Innovative Finance
August 1, 2024
Context
According to UNICEF, access to education remains highly unequal in Uganda, with many students experiencing barriers to quality education. The richest 20% have a secondary level enrolment rate of 43.1%, compared to just 8.2% among the poorest. Regional disparities are also stark, and barriers such as child marriage, teenage pregnancy, school-related abuse, and education costs disproportionately affect girls and low-income students. Quality of education is also a significant concern - as of 2021, it was estimated that 83 percent of children in Uganda at late primary age were not proficient in reading, and 81 percent did not achieve the Minimum Proficiency Level (MPL) at the end of primary school. Inequalities are further exacerbated by financial constraints and limited resources. While the Ugandan government has implemented both student- and teacher-centric policies over the last 3 decades, they lack proper implementation.
Solution
STiR Education’s solution is built around fostering intrinsic motivation among teachers and education officials to drive sustained improvements in learning. Working in partnership with Uganda’s Ministry of Education and Sports, STiR implements a three-tiered approach: teacher networks that promote continuous professional development, training and mentoring programmes for district officials to prioritize teacher motivation, and a support model for integrating these practices within national and state systems. For teachers, cultivating intrinsic motivation means providing structured opportunities for professional reflection, peer collaboration, and ongoing development through co-created content aligned with government priorities. For government partners, STiR focuses on strengthening the professional culture among school leaders and officials by promoting role-modelling, reflective practice, and strategic coaching. By enabling both teachers and officials to experience autonomy, mastery, and purpose, STiR aims to embed a sustained culture of improvement and motivation throughout the education system.
Impact
STiR Education has had a significant positive impact on both teacher motivation and student learning outcomes in Uganda. The STiR program strengthened a sense of purpose among school education leaders, with over two-thirds actively managing school-level improvements. Among teachers, 72.1% in treatment schools felt they had greater autonomy, and over 90% fostered student engagement through interactive teaching practices. These improvements in teacher capacity translated into better student outcomes. Students in STiR-supported schools showed measurable gains in foundational learning, with effect sizes of 15.6% in literacy and 14.2% in numeracy. Girls in treatment schools outperformed their peers in control schools, and emotional intelligence, empathy, and conflict resolution skills were stronger among STiR students.
STiR’s model has been integrated into over 50% of primary and 75% of secondary schools, with districts gradually assuming a larger share of program costs. STiR Education fosters sustained improvements in teacher motivation, instructional quality, and student engagement by embedding a culture of continuous professional development within the education system.