNAM AGGARWAL

    Partnerships, Pearson India

  • VANDANA GOYAL

    CEO, Akanksha

  • VIJAY SHERRY CHAND

    Professor, India Institute of Education Ahmedabad

  • TEOPISTA BIRUNGI MAYANJA

    Deputy Director Education and Social Services KCCA

  • CRIAG ESBECK

    Founder, Mango Tree

  • JOSEPH KALISA BAGAMBAKI

    Country Director, Building Tomorrow

  • JOHN WILSON TERERAHO

    Ecucation Specialist, World Vision

  • DR. BETTY EZATI

    Dean of Education, Makerere University

  • FLORENCE MALINGA

    Advisor for Education, Commonwealth Secretariat

  • DR MARY GORETTI NAKABUGO

    Country Coordinator Uwezo, Uganda

  • VICTORIA BROWN

    Education Consultant

"We applaud efforts of the teachers across Uganda and India trying to take ownership of their profession and leading change from the schools. We hope that their example will inspire other teachers all over Uganda and Africa to join the Teacher Changemaker Movement to improve learning for all our children."

Jessica Alupo

Former Minister of Education, Uganda

"Improving learning levels of students has been a long standing challenge in India. Creating local networks of vibrant teachers and recognizing their efforts in school has been instrumental in improving teacher motivation across the state of Uttar Pradesh. I hope to see the Teacher Changemaker Movement grow in days to come."

Sarvendra Pratap Singh

Director of the SCERT, Uttar Pradesh, India

"Working with STIR Education has totally changed my viewpoint about teachers and teaching as a profession. I feel glad about my contribution in having teachers embrace and apply the growth mindset in all that they do through reflecting, openly sharing their challenges, collaborating and coming up with solutions to become better practitioners thus, improving children’s learning outcomes."

Brenda Akite

Sr. Programme Manager, Design, STIR Education

"It is really inspiring to see a critical mass of teachers take control of their professional destiny and serve as role models for their profession overall. They can help to reclaim the moral purpose of teaching and its status as the most noble of professions."

David Edwards

Deputy General Secretary, Education International

the Team

Resources and Media

IN THE NEWS

Motivating teachers to maximise their pupils’ potential

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Chalk Walk 2015

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Forging a New Deal in Education

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Education Innovation In India

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STIR Education – Profile

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In India, Making Small Changes on a Large Scale

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Why India’s Primary Education System needs a STIR

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Micro Innovations in Education – Feature

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MICRO-INNOVATIONS

Parental and Community Engagement

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External Factors

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Classroom Practice

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Assessment and Tracking of Student Attendance and Learning

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Improving Language and Math

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Teacher Changemakers

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Micro Innovations in Uganda

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RESOURCES & MEDIA

Maximising Pupils' Potential - Educators as Changemakers (Learning World S6E10, 2/2)

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Why STIR?

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STIR Education Building a movement of Teacher Changemakers

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Collaborative efforts through STIR Education

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STIR Education- Empowering Teachers to be Changemakers

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Chalk Walk 2015

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Delhi-STIR-partnership-with-Government

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UP-STIR-partnership-with-Government

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