Wendy Kopp, founder of Teach For America and CEO of the global Teach For All network, recently visited Uzbekistan for the first time to meet with government officials, educators, and the team behind Teach For Uzbekistan. Her visit marked a significant moment for the locally led initiative, which aims to tackle education inequality by placing trained professionals in under-resourced schools across the country.

“Countries that have successfully improved their education systems are those that have decided to prioritize it,” Kopp said during her visit to Tashkent. “From what I’ve seen in Uzbekistan, there’s a strong commitment at the national level to building a better future through education. We’re excited to be working alongside a government that shares that vision.”

Teach For Uzbekistan is part of the Teach For All network, which connects 63 locally led organizations around the world. The initiative in Uzbekistan launched in 2023 and currently operates in remote and underserved regions such as Kashkadarya and Surkhandarya. It recruits young professionals to teach in schools with limited resources while receiving intensive training and ongoing mentorship.

“What we’ve seen globally is that once people do this work, they never really leave it,” Kopp said. “Some stay in classrooms, others move into policy, teacher training, or other leadership roles—but they remain committed to improving education.”

Locally Driven, Globally Connected

Teach For Uzbekistan functions as an independent, locally registered organization. While it adapts best practices from the global network, it develops all training and educational content in collaboration with Uzbek educators and school leaders to ensure cultural relevance.

“We focus on human capital,” said Umida Yuldosheva, founder and director of Teach For Uzbekistan. “Our fellows are highly motivated and trained to serve in regions that often lack experienced teachers. They also engage in community-based projects and contribute to school development beyond the classroom.”

The first cohort of 13 fellows completed their first year in 2024, with a second group of 50 expected to begin their placements later this year. Fellows undergo a five-week Summer Institute for intensive training before being placed in classrooms. 

Once in schools, they continue to receive support through mentorship, professional development, and leadership coaching. In Uzbekistan, early data from diagnostic and exit tests show measurable improvements in student learning outcomes, and student feedback indicates that fellows are seen as motivational and effective educators.

“Joining this program is an opportunity to have an immediate impact on students’ lives,” Kopp said. “It also gives young people the chance to gain perspective from working in rural schools—places where students don’t always have the same opportunities. That experience shapes how they think about their country and their future.”

According to Yuldosheva, diagnostic and exit tests show measurable improvements in student learning, while student surveys conducted via Panorama reflect high levels of engagement and motivation under the guidance of Teach For Uzbekistan fellows. Fellows have been described as inspiring and engaging by students and are credited with bringing new energy to schools in regions facing teacher shortages and infrastructure gaps.

Building a Long-Term Pipeline

Teach For Uzbekistan’s approach is grounded in local realities. While it benefits from the shared knowledge of the Teach For All network, the program is fully adapted to the Uzbek context. 

Training materials, curricula, and teaching approaches are developed locally in partnership with Uzbek educators, policy experts, and school leaders. This allows the organization to address specific challenges such as limited access to digital tools and weak infrastructure.

“Many of our alumni will go on to influence education policy, teacher training, and school administration,” Yuldosheva said. “We offer career coaching and professional development in the months before graduation to support this transition.”

In addition to developing human capital, the organization has launched small-scale infrastructure projects. These include book donation campaigns and the provision of essential school equipment such as printers and computers. It is currently seeking additional support to establish science laboratories in partner schools.

Despite challenges in education—such as low teacher salaries and high turnover rates—Teach For Uzbekistan has maintained strong fellow retention. The organization attributes this to a rigorous recruitment process that emphasizes public service and leadership potential, along with continued emotional and professional support throughout the program. Fellows are encouraged to see themselves as part of a broader movement to strengthen education in Uzbekistan.

“Currently, about 15,000 people are serving as fellows across Teach For All, and more than 100,000 alumni continue to work in ways that support education,” Kopp highlighted outcomes across the global network. “By joining this network, Teach For Uzbekistan fellows are also becoming part of a global movement.”

Scaling with Quality and Government Support

Teach For Uzbekistan maintains a close partnership with the Ministry of Preschool and School Education. It shares field-based data and findings with the Ministry, with the aim of informing broader national reforms. The organization is also exploring partnerships with local governments and other institutions to align fellows’ community-based initiatives with larger social development goals.

Scaling the program remains a central focus. While the initiative aims to expand, it has prioritized maintaining high quality. Each fellow teaches around 150 students, but the influence often extends to entire school communities. 

As the organization grows, it hopes to attract more of Uzbekistan’s most promising young leaders into the teaching profession and keep them engaged in the country’s development.

While funding remains a primary barrier to scaling, Yuldosheva said the organization is committed to “quality scaling” and welcomes support in the form of funding, capacity-building, and increased visibility.

Addressing Brain Drain Through Purpose-Driven Leadership

One of the underlying motivations behind Teach For Uzbekistan is to counter the growing issue of brain drain—where talented young professionals leave the country in search of better opportunities abroad. By offering meaningful work that contributes directly to national development, the program presents an alternative path rooted in purpose and leadership.

According to Wendy Kopp, initiatives like Teach For Uzbekistan can act as a powerful antidote to brain drain. She noted that when young people are placed in remote communities and witness the challenges of educational inequality firsthand, it reshapes their understanding of their country and their role in it. 

“These efforts are almost an antidote to brain drain,” Kopp said. “They help people see their country more fully and deepen their commitment to staying and contributing.”

The fellowship experience goes beyond teaching. It instills a deeper connection to the nation and a stronger sense of civic responsibility. As fellows work with students, parents, and local educators, they develop a long-term commitment to education and community development. 

“Joining Teach For Uzbekistan is not just about teaching—it’s about building the future of Uzbekistan,” Kopp said. “When people see that they can contribute meaningfully, they’re more likely to stay and lead.”

Umida Yuldosheva highlighted what she sees as one of the program’s greatest strengths: its ability to keep young people deeply committed, even in a system where low salaries and high teacher turnover are the norm. What sets these fellows apart isn’t just their skill—it’s their purpose. They join Teach For Uzbekistan not for a job, but for a cause. 

Backed by intensive leadership training and a strong support system, they quickly grow into more than educators. In classrooms once defined by limitation, they become role models, collaborators, and catalysts for change. For many, the experience sparks something lasting—a sense that they’re not only shaping students’ futures, but also helping to rewrite the story of education in Uzbekistan.

Looking ahead, Teach For Uzbekistan plans to expand fellow placements, strengthen its alumni network, and deepen collaboration with national and local institutions. With continued support, it hopes to not only scale, but also shape the future of education in Uzbekistan—one classroom at a time.

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