Teacher Change Maker Development Program Program
Uganda, 2023
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Feb 16, 2024
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Identification
Survey ID Number
UGANDASTIRstudy
Title
Teacher Change Maker Development Program Program
Country
| Name | Country code |
|---|---|
| UGANDA | UG |
Study type
Education and experience
Abstract
STiR Education is an international NGO that supports education systems to reignite intrinsic motivation so that every child, teacher and official is motivated to learn and improve. We're working towards a world where teachers love teaching and children love learning. STIR Education has been operating in Uganda since 2014 and being a learning organization, it has run different program models and iterations, meant to achieve its purpose of 'A World where teachers love teaching, and learners love learning
STIR Education Uganda runs a system strengthening program in 78 local governments across the country. Whereas the programme is specifically ongoing in all ASSHU secondary schools in 46 districts, it is ongoing in both primary and secondary schools in 32 districts. In these regions, our work is hinged on 3 pillars, namely, peer networks, reflection and action and feedback
The program focuses is on reigniting the intrinsic motivation of the education workforce by strengthening the capability of ministry officials to manage education systems and ensure that these improvements are mirrored at all levels to transform the lives of children. We develop systems learning partnerships with governments at national, sub-national and district levels. Our contribution to these partner education systems is to transform them through fostering intrinsic motivation, so that all efforts to improve student level outcomes can thrive.
Our role has three key elements:
a) Initiate partnerships: In designing programmes that respond to specific contexts, we initiate
partnerships with governments with clear milestones of progress (referred to progress pathways) agreed over a specified period of time, so that there is a strong sense of government ownership of the programmes from the beginning. To build on our experience and amplify our approaches, we are open to having more bespoke and limited partnerships around our core offer with other government and non-government partners.
b) Innovate approaches: Being responsive and flexible is one of our core strengths as a learning
organisation that seeks to leverage external evidence. We will constantly enrich our understanding and be innovative so that we can be more impactful. We will test the efficacy of the approaches to ensure that they can be sustained at scale, and that core principles of these approaches are replicable and adaptable across different contexts.
c) Influence change: We have a distinctive offer that meets an unmet need in the sector, that of intrinsic motivation of officials and teachers. This is a key contribution to help the education sector accelerate progress especially in low- and middle-income countries. We will therefore seek to influence change based on our evidence and experience, working alongside others.
STIR Education Uganda runs a system strengthening program in 78 local governments across the country. Whereas the programme is specifically ongoing in all ASSHU secondary schools in 46 districts, it is ongoing in both primary and secondary schools in 32 districts. In these regions, our work is hinged on 3 pillars, namely, peer networks, reflection and action and feedback
The program focuses is on reigniting the intrinsic motivation of the education workforce by strengthening the capability of ministry officials to manage education systems and ensure that these improvements are mirrored at all levels to transform the lives of children. We develop systems learning partnerships with governments at national, sub-national and district levels. Our contribution to these partner education systems is to transform them through fostering intrinsic motivation, so that all efforts to improve student level outcomes can thrive.
Our role has three key elements:
a) Initiate partnerships: In designing programmes that respond to specific contexts, we initiate
partnerships with governments with clear milestones of progress (referred to progress pathways) agreed over a specified period of time, so that there is a strong sense of government ownership of the programmes from the beginning. To build on our experience and amplify our approaches, we are open to having more bespoke and limited partnerships around our core offer with other government and non-government partners.
b) Innovate approaches: Being responsive and flexible is one of our core strengths as a learning
organisation that seeks to leverage external evidence. We will constantly enrich our understanding and be innovative so that we can be more impactful. We will test the efficacy of the approaches to ensure that they can be sustained at scale, and that core principles of these approaches are replicable and adaptable across different contexts.
c) Influence change: We have a distinctive offer that meets an unmet need in the sector, that of intrinsic motivation of officials and teachers. This is a key contribution to help the education sector accelerate progress especially in low- and middle-income countries. We will therefore seek to influence change based on our evidence and experience, working alongside others.
Unit of Analysis
Schools, officials, teachers, learners
Version
Version Date
2023-11-15
Scope
Notes
TEACHERS :Intentional Teaching; teaching methods, strategies of teaching, interaction with students, how students behave with the teachers, interactivity of the students
OBSERVER & FACILITATORS : information about the event ; personel observing the meeting or event, gender of the observer and their role & personel facilitating the meeting, their gender and the role they play.
STUDENTS: students characteristics as observed in their classrooms, if any students were yelling in class, num,ber of students who asked questions in class, how many students make an effort to correct their mistakes in class, how many follow teachers instructions, how many participated in class activities, if they asked questions and the examples of questions they asked.
COACH AND COACHEE: Behavioural measures of the coach at the event. Whether Coach provided inputs to the conversation, if coachee linked their actions to a higher purpose, and if the coachee asked why and hiow questions during the study event.
GENERAL PARTICIPANTS: Behavioural measures of participants in the event, reflective discussions based on relevant real-life examples, receiving feedback from the facilitator, participating in discussion, developing action plans and if they practiced the strategy during the meeting.
OBSERVER & FACILITATORS : information about the event ; personel observing the meeting or event, gender of the observer and their role & personel facilitating the meeting, their gender and the role they play.
STUDENTS: students characteristics as observed in their classrooms, if any students were yelling in class, num,ber of students who asked questions in class, how many students make an effort to correct their mistakes in class, how many follow teachers instructions, how many participated in class activities, if they asked questions and the examples of questions they asked.
COACH AND COACHEE: Behavioural measures of the coach at the event. Whether Coach provided inputs to the conversation, if coachee linked their actions to a higher purpose, and if the coachee asked why and hiow questions during the study event.
GENERAL PARTICIPANTS: Behavioural measures of participants in the event, reflective discussions based on relevant real-life examples, receiving feedback from the facilitator, participating in discussion, developing action plans and if they practiced the strategy during the meeting.
Coverage
Geographic Coverage
78 local governments across 46 districts in Uganda
Universe
The survey covered Teachers, Students, Coaches and Coachees, and general participants of events or meetings in all ASSHU secondary schools in 46 districts, and in both primary and secondary schools in 32 districts
Producers and sponsors
Primary investigators
| Name | Affiliation |
|---|---|
| STiR Education | STiR |
Data Collection
Dates of Data Collection
| Start |
|---|
| 2023-01-01 |
Data Collection Mode
Face-to-face [f2f]
Access policy
Access authority
| Name | Affiliation | |
|---|---|---|
| STiR Education | RELI Africa | datarequests@aphrc.org |
Disclaimer and copyrights
Disclaimer
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Copyright
STiR Education @ 2023
Metadata production
Producers
| Name | Abbreviation | Role |
|---|---|---|
| African population Health Research Centre | APHRC | Project Implementation |
DDI Document version
version 1.0 2023