Tanzanian Ambassador to the UN Speaks at Powering Potential Fundraiser

On May 17th, Powering Potential Inc. (PPI) held its annual fundraiser at the Tufenkian Artisan Carpets Showroom featuring an appearance by the Tanzanian Ambassador to the United Nations, Mr. Modest J. Mero, a silent auction, and live entertainment by Tanzanian singer Kokugonza Mugarula. To honor their continuing support, Certificates of Appreciation were awarded to Collegiate Churches of New York, Manny Ackerman, Mary Lennon, Jim Allen and Charles Saaf of Skadden Arps, and Ned Barlas of Akin Gump.

Ambassador Modest J. Mero, Tanzanian Ambassador to the United Nations

To read Ambassador Mero’s comments click here and for more pictures of the fundraiser click here.

Altogether, Powering Potential raised $7,000 that will go towards the expansion of its award-winning SPARC (Solar Powered Access to Raspberry Computing) program. This money will be used to purchase and install solar infrastructure and affordable Raspberry Pi computers in rural Tanzanian public schools that would not otherwise have access to modern learning aides.

David Saitowitz, Portfolio Manager at Apollo Global Management, and his wife Jessica Saitowitz were among the generous donors that evening. David heard about Powering Potential through his friend Greg Obenshain, who currently serves as Treasurer on PPI’s Board of Directors.

“I was born in South Africa, and though my family immigrated when I was young, I still feel a connection with the continent,” David said. “Africa is home to large populations of underserved people, and while the need is great, we still need the smaller, grassroots, micro-level development projects.”

“Powering Potential is making a big difference by doing exactly this kind of work, and I’m glad I was able to contribute towards its continuing success.”

“The work being done in African countries is underpublicized,” he continued. “There is a lot of good happening abroad that is ignored because people tend to focus on the negative, especially in Africa. It is vital that we spread the message of hope and positivity.”

Powering Potential has been providing rural Tanzanian public schools with modern educational resources since 2007, and has successfully installed solar power systems, computers and digital libraries in 29 schools. To make a contribution, visit our donation page by clicking here.


Pi Workshop in Ngorongoro District

“We were only using our lab for learning other subject through RACHEL but now I know I can do a lot especially computer programming and promise to share the knowledge I received with my fellow students.” – Iri from Kabasa School.

Simon Mtabazi facilitating the Pi-Workshop

Powering Potential Inc. (PPI) has provided 29 Tanzanian public schools with low-watt solar-powered Raspberry Pi computers to date. While PPI plans on continuing to install and upgrade their SPARC labs (Solar Powered Access to Raspberry Computing) wherever possible, gracious funding from the Collegiate Churches of New York allowed us to coordinate with our Tanzanian counterpart — the Potential Enhancement Foundation (PEF) — to organize an innovative new Pi Workshop program on December 19 and 20, 2017.

The Pi Workshop was developed as a simple and cost-effective way for PEF’s Tanzanian staff to expand the impact of existing PPI SPARC labs. The Workshop was hosted by the Nainokanoka school in the Ngorongoro District, a Tanzanian secondary school with an already-existing SPARC+ lab. Students from other nearby PPI schools were transported to the host school via bus for the two-day event, during which Tanzanian technology professionals worked with local teachers to teach the students about the basics of computer programming, coding, engineering, networking, and more. Check out their Christmas card coding projects. (Click a card once to open it and a second time to see the animation.)

A key attribute of the Pi Workshop program is its emphasis on student-focused (or “indirect”) instruction. Due to a lack of educational resources, especially books, most secondary school education that occurs in rural Tanzania is teacher-focused “direct” instruction. During direct instruction, the teacher reads from the book and writes passages on the board, and the class gives the teacher their undivided attention.

“It was amazing how quickly students learn computer programming and demonstrated their potential.” – Eng. Albin Mathias.

The Pi Workshop, however, was different. Students were encouraged to indulge their inherent curiosity and passion for learning by engaging the technology firsthand: taking risks, making mistakes, and learning by doing instead of by watching and listening. PPI believes that this student-centered approach is the most effective way to demonstrate all the incredible things computers can do. Students left with a newly-kindled passion for computer technology, which will ideally encourage them to pursue rewarding STEM (Science, Technology, Engineering, Math) careers, enabling them to positively influence their country’s development.

But the Pi Workshop was not only for the secondary school students — it proved valuable for the attending teachers and facilitators, too, giving computer teachers the opportunity to network and share ideas with their peers from nearby PPI schools. They drew content from the facilitator’s demonstrations and were inspired to integrate the student-focused hands-on learning into their own lesson plans.

“When I came first I thought I knew computer but I just realize I learn computer today.” – Boniface Marwa from Mekomariro School.

In addition to 8 facilitators, the Pi Workshop benefited 24 students and 12 teachers from 12 government-administered public schools in Karatu, Bunda, and Ngorongoro districts of rural Tanzania. View a Tanzanian-produced video of the workshop. We made quite an impact!

Make a donation today so we can continue to provide these incredible services for Tanzania’s underserved student population.

o o o

Swahili is the language of Tanzania. The following African proverbs are a taste of that beautiful language:

“Watu wanaofanya kazi pamoja wanaweza kufanya mambo makubwa.”

People working together can do great things.


Neema Lyimo, PPI Computer Technician

Neema Lyimo is 25 years old, and a Computer Technician at Powering Potential. The youngest daughter in her family, she was raised by her parents in the Moshi district of Tanzania’s Kilimanjaro region. “My parents encouraged me to get an education,” she says. “They always told me life would be very expensive without it.”

As she moved through Tanzania’s system of public education, her favorite subject was always science. She loved learning about biology, chemistry, and agriculture, and her parents and teachers were consistently impressed by her dedication and work ethic.

In 2011, she passed her Form 4 exams — the Tanzanian equivalent of 12th grade — and decided she would continue her education. Her interest in the sciences led her to the JR Institute of Information and Technology in Tanzania’s Arusha region. She graduated with a diploma in Computer Engineering in 2014.

Neema and Albin Mathias at the Potential Enhancement Foundation (PEF) Headquarters in Karatu, Tanzania. PEF is Powering Potential’s partner in TZ.

“This is my dream,” she says. “I want all of Tanzania’s students, especially young girls, to know that they can be an engineer like me, and I believe Powering Potential’s work will do this by introducing young people to technology earlier.”

On the left, Neema with PPI’s founder Janice Lathen. On the right, Neem works on a SPARC installation.

“I am so thankful for Powering Potential. Through my work I am able to create a better world for children like my one-year-old daughter, Faith, who I hope will grow up to be a listener, a learner, and a teacher for all people everywhere.”

o o o

Swahili is the language of Tanzania. The following African proverbs are a taste of that beautiful language:

“Mtu halisi haogopi kujaribu.”

A real person is not afraid of trying.

Subira Yavuta heri

Patience attracts blessings.


Denis Christopher, PPI Engineer

Denis Christopher is 31 years old, and a Technical Consultant and Social Media Manager at Powering Potential. He was born in the Kahama District of Tanzania’s Shinyanga region and is the second oldest child in his family.

“I was very interested in Mathematics, Science, and English,” Denis says. “My father was a teacher and Library Master at a public school, so I had more access to books than other students.”

In 2001, he finished his primary education with the highest grade in his class. His hard work and commitment to education allowed him to enroll in Tabora Boys’ Secondary School, one of Tanzania’s elite secondary schools. Even so, conditions were far from ideal.

“Tanzania has a severe shortage of qualified science teachers and books,” Denis says. “There were not enough books or teachers at Tabora, but my parents helped keep my motivation up.”


His parents’ support, along with his dedication to academic excellence, helped fuel great achievement. In 2002 Denis scored a 92 on his English exams, with 40 being a passing grade. This placed him among the top best-performing students in all of Tanzania. He earned his Certificate of Secondary Education (CSE) with excellent marks and continued to the next level of education pursuing Physics, Chemistry, and Mathematics.

In 2008, Denis’s father passed away. The family was deeply affected by the loss, and Denis could no longer afford to continue his education. He was forced to find a job to help support his family. He found a position at a local mining operation and worked as a Process Plant Operator for a year.

“Being a Process Plant Operator was not my dream job,” Denis says. “Since childhood I had dreamed of being an engineer. This goal was why I studied Mathematics, Science, and English throughout my education. But I could not work and continue my education. My family needed my support.”

But good luck was on the horizon. In 2009, the Tanzanian government’s Higher Education Students’ Loan Board started offering 100% loans for students pursuing science and engineering degrees. Denis applied and received the funding that he needed.

“This was the stepping stone to achieving my dreams,” Denis says. “I immediately resigned from my position at the mining operation and enrolled at St. Joseph University in Tanzania. I was going to get a Bachelor of Engineering. I was so happy that I would finally achieve my professional dream.”

It was there that he met Albin Mathias, Powering Potential’s Tanzanian Country Director. During a Microsoft Office lab session, Denis ran into trouble. Tanzania’s rural conditions had not given him the years of computer experience most Westerners take for granted, and because of this he struggled with simple computing tasks.

“I asked Albin for help, and he was very nice. I was amazed by his knowledge,” Denis says. “It was my first time studying computers, but Albin was a graduate of Powering Potential’s Technology Tent [an early Powering Potential program]. He knew much more than I did.”

Albin and Denis became fast friends, and it was through this friendship that Denis learned about Powering Potential’s charitable work. He was impressed that an organization was not only proving solar powered computers, but also follow-through instruction and training. Denis started working for Powering Potential since 2015.

“Powering Potential solves the problem I had when I was in school,” Denis says. “They provide access to learning materials that many students do not have. It is a valuable program that is making a big difference in my country.”

Dana Rensi and Ena Haines @ the Fulbright Conference 2017

Attendees will hear from extraordinary speakers, engage in provocative panels, and benefit from extensive networking opportunities. Our conference venue is in the heart of Washington, D.C., with easy access to the downtown area and the National Mall. With a variety of opportunities to connect with fellow Fulbright alumni, share and discuss scholarly research, and build relationships within the international education community, our conference is a highlight for the hundreds of participants who join us each year. 


— Fulbright Association@ fulbright.org/2017-conference



On November 4 – 7, Powering Potential Representatives Dana Rensi and Ena Haines attended the fortieth annual Fulbright Association Conference in Washington, DC. The Fulbright Association Conference is an opportunity for Fulbright alumni and others involved in international education and development to network, participate in panel discussions, and give presentations about their work and progress. Some participants also lobby Congress for support of Fulbright activities going forward.  

Dana Rensi, PPI Management Team

Dana Rensi recently joined the Powering Potential management team to facilitate our Latin America expansion. She is the recipient of a Fulbright Distinguished Award in Teaching and also spent a year as a Fulbright Exchange Teacher in Iquitos, Peru in ’05-’06. She taught in Mexico under Fulbright’s auspices. Having made lasting professional and personal relationships in Peru, and wanting to continue working with the people of the Amazonian region, she returned in 2010 and 2017 to introduce digital educational materials (including World Possible’s RACHEL offline digital library) to schools and libraries. She also worked as a volunteer on a hospital boat providing puberty education materials and reusable feminine supplies to Iquitos’s under-served female population.

Dana Rensi (left) and Ena Haines (right) with their Fulbright Conference Poster Presentation

At the Fulbright Conference, Dana was selected to do a poster presentation about her work and her plan to install a Powering Potential SPARC+ computer lab in an under-served Iquitos school. Ena Haines (PPI Management Team) joined her in the poster session and the two spoke one-on-one as people came by to see the poster and learn about the cost-effective solar powered student labs and offline digital educational content.  Dana used the same type of battery-powered Aaxa P300 projector that she uses in Amazonian schools to present her slideshow.  Many people stopped by to check out their presentation, including individuals from many foreign and US universities, as well as people from organizations dedicated to international development, including the World Bank.

Dana and Ena also met with Christina Kwauk, a Post-doctoral Fellow in the Center for Universal Education at the Brookings Institution in Washington, DC. They learned about the research and analysis that the Brookings Institution does to help organizations across the spectrum of government, non-profit, and private to share best practices in solving problems facing society at the local, national, and global level. Christina’s subgroup is focused on girls’ education. Dana and Ena shared information about Powering Potential’s SPARC programs in Tanzania and Powering Potential’s plan to expand to Peru.


Dana Rensi (left), Christina Kwauk (middle), and Ena Haines (right)

Maslow’s Web, or Why I Work for Powering Potential

by Zack Sherzad, Powering Potential Writer

When I graduated with my BA English in 2011, I was already a year deep into my application to the Peace Corps — an onerous administrative process that includes all sorts of criminal background checks, medical exams, and financial blah blah blah — and had been accepted on the condition that I didn’t do anything get caught doing anything unbecoming of an American representative in the period leading up to my international flight.

In the months leading up to the commencement of my service, I spent a whole bunch of money on stupid overpriced crap, including a kangaroo-leather bush hat, a hand-cranked UV water filter, some super special space-age breathable pants (with handy zip-off legs), a miniature solar panel with special and expensive rechargeable AA batteries, a wearable whole-face mosquito net, and a $300 pair of allegedly bulletproof sandals.

Oh, Africa! Land of famine, disease, dangerous wildlife, and angry-looking men with berets and AK-47s riding in the backs of trucks! Every day would be a fight for my life! I’d seen the commercials with the soft music laid over pictures of children too starved to shoo flies away from their eyeballs, and I’d seen the movies where the tattooed warlords kidnapped Westerners, and I’d read Heart of Darkness and Green Hills of Africa!

Surely my bulletproof sandals would give me the advantage I needed to survive!

In reality, most of the expensive consumer goods listed above sat unused in a corner of my Tanzanian house, which had electricity, running water, and faster internet than I’d had stateside.

My younger self had fallen for the meme of “Cinema Africa” — a highly-dramatized set piece that seems to me, looking back on my twenty-seven months in Tanzania, to be about as real as Tolkien’s Middle-earth or Rowling’s Hogwarts.

But who can blame Young Me, given the modern media’s ad-revenue-driven penchant for gloom and doom, and humankind’s evolutionary-viable strategy of paying the most attention to things that are threatening? The world’s best-kept secret: by many indicators, the global living standard is steadily improving. (Taken from World Bank Open Data.)




I staffed a booth for Powering Potential at a tech convention a few months back. I got to talk with a lot of people who seemed genuinely enthusiastic about our mission. Many of them shared what I see as my moral imperative to improve the lives of struggling communities living in underdeveloped countries, and have a good understanding of the current situation and of what needs to be done. They understood the need for long-term, sustainable development (versus unsustainable resource infusions), and applauded Powering Potential’s efforts to improve educational outcomes by introducing modern technology into rural public schools.

But a certain subsection of folks were visibly confused. They didn’t understand why we would bother distributing tech in rural Tanzania.

When I explained that they’re for educational purposes, one man responded, “Sure, that’s great — but they can’t eat computers!” I assured him that nobody had ever tried to eat our computers. He seemed unconvinced, and politely declined to sign up for our mailing list.

I swear I saw “solar-powered Raspberry Pi computers” on here somewhere…

Above is Maslow’s Hierarchy of Needs. Maslow believed this pyramid represents everything an individual needs to be healthy, happy, productive, and etcetera. You’ll notice that it starts with a foundation of physiological need — oxygen, food, and water, followed by physical safety — before graduating up into the less tangible needs of love, esteem, and self-actualization.

My aforementioned friend clearly had a good understanding of Maslow’s Hierarchy. And, loyal to Maslow’s original concept, which claimed “the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need,” my friend understood the pyramid as a temporal flow chart, with the lower tiers being necessarily fulfilled before one ascended into the less-tangible echelons.

Unfortunately, my friend also perceived Africa as a perpetually water-deprived and famine-stricken wasteland, with much of the population teetering on the brink of mortal disease and desperate starvation. From his perspective, Tanzanians were not yet ready to move up the pyramid.

Which is not accurate, in my two years of firsthand experience. (Not that that makes me an authority — just more of an authority than your average convention-goer.)


But, for the sake of continuing our abstract moral naval-gazing, let’s assume a situation where my friend’s perception was accurate. Let’s assume Africa is as bad as the media’s nigh-universal disaster-oriented coverage implies. Now we’ve got an interesting question on our hands.

Would my feelings about Powering Potential’s work be different, assuming a Tanzania in which a significant portion of the population wasn’t having their basic needs met?

Yes, food and safety are inarguably important — but do food and safety mark the point where our responsibilities to underdeveloped nations end? Similarly, are they so important that all other concerns are made irrelevant?

My response is this: Sherzad’s Blatantly Derivative Web of Needs.

This took me roughly fifteen minutes in Microsoft Paint to make.

Please ignore the fact that I mixed up some of the colors.

A certain venerable philosopher once claimed that the unexamined life was not worth living. I’m not sure if I’d take it to that extreme, but I would argue that when people make reference to living life, they’re not speaking in the biological sense. (How is your aspiration, fellow homo sapian? Are you digesting your nutriment well today? — Said nobody ever.) Certainly, if you starve the stomach, one happens to die in an unambiguous way — but starving the mind can lead to a subtler sort of death.

Yes, people need food, water, and air. These are the absolutely basic requirements of life. But they also need things like education, access to knowledge and information, mental stimulation, and a sense of their greater place and purpose.

And what better way to encourage such things than to provide developing young minds with a greater portion of human knowledge? Powering Potential’s offline digital libraries may not be as vast as the internet, but they’re a whole heck of a lot better than the tattered 50-year-old textbooks I had to use over the course of my two years teaching in Tanzanian public schools.

I believe in Powering Potential’s mission. Join me in changing the world by making a tax-deductible contribution today.

o o o

Swahili is the language of Tanzania. The following African proverbs are another taste of the beautiful language:

Akili ni mali.

Intelligence is an asset.

Hasiri hasara.

Anger brings damage.

Peru Potential: Trip Report

Hello Friends of Powering Potential,

Those of you with a finger on our organization’s pulse may already know that we’ve been looking into a Peru expansion recently. Earlier this year, Fulbright Grant Recipient and Spanish teacher Dana Rensi approached us about partnering up to implement our SPARC program in rural Peruvian schools. She believes that there are many schools in Peru that would benefit from our Solar Powered Access to Raspberry Computing (SPARC) program.
Powering Potential Management Team Member V. Ena Haines recently flew to the Amazon in Peru to meet with Dana and assess the potential for expansion. Her final report was so interesting that we’ve decided to share it on our blog. Hopefully it will give you a good overview of how the process is going.
Thanks for reading, and we hope you enjoy.
Powering Potential Staff

V. Ena Haines recently retired from her position as Director of Information Technology at Teachers College, Columbia University, where she led an IT department of 45 staff. Her interest is in making technology work for people, particularly enabling activities that are not really feasible otherwise. She holds a BA from Smith College in Biochemistry (summa cum laude) and a Master’s in Library Science. A lifelong New Yorker, Ena first visited Africa in 2009 and found the engaging people as unforgettable as the majesty of the Serengeti. Seeing the work that Powering Potential had begun at Banjika School, she and her husband Michael were inspired to support its growth. She has been working with Powering Potential for seven years.

Trip Report on Northeast Amazon Area of Peru July 28 – Aug 4, 2017
by V. Ena Haines
I spent five days with Dana Rensi in the Amazonian Region of Loreto, Peru, meeting people and visiting schools and other sites for K-12 education. Our goal was to explore possible projects which we could develop to partner in providing digital educational content and enrich learning environments.
Left to right: Ena Haines, Dana Rensi

We were based in Iquitos, the regional capital, which is a city of nearly half a million, the fifth largest in Peru. It is the largest city in the world which cannot be reached via road, and is the gateway to the many communities of varying sizes along the Amazon and its tributaries.

Project Amazonas (https://www.projectamazonas.org/) is a non-profit which has been active in the area since the mid-1990’s, with its medical boat bringing healthcare to remote areas, and field stations dedicated to preservation and reforestation in the jungle. They have a successful volunteer program to bring skilled volunteers as well as high school students to work there. Dana invited three local educators and a technology student from Iquitos to travel with us to Santa Cruz, the site of a Project Amazonas (PA) Forest Reserve. At the village by the river of about 100 families we were shown its three schools: the primary school for 95 students, the community center that is used for secondary school for 40 students, and a small kindergarten building.

Exterior of the 95-student primary school
Interior of the 95-student primary school
Community Center / Secondary School

PA has led a volunteer effort over the last two years to construct a dining pavilion that is to be turned over to the community this month (August, 2017). The state provides breakfast food for primary school students, which in Santa Cruz is shared among all of the students, and therefore runs out by the third week of each month. PA plans to find additional food aid to cover the gap. The local population does have food sources, e.g. fish, although clean drinking water and balanced nutrition are challenges.

Don Dean, a science teacher and musician from New Jersey who heads the PA Santa Cruz Forest Reserve, has led the effort with the community, providing educational enrichment for students at the field station and installing solar power for the schools, in addition to building the dining hall. He was very glad to receive Dana’s gift of a Raspberry Pi loaded with the Spanish version of RACHEL configured as a wi-fi hotspot and server. He and his local assistant will use it with the children at the field station, and would like to place additional Pi’s with RACHEL in the primary and secondary schools. After spending the night in the field station camp, we traveled back as we had come via two rivers and an overland transfer between them, to the CONAPAC (Conservacion de la Naturaleza del Peru, A.C., http://conapac.org/) Amazon Library. It serves young people aged 6 to 20 with educational enrichment including reading, English, and music lessons, crafts and games. Children come after school on a regular basis from 8 nearby schools, with some outreach to another 45 river schools as well. CONAPAC was founded by leaders of Explorama Lodges in 1990 and has a long history of projects including building community drinking water filtration facilities as well as supporting local schools with school supplies and teacher professional development and leadership training. The teachers on our trip did a lot of brainstorming on creating local content for the students in the rural areas. They feel strongly that the educational material should be based on the local environment, in which the river and the forest are the major features. The government assigns teachers to the schools, but these are viewed as hardship posts and retention is a problem, as is teaching some subjects, such as science and English. The educators at the sites and in our traveling group have all been impressed with RACHEL, but the idea of adding local content is of great interest to the school and University people traveling with us from Iquitos.

We spent a morning with several dedicated faculty at UNAP, the Universidad Nacional Amazonia Peruana in Iquitos. A few of them had experience working with secondary schools in poor areas near Iquitos. In addition to communities along the rivers, there are about 52 rural schools along the highway (carretera) which have similar challenges. There have been efforts to provide solar power and computers, but we didn’t hear about much success. For example, one faculty member described a school where he works where the government had solar equipment delivered with no support for installation. The school has unsuccessfully sought government as well as NGO support for installing the equipment. We were told that the parents are very interested in computer training, but sometimes the teachers don’t see the value and don’t want to get involved.

Dana Rensi and Ena Haines on the Nauta River with educators from Iquitos

There was a lot of discussion about bringing teachers from the region for training in Iquitos when school is out in January and February. Meals would need to be provided, but most people would be likely to be able to stay at home or with relatives. Some suggested that the teachers would be motivated by earning a certificate recognized by the education authority.

I came away impressed by the dedication and creative energy displayed by these educators. They have been involved with poor schools, and were interested in being involved. We had heard about three specific schools which had eager proponents of RACHEL.

Ena Haines and Dana Rensi brainstorming with UNAP faculty
Dana Rensi introducing UNAP faculty to the RACHEL offline digital library

Dana and I visited Rosa de America, the beautiful private school where she taught English as a Fulbright Exchange Teacher in 2005-6. It is bright and colorful, preparing to celebrate its 25th anniversary, with new buildings and plans for continued expansion. The students and teachers, all in uniform, greeted us warmly. We met with the Director along with Cledy Grandez Veintemilla, the science teacher who has remained a close friend of Dana’s, who had been on our trip to Santa Cruz. Dana and Cledy demonstrated RACHEL to the Director, who was very impressed with it, even though they do have textbooks and impressive educational resources. They will use it in their computer lab.

Twice each year, Cledy brings students from Rosa de America to visit a public school in Belén, a poor district on the outskirts of Iquitos. The school, like its surrounding community, is built on stilts because of the flooding during the rainy season. Although the school was closed for two weeks of vacation, the principal was glad to meet us there and show us around. She is in the middle of a three-year assignment to the school, and has made enormous progress against challenging problems. For example, the school had been closing for weeks at a time because its roof didn’t keep out torrential rains, but she managed to get the government to replace it.

Dana Rensi with science teacher Cledy Grandez Veintemilla, in Cledy’s classroom

She also managed to get the building cleaned, and developed a school tradition in which the students now keep it clean. She has reached out to the community to send their children to school. The enrollment is so large that they use the classrooms for primary grades in the morning and secondary grades in the afternoon. They do have electricity, although we did not find out whether it is any more adequate than the furniture, which does not accommodate all of the students. They have five laptop computers that work and a good technology teacher, although he, too, is there on a three-year assignment. Dana promised the principal that Cledy would return with a RACHEL Pi for them to keep. Between Cledy and a good technology teacher, it seems as though it should be successfully deployed.

From right: Dana Rensi, Ena Haines, and Cledy Grandez Vaintemilla

As I left, Dana was in the process of arranging meetings with the regional education authority (DREL) and the Instituto de Investigaciones de la Amazonía Peruana (IIAP), a government institute created in 1980 which “offers various services to society, mainly related to research and specialized studies of Amazon natural resources, training and technology transfer.”

Thanks to Dana’s leadership, we accomplished our goal of learning about possible projects. Next steps include learning of the interests and possibilities with DREL, IIAP, and additional schools, which she has under way. Then we can develop a couple of specific proposals from the ideas for technology installations, teacher development, and content development that arose.

o o o

Spanish is the language of Peru. The following translated Spanish proverbs are another taste of South American culture.

Fortune and olives are alike: sometimes a man has an abundance and other times not any.

From the tree of silence hands the fruit of tranquility.

Albin Mathias @ Tanzania Institute of Education

Earlier this year, thanks to an invitation from our friends at World Possible, Powering Potential Inc. (PPI) Country Director Eng. Albin Mathias presented our work at the Tenda Teachers Conference in Tanzania. Dr. Elia Kibga, the head of the Tanzania Institute of Education (TIE), was also at the conference, and was so impressed with Powering Potential’s work that he invited Albin to register the project at TIE headquarters in Dar es Salaam.

TIE is a parastatal entity under the authority of the Ministry of Education, Science, and Technology (MEST), and a leader in Tanzania’s educational policy development. All education projects operating in Tanzania are required to apply for acceptance by TIE. This is a promising step forward for the Potential Enhancement Foundation (PEF), the TZ organization established to continue the work of PPI, and a great opportunity to increase Tanzanian awareness of our award-winning programs.

Eng. Albin Mathias, PEF Executive Director
On the 21st of July, Albin Mathias presented the coordinated efforts of PPI and PEF to TIE. He had this to say about the presentation.

An important role of the Tanzanian Institute of Education (TIE) is to design curricular and learning material for both primary and secondary schools. The institute has called upon all education-related programs for schools to present to the Institution. 

On 21 July 2017 I presented the PPI-PEF programs to TIE. The presentation covered the program objectives, program content, beneficiaries of the program, and the coverage area. The purpose of the presentation as mentioned by TIE is to facilitate the coordination and registration of educational programs implemented in Tanzanian schools.

The Presentation went very well. I was glad to see many TIE officials attend. After introductions and a briefing on PPI-PEF  programs, I demonstrated the RACHEL offline education resource. I used our Pi-oneer setup (a solar-powered Raspberry Pi computer attached to a portable projector) for the presentation, and everyone was very excited with the technology. Mr. Mlay from the Centre for Curriculum Training (CCT) department was especially excited about the Pi-oneer’s set-up portability, and the fact that one can use the projector in a room without electricity and present lessons. He had never seen one before.  

Most of attendees came from the CCT department, and the team was lead by Acting Director Dorothy R. Makunda, Davis Mlay, and Fatma Shaibu, all from CCT. After presentation I opened the floor for comments and questions from TIE members about the program presented. Everyone was excited with the technology and approach we use. Most comments made about the RACHEL offline education resource related to how the content could be well organized according to the Tanzania curriculum. Also how to improve on the language — if the presentation could be translated with local English pronunciation, it would help students understand more quickly. TIE members also suggested adding more animated videos on complex science subjects. Also one member suggested including more programming and graphics related to the three week PPI-PEF training curriculum.

Collaborating with local Tanzanian digital content developers could be a very important solution to provide schools with curriculum based digital materials. I also conducted other meeting with Elimu Kwanza, Lyra Africa, Project Inspire, and World Possible, represented by Jackline Seni of Lyra Africa. The agenda for this meeting included experiencing the RACHEL-related program based on feedback by user and other educationalists. The most challenging part is the English pronunciation and content organizing. It could look simpler if, for example, content could be organized by country and by classes. In the future, I hope to see World Possible work with TIE to organize this content.

Albin Mathias, PEF Executive Director
o o o 

Swahili is the language of Tanzania. The following African proverbs are a taste of that beautiful language:

Anikio huzaa fanikio.

Success breeds success.

Huwezi kujua ukiwezacho mpaka umejaribu.

You cannot know what you can do until you’ve tried.

The Energy Globe Award

Powering Potential, Inc (PPI) is pleased to announce that our Raspberry Pi Computer Lab program has received the 2017 Energy Globe National Award for Best Project in the United Republic of Tanzania!
The Energy Globe Award is the world’s most prestigious environmental prize, with 178 participating countries and over 2000 annual project submissions. Each year, the Energy Globe Foundation recognizes projects at the regional, national, and international level for their resource conservation, sustainability, and social benefit.


Energy Globe’s goal is to increase global awareness of sustainable, universally-applicable solutions to pressing environmental and social issues, and to encourage the international population to get involved in this important work in any way they can.
PPI’s innovative Raspberry Pi Computer Lab project utilizes sustainable solar energy to improve youth education in Tanzania’s low-socioeconomic rural areas by providing educational resources and offline digital libraries.
Additionally, PPI’s use of open-source software ensures that future generations will not be burdened with the egregious expense of upgrading proprietary programs.
Energy Globe’s official assessment of Powering Potential’s Raspberry Pi program was as follows:

“Education is essential for a good life standard. The lack of learning material leads to a high NEET rate. This project helps to increase the opportunities for economic progression, it has improved students’ learning outcomes and provided communities with a more optimistic set of expectations for their children’s future.”


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Swahili is the language of Tanzania. The following African proverbs are another taste of the beautiful language:

Aliye na hamu ya kupanda juu hukesha.

A person who desires to rise must stay awake.
Baada ya dhiki faraja.
After hardship comes relief.

Powering Our Programs: Spring Fundraiser @ Tufenkian

Earlier this month, on May 19th, Powering Potential Inc. held its annual spring fundraiser. 39 people in total showed up to show their support for Powering Potential’s important development work and 18 people contributed even though they could not attend the event.

This year’s venue was the Tufenkian Artisan Carpets showroom, an elegant and spacious space populated with high-end carpets. Big thanks to them for their generosity.
Food and entertainment were provided by Curious on Tanzania. After a brief update on Powering Potential’s recent accomplishments, guests enjoyed traditional Tanzanian music, food, and dancing. 
We also hosted a silent auction featuring a wine tasting class by Corks on Columbus, as well as traditional Tanzanian bracelets, necklaces, and fabrics.
Other donors included Curcio & CohenXeniapp, Lyric Chamber Music Society, Serena Hotels, and more. We couldn’t have done this without their collective support, so send them some positive energy on our behalf. Thanks, donors!
Also a huge thanks to our super-official Certificate of Appreciation recipients Henry Seggerman and Georgia Allen. These two have been an incredible resource for Powering Potential in several different ways, from helping us find grants, editing videos, organizing events, bartending, and introducing us to valuable contacts. Their work makes our work possible.
Left to right: Henry Seggerman, Denis Petrov, Georgia Allen, and Janice Lathen
And HUGE SUPER EXTRA-SPECIAL KUDOS for Denis Petrov, longtime friend of Powering Potential. Denis has been with us since the start, providing insight and expert guidance every step of the way. He served as a member of Powering Potential’s board until stepping down in March of this year. We presented him with a commemorative plaque to show our appreciation for his caring and committed service.
Thankfully, he will continue on as an adviser. Thanks, Denis! Nobody could ever replace you!
So I’m sure you’re wondering: how did Powering Potential do, income-wise? Well, we’re pleased to say that, after expenses, we raised +$19,400! Special thanks to Barry Segal for his continuing generosity.

As always, we are humbled and thankful for the generosity of our supporters. This money is destined to make a positive difference in the lives of Tanzania’s most vulnerable populations. Thank you!

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Swahili is the language of Tanzania. The following African proverbs are another taste of the beautiful language:

Heri yako heri yangu.

Your happiness is my happiness.

Bega kwa bega.
Shoulder to Shoulder.