Full Circle’s Life Skills in Schools Initiative

December 10, 2014


As I talked about in the last blog, Full Circle is very busy with a new and exciting pilot project! Well, as promised, now you get to hear all about it!


What started out as a quest to encourage teachers to incorporate life skills in their teaching, has turned in a much large project than I ever could have anticipated. Here’s the low-down:

In the Tanzania primary school curriculum, there is a class called Personality Development and Sports (or Haiba na Michezo in Kiswahili). The subject was created in 2005 to instill skills and knowledge like communication, decision-making, health, sports, teamwork, citizenship, creativity, and entrepreneurship. Coincidentally, these are all topics that Full Circle tackles as well.

Melissa, our awe-inspiring Teacher Training Program Manager, saw an opportunity there and brought it to my attention. You see, the curriculum and resources that are currently available for Personality Development and Sports (or PDS) are limited. Because it is a relatively new topic, teachers have never been trained on what it is or how to teach it. While Tanzania has a national testing system for all subjects, PDS is not included. The result of all of this: Teachers are ill equipped and unmotivated to teach the subject, and students suffer from the lack of resources and teaching and never obtain these skills that are vital to success.

So, this is where Full Circle’s initiative comes in. We have designed a three-part strategy to ensure this class teaches students these important skills that.

During the past year, we have created an activity guide that correlates with the national curriculum. The guide is holistic and participatory, giving teachers ideas and instructions to lead PDS activities in their classes. It also gives them the tools to assess student learning and progress for each topic.



The second portion of our support is training. Again and again we have heard from teachers, administrators, and school inspectors that teachers simply lack the information and training for this topic. They don’t know what it is supposed to look like, so they run from it. In the next few weeks, we will be holding a week-long workshop for 20 teachers from 10 schools.


Lastly, we will be providing teachers from these 10 schools with tool-kits to facilitate activities at their school. These tool-kits will contain everything from sports balls, to team-building tools, to paper and scissors. The exciting thing—these tool-kits will only cost around $50 per class! If you are interested in supporting this, just make a $50 donation to our Holiday Giving Campaign!

This week we have a team of 9 in the field doing a baseline study of 20 schools in the district. Throughout 2015, we will be monitoring the implementation of the teaching guide with 10 schools to measure the success, with the plan of expansion in the coming years!

We are really excited about this new project and the potential that exists for TFFT to impact the life skills education that students across Tanzania receive! If you are interested in supporting this initiative through sponsoring a teacher to training, contact with Kaitlin (kaitlin@thefoundationfortomorrow.org) for more details!

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Giving Tuesday!

December 2, 2014


Thanksgiving, Black Friday, Small Business Saturday, Cyber Monday, and now … Giving Tuesday!

Isn’t it apropos that this sequence of events begins with giving thanks and ends with giving back?

As we enter the holiday season, it’s time to celebrate the beauty of family! Families support and uplift each other out of love. This holiday season, we want to introduce you to Fatuma and Bibi, two special members of your TFFT family:




This is a family.
This is a family you are keeping together.
This is a family you are keeping together and empowering through quality education.

Too many babies struggle to survive without parents.
Too many children never step foot in a classroom and go to bed hungry.
Too many families crumble under the hardship of extreme poverty.

You are helping to change this, one family at a time.

By sharing your blessings with TFFT, you help Fatuma receive:

  • Private boarding school education
  • Important life skills (hygiene, study habits, self expression, and more)
  • Quality health and dental care

Because of your family’s support, Fatuma’s grandmother, Bibi, receives entrepreneurship and financial literacy training so that she can better provide for her family.

Every January more vulnerable children become TFFT scholars, and our TFFT family grows. Your gift to TFFT this December will help determine how many more children we can welcome into our family in 2015.

Will you please consider sending a gift to your TFFT family this holiday season? A gift of $15 will help us welcome new scholars into our family.

The TFFT scholars count you among their blessings. Thank you for your grace in sharing what you have out of love for someone else.

Happy Holidays!

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A Video!

November 19, 2014


To witness TFFT’s mission in action is to believe in TFFT’s mission.

While not everyone can hop on a plane to Tanzania, we desperately want you to SEE and UNDERSTAND the impact of which you are a part. And now—thanks to the brilliant talent of Tyler Wohlford with the Halle Project—we have the opportunity for you to experience this virtually.

Tyler traveled to Tanzania this June with his heart open to receive, document, and share TFFT’s story. There was no better person for the job. Tyler is an artist in his craft.

Let’s take a look…

This. Is. What. You. Make. Possible.

Thank you!!



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Jacaranda Season

October 28, 2014



It is jacaranda season in Arusha! For those of you who don’t know, the jacaranda is a tree that blooms a beautiful shade of purple in October and November. It is my favorite time of year in Arusha because it reminds me of the trees changing from green to hues of orange and crimson during the fall season in America.

Planning sessionsIn addition to it being jacaranda season, October is also planning season for TFFT! This year it involved a week of team reflection, strategizing, analyzing, budgeting, and program mapping. As much as this process is exhausting, I am always proud to be part of an organization and team that is innovative and focused on solving critical issues strategically.

TFFT is growing and changing, as is the Full Circle program. Full Circle is all about life skills education. This generally falls into the category of “informal education”. This means that it isn’t math or literature and doesn’t generally take place in the classroom. That being said, there is nothing informal about the planning and the strategic process that goes into implementing life skills education programs.

This week, Uswege and I met with the District Education Office to continue work on an exciting new project that has been in the works for months! Full Circle is piloting a project that will enable quality life skills education to be taught in schools in Tanzania. The success of the pilot program will be allow TFFT to impact thousands of primary students across the country!

In trying to remain innovative and improve our strategies to find what works best, we adapt the program to meet the needs of our students, the education needs in Tanzania, and find ways to maximize our resources to reach as many young people as possible. These exciting developments (which you will hear much more about in the coming weeks), are just a sampling of what Full Circle is up too lately! Activities like meeting with education officials, teaching workshops, celebrating graduations, attending club meetings, and planning for the coming year have kept us very busy! We are so excited to finish the year strong and begin again next year…

view from my office

Just after I finish this coffee and stop staring out my window at the gorgeous view.

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October 23, 2014



Snippets of Outcomes or Impact: A bird’s (Hawk’s) eye view:

Sometimes I imagine that I am an angel, watching over what is happening on earth and taking stock of the things I see. I hope that someday, in my rich imaginations, this oversight over mankind will provide reflections for the most vulnerable children. If you don’t imagine, brother and sister, then it is time to start dreaming.

I became more keen and curious after deliberating with the team during the Annual M&E and Budgeting week of October. I was able to make sense of all the outcomes that our programs have harvested (not on their own, but with their boundary partners) and justifying why they are intended or unintended. This drove me to begin to listen more to what the TFFT team, our visitors, partners, and beneficiaries actually say about our work at TFFT.

This blog is therefore a loose collection of some of the powerful statements that I have heard between the months of August thru October 2014. These words continue to provide encouragement towards our efforts to do MORE with LESS and in staying true to our banter of “small organization with big dreams”. To better understand their impact, I have tried to place the following statements, spoken by TFFT staff, scholars, partners, and potential partners, under the context of which they were spoken:

Redempta We were asleep, but TFFT (The Foundation For Tomorrow) woke us up…In fact, you may think that these materials you support our TRC (Teacher Resource Centers) with will only help the early grade kids. Even for us (teachers), we learn a lot more on reading and speaking English from these kids’ literacy resources.
-Redempta’s (TRC coordinator-Leganga) statement at the Leganga TRC when asked by a visitor what TFFT has done for teachers.

I was promoted (from TRC Coordinator in Meru District to District Academic Officer in Geita) because of the improvement in my capacity as a result of the teacher trainings done by TFFT and through TFFT support. Although I am relocating to Geita, as I have been using these skills in Meru District, I will still be using and sharing them with other teachers to improve teaching and learning in Geita.
-Kassim Musa, sharing with us when he found out he had been promoted, and had to relocate from Meru District to Geita.

When I asked teachers the three key priorities that they need, they said, “Continuing professional development, laboratory equipment and water filters.”
-Kimberly Fog of Global Sustainable Partnership, when she introduced the Hydraid-bio-sand water filters project to the TFFT team and Peter Coughlan of WaterBridge, who was our guest during the same period.

I saw the potential in establishing a savings and lending group in Njiro where I stay with my foster family, because I thought it is a good opportunity to help us save. So far we already have a group of more than 20 people who contribute TZS 6000 every week. I managed to borrow from our savings group (we call it SACCOs[1]) and invested in maize and beans farming in Tanga. Since I have already harvested the maize and beans from my 2-acre farm, I am confident that with the incomes from the sale, I can now afford to pay for my college fees and complete my diploma, but as well, support some of the needs of my grandmother living in the village.
-Vaileth Pallangyo, Post-Secondary TFFT scholar (currently pursuing a diploma course in procurement at Institute of Accountancy-Arusha) during the soft-launch of TFFT’s mentoring and coaching program.

Ken-1 Honestly, we are impressed by the networks that you have so far developed with other SFF partners’ post-annual partner meeting in July 2014. We believe that such strong networks are important for our partners to learn, share and leverage themselves for additional support from alternative sources to keep the good work going.
-Eve Omala, Segal Family Foundation, during a partner visit to TFFT offices in Arusha-Tanzania, commenting on the importance of networking among partners of Segal Family Foundation.

(Question): How many of your scholars have dropped out of the program? (Answer): So far, out of the 103 scholars we currently sponsor, only one dropped out of the program because of circumstances beyond our control. Although we boast a near 100% retention and transition rates of our scholars through the education systems, we also have to accept that, we are now dealing with a higher number of teenagers in the program. These teen-age scholars have their own development challenges and sometimes break school rules or get pregnant and are expelled, for which we give them time to reflect and learn before reviewing their scholarships and continuing their educational/career support under revised agreements. We have the obligation to secure their opportunity to education and skills development. We expect them to learn from their mistakes and make better choices.
-Karen, a sponsor of two TFFT scholars, when she asked questions that help her understand the impact of the scholarship program when compared to other OVC support initiatives.

By sharing these statements, I myself have learned something. There is a lot of insight to gain in being honest with our programs, listening to what people say and reflecting on the questions they ask. All while appreciating how best to evolve, improve services, and provide solutions to the most vulnerable children. When we learn together, we develop greater trust and are able to discuss alternative solutions that work. These statements add fuel to our work and to our strong belief that by transforming mindsets, developing solutions and creating opportunities, we are catalyzing human development in Tanzania.

Ken-2Peter and Gail (Visitors from Waterbridge) receive a gift of local eggs from the Village Chairman in Sinai Primary School.

[1] SACCOs are Savings and Credit Cooperatives

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Our Partner School, Edmund Rice

October 9, 2014

TFFT Scholars Richard Francis and Dickluck Ephrahim wrote this post on Edmund Rice School, where they are enrolled for A-Levels. As a reminder, the full explanation of how the Tanzanian school system works is over here, but the quick explanation is that A-Levels consists of Form 4 and Form 5, the last two years of secondary (high) school.


Dickluck Ephrahim

Edmund Rice is one of the schools under the Catholic Church. The school part started in Australia by Edmund Rice Christian Brothers in 1988. The Arusha school has 1,420 students in total and focuses on giving students the spirit of helping others who are not able to achieve their own needs, which is a good tenant for students to learn.

The school of Edmund Rice has so many things to offer to both teachers and students and it is not based on education only, but also things that you can apply to your life in general. It is a school that raises students talents so that every student in their future can use those skills to help employ him or herself. The school has three pillars that they stand for and take seriously. They are Discipline, Academics and Environment. When the teacher or students go against these three pillars then action must be taken.


Edmund Rice’s environment is very beautiful; this enables the students and teachers to get what is required for the school. Teachers of Edmund Rice are very friendly to their students. They do not want to be harsh to their students and they work very hard to make sure that students follow their lead. Students seem to follow them and do what is instructed, which is good. Discipline at Edmund Rice is very strictly enforced. When you are caught with a certain mistake big or small, you are asked to leave the school because they need to maintain the three pillars both for students and teachers.


Richard Francis

Edmund Rice sets an academic standard or average of 45, whereby when a student does not reach the school average they are also asked to leave. There is no discussion with you at all, it is important students keep above the average. The school is a centre where by a person can learn so many things about education and things that you can apply in your daily life, for example self reliance and other physical activities that can help somebody with his or her life.

Beyond the pillars, the school also provides sponsorship to some students who are not able to pay school fees. This also helps the surrounding communities by providing them social services. The school hopes to build a future for those who might not have been able to go to school and now they are in school thanks to the schools help.



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Entrepreneurship Training

October 6, 2014


I will take you back to this Chinese proverb which says, “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime”.

It is better to teach someone how to do something than to do it for them. Giving someone a fish is good for the short term, but it is better to teach them how to do it so that in the long term they can take care of themselves. For example, a mother could cook for her children, but if she never teaches them to cook, they will always be dependent on her for meals. If she teaches them how to cook, they will be able to take care of themselves in the long term.

Is this what TFFT is doing? As you know, TFFT works to provide orphans and vulnerable children access to quality education, but we still believe that if these children do not also have a strong home environment, they will not cope well with their studies. Therefore, TFFT finds it worthy to think about strengthening the livelihood of the scholars’ families, not by providing them with food by showing them how they can get support their family throughout their lifetime. To do so, TFFT plans to provide seed money for these relatives and guardians of our scholarship recipients. To ensure that they can make the most of the seed money, TFFT first offered a training on entrepreneurship.

The training was five days training from August 25th – August 29th, 2014. Ten relatives and guardians participated in the training. We also extended the invite to include some of our older TFFT scholars. Through both theoretical and practical sessions, we challenged the participants to consider opportunities available in their area.

Each participant learned how to write a business plan. Leading up to this, we first coached them on:

  • Creativity
  • Quality control
  • Time management
  • Identifying available opportunity
  • Marketing
  • Working with other competitors in the market
  • Responsibility
  • Pricing

They were also trained in cooking different dishes using the available resources in their areas, for example cakes using charcoal or firewood. They were even given different recipes for making different things like tomato sauce, chill sauce, peanut butter, etc.

Hedwiga-2From the mouths of the attendees…

This workshop was quite simply transformative. The consensus was how very useful, in all aspects of life, these skills are and why haven’t we learned them before? Can you imagine if we all had basic knowledge of entrepreneurship how to be creative in whatever business we are doing and think of available business opportunities in our area and act on them creatively. I came to learn that entrepreneurship is an opportunity for making change. I was challenged to think so hard opportunities around my area and creatively think how I could do anything to improve my livelihood with the seed money given by TFFT. The case studies from facilitators where fascinating to tease apart and I learned so much in a week time. I appreciated the skilled instruction and facilitation and the hard work of my peers. It was an intense and rewarding week. As a result of the training I made cakes for our young brothers and sisters in the scholarship program of TFFT during their graduation. I am now making chill source for sell. I collect orders from my college for anyone who wants cake for any occasion. Thank you so much TFFT for this training.

- Violet Pallangyo

This course has transformed me. I’m feeling more empowered. I have gained more skills that make me feel that for any business I will do I can perform better. As a result of the training I made a cake for my aunt’s graduation

- Mary Japhet

The training opened up my mind and created a sense of direction to various entrepreneurship project I am planning to conduct in my area.

- Magdalena Japhet.

I wish I had this training thirty years ago! Thank you so much TFFT. It was terrific. I learned more than I can say. The interactions with other participants were fascinating and the trainer’s ability to guide the group was amazing to see. In fact they call me bibi during the training because I was the oldest among them.

- Zainabu Ramadhani (Bibi Fatuma)

I came in grumbling that the training was a whole five days. I’m leaving wishing it was longer!

- Bernadetha Exavery Orogo.

The workshop was one of the most pertinent workshops I have been privileged to attend…This is a powerful tool to add to any entrepreneur mind toolkit, no doubt.

- Nicemary Felix.

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A Trip to Uganda!

September 29, 2014


We recently had the opportunity to connect our partner, Star High School with the African Youth Leadership Experience (AYLE). AYLE, In collaboration with In Movement: Art for Social Change, hosted a 10-day camp in Kampala for students from 6 schools in Kenya, Uganda, and Tanzania. The goal of the camp was to cultivate and sharpen life skills in self-awareness and self-care, civic and environmental education, social entrepreneurship, and community leadership.We were so excited to have 3 SHS students and 1 teacher selected to attend the camp! Here is the feedback we received from those who participated.

CU 5

Why did you want to attend Camp Uganda?

I wanted to know and learn about life skills and how to associate with people from different countries and learn more about leadership skills. –Emmanuel

I wanted to attend Camp Uganda due to the influence of the topic of leadership and my future vision to become a leader. –Mary

What was the best part of the trip?

 The best part was arriving in Kampala and finally meeting the campers. They welcomed us as if we already met before and that awakened a sense of responsibility, energy, power, and passion for the rest of the camp. –Gloria, Teacher

The best part was getting into a new environment associating with different people! –Emmanuel

CU 6

What was the most interesting activity or workshop that you participated in?

The most important and interesting activity was Gender Day. I learned a lot about rights of men and women and how they should take their leads as leaders in the society. –Gloria, Teacher

Participating in the “Cheesecake Game” which needed a lot of creativity and innovation. –Joseph

“The River of My Life” game where we drew representations to share about our lives. – Mary

CU 4

CU 8

How are you going to share what you learned with your fellow students?

 I am going to share about gratitude and attitude, public speaking and that they should be people who appreciate and have enough confidence. –Mary

I will conduct various workshops with fellow students because I am a leader of the Junior Leader club. I will teacher them the leadership skills that I got from the camp. –Emmanuel

I will act as an organ of change by sharing my knowledge about leadership, self awareness, creativity and innovation. I will help students to realize the potential in them more than performing best academically. –Gloria, Teacher

I will write all the important things I learned on cards and display them on notice boards so students can read them. –Joseph

Camp Uganda 2

How was Uganda different from Tanzania?

The land form of Uganda. Most places are hilly and also, in education Uganda is a bit higher. –Emmanuel

Uganda was different in terms of food. We ate Matoke and also the currency and cost in Uganda is different. –Mary

Uganda is not so different, but I love it because it is evergreen and the people are pure hearted. –Gloria, Teacher

What was it like to be with people from different places, speaking different languages?

At first it was weird, but I got used to if because we all spoke English so we understood each other. And I also got to learn some languages. –Joseph

It was very exciting and we enjoyed learning their language—such as sulabulunji (Goodnight). –Mary

It was like a sheep wandering in a desert since it sometimes gave me a hard time to understand what people spoke. – Emmanuel

 What would you tell another student about Camp Uganda?

I would tell them they can learn a lot since they help someone to make his or her vision and goal become true and they have to expect changes for their lives. –Emmanuel

I would tell them that the camp was awesome, extremely good and they should expect new skills and new ideas that they didn’t know and talents that they didn’t know that they have, also how to govern their life. –Joseph

Camp Uganda is a creative, enjoyable place of teamwork where fun is part and parcel of your life. They should expect transformational leaders coming out of AYLE in years to come. –Gloria, Teacher

How did Camp Uganda influence or change you?

It changed my life style, especially in conflict transformation and taught me mistakes and failures are okay. –Mary

It changed my personal attitude since now I am able to speak in public as one of the leadership skills we were taught. And also I learned to stand for myself in making decisions. –Emmanuel

It made me realize the leader in me and so many other potentials. As a helping facilitator it was challenging but all in all I learned a lot and will share that potential wherever I will be. Then it also awoke in me the courage to make a project, vision, and a goal for finally making it happen. –Gloria, Teacher

It changed me in different ways, especially in handling conflict/ conflict transformation. This workshop changed me a lot from what I was before. –Joseph


A big shout out to AYLE for hosting our students and so many others for this life changing experience. As you can see from the pictures and student feedback, it was 10 days well spent in developing the student leaders of East Africa!

CU 3

To learn more about AYLE, In Movement, and the camp, please visit:



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Food for Thought Friday

September 26, 2014


Most mornings I drive to work listening to Tanzania’s Kiss Radio 89.9fm. Coming from the US I’ll be honest, its not that special; however, I failed to bring any cassette tapes, and that’s the only other option in my little rent a car.

Ok, I digress, my point is that for the first time this morning something Mo in the Morning said hit home. She was pointing out that we must all move beyond ideas into action and that only then do we differentiate ourselves. It sounds like common sense, but we often get wrapped up sharing our ideas instead of focusing on what we must do to accomplish them.

This brings me back to our scholars and all their achievements, big and small. Our 104 scholars each have their own ideas on life and what they want to achieve, and month by month our team (and hopefully you all) witness the actions they are taking to make these ideas a reality.

Therefore, today I pose a question to all our readers: What is it that TFFT shares well, what can we improve on, and where do you see our biggest actions and impact being?

I hope our answers are similar, but if not, we have some work to do articulating the actionable results of our Scholarship Program, the Teachers Training Program, and Full Circle, our Lifeskills Program.

I’ll leave you guys with a bold quote from Andre Malraux, the French novelist…

Often the difference between a successful person and a failure is not one has better abilities or ideas, but the courage that one has to bet on one’s ideas, to take a calculated risk – and to act.

Take this Friday and make a concerted effort to act on some of your good ideas – and then share them with us in the comments – eager to see what we can do collectively to change the state of this world!

Until next time…

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September 25, 2014


On Saturday, September 13th the TFFT family gathered in full force to celebrate and congratulate the graduation of nine TFFT scholars. This milestone is a powerful symbol of TFFT’s work. Our team, donors, volunteers, and partners are all working together towards one goal: making sure orphans and vulnerable children have access to quality education so that they may reach their full potential and thrive in their community.

TFFT provides opportunity, opportunity that we believe is every child’s right. Our scholars take that opportunity and turn it into accomplishment. They study hard, act as leaders among their peers, and take action to improve their community. And on graduation day we get to see them shine.




This graduation was especially meaningful for TFFT because Helena–one of the triplets that captured Meghann’s heart ten years ago at age four–graduated Class 7, the equivalent of middle school.

Not only did she graduate, she graduated from private, English-medium boarding school and will continue her educational path to secondary (high) school next year.

Here is Helena at Nkoaranga Orphanage in 2004:


Here is Helena beaming with pride at her Class 7 graduation:


When you think of orphans and vulnerable children, you may think of stories of hopelessness. And in some ways you’re right. In Tanzania alone, many unsupported orphans and vulnerable children never step foot into a classroom. Those that do likely attend  government schools, where under-qualified teachers lack even the most basic resources and struggle to instruct classrooms of 100+ students.

The TFFT scholars are different because, although they are all orphaned or vulnerable children, this qualification does not limit or define them.

Our scholars are intelligent, talented, opinionated, gregarious, compassionate, resilient individuals. This is what defines them. They are not bound by their past. Quality education, health care, nurturing relationships with relatives or foster families, psychosocial support, life-skills training, and extracurricular opportunities set them free. We thank each of you for doing your part to turn around what could have been a story of hopelessness into a story of triumph and success.

Just look at beautiful Sofia!


Sofia, Helena, David, Joyce, Ndera, Sarah, Nashivai, and Monica (TFFT’s 2014 Class 7 graduates) will now be among the 25% of all Tanzanian youth who continue on to secondary (high) school. Let me stress that that statistic is not specific to orphans and vulnerable children–only 25% of ALL students in Tanzania carry on to secondary school (UNICEF). We look forward to continuing to support and encourage the success of these special individuals through secondary school and beyond.

And now, some more pictures from graduation day… It was a festive and exciting celebration for all!


^^ Proud family and friends filled the crowd!





^^ Our scholars had quite the cheering section. Team TFFT was all smiles as we burst with pride!






^^ Many TFFT partners, friends, and relatives of our scholars also made the trip for this special occasion!

IMG_2393  IMG_2228

^^ Older TFFT scholars showed up to support the younger TFFT graduates!




^^ Usa River Academy honored the Gunderman family with seats at the head table!




^^ In the time (ahem 3 hours!) leading up to the presentations of diplomas, each class performed for the graduates as a parting gift. The above pictures show the fashion show and acrobatics and vocal performances (extra proud that singer is TFFT Scholar Asimwe)!




^^ In addition to honoring the graduates, the school recognized some of the younger students with various academic, sportsmanship, and character awards. Many of the recipients of these awards were TFFT scholars! Lomanyaki, Ericki, and Ema are pictured above.


^^ TFFT Scholar Joyce was selected as one of two Class 7 graduation speakers!




^^ Melissa presented the first ever TFFT Most Outstanding Teacher Awards!





^^ We showered the TFFT graduates with love in the form of presents from near and far.





^^And we can’t forget to mention the graduation cakes!! Entrepreneur and former TFFT scholar Viloeth (with the loving assistance of Melissa!) made a gorgeous cake for each of our graduates. Just look at those cakes! I still can’t get over them!


^^Let’s hear it for the graduates!! They make us so proud.

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