Teach for Romania recruits and trains passionate educators to teach in disadvantaged schools. Thus, RAF supports the replication and development of the Teach for All model in Romania, which has contributed to the success of public education performance in over 50 countries in Europe and around the world.
There is a huge gap between the quality of education in urban and rural Romania, between rich and poor communities. Mostly, the difference is in the teachers who work in one school or another.
Rural areas or disadvantaged communities are more likely to lack teachers or have less qualified teachers.
Therefore, instead of helping children surpass the handicap of being part of a poor family or living in isolated and underdeveloped areas, the school deepens this gap. As proven by countless studies, the education received until the age of 15 determines the path a child can take in life, to a very large extent.
This vicious cycle is not particular to Romania; everywhere in the world, disadvantaged communities have less access to good quality education and, thus, to prevail over poverty and underdevelopment.
The Teach for All model was created in the United States in the 1990s in an attempt to address this problem. Talented young graduates became teachers for children in disadvantaged schools; the model is operational in over 50 countries, and it results in children increasing their academic performance.
RAF supported the localization of the model and the subsequent development of the Teach for Romania organization.
Teach for Romania is part of the global Teach for All network and operates according to the network procedures and quality standards recruiting some of the best graduates and young professionals and training them to teach in schools in disadvantaged areas for 2 years. The program also creates a support and lifelong learning system as well as a community of teachers and alumni who are interested in continuously supporting education reform.
Teach for Romania cooperates with the Ministry of Education and school inspectorates to identify those schools where the situation is critical, where teaching positions have been vacant for a long time or have only been filled by unqualified substitute teachers.