Empowering Schools in Phase Two of the Karatu District Project

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.

Illuminating Futures: Oldeani School’s First Year with PPI Computers

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.

Student Samwel stands in a computer lab in a school in Tanzania

This month we are excited to hear from students and teachers at Oldeani Secondary School, where the power of technology is reshaping the educational landscape one keystroke at a time.

During the installation, PPI executive director Caitlin Kelley remarked, “These new learning hubs represent more than just equipment; they symbolize opportunities that will shape the future of countless students.” The students and teachers at Oldeani School are already reaping the rewards of using the computer lab, witnessing significant enhancements in both teaching methods and learning outcomes.

Samwel, a Form Two student at Oldeani Secondary School, said “the computers help us to do different academic activities. We learn applications like Microsoft Word, Excel, and Publisher and we learn to do exercises like creating folders and typing. We have Shule notes to read before class. The computers help us to rise academically. Thank you to Powering Potential!”

Oldeani student Zahara shared “The computers give us access to notes and to programs like Word, Excel, and Publisher. These programs help me to improve my academic performance.” 

Tumain is a teacher of computer information studies at Oldeani Secondary School. He noted “The computers help the students to improve their knowledge in other study areas by using class notes, having group discussions, and taking quizzes with the computers. They help teachers to prepare the academic activities for the classes, such as monthly tests, semi-annual exams, and annual exams. The solar power supply is reliable and supplies enough electricity to power the computer lab.”

Student Zahara stands in a computer lab in a school in Tanzania.
Teacher Tumaini stands in a computer lab in a school in Tanzania

In June 2023, the halls buzzed with excitement as the new computer lab and solar installation were unveiled. Since then, more than 285 bright minds—both students and teachers—have plunged into the endless possibilities of the digital realm, courtesy of the PPI computer lab. It’s been a year filled with discovery, learning, and empowerment!

Support students like Samwel and Zahara by joining the PPI community of donors!

Latin America Director Honored: Transforming Rural Education

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.

As Dana reflects on her experience, she shares her journey with heartfelt gratitude: “Being part of Reto Ruralia was both a privilege and a challenge. The wealth of knowledge and support from my mentors and peers fueled my growth every step of the way. I emerged with a newfound understanding of problem-solving, stakeholder engagement, and effective implementation strategies. This experience will undoubtedly empower PPI to amplify our impact across Peru.”

But the impact doesn’t stop there. Cast your gaze upon the San Francisco Rio Itaya school in Iquitos, Peru, where PPI’s legacy of transformation unfolds. Here, a unique challenge meets unparalleled innovation as a solar-powered computer lab takes root in a community perched above the floodplains. Picture it: students, armed with newfound digital skills, breathe life into their imaginations as they explore the realms of animation and digital artistry. With each click of a mouse, a world of opportunity unfolds, empowering these young minds to shape their futures amidst the ever-changing tides of progress.


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

Empowering Minds: An Update from Chaenda Secondary School

Kelvin, a Form Four student

This month, we’re thrilled to reconnect with Chaenda Secondary School.

Can you believe it’s already been a year since we completed the installation back in June 2023 and conducted training programs in August 2023? We’re bubbling with excitement to hear firsthand from both students and teachers about their journey with the computer labs over the past year. We can’t wait to share the progress they’ve made!

Students share that they are learning in new ways with the addition of computers in the classroom. Kelvin, a Form Four student at Chaenda says “There are many benefits that I get through the Powering Potential computer lab. For example, teachers use the computers and projector to display different pictures to help with learning. In biology, the teachers showed us how systems work.”

The students are not only honing their digital prowess but also uncovering the art of finding answers at their fingertips through computer exploration. Loyce, a Form One student at Chaenda shared,  “The computers help us when we don’t know the meaning of words, and we can search to learn the meaning. We also use the projectors to observe pictures and videos that give us knowledge. We also learn how to use the input and output devices for the computers, such as the mouse, keyboard, printer, and projector.”

“In bridging the digital divide through computer labs, we are not just providing technology but also dismantling barriers to knowledge. We are grateful to our donors and partners for making this possible, and we are excited to see the impact these labs will have on the lives of students and teachers,” commented PPI Executive Director Caitlin Kelley.

Teachers are witnessing an exciting evolution in their students’ growth, all while discovering innovative methods to captivate their classes through the power of computers. Paschael, a Chaenda teacher and computer manager, noted, “The project helps us to teach and to learn different materials using the computers. The computers allow students to take quizzes and do activities, and this improves their learning capability and their performance at school. The students are also able to interact with the computer parts. Now they are able to successfully use the mouse, keyboard, monitor, and printer. Using the projector to show photos and videos increases the students’ understanding.”

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. The next phase of the Project will add eight schools to the current group of seven in the District that have PPI computer labs.

With the support of our generous donors, the students and teachers of Chaenda Secondary School are gaining confidence and technology skills needed in the 21st century global economy. 

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

Peru project grows with Scratch workshops

Regional Director Dana Rensi at a conference table with her presentation on Scratch software

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.

Teacher gives a "thumps up" after successfully completing a training activity

Teachers learned to use and work with Scratch for the first time during the workshops. They eagerly engaged with the program, learning to animate and adjust images through the “Animar Un Nombre (Animate a Name)” activity. After participating in the workshops, teachers are even more excited about the ways that they can engage their students in the computer lab to build their digital skills.

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.”

Scratch has a simple and intuitive interface to help students learn programming using objects and attributes such as color, size, positioning, and movement. Without the need for deep knowledge in coding, Scratch users gain new skills that enhance their knowledge and performance in the computer lab as well as throughout their education and future employment.

Using computers to animate and change visual images is distinctive because it requires active learning. Rather than passively watching a video or presentation, students and teachers have to engage with the software to solve problems and develop solutions to complete the activity. These skills are important beyond the classroom; the students learn how to use creative thinking to develop solutions to questions and challenges in all areas of their lives.

Support more teachers and students in the PPI community!

Teachers learn to use Scratch software in a computer lab

Update from Gyekrum Arusha Secondary School

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.”

Student Rhianna Robert smiles next to a computer at school

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.”

Student Larson smiles standing next to a computer in his classroom

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.”

Teacher and computer manager Eligi Tairo smiles next to a computer in the classroom

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!

Exciting News: Welcoming The Addax and Oryx Foundation to the Powering Potential Family!

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. 

Powering Potential Continues to Empower Youth with Successful Installation of Computer Labs at Oldeani and Chaenda Secondary Schools

In our relentless mission to empower the youth of Tanzania through solar energy and technology, we are thrilled to announce a remarkable achievement – the successful installation at Oldeani and Chaenda Secondary Schools in the Karatu District

The new computer labs will contribute to leveling the playing field for students in Tanzania, who often don’t have access to the same resources as students in developed countries. “In bridging the digital divide through these newly installed computer labs, we are not just providing technology but also dismantling barriers to knowledge. We are grateful to our donors and partners for making this possible, and we are excited to see the impact these labs will have on the lives of students and teachers,” commented PPI Executive Director Caitlin Kelley.

The halls of Oldeani and Chaenda Secondary Schools are buzzing with the promise of a brighter future as solar-powered computer labs stand ready to ignite young minds. These new learning hubs represent more than just equipment; they symbolize opportunities that will shape the future of countless students. 

Stay tuned for updates as we continue to empower youth, one computer lab at a time.

Board Member Visits Tanzania

Phil Brandt, Board Secretary of Powering Potential Inc. (PPI), just returned from Tanzania, where he visited four Karatu District schools that recently received SPARC+ computer labs (Solar Power Access to Raspberry Computing.) These schools are part of a 23-school group slated to receive SPARC+ over three years (fiscal 2022-2025.) Our record of success in Tanzania makes it possible for us to scale up, so we can make our programs available to hundreds more secondary school students.

Planning the visit

Due to the pandemic, it has been four years since PPI has visited Tanzania, though we’re in constant contact virtually and through social media. Phil was compelled to make a visit, saying, “I felt that there are things you can only learn by actually visiting the schools and it is important to have someone observe the program from a different lens.” His goal was to learn about SPARC+ by dealing directly with community members, students, teachers, headmasters, and government officials.

Phil understood some of the challenges in the Tanzanian education system and he had questions. He wondered, for example, why so few students who pass the Form 4 national exam go on to Form 5. (In Tanzania, four years of secondary school, known as Ordinary Level, or Forms 1-4, lead to two years of Advanced Level, or Forms 5-6).

He also wondered how best to ensure that computer labs are used efficiently. 

Phil was deeply interested in strengthening ties to our constituents, friends, and officials in the Tanzanian educational community. And, upon return to the U.S., he was eager to report his findings to his Board colleagues, in order to confirm or adapt our strategic direction. 

In Karatu 

In the Karatu District, Phil visited the Mlimani Sumawe, Endabash, Gykrum Arusha and Domel Secondary Schools. He was impressed by the sense of ownership that everyone with a stake in education – headmasters, teachers, community members, and government officials – felt toward the computer labs. (The local government registers computers as assets for which the schools are held accountable.)

During Phil’s visit, Riaz Abeid, manager of Tanzania’s NGOs (non-governmental organizations) within the Regional Administration and Local Government, asked to observe two of the labs. Upon arrival, Mr. Abeid queried headmasters and teachers about lab usage in daily lessons and he even examined the labs’ furnishings, all in the spirit of ensuring that students get the most from the investment. Phil came away encouraged by the alignment of education with government and he was confident that the oversight and accountability placed on schools will ensure that SPARC+ will deliver an impact beyond what PPI could do alone.

Phil brainstormed with headmasters and teachers about making downloaded software content relevant to each teaching subject, in order to better engage students. They also discussed the concept of teachers mentoring teachers; that is, teachers with more lab experience could advise beginners how best to engage students by leveraging multimedia.

The Impact

Time and again, Phil saw the impact that SPARC+ — 20 Raspberry Pi computers with a projector, dedicated lab, and teachers and staff trained to use and maintain the equipment – has made in the schools and in the broader community. 

Phil’s big takeaway, was, “The students are eager to learn!” In a school with as many as 600 students, they worked in small groups of two or three per computer. He is curious to learn what impact SPARC+ will have on learning outcomes over the next year, which we will be determined through monitoring and evaluation.

Phil observed that the students do not take SPARC+ and its capabilities for granted. They are adapting well to the labs. In a few months’ time, they’ve learned how to access lecture materials and take quizzes on their own. Teachers are grateful for the training and for the benefits SPARC+ provides to students. And in the greater community, imagination has been ignited regarding how computer labs can provide new opportunities to students.

The Challenges

In evaluating his experience, Phil recognized that there are barriers to educational achievement, though he saw definite signs of hope.

Among the challenges are not enough schools and teachers, insufficient infrastructure (e.g., electricity), and food insecurity. In some locales, students walk more than six miles (10 km) each way to attend school. Schools are exploring the possibility of boarding students, so that they can use the labs in the evenings and avoid the dangers inherent in commuting.

The Future Beckons

On the plus side, students are becoming increasingly self-sufficient as they master the labs. And, with limited resources, each school is creative about maximizing learning opportunities.

SPARC+ is helping by removing educational barriers and empowering each student to pursue their chosen path., As Phil concludes, “The goals are ambitious, but, having visited these schools, I could feel the optimism and that the communities see a path forward.”
Powering Potential warmly thanks Phil Brandt for making this enlightening and empowering journey. We also take this opportunity to thank PEF Executive Director Eng.Albin Mathias for all that he does to implement SPARC and SPARC+ in Tanzania.