As told by Oksana Matiash, former Head of Teach For Ukraine and an Oxford University alumna.
Nearly 1.2 million children study in rural schools in Ukraine—that’s roughly a third of all students across the country. On average, children in rural areas fall behind their urban peers by two and a half academic years. That’s a massive gap. Statistics show that students from rural schools score lower on national standardized exams compared to students from major cities. According to Ukraine’s Ministry of Education and Science in 2019, over 60% of rural students scored between 1 and 6 out of 12 on their final school exams.
There are systemic reasons behind this. The teaching workforce is aging, and younger teachers are either leaving the profession or never entering rural areas. While schools may receive new equipment, they often lack proper training and support to integrate technology effectively. Parents in rural communities tend to focus on meeting basic needs and are often less engaged in their children’s education. These challenges mean that many rural schools struggle to provide quality education—affecting not just academic outcomes, but the long-term opportunities children will have in life.
In Ukraine, many students in rural schools drop out after the 9th grade
Research from the Organisation for Economic Co-operation and Development (OECD) confirms that access to quality education increases productivity, creativity, and drives technological and entrepreneurial progress. In other words, it directly affects a person’s future income. In Ukraine, many rural students leave school after the 9th grade. Those who finish the full 11 years of school are much less likely to enter high-ranking universities.
The search for better opportunities is one of the main reasons why many young people leave villages and small towns—or leave Ukraine altogether. To create spaces in rural areas where children can realize their full potential, organizations like Teach For Ukraine exist.
Teach For Ukraine is part of the global Teach For All network, which spans 59 countries and supports partner organizations tackling educational inequality. The model is simple and effective: talented young leaders, who’ve received quality education, spend two years teaching in schools with the greatest need. Each country’s context is different. In the UK, for instance, fellows go to schools with the lowest academic outcomes. It’s worth noting that Oxford and Cambridge graduates compete for a place in the Teach First UK program, which is one of the country’s top three most prestigious graduate employers. Ukraine’s context is similar, though focused on narrowing the gap between rural and urban education access.
Teach For Ukraine fellows are typically between the ages of 21 and 30 and have a bachelor’s degree. They go to rural or district schools to boost student success through both formal and informal education—after-school clubs and activities. The fellowship itself offers intensive leadership training, development of pedagogical and project management skills, and a wide range of professional opportunities.
Teach For Ukraine fellows become full members of school communities. School administrators often support fellows—not just with housing or logistics, but with advice and mentorship. The teacher-leader’s role is not only to educate but to take initiative. Most fellows are dynamic and full of ideas. They organize robotics and art therapy clubs, film screenings in foreign languages, and even cycling clubs. For example, Yaroslav, a fellow who taught history and computer science in the village of Novi Petrivtsi, ran chess tournaments, hosted history meetups, and led a level design club where kids learned to create games and game levels from scratch. However, these initiatives only succeed when there’s strong teamwork.
In addition to school support, fellows are mentored by experienced educators who provide monthly sessions for reflection and professional growth. To be an effective teacher, one must also become a strong communicator, initiator, team player, and project manager.
What does the Teach For Ukraine Fellowship involve?
The program lasts for two years. On average, one fellow teaches around 200 children over the course of the fellowship.
The first year is for adaptation. These 365 days allow the fellow to integrate into the school and community, build relationships with students, staff, and parents.
The second year is the most active phase. Many fellows take on homeroom responsibilities, deepening their connection with students and families. With a solid understanding of the needs of their school and students, they can better drive change.
This two-year model has remained consistent across the Teach For All network since 2007—and there is strong evidence that it works.
Fellows often say that two years is too short. Many continue teaching their students online even after the program ends.
Applicants are assessed on three main criteria:
Strong motivation and desire to drive change.
Deep knowledge in at least one school subject (a teaching degree isn’t required, but subject matter expertise is).
Willingness to relocate and integrate into a new community.
Participation in the program is both a service to students in need and a powerful professional and personal growth experience. Fellows receive a teacher’s salary, a supplemental stipend to cover basic needs, and the opportunity to pursue a part-time master’s degree at Borys Grinchenko University with support from the program. They also become part of the global Teach For All community and gain access to a vast alumni network across 59 countries.
Participation often strengthens applications to top global universities, which recognize that true leaders take responsibility for driving local change while thinking globally. Teach For All alumni have gone on to study at Harvard, Oxford, Princeton, and other leading institutions.
Applications for the program opened on February 10. Ukrainian youth with a bachelor’s or master’s degree—or current final-year students—are eligible to apply at the Teach For Ukraine website.
Edited by Diana Kovaliova, journalist at New Voice
