Teacher Change Maker Development Program Program - Uganda

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.

Geographic coverage
---------------------------

78 local governments across 46 districts in Uganda

Analysis unit
---------------------------

Schools, officials, teachers, learners

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

Mode of data collection
---------------------------

Face-to-face [f2f]

摘要
---------------------------
STiR 教育（STiR Education）是一家国际非政府组织，致力于支持教育体系，激发内在动机，使每个儿童、教师和官员都充满学习与进步的动力。我们致力于构建一个教师热爱教学、儿童热爱学习的世界。自2014年起，STiR 教育在乌干达开展活动，作为一个学习型组织，它推行了多种项目模型和迭代版本，旨在实现其宗旨：‘一个教师热爱教学、学习者热爱学习的世界’。
STiR 教育乌干达在乌干达全国78个地方政府中推行系统强化项目。尽管该项目在46个区的所有ASSHU中学中具体实施，但在32个区的初级和中学中也同步进行。在这些地区，我们的工作建立在三个支柱之上，即同伴网络、反思与行动以及反馈。
本项目旨在通过加强教育部官员管理教育体系的能力，重燃教育工作者内在动机，确保这些改进在所有层面得到体现，从而改变儿童的生活。我们与国家级、次国家级和区级政府建立系统学习伙伴关系。我们对这些伙伴教育体系的贡献是通过培养内在动机，使所有旨在提高学生水平成果的努力都能蓬勃发展。
我们的角色包含三个关键要素：
a) 启动伙伴关系：在设计应对特定背景的项目时，我们与政府启动伙伴关系，并就特定时间段内的进展里程碑（称为进展路径）达成明确协议，以确保项目从一开始就拥有强烈的政府所有权。为了构建我们的经验并放大我们的方法，我们愿意与政府及其他非政府伙伴就我们的核心服务开展更多定制化和有限的伙伴关系。
b) 创新方法：作为一个寻求利用外部证据的学习型组织，我们的核心优势之一是反应灵敏和灵活。我们将不断丰富我们的理解，不断创新，以便我们能产生更大的影响。我们将测试方法的效力，以确保它们能够大规模持续，并且这些方法的核心原则能够在不同的环境中复制和适应。
c) 影响变革：我们提供了一种独特的服务，满足了该领域尚未满足的需求，即官员和教师的内在动机。这是对教育行业加速进步的关键贡献，尤其是在低收入和中等收入国家。因此，我们将基于我们的证据和经验寻求影响变革，与其他人携手合作。
地理覆盖范围
---------------------------
乌干达46个区的78个地方政府
分析单元
---------------------------
学校、官员、教师、学习者
总体
---------------------------
调查涵盖了教师、学生、教练和被教练者，以及所有46个区的ASSHU中学和32个区的初级和中学的会议或活动的一般参与者
数据收集方式
---------------------------
面对面 [f2f]