THRIVE CAMPAIGN 2015

August 31, 2015

ANTON

Africans should come together to address the challenges in their communities” was the take away of almost every participant at the African Philanthropies Network Assembly held in Arusha this July. There was a realization from the participants from communities across Africa that there has been a culture of philanthropy for generations. There is a culture that exists encouraging helping others, giving to others who are in need and supporting each other in our extended families, as well as in various groups in the communities we live in.

TFFT understands the value of family and what communities can do for each other. It is why we have stressed the importance of family reunification for our scholars for so long. As we aim to build a strong bond between the scholars and their families, we hope in turn those families can even transform and impact their communities in various ways through their participation and engagement as an active citizen.

TFFT understands the fact that there are different levels at which individuals, if mobilized, can contribute to supporting a cause. With such a culture of giving in the community, even if just a small amount, so much can happen through this cooperation.

Therefore, TFFT created an opportunity for local stakeholders and the community in Tanzania to participate in addressing the challenges facing most vulnerable children and their households. We organized THRIVE CAMPAIGN 2015 to involve the local community change makers. With the THRIVE CAMPAIGN, we have a goal of raising $25,000 to support our work within these communities. The campaign runs through November, culminating with a gala dinner November 27th in Arusha.

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The THRIVE CAMPAIN 2015 will involve local corporates, institutions and businesses, as well as the individuals in the community who want to help push forward this idea of Africans coming together to address the challenges in their communities. At different levels of participation these stakeholders will have a room to be able to support growth within their communities.

One objective of the THRIVE CAMPAIGN is to enable TFFT to support over 40 households of TFFT scholars in a Household Economic Strengthening Program. This is a micro-loan entrepreneur program aiming to strengthen the capacity of the households of our scholars. Furthermore, we look at this campaign as one that can provide more resources for the schools and scholars we work with. Through funds raised in this campaign we also intend to build out our life skills development and trainings. We will also be using some of the funds to support out Most Outstanding Teacher Award celebrating the stand out teachers in the Meru District- Arusha. All of this work focused on ensuring the wellbeing of our scholars, teachers and schools we work with.

We encourage people of every kind in Tanzania to be touched by this idea of Africans for African solutions. Please stretch a hand out and support this initiative. The beauty of it is that the more people who can come together and give at any level, the more we can demonstrate the collective power of local participation! Kindly write me at anton@thefoundationfortomorrow.org or call: +255 763 970 495 to participate and contribute in fueling the potentials of most vulnerable children in Tanzania

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Co-Management Research Pilot

August 26, 2015

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The Foundation For Tomorrow carefully avoids complacency. Our inquisitive minds, collaborative efforts, and ambitious nature propel us to new heights. We are now piloting a new research project to test the effectiveness of co-management as a strategy to improve the quality of education in Tanzania. Once again we are grateful to our partner WaterBridge Outreach because it was their donation of resources to Sinai Primary School that triggered this pilot.

TFFT has always recognized that one-off support does not lead to sustainable change. Generators fail; feet outgrow shoes; books are meaningless to the illiterate. The idea of co-management takes TFFT’s Teacher and School Management Training to the next level. We are on a quest for sustainable excellence in Tanzania’s government schools so that all children have access to the quality education they deserve. You can read my comprehensive Co-Management Baseline Report here. Otherwise, I will provide an overview below.

Research Purpose

Specifically we aim to demonstrate whether co-management of a rural public-primary school produces positive outcomes on teaching and learning practices, student performance, stakeholder accountability, and sustainable community social action.

Key Research Questions

We aim to answer the following:

  1. How and in what ways does co-management influence teacher motivation and practices to teaching and learning?
  2. How does stakeholders in a co-management framework respond to equitable inclusion, and does these responses, if at all, engender partner accountability and sustainable social action on school improvement, student attendance and retention in school?
  3. How does co-management contribute to improvement in student performance?
  4. What are the key lessons that are learned by the multiple-partners in a co-management framework through action research, and with what implications to future co-management initiatives of public primary schools in Tanzania?

Methodology

The design of the research is based on shared accountability and management by a group of selected partners. These partners each have specific roles to play in management of one public school, the treatment school. They will each add individual experiences, knowledge, views, and perspectives in the conduct of their duties. They will come together to work towards a shared goal of molding the treatment school into a center of excellence that is nationally recognized as a best performing public school.

Treatment and comparison

Sinai Primary School was chosen as the treatment school. Lendoiya Primary School was chosen as the best control school based on the similarity of characteristics that it exhibited with Sinai.

Key characteristics of Sinai primary school and the community

Sinai primary school is situated in Miririny village of Leguruki ward in Meru district of Arusha region. The community has roughly 112 households. The incomes of the households are relatively low and they are burdened already by the required contributions for construction of community projects. The student population in the school is currently 212 composed of 105 boys and 107 girls. For these 212 students there are only 6 classrooms and 5 teachers.

The community is hilly; relatively drier compared to the lower villages and has a persistent water problem. Water is available in the school twice a week mostly during the rainy season, and the school water harvesting tank is too small to cater for the needs of students and teachers. This forces students during the dry season to venture some 10KM during class/school hours to Ngarenanyuki to fetch water for use in the school.

In May 2015, thanks to WaterBridge Outreach, the school received learning and teaching materials, furniture (student desks, teacher chairs, book shelves, cupboards), and sports equipment (balls, jerseys, nets, skipping rope etc). This additional support from WaterBridge’s collaboration with TFFT satisfied the needs for furniture and greatly supported the need for teaching and learning materials.

The Beginnings

We introduced the co-management concept to Sinai Primary School management with the recognition that one-off support to the school will not contribute to sustainable school performance.

Co-Management task-force

We formed a co-management task-force charged with coordinating together to achievement the vision. The team includes: The District Education Officer; The District Primary School Inspector; The Village Chairperson; The Chair of Sinai School Committee; The Head-Teacher of Sinai, and The Country Director of TFFT.

Baseline analyses and validation by task-force

The baseline data for school performance and teacher motivation were entered in SPSS and analyzed, while the narratives were analyzed manually. These data were compared for Sinai primary and Lendoiya primary to assess how homogenous the two schools are to enable future comparisons. The findings were presented back to the task-force by the facilitator with the objective to discuss findings and provide answers from their experiences to clarify context and to prioritize the needs and actions of the task-force in lieu of the findings.

So far we have learned:

  1. There is a palpable readiness of the community through the local leadership to participate in the co-management process towards achieving the vision developed for Sinai.
  2. The development of the school vision has raised expectations of the community and increased their interest to participate and support it being obtained
  3. Improved performance in Sinai increases the number of new students seeking to join the school as well as a trigger to teacher motivation and commitment.
  4. Availability of teaching and learning materials, and indeed furniture is a key motivation to student learning, teachers’ passion [working over weekends] and community commitment.
  5. The formation of the co-management task-force with requisite roles and responsibilities strengthens joint accountability especially of the government officials who want to be seen to deliver on their roles.
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Full Circle Update

August 26, 2015

Hilda

August has been a busy month for the TFFT team. As the new Full Circle Program Manager, I have been very busy taking over where Chloe left off. Introducing the Full Circle curriculum at a new school, monitoring the schools that are already piloting the curriculum, leading a training on puberty education, and meeting with the ward education coordinators and representatives from the district education office were my priorities. I also assisted the Scholarship Program Manager on issues that fall under “life skills” for our scholars.

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As we’ve explained before, TFFT wrote curriculum materials for use in the Personality Development and Sports (PDS) class. This includes training for PDS teachers and toolkit supply. I recently introduced the Full Circle pilot project to Sinai, the school TFFT is co-managing. The training was very fun because all teachers were interested and attended the training even though they were not all PDS teachers. At the end they saw how important is PDS subject. Though they have only one PDS teacher for entire school, they agreed all of them would take the PDS class.

During my time monitoring and observing the curriculum implementation at all 10 piloting schools, I noticed many notable positive changes. Teachers have already changed the way of teaching PDS and other subjects. They are using the activities and are taking a more participatory approach in their teaching. Some of government schools teachers are reporting an increase in attendance. In the past the schools skipped PDS activities because there were no tools to support them, but with the toolkit we provided these activities are now possible. Students are very happy that they are now learning in PDS compared to before when PDS was just idle time. Teachers no longer see PDS as the burden because they are well prepared. Now that they have seen the importance of teaching life skills through PDS, they wish to see this curriculum implemented all over Tanzania so students can learn life skills that are essential for them.

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An important part of life skills education is awareness of the changes of puberty. Last week Noah and I led a puberty education and risky behavior training for class 5 and 6 students at Sylus Anderson, one of our pilot schools. I decided we should separate the boys and girls for the training because from my experience it’s best to teach these topics in separate sessions so that students are more comfortable and willing to participate. Surprisingly when I asked their opinion on whether to separate them or combine them, they shouted they want to be combined. Nevertheless, Noah trained the boys, and I trained the girls. It was the best life skills class I ever taught on Puberty education.

The students were very eager to learn and asked so many questions without fear or shame. They promised to share with their young sisters and brothers and friends.

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Below are some of questions that the students asked:

  • Is it possible to escape menstruation?
  • What happens if I don’t menstruate? Will I die or become infertile?
  • Is sex important when some one is in puberty stage?
  • My parents are poor and they can not afford to buy me sanitary towel (pads) I use piece of cotton cloth or kanga and during this season they don’t dry what can I do to help myself, any other alternatives that are not costing money?

Lastly, early today we had meeting with all ward educational coordinator and representatives from the District Education Office. The purpose of this meeting was to follow-up on what we agreed on in our February meeting, including where we are with implementation, setbacks, and plans moving forward. It was encouraging when some of the ward education coordinators said they wished that we had piloted this project in their ward and asked if it were possible to provide toolkits to their ward.

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Overall it was a productive and successful month. Thank you for reading and for your support!

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Introducing Noah

August 18, 2015

KAITLIN

We are thrilled to welcome Noah to the team as our Training and Logistics Coordinator! His background in teaching and strong passion for our mission is inspiring, and we are excited to see the positive impact he is sure to bring TFFT. Welcome, Noah!

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I was born in Babati in the Manyara Region. This is where I completed my primary and secondary education. In 2009 I joined the University of Dar es Salaam for my undergraduate studies, and in 2012 I completed my B.A. Education degree. I started teaching in 2013 to make my contribution to change the education landscape in my community.  I use my spare time to read books and watch educational videos. I am also interested to be involved with literacy projects. I have been very interested with volleyball and gardening as my hobbies.

I first learned about TFFT when I was researching educational organizations that support literacy in Tanzania. I came across with TFFT website on a list, and I clicked to explore the website. From that time, I followed TFFT’s work, watched the clip videos, and learned about TFFT’s various programs. I was really motivated by TFFT’s great vision and mission, and I decided that one day I would be a part of this team. It took about a year, and then I saw the job opportunities for two positions, and I applied for the Training and Logistics Coordinator position.

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My previous work experience

I taught for almost about three years. As a teacher I used student-centered methodologies and techniques. This helps the student become independent in learning, increases participation, and enhances creativity and critical thinking. I have also been incorporating technology across the curriculum. As a level coordinator in my previous school, I provided the logistical support of the lessons across the grade level, held meetings, and provide reports to school leaders. I also organized the fieldtrips and extra-curriculum activities in the school.

I firmly believe that, with all these experiences, I am prepared to take another step forward. The knowledge and skills I gained allows me to be part of TFFT’s team to ensure a high quality education in Tanzania by coaching teachers to become the best teachers they can be.

How TFFT’s mission inspire me

I have been Inspired greatly with the mission of TFFT. With this mission I can see a step towards a brighter future for the nation of Tanzania and its people. To recall what The Late Great Nelson Mandela said, ” Education is the most powerful weapon you can use to change the world.” TFFT has taken this approach to transform the lives of children in Tanzania. The mission and vision of TFFT is what attracted me then I found myself drawn into it.

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Just quickly, my three main goals are:

  1. Building capacity of school teachers in literacy instruction
  2. Changing teachers’ behaviors and mindsets in instructing literacy in classroom
  3. Incorporating information and communication technology into learning and introducing new learning and teaching methodologies where applicable.

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Hello Summer!

LAMBETH

Hi, My name is Lambeth Allen and I am now a rising senior at Charlotte Country Day School. I was born and raised in Charlotte, with my parents and older brother who is a rising sophomore at UGA. As the school year came to an end, my excitement was growing! Throughout the past two years, I have done a few projects with TFFT such as working on the Annual Fund cards, the Share the Love Campaign, leading our school club, and helping with the holiday cards. But this summer, I have the opportunity to work with TFFT daily and I am beyond excited!

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Although I have never traveled to Africa, I am extremely passionate about TFFT’s work. Ever since I was little, I have had the desire to help others and have had a passion for children. I frequently volunteer at my church’s nursery and love interacting with children and watching them grow as I see them each Sunday. Also, recently traveled to El Salvador to build homes for vulnerable and impoverished families. There I saw first hand how they lived and made personal connections with the family I built for. It was more than just building a home, it was about making an impact. As I have learned from working with TFFT, they aren’t just trying to educate vulnerable children, they are building a connection with children, giving these children a sense of family and an environment to be in everyday where they truly feel at home.

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I also love to step out of my comfort zone and experience other places and cultures. This fall, I went to a semester school in Maine, called Chewonki. There I lived in a cabin with a stove as a heater, harvested the food I ate everyday, and worked on the farm and around campus with 40 of some of my now closest friends. There I learned the importance of what we have. I learned I am lucky for what I have, but I also don’t need nearly as much as I have. I learned what is needed and what isn’t. As Meghann was explaining at the beginning of my internship: yes, we can buy dishwashers, but how do we keep paying for them to run? What happens if one breaks? There are certain things in life that are needed like love and education, which is exactly what TFFT is giving to these children.

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As soon as I entered the office on my first Monday morning, I was greeted with smiles and open arms. Meghann explained her journey with TFFT, which opened my eyes even more, and then I was put right to work. TFFT works together in a close-knit environment. They had everything planned out for me and knew exactly what I was needed to work on: holiday card and letter, Facebook, Instagram, and RIDETZ. I spent my first few hours here learning the ropes and what all goes into The Foundation For Tomorrow. I was so happy to see that everyone here is beyond happy to be here, and would never dread having to come into the office. This environment is perfect for me. It’s great to know that each day we arrive at the office to benefit the lives of over 100 students. I hope that soon (maybe next summer!), I will be able to visit Tanzania and see what our work has done first hand and meet the people TFFT is impacting.

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My summer is now coming to an end, and I have to say this internship exceeded my expectations. Grace and I planned the Holiday Cards and Letter, helped with the SOS Gala, got a start on RIDETZ, and took part in many other tasks. It’s sad that this internship is almost over (this week is my last week) but I am happy that I am able to stay involved with TFFT throughout the school year and throughout my life. I’m so happy I had the opportunity to be here and work with Meghann, Kaitlin, Ray, Maggie, Lucy and Grace in the office this summer.

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Tufundishane – Issue 3

MELISSA

Tufundishane was born of the desire to have a platform where teachers and schools can share best practices, find out what other schools are doing, and learn from each other. Although most of the schools we train and work with are in Arusha, networking does not come naturally for them. Especially the private schools where our kids attend, they exist in their own “world” so to speak, each solely focusing on preparing the children for the national exam. Where there are opportunities to meet inter-school, they are mostly for sports or academic competitions. “Trade secrets” or what makes their respective school tick is not naturally shared.

The Teacher Training Program believes in the power of people of the same interests and concerns gathering together to learn from and help each other. We envision Tufundishane (which means “Let’s teach each other” in Kiswahili) to be this venue for sharing and teaching each other. For the TFFT programs, it is also a way of diversifying the way we reach our audience and giving them helpful information aside from meeting face-to-face in workshops or seminars.

Even as we release the third issue of Tufundishane this month, it is still a work in progress, it’s process of getting schools to open up, or even recognizing their “good” practices and writing about them. We hope that as we increase readership and see examples of schools writing about home-grown innovations, they would also follow suit. We hope that this will spark greater interest in sharing and learning from each other, and in documenting what helps their students learn better.

In the past 2 issues, two schools have shared their best practices in getting their students actively involved in assessment and teaching students about business and entrepreneurship by giving them the space and opportunity to plan and start their small businesses in school. In this issue we focus on special education and learning disabilities and what a forerunner in this field in Arusha, Step-by-Step Learning Center, a TFFT partner, is doing for children with special educational needs. In this issue we also updated local partners of what we are doing in terms of life skills education, child protection, literacy, and TFFT’s foray into co-management of a government school—our own effort of testing innovative solutions to problems in education here in Tanzania.

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Introducing Hilda

Hilda

We are thrilled to welcome Hilda to the team as our Full Circle Program Manager! Her strong passion for life skills education and our mission is inspiring, and we are excited to see the positive impact she is sure to bring TFFT. Welcome, Hilda!

Would you tell us little about yourself-where are you from, what do you do in spare time, what are your hobbies?

My name is Hilda Baldwin Lema. I am 29 years old and a mother of one child. I was born in Machame, Kilimanjaro. I graduated from Tumaini University Iringa in 2011. I am the last born with two sisters and one brother. My father is a retired teacher and my mother is a retired typewriter for the Tanzania Bible Association. I am Chagga by tribe, the most commonly known tribe in Tanzania from northern part of Kilimanjaro. Our main tribal food is banana.

In my spare time I love spending time with my son who is two and a half years old. I love teaching him sports like football, running, rope jumping, and play and hide. I also love engaging in youth conferences and coaching on personality, leadership, entrepreneurship, relationships, puberty education, and children’s rights. I like reading books related to youth, adults, and children, and watching the news and documentaries. I enjoy learning from other organizations that deal with children and youth, and these have widened my understanding of this work.

What are your previous work experiences?

Since 2012 I have worked for Asante Africa Foundation (AAF) in various positions. First, I recorded, edited, and translated Khan Academy in biology and mathematics. Next I was a Scholarship Intern. In this role I visited schools and met with AAF scholars and listened to their stories of how they came to AAF. These stories were very touching to me. I never thought there were kids coming from as difficult of an environment as those I met. One class 3 girl (third grader) was taking care of her brother and grandmother. She was an orphan who was left with nothing by parents who died from HIV. Her grandmother was 87 years old. Before AAF, she would sell vegetables after school and go neighborhood families asking for any job that she can do over weekend and after school to earn money to feed herself, her young brother, and her grandmother and to buy workbooks and pens for school. She is now the best student and wants to become a doctor to give back to her community by helping those in need.

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Then I was a Leadership and Entrepreneurship Incubator Coordinator. I led weeklong trainings for students, and it was an unforgettable experience to help our students become independent, responsible, and active community members who contribute rather than becoming burdensome to community and family. Lastly, I worked as a Wezesha Vijana Coordinator. Having worked so close to school and students, I came to realize that there was a great need to introduce life skills education in school. My past experience showed me how important it is to implement life skills education to primary and secondary students. This is essential for leadership and personality development. We focused on puberty education, entrepreneurship, peer pressure, stress management, decision making, dream mapping, and children’s right with the aim of reducing drop out, early marriage, unplanned pregnancy and eradicate female genital mutilation.

How did you first learn about TFFT?

 When working with AAF we had a leadership and entrepreneurship incubators conference for AAF scholars and other partnering schools at Usa River Academy, where many of the TFFT Scholars attended school. I met with one of the teachers, Eric, and he mentioned TFFT. I then searched the TFFT website to learn more. I later saw the job advertisement for TFFT on Arusha mailing and I was so interested to applying due to TFFT’s mission and vision.

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How will these experiences prepare you for your work as TFFT’s Full Circle Program Manager?

My past experiences, especially the life skill experiences, will help me a lot in my role as the Full Circle Program Manager. So many students don’t finish school, struggle with early pregnancies, poor performance, ineffective communication, and poor interactions among students and teachers, and all of these are caused by lack of life skills. When students learn life skills, I believe so many positive changes will happen in their lives. I am expecting at the end the Scholarship Program students will be proud of their improved:

  • self esteem
  • communication
  • inter-personal relations among students
  • confidence
  • knowledge on HIV
  • knowledge of children’s rights and responsibilities
  • student-teacher relations
  • attendance and reduced drop out
  • performance
  • engagement in community work
  • family- school link
  • talents due to sports

At school students gain academic knowledge, but teachers forget that life skills are essential for students too. In reality, despite academic achievement, how we apply the knowledge we acquire in school requires life skills. As the Full Circle Manager, I will put emphasis on this and follow up to make sure that primary students have knowledge of personal hygiene, humanity, children’s rights and responsibilities. I will work to awaken students’ talents and students’ and teachers’ relationships. Through the Personality Development and Sports (PDS) class—the class that TFFT’s life skills curriculum is taught in—I will emphasize to teachers the importance of teaching these skills to students. These skills will make them responsible for their families and nation at large.

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What about TFFT’s mission inspires you?

Providing quality education and emotional support to some of the most vulnerable children inspires me. Looking at the backgrounds of the children TFFT supports, there are many children from orphanage centers. Their backgrounds inspire me because TFFT is acting as the family and guardian for these kids. I was also inspired by TFFT’s program that strengthens the livelihood of our scholars’ foster families by providing them with loans. This will change their lives completely and make it possible for these families to provide for the basic needs of their children. Also, uniting these orphans to their families is good because they can feel like other non-orphaned kids, rather than staying at an orphanage, which can affect children psychologically. There are so many orphaned and vulnerable children in East Africa, and with support of TFFT, many benefit from our services. I so believe when they grow up they will have good jobs, stable lives, and they will be on our side reducing this problem.

What attracted you to the position as the TFFT’s Full Circle Program Manager

TFFT’s influence implementing life skills education through the nationally mandated Personality Development and Sports (PDS) class attracted me to apply for the Full Circle Program Manager position. This will benefit many students, rather than just a few. I wish life skills education would be taught well in all schools in Tanzania. TFFT’s aim to achieve this through PDS class moved me because I believe it will soon be nationally adopted and all students will learn these skills.

Is there anything else you would like to share?

Life skills education is very essential in Tanzania. Teachers tend to forget that in life, students need to use skills. The fact that PDS is not tested by exams makes teachers able to use this time for personal activities. With the curriculum and toolkit TFFT developed, many teachers are now feeling prepared to teach and engage students in developing talents through sports. I so believe this will be nationally adopted.

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The African Grantmakers Network Assembly 2015, A Turning Point

ANTON

The Foundation For Tomorrow invests in building the capacity of our team. Attending conferences is one way to stay current in the space of philanthropy and development across Africa. 

The African Grantmakers Network (AGN) is a continent-wide network of grant making organizations and other philanthropic groups. It was established in July 2009 to facilitate African philanthropic institutions to network and learn from each other.

I attended the third AGN assembly in Arusha, Tanzania on July 1st-3rd 2015. The assembly focused on three critical areas: people, policy, and practice. Participants left with a new revelation of philanthropy in Africa. This post will be the first of a series and will detail my take-aways from the “People” section.

The people programme emphasized that the growing field of African philanthropy must include the contributions, ideas, and experiences of critical constituents such as women, youth, and other marginalized groups of African citizens. Dialogues were held on the involvement of women-focused philanthropies in addressing challenges facing women in Southern Sudan. We also discussed the movements of raising women into power in Liberia, as well as emergency responses of women-focused philanthropies in crisis areas: such as in rebel areas in Eastern Congo, in war zones in Sudan, and in the responses during the Ebola Virus outbreak in western Africa. Women-focused philanthropies have played a great role in addressing most of these challenges in the communities; however, because their efforts have gone unpublished, the world is not yet aware of their contributions. Additionally, some youth-focused philanthropies shared how they engage youth in influencing the changes in their communities, especially through art and the use of information technology. An example of this is the Magamba team in Zimbabwe, who have been using television programs (Zambezi News in National Television) and music concerts to encourage youth to engage in development and political change.

As we take this in, our team is also looking at the contributions and ideas our scholars and the vulnerable populations we serve provide and also how they can play a role in changing the course of their own lives. There is always a fine line between empowering and enabling, and as we continue this blog series, we will dive deeper into Policy and Practice and how NGOs and philanthropy throughout Africa can continue to build and empower. TFFT has always believed systemic change happens from a community level, and we’re thrilled to see more and more Africans taking the reins  for solutions for to the problems that exist in this area.

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Introducing Stephen

Stephen

We are thrilled to welcome Stephen to the team as our Scholarship and Mentoring Program Manager! His strong passion for our mission is inspiring, and we are excited to see the positive impact he is sure to bring TFFT. Welcome Stephen!

My name is Stephen Lumati. I was born and brought up in a small village called Chegulo in Western Kenya. Growing up as a young boy, I was fortunate to have parents who, despite their illiteracy, recognized the value of education and encouraged me to work hard – leading to my award of a Bachelor of Education Degree (Bed) from Kenyatta University in Nairobi, Kenya. My late mother was a source of my inspiration – always emphasizing to us that education is key to success. This to a large extent has contributed and shaped my belief that every child deserves a quality education, coupled with conducive school and home environment.

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I have 24 years’ experience in the education sector, specifically in teacher training, Quality Assurance and Standards, and program development management – both in government and NGOs across Kenya, South Sudan, and with a few assignments in Uganda. I have also volunteered at Haki Za Wanawake and Development (HAWA), a national NGO in Tanzania, that mobilizes women through media to identify and advocate for issues of concern to them.

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I first learned about TFFT from my wife, who coincidentally shares the same passion with me of supporting young people to build knowledge, skills, values, and attitude. Each of these are a prerequisite for a generation of transparent and accountable leaders who will transform their communities by leading in the fight against poverty and ignorance. Going through TFFT’s website, I was attracted by the vision and mission, which resonate well with my passion for helping vulnerable young people access quality education. Learning about TFFT set my search for opportunities to work with them. I am delighted that TFFT has given me the chance to offer my service and contribute to changing the lives of vulnerable young people.

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I intend to build on the existing efforts already put in place by strengthening the benchmarks of quality education in our partner schools and orphanages. I will use my value-based leadership skills and life skills expertise to develop a mentoring framework and consolidate and coordinate the synergies of our boundary partners, who I have had an opportunity to work with in the East Africa region, ensuring an even more vibrant Scholarship and Mentoring Program for TFFT.

Of immediate priority to me is creating a survey to establish the current levels of satisfaction of our boundary partners with the Scholarship Program offered by TFFT. I will then use evidence-based learning to innovatively scale up the program to benefit more scholars. I will also be developing a Scholarship Mentoring Framework for TFFT, identifying new scholars with the help of communities, and identifying boundary partners. Finally, I will be mobilizing the TFFT Alumni to actively participate in TFFT programs and encourage them to give back to a system that has helped/is helping them find a purpose in their lives and the communities they come from.

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I will use my skills in fundraising and media, both locally and internationally, to increase the portfolio and visibility of TFFT’s programs. In the long run, I wish to see TFFT Scholars serving as role models to the program and contributing to the social economic development of their communities.

During my spare time I love swimming, taking nature walks, and reading. This way I am able to balance between work and leisure, but also relax and widen the scope of my knowledge.

I wish to thank the management and staff of TFFT, our boundary partners, and everyone who has helped me to settle down in my new assignment.

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Adventure Awaits

July 14, 2015

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Do you dream of traveling to Tanzania? Are you looking for something to keep you motivated, challenged, active, and excited for the next year? We have some exciting news for you…

RIDETZ 2016 registration has officially begun!

June 18 – July 2, 2016

Join 20 riders from all over to embark on an action-packed, exhilarating 10-day, adventure as you bike 400 miles from Mt. Kilimanjaro to the Indian Ocean.

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Learn more about the work you make possible through TFFT…

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Meet the TFFT scholars…

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And raise awareness for quality education as you ride from Mt. Kilimanjaro to the Indian Ocean.

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Know with each pedal stroke, you are riding for something much bigger than yourself…

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You don’t have to be an extreme athlete to embark on this adventure; you don’t have to be a world traveler; you don’t have to be a master fundraiser. If you’re enthusiastic, driven, and passionate, you’re a perfect fit for RIDETZ.

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            “Overall it was an amazing experience. I think experiencing the difficulty of the ride is an important parallel to some of the difficult challenges that the students face – so while it was sometimes so hard – it was important to experience that.”

– Aileen, RIDETZ 2014 Rider

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Have we sparked your interest? Save the dates: June 18 – July 2, 2016. Read about a typical day of RIDETZ. Learn more about the trip on the RIDETZ website. Finally, SIGN UP because space is limited and will be filled first come, first serve.

It’s time to open your eyes and your heart to a new world!

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As always, thank you to the wonderful Nate Kaiser for these beautiful photos.

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