Educational Institutions

Foundation for Tomorrow

  • Charlotte, NC
  • www.thefoundationfortomorrow.org

Mission Statement

The Foundation For Tomorrow‘s mission is to secure quality education and emotional support for orphaned and vulnerable children so that they may reach their full potential and thrive in their communities.

Main Programs

  1. Scholarship Program
  2. Full Circle Program
  3. Teachers Training Program
Service Areas

Self-reported

International

We work throughout Tanzania, East Africa

ruling year

2007

Principal Officer

Self-reported

Ms. Meghann Gunderman

Keywords

Self-reported

orphans, orphan and vulnerable children, education, libraries, sponsorship, after-school curriculum, life-skills, tutoring, mentoring

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Also Known As

TFFT

EIN

20-5970104

 Number

6989474540

Physical Address

7300 Carmel Executive Park Dr Suite 120

Charlotte, NC 28226

Contact

Cause Area (NTEE Code)

Scholarships, Student Financial Aid, Awards (B82)

Libraries, Library Science (B70)

Fund Raising and/or Fund Distribution (O12)

IRS Filing Requirement

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

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

The Foundation For Tomorrow (TFFT) envisions a world where orphans and vulnerable children contribute to society as active and empowered citizens free of exclusion, disadvantage, and vulnerability. TFFT was founded in November 2006, opened offices in Tanzania in June 2007, and has been operating since then as a 501(c)3 US non-profit organization as well as a nationally registered Tanzanian non-governmental organization (NGO). To date The Foundation For Tomorrow has raised over 2million dollars to fund programs to enhance education and provide access to education for orphan and vulnerable children in Tanzania. After 5 years, TFFT developed a 3-year Strategic Plan, and has implemented ¼ of it to date. TFFT has also created an M& E framework for our Strategic Plan as well as hired and trained a team of 8 to design and implement TFFT programs. Through our various programs (Scholarship, Full Circle, Teachers Training, & Capacity Building) we have served thousands of orphan and vulnerable children’s lives as well as helped enhance the quality of education they have received through work with educators.

Programs

Self-reported by organization

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

Program 1

Scholarship Program

TFFT’s Scholarship Program is the heart of our mission, and every program TFFT develops and initiative TFFT pursues works for the greater good of our Scholarship Program.

This program is what makes The Foundation For Tomorrow truly unique.

Our Promise

TFFT’s comprehensive Scholarship Program has grown to include 82 children, and once part of the Scholarship Program, we promise our kids private boarding school education and TFFT’s guidance through their high school graduation (an average of 12 years).
In addition to funding their education, TFFT provides each child with a loving foster family, medical care, shoes, clothes, and the daily support of TFFT’s staff. We take them to doctors appointments, attend teacher conferences, teach them to care for themselves, burst with pride at their graduations, celebrate their achievements, and ask them about their dreams. We help them believe in themselves and life’s endless possibilities.

Our Commitment

Child Sponsorship is a great way to help a child in need, and over the years you will see the direct impact of your support on the child’s life. If you sponsor an orphan’s education, your annual contribution includes the cost of room, board, basic healthcare, textbooks, uniforms, and enrollment in primary or secondary boarding school.
You have the power to bring hope to the life of another child, what are you waiting for?

- See more at: http://thefoundationfortomorrow.org/programs/scholarship-program/#sthash.MeW07W1Q.dpuf

Category

Elementary & Secondary Education

Population(s) Served

Children and Youth (infants - 19 years.)

Poor/Economically Disadvantaged, Indigent, General

None

Budget

Program 2

Full Circle Program

FFT’s Full Circle Program is an essential component of our Scholarship Program. This program stretches our students’ imagination, fuels their dreams, encourages them to voice their opinions, and broadens their understanding of themselves and their place in the world.Consider the many values parents instill in their children and the life lessons learned in a healthy home environment. Full circle aims to fill this void in the lives of the orphaned and abandoned children we support.In Full Circle we work with our children outside of the classroom to focus on life skills, develop confidence, emphasize the importance of giving back to the community, teach HIV/AIDS prevention and awareness, encourage good hygiene and self care, and more. - See more at: http://thefoundationfortomorrow.org/programs/full-circle-after-school/#sthash.nHus3yvY.dpuf

Category

Afterschool Enrichment

Population(s) Served

Children and Youth (infants - 19 years.)

Poor/Economically Disadvantaged, Indigent, General

None

Budget

Program 3

Teachers Training Program

It is important to us that our children are educated in classrooms that emphasize and encourage creative and critical thinking and interactive learning. Unfortunately, this is rare in the Tanzanian school system.

After years of research and under the leadership of Melissa Queyquep, The Foundation For Tomorrow launched a government applauded Teacher Training Program in January 2010. Melissa brings over ten years of experience in curriculum development, and her experience collaborating with community educators makes her the perfect person to conduct TFFT’s Teacher Training Program for primary and secondary school teachers.

The training approach is based on adult learning principles and makes use of participatory methodologies. Each session is customized after going through a needs assessment, teacher observations, and discussions with the teachers and the school administration. The program also has a Training of Trainers component, which enables our partner schools to develop in-house training facilitators

This program also grew from TFFT’s desire to improve the quality of education throughout Tanzania. Although we first introduced the course in our partner schools, eventually the program will spread to schools throughout the country, thereby benefiting thousands of students outside of TFFT’s Scholarship Program.

- See more at: http://thefoundationfortomorrow.org/programs/teacher-training/#sthash.FzvQCd3H.dpuf

Category

Africa

Population(s) Served

Children and Youth (infants - 19 years.)

Poor/Economically Disadvantaged, Indigent, General

None

Budget

Charting Impact

Self-reported by organization

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

  1. What is the organization aiming to accomplish?
    Our 3 Year Strategic Objectives (July 2012 – July 2015):

    To advocate for OVC’s equal rights to quality education, non-discrimination and, to raise awareness through community sensitization and media engagement.

    Develop strong partnerships and resource mobilization initiatives through capacity building of local partners, engaging government bodies and communities.

    To ensure OVC’s receive quality education and psycho-social support through the improvement of OVC’s support structure.

    To build TFFT’s organizational capacity through targeted staff training, professional development, and negotiated support.

    -See more at: http://thefoundationfortomorrow.org/about/mission-and-vision/#sthash.UAvDEZ7S.dpuf
  2. What are the organization's key strategies for making this happen?
    Core Strategies:
    Advocate for equal rights for education by OVCs
    Child Rights Advocacy
    Advocacy against stigma, discrimination and negative attitudes by OVCs


    Core Strategies:
    Capacity Development of Partners and Government
    Psyco-social counseling and support to orphans
    Support for improvements of OVCs facilities
    Orphan Care and Support
    Inspection of orphanages and children’s centers
    Small scale grant-making for improvements of facilities of partner Orphanages and Children’s Centers
    Sensitizing communities on orphan care and support
    Building or renovating Learning Center


    Core Strategies:
    Muti-Sector Partnership Building
    Capacity building of local partners on fundraising and resource mobilization
    Campaigns on improving governance, transparency and accountability of OVC actors (CSOs, govt, community)


    Core Strategies:
    Staff Professional Development
    Organization Progress and Strategy Implementation Review
    Increasing manpower
  3. What are the organization's capabilities for doing this?
    IMPACT TO DATE:

    Scholarship
    • Created a comprehensive Scholarship Model that ensures academic and psycho-social care and support are addressed
    • 94 TFFT Scholars on full scholarships from Primary through Secondary School
    • Developed a Psycho-social subset of our Scholarship Model to screen, intervene and address emotional needs of TFFT Scholars
    o Provide comprehensive medical insurance to all TFFT scholars
    o Train TFFT staff and TFFT scholars guardians in Trauma Focused Cognitive Behavioral Therapy
    • Developed and implemented a Tutoring program to complement students classroom learning for TFFT scholars struggling in certain areas
    • Developed and implemented a peer mentor program
    • Created a Student Government Structure in Partner School
    • Provide career training opportunities for leaving secondary students
    • Identified, Screened and Placed over 20 students in foster families
    • Launched an endowment with $45,000 USD in it to build for the sustainability of our Scholarship Program

    Partner Capacity Building
    • Developed primary school curriculum based on Tanzanian syllabus for TFFT partner orphanage and school
    • Developed a networked of NGOs called CCON (Children’s Care Organizations Network) that meets monthly to share best practice, collaborate and add value to each others work while minimizing on waste of resources and failed ideas
    • Partnered with 4 Private English Medium Boarding Schools
    • Created Partnership with 7 orphanages in Tanzania
    • Host Children’s Protective Policy Workshop for partners
    • Built a Library at a partner school
    • Built a shower and bathroom block at an orphanage with no previous bathroom facilities
    • Rehabbed a partner orphanage after an electrical fire and outfitted the facility with solar power
    • Built a pre-primary school at a partner orphanage
    • Contributed 2,000 books towards an Arusha mobile Library

    Full Circle
    • Developed Curriculum for Holistic after-school Program, inclusive of leadership training
    • Trained teachers to implement Full Circle After-school Program (life-skills curriculum)
    • Design and Implement an HIV/AIDS awareness initiative for both primary and secondary school students

    Teachers Training
    • Developed an in-service Teachers Training Program that has trained over 150 teachers and created over 25 trainers of trainers (TOT) that have served over 8,000 students
    o Trainings range from Subject based to Literacy Training, Literacy through Photography, Classroom Management; new child-centered Teaching Methods; School Management Training, Technical Introduction to Special Educational Needs; and Planning for Effective Instruction
    • Partnered with the Ministry of Education to scale our Teachers Training Program into the government school system
  4. How will they know if they are making progress?
    Activities:
    Training OVC’s about their rights and how to voice concerns (leadership and communication training for our kids through Full Circle)
    Training OVC support providers on children’s rights and advocacy (Scholarship)
    Community discussion for a with opinion leaders
    Develop working partnership with media to push advocacy forward

    Activities:
    Developing capacities of partner schools on management and teacher supervision (Teachers Training- Kelly B consultant)
    Teachers Training on pedagogic and content knowledge (TT)
    Teachers Training on life skills and how to facilitate it (Full Circle)
    Psyco-Social support training for orphanages, children’s centers and schools
    Information dissemination on guidelines and standards for orphanages and children’s centers (Scholarship)
    Identifying foster families and matching FF with TFFT kids (Scholarship)
    Life Skills Program for OVCs (Full Circle)
    Providing educational support and assistance for basic and medical needs for TFFT sponsored OVCs (Scholarship)
    Career Training and mentorship to TFFT sponsored OVCs (Scholarship)
    Inspection of orphanages and children’s centers
    Small scale grant-making for improvements of facilities of partner Orphanages and Children’s Centers
    Sensitizing communities on orphan care and support
    Building or renovating Learning Center

    Activities:
    Networking with different actors working on same interests
    Trainings and workshops on fundraising for partners
    Discussion for a about governance, transparency and accountability with OVC support actors
    Training on budget process for all partners
    Educating community members on budget tracking through discussion for a, seminars or mass media

    Activities:
    Individual Goal Setting (Personal and Professionally)
    Performance Review
    Organizational Annual Planning
    Hiring of additional trained staff
  5. What have and haven't they accomplished so far?
    In TFFT's Full Circle Program, TFFT scholars reviewed their rights and laws and discussed Children's Rights as laid out by the United Nations. By knowing their rights, children are able to advocate for themselves and to speak out against mistreatment.

    TFFT convened a network of NGOs, and it is up and running. The group decided on the name "Children's Care Organizations Network (CCON)" and finalized the networks mission, vision, objectives and constitution. Participation has increased from 10-20 local organizations and is still growing.

    Academic Support - Scholars who were struggling have already improved academically and socially.
    Academic Support -We added more than five schools and colleges to our list of prospective partners, and have enrolled students in some of these schools.

    Psychosocial Support - We partnered with Tanzania Women's Research Foundation (TAWREF), an organization specializing in Trauma Focussed Child Behavioral Therapy (TF-CBT), to administer screenings for 38 of our scholarship children in order to identify those who need therapy.
    Psychosocial Support - We identified 14 children and worked with TAWREF to provide intervention for those children and their guardians.
    Psychosocial Support - Four TFFT team members are trained in basic counseling through the Arusha Mental Health Trust
    Psychosocial Support - Two TFFT team members have completed a full TF-CBT training course
    Psychosocial Support - For cases not requiring professional counseling intervention, TFFT offers basic counseling.
    Psychosocial Support - TFFT is providing Child Rights Policy workshops to all of our partners through our relationship with Arusha Mental Health Trust

    Two TFFT team members attended the 3-day workshop, "Future Search on Child Protection in Arusha" by Caucus for Children's Rights
    TFFT offers flexibility and financial support for team members pursuing an additional degree
Service Areas

Self-reported

International

We work throughout Tanzania, East Africa

Social Media

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Videos

External Reviews

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

The Foundation for Tomorrow, Inc.
Fiscal year: Jan 01-Dec 31

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Operations

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

Foundation for Tomorrow

Leadership

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Principal Officer

Ms. Meghann Gunderman

BIO

As Executive Director at TFFT, Meghann Gunderman brings extensive expertise in leading educational initiatives, and a global perspective. She believes that by using education to effect change you are also empowering the future generations of developing nations. Prior to founding TFFT, Meghann spent three summers researching and working in an orphanage in northern Tanzania. The plight of these children and hopes for their future touched her so deeply that while still in college, Meghann raised tens of thousands of dollars to enhance the orphanage's barest facilities with essentials from a washing machine to power generator and even a water filter to ensure safe drinking water for the children and staff. Since 2004, Meghann has been instrumental in placing nearly 20 African orphans in local boarding schools to ensure a safe living environment as well as enhance their physical, emotional and intellectual growth. In November of 2006, Meghann took her dedication to African youth full time founding The Foundation for Tomorrow. Her commitment - to advance the education of African orphans as well as the quality of that education. She received her British Masters of Arts in International Relations and Development Studies from the University of St. Andrews, Scotland with a specialization in Sub-Saharan Africa and the Middle East.

Governance

BOARD CHAIR

Louis Collina

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization


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BOARD ORIENTATION & 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?


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CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?


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ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?


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BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?