Project Zawadi Incorporated
Programs and results
What we aim to solve
The barriers to a quality education in rural Tanzania are many. Students in rural areas face larger barriers to progression through academic tracks and are often poorly situated to attain life and career skills that will improve their quality of life. Key barriers that Project Zawadi seeks to address through our three program areas include: Students Lack of student support for most vulnerable students (ie. uniforms, school supplies, school fees, academic and career counseling, extracurricular opportunities). Schools Inadequate infrastructure (ie. overcrowding or lack of classrooms, teachers’ housing, desks, water, sanitation, dormitories) Teachers Sub-par classroom experience (ie. too few teachers, over-crowded classrooms, under-trained teachers, outdated teaching styles, little teacher professional support)
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Sponsorship Program
Student Sponsorship ensures equitable access to education for vulnerable students. Students are selected by teachers and village leadership based on need. They are provided school fees, uniforms, supplies, and ongoing mental health and academic mentoring from professional female counselors. To date, Project Zawadi has sponsored 812 students and currently supports approximately 300 students.
Model Schools Program
The Model Schools program works with communities and schools to ensure students have a productive, safe, and enjoyable day at school. To achieve this, the program empowers task forces of local community members to develop a vision and implement activities. This program addresses the following needs: school infrastructure, enrichment activities, girls' empowerment, student hunger, student safety, and leadership development.
To date, Model Schools have implemented school farms and school club programs, and completed many construction projects (classrooms, toilets, teacher housing units, dormitories, kitchens, water collection systems, and more.
Tenda Teachers Program
Tenda Teachers brings internationally recognized teaching standards into the context of Tanzanian classrooms through a comprehensive professional development program for public school teachers. Training modules are reviewed and vetted by Tanzanian educators.
The Tenda Teacher program is currently being delivered to all teachers in the Chamriho Division of Bunda District in Mara Region. The Chamriho Division has 356 teachers at 41 schools, impacting nearly 27,000 students.
Where we work
External reviews

Our results
How does this organization measure their results? It's a hard question but an important one.
Number of students who receive scholarship funds and/or tuition assistance
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Related Program
Sponsorship Program
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Context Notes
Students in all levels from primary through university and vocational.
Total dollar amount of scholarship awarded
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Related Program
Sponsorship Program
Type of Metric
Input - describing resources we use
Direction of Success
Holding steady
Context Notes
Sponsorship includes school fees, uniforms, textbooks, school supplies, and for boarding students room, board, and travel. (*2018 only partial amounts due to change in organization's fiscal year)
Total dollars received in contributions
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Type of Metric
Input - describing resources we use
Direction of Success
Increasing
Context Notes
Contributions in 2017 did not include a special secondary capital campaign as had occurred in 2014-2016. 2018 is only partial (5 months) due to change in organization's fiscal year
Goals & Strategy
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Project Zawadi seeks to significantly improve educational quality, safety, and access in the Nyamuswa area of Tanzania.
What are the organization's key strategies for making this happen?
Students
Continue sponsoring students, strengthening programs and evaluate options for improving outcomes.
Improve academic and career counseling.
Schools
Engage closely with local communities and build on the energy of existing good leaders.
Seek and promote partnerships and build a coalition of service providers to design and implement a holistic approach to improving the quality of six Nyamuswa area schools (four primary and two secondary)
Create five-year development plans for each school and leverage resources locally, nationally, and internationally
Teachers
Support teacher professional development
Develop training materials using an active learning, student centered approach, conduct physical and e-trainings, and develop networks of school and ward support.
Nurture the creation of a national alliance of education professionals seeking to promote and share teacher professional development best practices.
Improve organizational infrastructure to support quality and growth
What are the organization's capabilities for doing this?
Project Zawadi's 20-year history in the Nyamuswa, Tanzania community has nurtured close school and community connections. The organization is well-known and recognized both locally and nationally for our work in education in the area. There is a history of successful collaboration in supporting student sponsorship, teacher training activities, infrastructure projects, and material supplies of teaching and learning aids.
Project Zawadi has a highly-qualified local staff. In addition, there are two USA-based administrative staff to support in-country activities, fundraising, and financial oversight.
The Board is composed of Tanzanians, education experts & well-respected professionals in the fields of finance and international development.
What have they accomplished so far and what's next?
Students
-818 total students sponsored at every level of schooling from primary through university as well as vocational training.
-Providing student counseling and academic advising support services that coordinate with student, family, teachers, and schools.
-Providing apprenticeship oppertunities for students who don't continue with traditional schooling.
-Providing empowerment clubs and camps for primary and secondary school students.
Schools
-Worked with 108 schools in supporting sponsored students.
-Formal agreements with nine Core Schools.
-Formal agreements with four Model Schools.
-Projects completed (13 classrooms, 3 dormitories, 8 teachers house units, 2 offices, 28 toilets, 1 kitchen/storage, 2 water collection/storage tank, 4 vocational workshops, 15 little libraries, 9 classroom renovations, 3 teacher office renovations, 145 student desks, 3 borehole drillings)
Teachers
Teacher trainings implemented across 41 primary schools (training 407 teachers)
11 E-modules developed
Handbook on Active Teaching and Learning Compiled
13 cooperating agencies organizing Alliance
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify bright spots and enhance positive service experiences, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
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Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We take steps to ensure people feel comfortable being honest with us, We act on the feedback we receive
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What challenges does the organization face when collecting feedback?
We don't have any major challenges to collecting feedback
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Project Zawadi Incorporated
Board of directorsas of 08/23/2023
Mr. Ian Keith
Ms. Lisa Goochee
Brian Singer
Neighborhood Development Corporation
Ian Keith
St. Paul Public Schools
Ron Aminzade
University of Minnesota
HT Fish
No Affiliation
Ron Aminzade
University of Minnesota
Scott Moore
Stadia Ventures
Lisa Goochee
No Affiliation
Alison Ford
Independent Consultant
Teshite Wako
Maati Accounting and Financial Services, African Economic Development Solutions
Annie Kneedler
Cargill
Chris Ritter
Teach for American, Outcome Advisors
Diane Ruonavaara
Michigan State University
Judith Merinyo
Arusha Lutheran Medical Center, Plaster House
Sabina Mugassa
Bethel University
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Sexual orientation
Disability
Equity strategies
Last updated: 10/27/2020GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We review compensation data across the organization (and by staff levels) to identify disparities by race.
- We ask team members to identify racial disparities in their programs and / or portfolios.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.