GOLD2023

EDPOWERMENT INC

Education that Empowers

Saddle River, NJ   |  www.edpowerment.org

Mission

EdPowerment Inc. creates educational paths for neglected adolescents, young adults, and villagers who otherwise have no way to gain skills needed for advancement. Anchored in the Kilimanjaro region of Tanzania, today we not only continue our support of nearly 25 young adults in colleges and universities; we have also launched new initiatives in some of the areas more remote villages to facilitate learning for those with great potential but no resources. Targeted study, test-taking and life skills seminars are changing the lives of disenfranchised secondary school students. In partnership with local educational and community development leaders, our educational assists seek to enable those most in need to achieve lives of dignity and security.

Notes from the nonprofit

EdPowerment is a small, closely can carefully managed non-profit that as of 2023 has graduated 60 young adults from high school, college and universities into careers that will provide economic security and fulfillment. Over 20 students are now completing diplomas/degrees. Additionally, we manage broader educational interventions for students and community members of remote, underserved villages. These include: Essential Study Skills Seminars at two underperforming, under-resourced government schools; guidance and seed money to two Women's Small Business Projects; coaching in practical, life, and vocational skills in Teen Clubs; and a Malnutrition Prevention Program for students suffering from extreme hunger. From 2010-2021 we funded staff and critical infrastructure/teaching tools at the Kilimahewa Educational Center (KIWOCE Open School), equipping hundreds of otherwise disenfranchised teens with life-changing employment skills and secondary school equivalency certificates.

Ruling year info

2010

Founder & President

Ms. Moira Gomez Madonia

Vice President

Ms. Kerri Gilbert

Main address

P.O. Box 641

Saddle River, NJ 07458 USA

Show more contact info

EIN

27-2017667

NTEE code info

Youth Development Programs (O50)

Youth Development Programs (O50)

Community, Neighborhood Development, Improvement (S20)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Many post-primary students in Tanzania face exclusion from further education because of a host of factors including the family's inability or unwillingness to pay costs that still accompany "free education," poor preparation from schools with few teachers and virtually no resources, or other environment-related obstacles. These students lose hope to pull themselves out of poverty and associated destructive behaviors, including early marriages and pregnancies, hand-to-mouth finances based on small, often sporadic agricultural and other projects, and for boys, in particular, dependencies on local brew and other substances. Once out of the formal system, these students can not rejoin government schools through official channels. Further, the struggling learners need strong, targeted instruction that government schools would not offer, while the more capable ones need placement in private schools so that they can one day qualify for higher education commensurate with their abilities.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Tomorrow's Scholar-Leader Sponsorship Program

EdPowerment Inc.’s Long-Term Sponsorship Program is a unique personalized program that selects disadvantaged but qualified adolescents who have completed primary or secondary school and can not continue in formal education without outside support. EdPowerment’s long-term approach supports each student holistically as far as he or she can advance in the Tanzanian educational system – even through medical or law school.

Today over 70 students have been a part of this program that goes far beyond school fees to nurture students in every aspect of their lives: academics, personal needs, family support, physical and mental health, practical and life skills coaching. As of 2022, 20 of these students continue to pursue college and university studies. The program’s alumni, having completed limited or full sponsorships, are taking their place in society as professionals, skilled workers and independent income-earners. They include doctors, educators, business persons and skilled workers.

Population(s) Served
Students
Economically disadvantaged people

KIWOCE (Kilimahewa Women’s and Orphan’s Center for Education) began as a group of mamas from a subsistence farming community who gathered on the property of their leader, Graceanna Lyimo, to find a way for their children –unable to attend formal schools– to keep learning.

In 2010, KIWOCE’s future changed radically when EdPowerment committed to its development.
Beginning with a Water Project and basic supplies, EdPowerment's support enabled KIWOCE/Kilimahewa to become a vibrant Open School and educational outreach to the community.

For 11 years - until its conversion to a private school in 2021, EdPowerment partnered with & funded Kilimahewa's staff to encourage the critical thinking and positive behaviors through which vulnerable students could achieve futures no longer limited by their backgrounds. We provided teaching tools, internet infrastructure and classroom environment commonly only available to the privileged. In doing so, we changed the lives of so many hopeful youth.

Population(s) Served
Students
Economically disadvantaged people

In 2010 Autism Connects Tanzania (ACT) was created as an EdPowerment program to build a basis of support for families of children with autism and co-occurring conditions by providing education, resources, and advocacy. After numerous seminars, workshops, events and networking, in 2015 ACT became an independent Tanzanian NGO, under a new name, Connects Autism Tanzania. With EdPowerment continuing as its primary funder, CA Tanzania charted its own course, advocating across educational, business and social service sectors for recognition of and services for those with special needs, particularly young adults.

As of 2021, Connects Autism Tanzania operates independently of EdPowerment. CA Tanzania and its Director, Grace Lyimo, continue to be leaders for special needs advocacy, pushing for inclusive measures in the Tanzanian educational system. At the same time, they operate a Youth Training Center and pursue workplace and adult living opportunities for the autistic population.

Population(s) Served

Initiated in 2021/2022, EdPowerment has shifted some of its resources to more remote, less served villages outside of Moshi, Tanzania. Designated by the government as TASAF, indicating the highest level of need, these villages often contain secondary schools that struggle to serve students in hardship and convince them to focus on their studies. Too often, family and cultural situations prevent even the most talented from trying and progressing, because they see no hope for higher-level studies that could open career paths.

Focused on Dahani Secondary School in SIHA and Msitu wa Tembo Secondary School in Manyara, EdPowerment is providing unprecedented seminars on study skills and test-taking strategies to which these students have never been exposed. Further, we are targeting exceptional primary students from the most dire circumstances with extra support, while we offer select college sponsorships to outstanding secondary school graduates who would otherwise face a dead end.

Population(s) Served

Where we work

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

EdPowerment Inc. was formed in 2010 to provide educational paths for these post-primary students and others for whom formal education within the Tanzanian system or costly private schools are not viable. We seek to enable adolescents, teenagers, young adults and even older villagers to learn critical academic and/or practical skills so they can gain employment or self-employment that will provide an income and the possibility of independent security. Through several programs in the Moshi area of Tanzania, we facilitate appropriate educational and life-skills training targetted to both those who are academically talented and those who need alternatives to a traditional classroom education.

EdPowerment supervises Tomorrow's Scholar-Leader Sponsorship Program and funds/oversees the operations of KIWOCE Open School to accomplish its goal of providing education for those cut off from effective government instruction. At KIWOCE (commonly called the Kilimahewa Educational Centre) we guide active instructional and learning strategies, while providing IT resources in student-centered courses. Our Sponsorship Program is a hands-on, holistic one that develops students' skills in and out of the classroom. Students must adhere to a contract, while EdPowerment commits all resources needed for them to progress in the Tanzanian system to the highest level of college or University studies that they can achieve. Gainful employment remains the final goal. Additionally, EdPowerment is a conduit of funding for Connects Autism Tanzania, a former program and now independent Tanzanian NGO that advocates for those who struggle with special needs on the other end of the spectrum.

EdPowerment's Board of Directors, local management and staffing at KIWOCE, and Connects Autism Tanzania's Director work together to ensure that our goals are met. Our Board includes educators, some of whom have spent years on the ground in Tanzania implementing teaching, management and organizational strategies that will deliver positive outcomes for our students and advocacy. Each year, our Directors individually and at times, together, spend weeks visiting both sponsored students and KIWOCE to counsel and problem-solve. Our Tanzanian teachers and mentors are uniquely dedicated to serving this type of student body. They hold appropriate degrees, have demonstrated leadership skills and work closely with our management to develop pedagogical skills and programs that engage learners. On the fundraising side, EdPowerment's Board engages a cadre of colleagues, family members, and those who believe in our mission to sustain support. We apply for grants whenever possible.

From our initial support of 4 secondary students who had been excluded from formal education and the funding of supplies and the first Tanzanian instructors in what was a one-room community gathering place in 2010, EdPowerment's programs have developed exponentially. Tomorrow's Scholar-Leader Sponsorship program has facilitated secondary and above education for nearly 70 students, of which 35 remain in advanced high school, college, university and even post-graduate programs. Others have gone on to secure employment in their vocational or university fields. KIWOCE now services over 300 students each year in a variety of short courses and its "private candidate" secondary school program. It also offers full internet access for on-line learning and communication, a library, recreational fields, and a boys and girls club outreach for the community. CAT is a major force behind social and educational strides to understand and address the needs of the autistic & intellectually disabled.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • 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, Go ensure that funding is properly allocated.

  • 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 get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive

  • What challenges does the organization face when collecting feedback?

    We don’t have the right technology to collect and aggregate feedback efficiently, The people we serve tell us they find data collection burdensome, This is a very rural population with little access to technology or ability to collect data.

Financials

EDPOWERMENT INC
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Operations

The people, governance practices, and partners that make the organization tick.

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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

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

EDPOWERMENT INC

Board of directors
as of 09/29/2023
SOURCE: Self-reported by organization
Board chair

Moira Madonia

EdPowerment, Inc.

Term: 2010 -

Kerri Gilbert

Cocoa McGovern

John Corbett

Stacey Lauren

Jillian Swinford

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • 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? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • 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? No
  • 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? No

Organizational demographics

SOURCE: Self-reported; last updated 8/18/2022

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:

Gender identity
Female

The organization's co-leader identifies as:

Gender identity
Female

Race & ethnicity

No data

Gender identity

No data

Transgender Identity

No data

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 09/03/2023

GuideStar 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

Data
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
Policies and processes
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • 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.