“My name is Gladness Laurent, I am 18 years old, Form 4 at Sumawe Secondary School. The Powering Potential project has helped me to get curriculum based notes for various subjects, answer sample questions, and take practice quizzes. While I am preparing for my Form 4 National exam, I have used the computers provided by Powering Potential to learn how [national exam] questions are answered. So, I express my sincere gratitude to PPI and all who made this project possible here at our school.”

Access to quality education and opportunity starts with supporters like you. Since 2007, it’s been our mission to empower young minds to step into the 21st century with confidence and capability. 

This week, across Tanzania, secondary school students are sitting for their national exams. These exams play a pivotal role in the Tanzanian Education System. Performance influences students’ academic and career pathways. Failure to pass these exams limits students’ advancement in higher education and employment opportunities.

How do national exams work?

National exams are taken in Standard 7 (American equivalent of 7th grade), Form II (9th grade), and Form IV (11th grade) to determine if students can pass to the next grade. If a student makes it past Form IV, they take more exams in Form VI to determine if they qualify to attend university.

What subjects are they tested on?

Students are tested on Math, Chemistry, Biology, Physics, English, Kiswahili, History, Geography, Civics, and Agriculture. Powering Potential’s program has also enabled some students to take the exam for Information and Communication Technology (i.e. computer skills).

How does your support help?

Shortage of teachers, limited school resources, no access to consistent electricity, and lack of technology affect students’ ability to succeed in school. A shortage of textbooks and other study materials limits students’ ability to prepare for the exams.

Powering Potential, with the help of supporters like you, provides solar-powered computer labs, digitized learning materials, and comprehensive digital skills training in public schools. These materials make sure students have the resources they need to succeed at their exams and beyond.

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Barnabas Kapange of our local partner, Potential Enhancement Foundation, wrote the following about the Tanzanian education system:

Tanzania’s secondary education system reflects a structured but challenging landscape, shaped by language transitions, exam-based progression, a shortage of resources, and financial constraints for many families. The system’s 7-4-2-3 educational model—7 years of primary, 4 years of lower secondary, 2 years of upper secondary, and 3 or more years of tertiary—sets a solid framework, but its quality varies notably between urban and rural regions and across public and private institutions.

Key Structural Components and Challenges:

1. Shortage of Textbooks and Teachers: Many schools, especially in rural areas, lack enough textbooks for each child. At some schools, there is one book for every 10 students. High turnover rates among teachers can lead to suboptimal teaching skills and gaps in learning.

2. Language Transition: With Kiswahili as the primary language in public primary schools and English as the medium for secondary and tertiary education, students face a significant language barrier. This bilingual approach seeks to blend local accessibility with global relevance, but many students struggle with the abrupt shift to English, affecting their comprehension and learning in higher grades.

3. Exams and Academic Progression: National exams play a pivotal role in the system, especially in grades Form 2, Form 4, and Form 6. These exams determine whether students can progress to the next educational level. Performance is classified into divisions, which influence students’ academic and career pathways. Failure to pass these exams limits students’ advancement, pushing them toward vocational or certificate courses instead of A-level or university tracks.

4. Public vs. Private Schooling: While government schools, or public schools, offer free secondary education, indirect costs such as uniforms, books, and supplies make schooling unaffordable for many. In contrast, private schools, which typically use English from primary onward, cater to higher-income families and often yield better academic outcomes due to resources and lower teacher-student ratios.

5. Completion Rate and Educational Quality: With less than 30% of Tanzanian students completing secondary education, retention remains low compared to countries like the U.S., where high school completion rates are over 87%. Factors such as early-grade literacy challenges (with only 5.4% reading comprehension in lower grades) and limited educational resources contribute to this gap.

Although Tanzania’s secondary education system is structured and affordable, practical challenges hinder accessibility and quality. Addressing these issues requires further investment in educational quality and resources.

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At our recent Lunch and Learn panel discussion, I loved hearing directly from the people in Tanzania who make our work possible. In particular, hearing from the teachers about what makes our program valuable to them and their students was inspiring. 

One statistic stuck out to me: 1 book for every 10 students. Imagine how hard it is to do homework and study for exams when you have to share a book with nine other students who also need to study. Powering Potential provides that material on the servers that each school receives, so the students can access the information they need to learn and succeed. 

One topic of discussion was the urban/rural divide in Tanzania. There is a big difference between urban areas and rural areas in terms of wealth, school resources, access to consistent electricity, and access to technology. Tanzania overall has a shortage of teachers, and that shortage is especially acute in rural areas, in particular for science teachers. Teacher Paschal from Chaenda discussed how he has seen the computers and projectors bridge that gap by giving teachers creative tools to teach science, and providing students with extra learning materials they can use to study on their own.

Paschall also shared how having the projectors and extra learning materials provided by Powering Potential increases learning and understanding by the students because they allow the teachers to show photos, videos, and animations that demonstrate a concept, rather than just having a description in a textbook or from a lecture.

One of the biggest impacts the schools feel from our program is how much having a projector increases student engagement and interaction in class. Paschal from Chaenda said “We have seen great changes” in the classroom from using the projector. Students are paying more attention in class, asking more questions, and skipping class less. 

We also discussed the positive impact computer knowledge has on employability. Barnabas Kapange, Executive Council Member for PEF shared a personal experience where he got a job because he had more computer skills than the other applicants. 

Teacher Edward from Sazira Secondary School shared how students see the same thing: having computer skills makes them stand out from other applicants and allows them to perform better at their jobs. Searching for job openings, applying for jobs, and applying to university all happen online, so having digital literacy is crucial for accessing those opportunities. And if students go to university, many courses use computers in a variety of ways, so they are able to build on what they learned in secondary school rather than starting from scratch.

Overall, the enthusiasm from the teachers was palpable. The feeling that these computers are incredibly helpful for teaching and learning at their schools was crystal clear. A huge thank you to our donors who make all of this possible, and to everyone who was able to join us at the event!

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African countries, like Tanzania, have the potential for accelerated economic growth when the population of its working age exceeds its non-working population– also known as a demographic dividend. However, countries like Tanzania are decades away from experiencing a demographic dividend due to its underserved youth population.

The total work force in Tanzania is estimated at about 32.98 million. And although reports reflect 10-12 million youth enter the labor force each year, only 3 million formal jobs are created annually. That means the majority of the youth work informally, are underemployed, and remain in poverty due to low work wages. In fact, the amount of economic value that is created by the labor force in Tanzania is forecasted at $1.30 USD per person in 2024! 

So although Tanzania has a lower rate of unemployment globally on paper (at 2.38%), the demographic transition is slow, driven by low levels of urbanization, lack of employment opportunities, and a lack of high-quality education for working age youth. But Africa’s youth unemployment is not an isolated problem, it is a global problem. 

“Without education children can never really meet the challenges they will face.”

– Nelson Mandela

We cannot expect to build global economies and scale development as nations when a large proportion of youth are unprepared to lead their continent and the world, and the 225 million young people aged 15-24 living on that continent today is expected to increase by 42% come 2030. If Africa is to sustain a peaceful climate and achieve economic growth it will need to invest in an educational system that offers the skills needed for business, technology, and professions of the 21st century.

Bringing one operational computer to a school in Tanzania offers a window of exploration to a new generation. Offering an entire computer lab along with the technology skills training to invest in the future creates a massive economic rise capable of ending poverty, forging a climate ideal for foreign investors, and creating a substantial boost in global development. 

“Educational opportunities support the young people who are now willing and able to contribute to Africa’s future prosperity.” – Mo Ibrahim

And education is the greatest investment globally, generationally, and individually. 

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Resources: https://foreignpolicy.com/2021/10/19/africa-youth-unemployment-crisis-global-problem/ https://ilostat.ilo.org/blog/african-youth-face-pressing-challenges-in-the-transition-from-school-to-work/ https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?end=2023&locations=TZ&start=1991&view=chart

We’re absolutely thrilled to introduce three schools that are part of Phase Two of the Karatu District Project!

We’ve recently connected with students, teachers, and school leaders eagerly awaiting their new computer labs. Their enthusiasm is contagious as they envision the incredible impact these installations will have on the students, teachers, and communities.

We received inspiring words from Godfrey, a dedicated head prefect, and Andrea, a passionate teacher at Diego Secondary School, as they anticipate the installation of a new computer lab.

Godfrey expressed, “This will help us in our studies to gain knowledge that is not in our books. It will empower our teachers to be more creative and use technology to enhance our learning. I’ll be encouraging my fellow students to utilize the computers to improve our academic performance. Thank you!”

Andrea added, “On behalf of Diego Secondary School, thank you to Powering Potential for this impactful project. It will benefit our entire school community – students and teachers alike. The lab will enable us to share new knowledge, access online teaching resources, and elevate our academic standards. We are grateful for your support and believe this project will propel us to new heights.”

Mr. Swai, Headmaster of Marang Secondary School, expressed his excitement, stating, “First of all, I am very excited about the computer lab from Potential Enhancement Foundation. As a school leader, I am really looking forward to working with them. I will be getting involvement from the parents to prepare the classroom. I believe this program will have a huge benefit to our students, especially nowadays as technology changes so quickly. People need to have a good understanding of technology and how to use computers. “

The excitement doesn’t stop there! Families and community members are also stepping up, coming together to prepare for the arrival of these new computer labs.

Mr. Sanka, Headmaster of Gyekrum Lambo Secondary School, shared his gratitude, saying, “We were very happy to receive the news of this project which will help our students use modern tools to learn by using computers. We are getting ready and already have the room that will house the computer lab. We are still filling it up with the chairs and tables and making sure the room is secure. On July 1st we will be speaking with community stakeholders and leaders of the board about getting all the necessary equipment to make sure the room is ready. We are so grateful for this generous gift and for giving us this help. Thank you so much. The administration extends their thanks to you as well.”

This project extends beyond Diego, Marang, and Gyekrum Lambo Schools; it encompasses a total of eight schools: Gyekrum Lambo Secondary School, Kilimamoja Secondary School, Kilimatembo Secondary School, Kainam Rotia Secondary School, Marang Secondary School, Qurus Secondary School, and Diego Secondary School. Each school eagerly anticipates the transformative impact of technology on their educational journey.

Picture this: a bustling classroom filled with eager students, their faces illuminated by the glow of computer screens. It’s not just any ordinary school day – it’s a day brimming with excitement and opportunity, all thanks to the remarkable impact of a computer lab installation.

Step into the realm of transformative education in rural Peru, where Dana Rensi, PPI’s regional director for Latin America, shines as a beacon of innovation and impact! In the early months of 2024, Dana’s outstanding contributions were celebrated as she was honored for spearheading groundbreaking educational initiatives in the heart of Peru’s countryside.

Enter the Reto Ruralia (Rural Challenge) program, now in its second triumphant year in Peru. This groundbreaking initiative serves as a catalyst for change, offering vital funding and ongoing education to educational leaders across the country. Imagine the scene: a handpicked cohort of visionaries, drawn from the farthest reaches of Peru, converging for an intensive two-month journey of learning and collaboration. These trailblazers, armed with a passion for change, immersed themselves in a transformative blend of online courses, mentorship, and hands-on projects.

Help us empower students in rural Peru and Tanzania with essential digital skills and education!

Support students like Loyce and Kelvin by joining our community of donors!

Dana Rensi, PPI’s regional director for Latin America, spent the month of March in Peru providing training and working to further develop the computer labs installed by PPI.

She conducted two training workshops with primary and secondary school teachers at the San Francisco Rio Itaya school in Iquitos, Peru. Nearly twenty teachers participated in the training workshops, including the principal of the school. The educators learned how to use Scratch, a coding program developed by MIT. It is a visual programming language designed for children that cultivates skills in creative problem solving, collaborating to develop solutions, and developing systematic thinking.

Ms. Rensi shared “My favorite part of the workshop was watching them learn and develop confidence in solving problems. When something is not working the way you want, you have to think about why. The activity develops problem solving skills. It is fulfilling to see learners create and come up with inventive solutions.”

We installed the computer lab at Gyekrum Arusha Secondary School in September 2023. Recently, we caught up with students and teachers at the School to find out how the computer lab is helping them. 

Rihana Robart, Form 4 student at Gyekrum Arusha School, shared the impact of the computer lab on her education and opportunities. “Powering Potential’s computer program has helped me in improving my grades and performing well in exams. Also, at home we have a laptop, so the knowledge that I have gained here about Word, Excel, and designing websites has helped me at home in helping my father and my family and they feel happy.”

Larson, a Form 2 student, conveyed his appreciation for the donation of the computer lab to the School: “I would like to thank Powering Potential and its donors for providing us with the computers because now we can learn ICT in our subjects.”

Gyekrum Arusha School teacher and computer lab manager Eligi Tairo reflected on the importance of the computer lab for the School: “The program is important because it gives our students skills in how to type, how to use Microsoft Excel, and how to use PowerPoint for presentations. This is a project that opens our school to the external world. We are so proud to have digitized learning and we are bringing ICT into our teaching and learning process.”

The Karatu District Project is planned to include a total of 23 schools, all of the secondary schools in the District that do not currently have computer labs and the supporting solar infrastructure. One of the first seven schools selected to receive computer lab and solar power installations in the Project, Gyekrum Arusha School is located just outside the city of Karatu and was founded in 2007. The current enrollment is 516 students – 341 girls and 174 boys. 

These resources open doors for the students by equipping them with technology skills needed in the 21st century global economy. With the support of our generous donors, the students and teachers of Gyekrum Arusha School are making strides toward their educational and future goals!

Support students like Rihana and Larson by joining our community of donors!

We are excited to announce that the Addax and Oryx Foundation has become a new funder of Powering Potential! 

The Addax and Oryx Foundation is a leading funder of projects that target the root causes of poverty in Africa and the Middle East. Their generous support will enable us to reach more students in Tanzania with our award-winning solar-powered computer program. 

This new funding will help us to provide 446 girls and 350 boys in two schools in the Karatu District in Tanzania with access to solar-powered computers, digital libraries, and training materials. With these resources, students will be better prepared to succeed in school, secure employment, and become productive global citizens!

This is a major milestone for Powering Potential, and we are grateful to The Addax and Oryx Foundation for supporting our mission to enhance education through technology in developing countries. Their investment will make a real difference in the lives of young people in Tanzania and help them reach their full potential.

Stay tuned for more updates as we embark on this exciting journey together.