We support teachers to develop their foundational skills and knowledge resulting in raising the quality of learning within their classroom. Our Teach2030 programme combines low cost online professional development, contextualised for teachers working in hard to reach communities, with a programme of support enabling schools to run ongoing CPD independently whilst being supported by a local organisation.


"When people are able to get quality education they can break from the cycle of poverty. The lack of trained teachers in many parts of the world is jeopardizing prospects for quality education for all. "
UN, Sustainable Development Goals

The big challenge

The big challenge

Approximately 90% of children in sub-Saharan Africa are failing to meet minimum proficiency levels in maths and English. Education and life-long learning are required for the fast changing world of work. The long-term consequences are continued poverty and socio-economic inequalities particularly in rural areas. The issue of quality in basic education is inseparable from the quality of the teachers involved. Solutions to tackle quality of education across the Commonwealth are desperately needed.

Our vision

Our vision

To significantly reduce the ‘big challenge’ statistic to a place where children receive a better quality education and where teachers continue learning. As a result teachers are more confident, perform better and learners are prepared for an ever-changing future.

Thinking differently

We think differently

Our initiative is not about teachers completing courses. It is about providing a low-cost and long-term, sustainable model to bring training and skill development opportunities to teachers that are in the hardest areas to reach. We use a combination of high-quality content, technology and human facilitation.

We utilise our network to establish accredited partners who can work with governments, and head teachers on the ground to ensure that real change in the classroom takes place.

The approach

The approach

In 2015, we launched a range of online professional development courses to help teachers develop their foundational teaching and learning skills. These are the building blocks for a teacher. Every year approximately 20,000 teachers engage in our courses, and many report significant impact on their teaching practice.

We are now developing a long-term, sustainable professional development model to enable teachers to be ‘always learning’. Our Teach2030 initiative brings training to the teachers, using low-cost technology combined with locally facilitated delivery through CET accredited partners. This is a high quality and cost effective way of helping teachers to develop their practice to student centred whilst developing their digital skills.


Local delivery capacity through physical hubs or satellite model



Utilise educational relationships & network


Adaptable to individual context

Monitor progression

Lifelong learning focus

Practical tasks- Experimental learning




Local and national opportunities to accredit

Aligned to Cambridge Teaching Standards


Building blocks - Foundational skills & strategies

Develop as a professional

Opportunity to expand content

Self-study accessed either on digital platform Alison or offline option

Working in partnership

Working in partnership

We are working with a range of partners to develop and implement our Teach2030 initiative in different contexts in order to build capacity to scale sustainably across the Commonwealth.

We have launched Teach2030 in schools in Zambia and Jamaica and are working with a number of partners and ministries of education across our ten target countries.



We are measuring change in two phases. Firstly, teacher behaviour and attitude towards developing their own learning and taking part in ongoing continuous professional development (CPD). Secondly specific skill development such effective questioning and active learning strategies.

Based on academic research, we believe these changes will impact the quality of education that takes place in classrooms.

"Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice when the teachers returned to their classrooms."
South African Journal of Education