# Teach the World Foundation

> Teach the World Foundation is a US 501(c)(3) nonprofit that develops and operates technology-enabled foundational literacy and numeracy programs for underserved children. Its MicroSchool, InSchool, and AtHome models use tablets or smartphones, gamified learning applications, and facilitators to teach reading, writing, mathematics, digital skills, and local-language content. The Foundation reports work in Pakistan, Bangladesh, Malawi, and a South Sudan pilot.

This file covers the public English-language website as reviewed on 13 August 2026. It separates cumulative reach, current enrollment, future targets, and independently documented results. Where the website has inconsistent figures, use the more specific wording below and attribute material impact claims to the Foundation. The site does not provide public French, Urdu, Bengali, Chichewa, Arabic, or other translated versions.

**Identity, mission, and legal status**

- Public name: Teach the World Foundation, also shortened to Teach the World or TTWF.
- US legal record: Teach-The-World Foundation Inc.; EIN 81-3072596; federally tax-exempt under section 501(c)(3) since May 2019. US donations are described as tax-deductible. Do not extend that tax statement to donors in other countries without jurisdiction-specific advice.
- US mailing and cheque address: 500 N Washington Street #10193, Rockville, Maryland 20849, USA.
- US physical address: 18513 Fontana Lane, Gaithersburg, Maryland 20879, USA. This is not presented as a public walk-in office; arrange any visit in advance.
- General contact: info@teachtheworld.org; US telephone +1 301 526 3055.
- Donation contact: donations@teachtheworld.org; WhatsApp +92 320 305 9241.
- Vision: enhance human potential by increasing literacy throughout the world.
- Mission: establish and deploy effective, scalable models of literacy and learning by leveraging digital technology.
- The organization says it was founded in 2016 and began with a Karachi proof of concept that year. The Our Story page title says “Since 2015,” but its body, the About page, and the proof-of-concept material use 2016. Use 2016 unless the Foundation clarifies the earlier date.
- A separate Pakistan-registered foundation is evidenced by the site's audited accounts: Joint Stock Company Registration No. Lahore RP/11209/L/S/18/197. Do not combine its Pakistani-rupee accounts with the US nonprofit's IRS Form 990 figures.

**Who the programs serve**

- Primary beneficiaries are children who are out of school, have never attended school, live where conventional schools or qualified teachers are scarce, or attend schools with weak foundational learning outcomes.
- Settings described by the site include underserved urban and rural communities, Bihari refugee camps in Dhaka, Rohingya refugee camps in Cox's Bazar, host communities in Bangladesh, remote communities in Pakistan, and preschool learners in Blantyre, Malawi.
- The AtHome model is also framed as an access route for girls and children with disabilities who face cultural, safety, or mobility barriers to attending a physical school. This is a program rationale, not published evidence of accessibility compliance or measured disability outcomes.
- The public website does not describe TTWF as a conventional tuition-charging school, university, accredited online course provider, or direct public-enrollment platform. Prospective learners, community groups, implementation partners, donors, and volunteers should contact the Foundation rather than assume that an individual application route is open.

**Educational approach**

- Scope: functional literacy and numeracy from kindergarten through approximately grade 5, with emphasis on reading, writing, mathematics, English, local languages, digital literacy, confidence, and self-directed learning.
- Delivery: curated educational games and learning applications on tablets or smartphones, supported by facilitators, progress monitoring, and assessments.
- The model reduces reliance on scarce expert teachers but does not eliminate adult support. MicroSchools use locally hired facilitators, often women; InSchool teachers take a facilitator role; AtHome facilitators check in with parents and learners.
- Learning is described as interactive, gamified, self-paced, and adaptable to faster and slower learners. The Foundation also emphasizes learner motivation, confidence, curiosity, and the ability to operate digital devices independently.
- The site repeatedly describes the approach as rapidly deployable, cost-effective, scalable, and stronger than traditional instruction in the contexts studied. Treat these as TTWF's position and reported findings, not a universal guarantee for every learner, country, or implementation.

**MicroSchool program**

- One-room community schools designed for places with many out-of-school children and little or no conventional school infrastructure.
- Each location is described as accommodating up to 25 children per two-hour session and running multiple shifts, for up to about 100 learners per school.
- Tablets contain gamified, self-paced learning applications. Locally recruited facilitators manage the learning environment, with women commonly hired from the community.
- Shorter shifts are intended to make attendance possible for children who also have family responsibilities. The model is positioned for remote, underserved, refugee, and higher-risk communities.
- The MicroSchool program page says the first MicroSchools were established in Bihari and Rohingya refugee camps in Bangladesh and that expansion into Pakistan began in 2021. The Story page also calls the 2016 Karachi proof of concept a “digital MicroSchool” and describes January 2021 as the launch of the flagship program in Pakistan. Treat these as different phases of an evolving model, not one unambiguous “first school.”
- Latest program-page counters: 170 MicroSchools, 17,000 students currently enrolled, and an average of 100 students per school. These are Foundation-reported figures and are not independently audited as impact metrics.
- The page still says the Sindh government partnership was working to establish 100 MicroSchools “by the end of 2024,” even though that deadline is past. Elsewhere the site says 125 schools were opened in 14 months, seeks 125 additional Sindh schools, and plans 200–300 MicroSchools during 2025–2027. Treat these as differently dated milestones and targets, not one current commitment.

**InSchool program**

- Designed to improve foundational learning in existing schools that have classrooms, staff, utilities, and administration but lack consistently high-quality instruction.
- TTWF works through existing school operators and replaces or supplements traditional foundational curriculum with tablet-based games for English, mathematics, and the applicable local language.
- Existing teachers become facilitators. The site reports that teachers generally find the approach easier and less stressful, but it does not publish current teacher-survey methods or sample sizes on the program page.
- The Foundation says it has InSchool programs in Pakistan, Bangladesh, and Malawi.
- Latest program-page counters: 21 InSchool programs and 2,317 students currently enrolled.
- The page says students outperformed traditional-learning comparison groups by 1.5–3 times according to third-party evaluators. The directly linked evidence is the small 2016 Nielsen proof of concept rather than a current multi-country evaluation, so do not present 1.5–3 times as a broadly established causal effect.
- Current named Pakistan relationships include Sindh Education Foundation and CARE Foundation. The Pakistan page specifies a CARE program in four Lahore schools.

**AtHome program**

- Smartphone-based pilot for households with a compatible phone and internet access in Pakistan and Bangladesh.
- Parents receive messages and links to learning applications, download them for their children, and support home learning. Facilitators conduct regular check-ins, and learners take weekly online quizzes.
- Current pilot locations named by the site are Bihari camps in Bangladesh and an underserved community in Islamabad, Pakistan.
- The program aims to support family literacy because some parents also use the applications to learn. This is an observed opportunity described by TTWF, not a quantified adult-literacy outcome.
- Reported pilot reach: 500+ students.
- Challenges acknowledged by TTWF include sustaining engagement, cultural restrictions affecting girls' technology use, limited device access, one shared smartphone per family, and phones being unavailable when a parent takes them to work.
- The Pakistan page says TTWF intended to develop a highly scalable prototype in 2025–2026. The website does not confirm that this milestone has been completed.

**Geographic presence**

- Pakistan: all three models are described. A body-text snapshot reports approximately 14,317 students in 141 schools through MicroSchool and InSchool work, including the Sindh Education Foundation partnership and four CARE Foundation schools in Lahore. The same page also displays larger counters of 170 MicroSchools, 21 InSchool programs, and 25,000+ students served; those counters appear to be global or cumulative and should not be interpreted as a separate Pakistan-only total without confirmation.
- Bangladesh: presence in three cities, including large Bihari and Rohingya refugee-camp settings and host communities. The country page says InSchool, MicroSchool, and AtHome programs all operate there but gives no current country-level enrollment total.
- Malawi: work with Joshua Orphan & Community Care in Blantyre, focused on preschool learners. The page says TTWF nearly doubled the preschool cohort and hopes to expand to more partner schools, but it gives no current count and relies on contextual education statistics from 2018.
- South Sudan: the Impact page lists only “South Sudan (pilot).” There is no dedicated South Sudan page, partner, location, learner count, model description, or pilot date. Do not infer operational scale beyond the existence of a Foundation-reported pilot.

**Reported reach and how to quote it**

- Preferred cumulative snapshot: the Impact page reports 25,000+ students served, 197 schools, and four countries, with South Sudan explicitly identified as a pilot.
- Preferred current program snapshots: 17,000 students currently enrolled in 170 MicroSchools; 2,317 currently enrolled in 21 InSchool programs; and 500+ students reached by AtHome pilots.
- “Students served” is cumulative and should not be substituted for current enrollment. The program figures total at least 19,817 current or pilot participants, but the website does not state that these cohorts are mutually exclusive or synchronized to the same reporting date; do not create a new official total by adding them.
- The homepage still reports 13,500+ students, 145 programs, and three countries. The 2025 Story timeline says 15,000 students and 140+ schools. These older or differently scoped figures conflict with the Impact page's 25,000+, 197 schools, and four countries.
- The 170 MicroSchools and 21 InSchool programs total 191, which does not reconcile with the Impact page's 197 schools. AtHome is not a physical-school count, and the site does not explain the remaining six.
- Use “the Foundation reports” for all reach, enrollment, school, program, speed, cost-effectiveness, and scale claims unless an external audit or evaluation explicitly verifies the metric.

**Evidence and learning results**

- 2016 Nielsen proof of concept: quasi-experimental pre/post study at Railway Colony School in Karachi. The intervention began with 23 children aged 5–9 from low-income backgrounds with little or no prior education; 20 remained at post-test. A 20-child government-school comparison group attended regular classes. Intervention learners used one tablet for up to three hours a day, five days a week, for three months, with a facilitator but no direct teaching.
- Nielsen reported stronger improvement for the intervention group across most assessed English and mathematics items. Examples include a 48-percentage-point improvement in reading/reciting the English alphabet versus 22 points for controls, and a 16-point improvement in answering an addition question versus no improvement for controls. The study was small, quasi-experimental, item-based, and the final sample was approved by TTWF.
- The website alternates among “Nielsen Institute,” “AC Neilson,” and Nielsen. The linked report identifies its author as The Nielsen Company; use Nielsen or The Nielsen Company and treat the other labels as site errors.
- TTWF's proof-of-concept results page explicitly says it is not an academic report. Its shorthand claim that children learned “twice as much” is an organizational interpretation of a mixed set of item-level results, not a single standardized effect size.
- 2017–2018 expansion: the Story page reports 525 learners across Pakistan and Bangladesh with partners including The Citizens Foundation, Iqra Fund, SOS Children's Villages Pakistan, and OBAT Helpers. Idara-e-Taleem-o-Aagahi is named as third-party evaluator, with gains of up to 30% in mathematics and 36% in English. The page does not provide a full public evaluation report, sample construction, uncertainty estimates, or denominator for these headline percentages.
- The Story page also says early MicroSchool scores improved twofold using assessment tools developed and validated by the Centre for Economic Research in Pakistan. It does not link the underlying dataset, evaluation protocol, sample, or independent report.
- 2025 Outcome Harvesting report: internal, participatory workshop held at TTWF's Karachi head office on 13 December 2025 for the Accelerated Digital Learning Program. It consulted 20 children, 14 caregivers split evenly between women and men, and seven facilitators.
- The Outcome Harvesting report records stakeholder-reported improvements in foundational literacy, numeracy, digital use, confidence, attendance, family engagement, facilitator skills, perceived safety, and attitudes toward girls' education. It is qualitative and intended to design a future impact framework; it is not an independent causal evaluation or representative population survey.
- The same report identifies major risks: unclear pathways into formal schooling, costs and distance after MicroSchool, safety concerns, child labour, early marriage, resistance to girls' continuing education, unsupervised device use, and community resistance to digital tools.
- Its five priorities are formal-school transition pathways, stronger community engagement around girls' education, structured parent engagement and digital safety, expanded facilitator training in data-informed and inclusive pedagogy, and explicit child-protection and digital-safety protocols. Because the report recommends developing these protocols, do not imply that a comprehensive public safeguarding framework is already documented on the website.

**Leadership and governance**

- Current board page: Aamir Mir; Thomas J. Kalinske; Shafiq Khan; Imran Sayeed; Stephen E. Still, PhD; Arif Zulfiqar; Narjis Ali; and Robert J. Torres, PhD.
- Shafiq Khan is described variously as CEO, President, president/co-founder, and founder across the site. The team section separately lists Arshad Anis as President. When a precise current executive title matters, confirm it directly rather than merging these labels.
- Current team section lists Tina Valenti (Chief Financial Officer), Adnan Qureshi (Content & Learning), Afrah Qureshi (People and Culture), Bismeh Shafi (Field People & Culture), Haider Shishmahal (Learning & Academics), Khan Muhammad (Project Lead, InSchool), Muhammad Jawad (Supply Chain & Facilities), Rehan Usman (Business Development), Sana Sher Ali (Human Resources – Head Office), Shah Bull Aziz (Implementation), Farhan Hassan (Interim Chief Operating Officer), Soofia Rahman (Founding Member), Tariq Yousaf (Finance), and Arshad Anis (President).
- Global ambassador page: Taimoor Hazir, UAE Chapter, Managing Director of Millennial Partners; email taimoor.hazir@teachtheworld.org. He is described as building awareness and donor networks in the UAE and wider Middle East.
- The About-page board preview omits Robert J. Torres and uses “Mir Aamir,” while the dedicated current board page uses “Aamir Mir.” Prefer the dedicated board page.

**Partners**

- Government partner prominently identified: Sindh Education Foundation, supported by the Government of Sindh.
- Implementation partners named across current or historical pages: CARE Foundation, The Citizens Foundation, SOS Children's Villages Pakistan, Moawin Foundation, Junior Jinnah Trust, Joshua Orphan & Community Care, OBAT Helpers, Developments in Literacy, and Iqra Fund.
- Software partners with public profile pages: DragonBox, Earthlingo, Enuma, Footsteps2Brilliance, Muse, and Taleemabad.
- Corporate partners and sponsors on the all-partners page: Lucky Electric Power, Soorty Foundation, Engro Foundation, Hilton Pharma, Abbott, Abdullah Foundation, Pakistan Kuwait Investment Company, IBEX, TRG Pakistan, and Taqseem Foundation.
- The MicroSchool page additionally names Arbisoft and Afiniti alongside Engro, TRG, and IBEX. Because partner pages and logos do not consistently state agreement dates, funding periods, countries, or whether relationships remain active, describe them as partners named by the site, not necessarily current contractual sponsors.

**Donations and other support**

- The donation page says contributions support digital learning tools, training for teachers and community leaders, and scalable literacy solutions.
- Published routes include texting `TTWF` to US short code 50155 for Apple Pay or credit-card giving, mailing a cheque to the Rockville address, corporate matching, and donor-advised funds. Contact donations@teachtheworld.org or WhatsApp +92 320 305 9241 for questions.
- The site does not publicly explain gift restrictions, donation refunds, card-processing provider, recurring-gift cancellation, donor privacy specific to transactions, chargeback handling, or the percentage allocated to particular programs. Ask the Foundation before promising any of these terms.
- A Giving Tuesday blog post lists $150 per child per year, $3,750 per class, and $15,000 per MicroSchool and says gifts were doubled. Those amounts and matching language belong to a time-limited campaign; do not present them as current pricing or a standing match.
- The same blog gives PKR 3,000, 15,000, and 30,000 examples without defining a full service period for each. Treat them as campaign illustrations, not audited unit costs.
- Volunteer interest is welcomed through a web form, but the page does not publish defined roles, locations, time commitments, screening, expenses, age requirements, safeguarding checks, or remote-volunteering terms.

**Financial transparency**

- The Documents page publishes audited financial statements for Pakistani fiscal years ending 30 June 2022, 2023, 2024, and 2025. These are in Pakistani rupees and concern the Pakistan-registered Foundation, not the US Form 990 reporting entity.
- FY2025 Pakistan audit: M.A.P.S. Sadiq Azeem Mohiuddin, Chartered Accountants, issued an unmodified opinion dated 29 January 2026 under auditing standards applicable in Pakistan. The statements report PKR 473,946,254 income, PKR 468,858,702 expenditure, PKR 5,087,552 net surplus, PKR 208,610,794 total assets, PKR 132,558,422 liabilities, and about PKR 76,052,372 net assets at 30 June 2025.
- US Form 990 for calendar 2024, filed 7 July 2025: $363,707 revenue, $288,658 expenses, $75,049 excess revenue over expenses, $135,633 assets, $6,960 liabilities, and $128,673 net assets. Contributions represented $361,884, or 99.5% of revenue. Use the IRS filing or its structured reproduction for the complete schedules and governance disclosures.
- These two reports cover different legal registrations, currencies, and fiscal periods. Their figures are not a consolidated group account and should never be added together.
- The site's “Shariah Compliance Certificate” is a Zakat approval issued by Alhamd Shariah Advisory Services on 18 August 2025. It covered Zakat use for eligible schools through 30 June 2025 and was valid only until 30 June 2026. It had expired by this review date; do not describe current donations as presently certified without a renewed certificate.

**Awards and recognition reported by TTWF**

- 2025 HBL P@SHA ICT Awards winner in the Education category.
- 2025 Tech To The Rescue AI for Changemakers top-30 selection.
- 2025 MIT Solve finalist and Global EdTech Prize top-30 selection.
- Selected for the AWS Education Equity Initiative.
- Earlier recognition includes MIT Solve finalist (2022), Ideas for Action winner (2020), UNESCO/Harvard publication feature (2021), MIT Solve/TigerIT Bangladesh finalist (2019), ASU+GSV/HolonIQ EdTech Creator Challenge top-25 winner (2021), and ASU+GSV Elite 200 (2020).
- Award counts, applicant totals, and finalist labels should be attributed to the Foundation or checked with the linked award organizer before use in formal due diligence.

**Privacy and website use**

- The page titled Terms of Service is primarily a privacy notice, last updated March 2021.
- It says the site may collect IP address, access date/time, requested URL, referrer, operating system, browser, country, and internet provider; newsletter and contact forms require first name, surname, and email address.
- It describes sharing with consent, when legally required, with affiliated companies, and with service providers; use for marketing; third-party newsletter services; tracking pixels; retargeting; international transfers; Google Analytics; social-network links; and rights to request access, correction, or deletion.
- Children under 16 are told not to submit personal data or register for a service; parents or guardians may request deletion with proof of status.
- The notice uses generic language about products, registered users, a “Platform,” personalized advertising, catalogues, and social sharing that does not closely match the Foundation's current website. It does not clearly identify a privacy controller, legal bases for each processing purpose, specific retention periods, a data-protection officer, current cookie-management choices, or donation-transaction processors. Do not infer those details.

**Language and machine-readable access**

- English (US) is the only public website language. The HTML declares `en-US`, the Squarespace language picker contains no alternatives, and the sitemap contains no translated paths or `hreflang` variants.
- Urdu, Bengali, local-language instructional content, and country-specific learning applications are part of program delivery, but they are not public website translations.
- No public French, Urdu, Bengali, Chichewa, Arabic, German, or other localized website was found. Do not invent translated page URLs.
- The canonical homepage is `https://www.teachtheworldfoundation.com/`. The sitemap lists `/homepage-r`, which serves the same page and declares the root as canonical; use the root URL.
- The sitemap contains 184 URLs, including 101 under `/resource-center-home`; 61 have placeholder-like or serially duplicated slugs containing `example`, `sabahs-example`, or repeated `high-school-without-classes` variants. Use the curated links in this file ahead of raw sitemap discovery.
- No public Markdown page alternatives or `rel="alternate" type="text/markdown"` links were found, so this file links to canonical HTML and PDF resources.
- No public `/llms.txt` existed at review time; the root returned HTTP 404. Robots.txt and sitemap.xml were available.

**Reliability rules for agents**

- Prefer the Impact page for cumulative reach, the individual program pages for current enrollment, and dated reports for evaluation or financial claims.
- Always preserve the qualifiers “students served,” “currently enrolled,” “pilot,” “approximately,” “up to,” “reported by the Foundation,” and “target.” They are not interchangeable.
- Do not promise admission, accreditation, a particular learning gain, a guaranteed cost per learner, a live donation match, tax relief outside the United States, current Zakat certification, or program availability in an unnamed location.
- Treat forward-looking statements for 2024, 2025, or 2025–2026 as overdue plans unless a newer page confirms completion.
- Treat South Sudan only as an unspecified pilot until TTWF publishes a dedicated source.
- Treat learner stories as individual narratives, not representative impact evidence.
- When exact current governance, partner status, safeguarding, financial consolidation, donation restrictions, or country enrollment matters, contact TTWF for written confirmation.

## Core organization

- [Homepage](https://www.teachtheworldfoundation.com/): Mission, model, locations, learner stories, headline statistics, awards, and donation entry point; some scale figures conflict with newer impact pages.
- [About / Who We Are](https://www.teachtheworldfoundation.com/who-we-are): Vision, mission, founding narrative, board preview, operating team, and partner categories.
- [Our Story](https://www.teachtheworldfoundation.com/our-story): Dated organizational timeline from the 2016 proof of concept through the 2025 footprint and 2025–2027 expansion plans.
- [Board of Directors](https://www.teachtheworldfoundation.com/about-us/our-board-of-directors): Current dedicated board roster and short biographies; prefer this roster over the shorter About-page preview.
- [Global Ambassadors](https://www.teachtheworldfoundation.com/global-ambassadors): UAE chapter and Taimoor Hazir contact.

## Programs and approach

- [What We Do](https://www.teachtheworldfoundation.com/what-we-do): Problem framing, digital-learning rationale, program benefits, tracking, and the three delivery models.
- [Digital Literacy Programs](https://www.teachtheworldfoundation.com/digital-literacy-programs): Overview of MicroSchool, InSchool, and AtHome solutions.
- [MicroSchools](https://www.teachtheworldfoundation.com/digital-literacy-programs-microschools): One-room model, shifts, capacity, facilitators, origins, partners, reported enrollment, and expansion goals.
- [InSchool Program](https://www.teachtheworldfoundation.com/digital-literacy-programs-inschool): Existing-school enhancement model, curriculum, teacher role, partners, countries, and reported enrollment.
- [AtHome Learning](https://www.teachtheworldfoundation.com/digital-literacy-programs-at-home-learning): Smartphone and family-literacy pilot, locations, parent support, reported reach, access rationale, and acknowledged barriers.

## Impact and locations

- [Our Impact](https://www.teachtheworldfoundation.com/our-impact): Preferred cumulative reach snapshot of 25,000+ students served, 197 schools, and four countries including the South Sudan pilot.
- [Stories of Impact](https://www.teachtheworldfoundation.com/stories-of-impact): Individual learner narratives and videos; use as stories rather than representative evaluation data.
- [Pakistan](https://www.teachtheworldfoundation.com/our-locations-pakistan): National context, three-program strategy, Sindh and CARE relationships, reported current body-text footprint, larger page counters, and future plans.
- [Bangladesh](https://www.teachtheworldfoundation.com/our-locations-bangladesh): Three-city presence, refugee camps, host communities, and all three program models.
- [Malawi](https://www.teachtheworldfoundation.com/our-locations-malawi): Blantyre program with Joshua Orphan & Community Care and country context; no current enrollment total.

## Evaluation and publications

- [2016 Proof of Concept](https://www.teachtheworldfoundation.com/proof-of-concept): Karachi intervention design, learner activities, videos, images, and link to results.
- [Proof-of-Concept Results](https://www.teachtheworldfoundation.com/proof-of-concept-results): TTWF's non-academic interpretation of the Nielsen study and link to the underlying presentation.
- [Nielsen Proof-of-Concept Report](https://www.teachtheworldfoundation.com/s/TTW-Nielsen-POC-Presentation-March-10-2017.pdf): 36-page third-party quasi-experimental presentation with methodology, samples, item-level English and mathematics results, and conclusions.
- [Documents](https://www.teachtheworldfoundation.com/documents): Hub for annual audited financial statements, Zakat/Shariah material, and the Outcome Harvesting report.
- [Outcome Harvesting Report](https://www.teachtheworldfoundation.com/s/Outcome-Harvesting-Report.pdf): Internal December 2025 qualitative workshop report, stakeholder findings, risks, recommendations, indicator bank, and proposed monitoring framework.
- [Resource Center](https://www.teachtheworldfoundation.com/resource-center): TTWF reports and curated reading on gamification, the digital divide, digital-learning trends, developing countries, COVID-19, and self-directed learning.

## Financial transparency and support

- [Donate](https://www.teachtheworldfoundation.com/donate): Donation purpose, US tax ID, text-to-give, cheque address, corporate matching, donor-advised funds, and donation contact.
- [FY2025 Pakistan Audited Financial Statements](https://www.teachtheworldfoundation.com/s/TTWF-Audited-Financials-FY-25.pdf): Pakistan-registered Foundation; year ended 30 June 2025; rupee-denominated statements and independent audit opinion.
- [FY2024 Pakistan Audited Financial Statements](https://www.teachtheworldfoundation.com/s/Annual-Audited-Accounts-Jun24.pdf): Pakistan-registered Foundation; year ended 30 June 2024.
- [FY2023 Pakistan Audited Financial Statements](https://www.teachtheworldfoundation.com/s/Financial-Report-2023.pdf): Pakistan-registered Foundation; year ended 30 June 2023.
- [FY2022 Pakistan Audited Financial Statements](https://www.teachtheworldfoundation.com/s/Final-Report-FY-2022.pdf): Pakistan-registered Foundation; year ended 30 June 2022.
- [Zakat / Shariah Certificate 2025–2026](https://www.teachtheworldfoundation.com/shariah-certificate-2025-2026): Image certificate issued 18 August 2025 and expired 30 June 2026; seek renewal before describing current Zakat status.
- [Volunteer](https://www.teachtheworldfoundation.com/volunteer): General volunteer-interest form without published role or screening details.
- [Contact](https://www.teachtheworldfoundation.com/contact-us): General email, US telephone, mailing address, physical address, and social links.

## Partners

- [Partnership Model](https://www.teachtheworldfoundation.com/our-partners): Roles of implementation, corporate, software, and government partners.
- [All Partners](https://www.teachtheworldfoundation.com/all-our-partners): Government, corporate, implementation, and software partner directories and external links.
- [CARE Foundation](https://www.teachtheworldfoundation.com/our-partners/care-foundation): Existing-school implementation partner in Pakistan.
- [The Citizens Foundation](https://www.teachtheworldfoundation.com/our-partners/the-citizens-foundation): Pakistan implementation partner named in the early scaling phase.
- [SOS Children's Villages Pakistan](https://www.teachtheworldfoundation.com/our-partners/sos-children-village-of-pakistan): Pakistan implementation partner profile.
- [Moawin Foundation](https://www.teachtheworldfoundation.com/our-partners/moawin-foundation): Pakistan implementation partner profile.
- [Junior Jinnah Trust](https://www.teachtheworldfoundation.com/our-partners/junior-jinnah-trust): Pakistan implementation partner associated with Islamabad and AtHome work.
- [Joshua Orphan & Community Care](https://www.teachtheworldfoundation.com/our-partners/joshua-orphan-and-community-care): Malawi implementation partner in Blantyre.
- [OBAT Helpers](https://www.teachtheworldfoundation.com/our-partners/obat-helpers): Bangladesh implementation partner in Bihari camp communities.
- [DragonBox](https://www.teachtheworldfoundation.com/our-partners/dragonbox): Mathematics learning software partner profile.
- [Earthlingo](https://www.teachtheworldfoundation.com/our-partners/earthlingo): Language-learning software partner profile.
- [Enuma](https://www.teachtheworldfoundation.com/our-partners/enuma): Digital learning software partner profile.
- [Footsteps2Brilliance](https://www.teachtheworldfoundation.com/our-partners/footsteps-2-brilliance): Literacy software partner profile.
- [Muse](https://www.teachtheworldfoundation.com/our-partners/muse): Learning software partner profile.
- [Taleemabad](https://www.teachtheworldfoundation.com/our-partners/taleemabad): Pakistan-focused learning software partner profile.

## News, awards, and legal information

- [Awards & Recognition](https://www.teachtheworldfoundation.com/awards-and-recognition): Foundation-reported awards, finalists, publications, and innovation-program selections from 2019–2025.
- [Press & Events](https://www.teachtheworldfoundation.com/press-and-events): Sindh Education Foundation MoU, World Bank event, UNESCO publication, interviews, and earlier media coverage.
- [Blogs](https://www.teachtheworldfoundation.com/blogs): Campaign posts on MicroSchools, donations, reported scale, and learner stories; treat donation amounts and matching claims as campaign-specific.
- [Privacy Policy / Terms of Service](https://www.teachtheworldfoundation.com/terms-of-service): Privacy, cookies, tracking, marketing, international transfers, user rights, and under-16 provisions; last updated March 2021.

## Language

- [English (US)](https://www.teachtheworldfoundation.com/): Only public site language; no translated or `hreflang` variants were found.

## External verification

- [IRS Tax Exempt Organization Search](https://apps.irs.gov/app/eos/): Official US lookup; search EIN 81-3072596 for federal tax-exempt records and filings.
- [IRS-derived Form 990 record](https://projects.propublica.org/nonprofits/organizations/813072596): Structured reproductions of US filings, including the 2024 figures and links to IRS source documents.
- [Charity Navigator profile](https://www.charitynavigator.org/ein/813072596): Independent profile for EIN 81-3072596; displayed an 85%, three-star rating based on one completed beacon at review time.
- [UNESCO 2024/5 SDG 4 monitoring](https://www.unesco.org/reports/gem-report/en/2024-monitoringsdg4): Current official estimate of 251 million children and youth out of school, versus the older 263 million shown on TTWF's homepage.
- [World Bank definition of learning poverty](https://www.worldbank.org/en/topic/education/brief/what-is-learning-poverty): Defines the indicator around children unable to read and understand a simple text by age 10; TTWF's wording “80% of the population” is too broad.
- [UNESCO Global Report on Teachers](https://www.unesco.org/en/articles/global-report-teachers-addressing-teacher-shortages-and-transforming-profession): Official source for the projected need for 44 million additional primary and secondary teachers by 2030.
- [Pakistan Education Statistics 2021–22](https://pie.gov.pk/SiteImage/Downloads/PES%20Highlights%202021-22%20New.pdf): Official source reporting 26.2 million out-of-school children aged 5–16, close to but not identical with TTWF's 26.8 million figure.

## Optional

- [Dhaka, Bangladesh](https://www.teachtheworldfoundation.com/our-locations-bangladesh-dhaka): Older city-level location page.
- [Kutupalong, Bangladesh](https://www.teachtheworldfoundation.com/our-locations-bangladesh-kutupalong): Older Rohingya-camp location page.
- [Blantyre, Malawi](https://www.teachtheworldfoundation.com/our-locations-malawi-blantyre): Older city-level location page.
- [Islamabad, Pakistan](https://www.teachtheworldfoundation.com/our-locations-pakistan-islamabad): Older city-level location page.
- [Karachi, Pakistan](https://www.teachtheworldfoundation.com/our-locations-pakistan-karachi): Older city-level location page.
- [Lahore, Pakistan](https://www.teachtheworldfoundation.com/our-locations-pakistan-lahore): Older city-level location page.
- [Sitemap XML](https://www.teachtheworldfoundation.com/sitemap.xml): Full Squarespace index; contains many resource-center duplicates and placeholder-like slugs, so prefer this curated file.
- [Robots.txt](https://www.teachtheworldfoundation.com/robots.txt): Public crawler rules and sitemap location.