Projects

Bonfaremo supports selected educational institutions and their students, and builds new schools where they are needed.

Pemaca

Pre-School, KEN

The Pemaca Educational Centre in Loitokitok (Kenya) is our vision of a school, which will offer orphans and children from poor families a positive future. We strive to introduce new enriched teaching methodologies equipped to promote creativity, individual talents and the development of every student’s full potential. Further, we wish to foster a strong sense of equality, democracy and justice in a secure and caring environment, sensitive to the individual needs of our pupils. By introducing a firm understanding of other cultures, traditions and beliefs we want to encourage respect, awareness and positive relationships with one another – far beyond the school borders.

Malage

Workshop & Vocational Training Centre, TZA

Malage VTC in Kisangara (Tanzania) is a training institution that provides vocational education to young men and women. Many teenagers in Tanzania miss out on secondary education because they cannot afford it. Without further qualifications these teenagers usually fail to find employment, condemning them to other means of providing for themselves. Malage offers these young adults a perspective by giving them the opportunity to complete the professional training needed to become a mechanic, secretary, tailor, lock smith, carpenter, mason, cook, electrician or farmer. The fees for the training are as low as possible (approximately 280€ per year), and may be paid for after completion of the training in case of financial problems. The sale of products manufactured by the students help to finance the Centre.

Misafiri

English Medium Pre- and Primary School, TZA

Opened in Kisangara (Tanzania) in 2004, Msafiri English Medium Pre- and Primary School is an extraordinary African boarding school. As is common in boarding schools, students live, eat and sleep communally and spend their weekends at school. The school administration’s commitment to the students and the equipment of classrooms, however, is unique. Instruction is exclusively in English, giving students the necessary skills to qualify for Secondary School and get a foothold in the job market, in which English is increasingly seen as a pre-requisite. Given Tanzania’s 40% youth unemployment, such language skills are vital for success.