SCALE AND IMPACT
We’ve learned and unlearned much along our journey to creating true system change.
We started in 2012 with 25 teachers in Delhi. Since then, we have reached more than 550,000 teachers and 12 million children across four countries.
Independent evidence shows significant positive effects on literacy and numeracy outcomes for children, and improved motivation and effort from teachers.
Our average annual cost per child globally is less than $0.50 USD.
We want to create a world where children love learning. This requires motivated teachers, nurtured through carefully designed professional development. But teachers do not work in a vacuum. Teacher motivation needs a conducive environment. So school and district leaders need to role-model motivation too. And for this to work across a whole education system, national governments need to focus on harnessing motivation in alignment with their local priorities.
We therefore need to measure our impact at every level of the education system. But measuring motivation is hard. We believe that changes in behaviour over time most clearly show our progress. We track these behavioural measures over time. All our processes need to be simple, affordable and scalable. We also conduct frequent research studies to validate and deepen our learning. And we work with governments to embed our measures into their own monitoring frameworks.
Children
Children
Teachers
WHAT ARE WE TRYING TO ACHIEVE?
- Children have highly positive attitudes to learning.
- They display successful learning behaviours.
- They attend school and feel safe.
- They engage in classroom activities and show curiosity in class.
- They develop academic and social emotional skills to thrive both within school and beyond it.
THE EVIDENCE
- A four percentage point (pp) increase in student numeracy levels (Delhi RCT, 2018).
- A 2pp increase in grade 4 and 5 reading scores (Uttar Pradesh study, ASER, 2015-17).
- A 14% increase in children asking questions in classrooms in Delhi.
- A 55% increase in children’s self-esteem in Karnataka.
- In a survey of 8,000 teachers in India, they believe participation in our programmes resulted in:
- 94% reported safer classrooms and happier students.
- 88% reported improved student reading levels.
- 86% reported improved student numeracy levels.
Teachers
WHAT ARE WE TRYING TO ACHIEVE?
- Children have highly positive attitudes to learning.
- They display successful learning behaviours.
- They attend school and feel safe.
- They engage in classroom activities and show curiosity in class.
- They develop academic and social emotional skills to thrive both within school and beyond it.
THE EVIDENCE
- A four percentage point (pp) increase in student numeracy levels (Delhi RCT, 2018).
- A 2pp increase in grade 4 and 5 reading scores (Uttar Pradesh study, ASER, 2015-17).
- A 14% increase in children asking questions in classrooms in Delhi.
- A 55% increase in children’s self-esteem in Karnataka.
- In a survey of 8,000 teachers in India, they believe participation in our programmes resulted in:
- 94% reported safer classrooms and happier students.
- 88% reported improved student reading levels.
- 86% reported improved student numeracy levels.
