Teach For Uganda
The learning crisis <br>cannot wait.
The learning crisis
cannot wait.
Only 2 in 10 P3–P7 learners could read and understand a P2-level English story and complete all four arithmetic tasks. Source: Uwezo Uganda, 2024 assessment.
Understand the challenge
When learning slips, <br>futures slip away.
When learning slips,
futures slip away.
What begins as a learning gap becomes a loss of potential
for families, communities, and the country.
See Why
Classrooms need more than <br>teachers; they need leaders.
Classrooms need more than
teachers; they need leaders.
That’s why we recruit and develop leaders to teach, mentor,
and drive change where it matters most.
Our Approach
We recruit, train, <br>and place leaders.
We recruit, train,
and place leaders.
In underserved schools, improving learning today and driving long-term change
Explore the Fellowship
The girl I am. <br>The change I lead
The girl I am.
The change I lead
Supporting young women in STEM to teach, lead and inspire. Applications for the current intake are closed.
Explore the STEM Fellowship

The learning crisis

P3–P7 meet both benchmarks
20 %
P7 below P2 English level
23.2 %
P3–P7 solve all four operations
60 %

Too many learners are progressing without the foundations they need. The benchmarks are P2-level English reading and all four arithmetic operations.

Source: Uwezo National Learning Assessment 2024 (published 2025).

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Our Response

How we address it

Better learning today. Leaders who keep changing tomorrow.

Short termBetter learning today

Teacher Leaders work with underserved schools to strengthen literacy, numeracy and STEM, helping children learn and thrive.See our impact

Long termLeaders for lasting change

Alumni take their classroom experience into education, policy and community action, tackling the barriers that hold children back.Meet our alumni

The FellowshipWhere the journey begins

Two years of teaching and leadership. Two pathways: Foundational Literacy & Numeracy (FLN) and STEM. A starting point for lifelong impact.Explore the Fellowship

Who we are

Teach For Uganda is a leadership movement working in underserved schools to improve learning outcomes and expand access to quality education. We recruit and develop leaders who drive change in classrooms and communities.
Learn more about us

Our Impact

Here is our impact across classrooms and communities in Uganda
80000+
Learners
500+
Fellows
100+
Schools

Building leaders who continue to drive change beyond the classroom.

Get Involved

Be Part of the Movement

The Fellowship

Discover our two-year leadership journey. Applications for the current intake are closed.

Explore the Fellowship

Partner

Collaborate with us in Uganda to expand educational access and create lasting impact in communities.

Partner With Us

Donate

Support our mission in Uganda by contributing resources that help transform lives through education.

Donate Today
The learning crisis

In school. But are they learning?

Too many children are missing the reading, numeracy and STEM skills they need to thrive.

About
8in10learners

cannot read and comprehend an age-appropriate story.Children in Uganda · 82% at late primary age.

Explore the reading gap ↗
Numeracy gap
52.2%

Cannot perform mathematics at Primary Two level.

Explore ↗
Teacher–learner ratio
52pupils1teacher

In government-aided primary schools.

Explore ↗
Girls & STEM

Too few girls in STEM

Low enrolment, poor performance and high dropout limit opportunities.

Explore ↗
Sources & figure details

Reading: World Bank, Uganda Learning Poverty Brief (April 2024), 82%. The estimate covers late-primary-age children, adjusted for children out of school, using the latest pre-COVID assessment data. “About 8 in 10” is rounded. Read the source.

Numeracy: 52.2%, as reported in Teach For Uganda’s published reflection on Teach For All (June 2026). Teacher–learner ratio: Uwezo National Learning Assessment 2024; government-aided primary schools only. These figures describe different measures and groups.

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A smiling pupil in school uniform
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Understanding the learning crisis

Sources & context

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