In April of 2007, a group of 8th grade boys flagged me down as I was riding past on my bicycle. “Madame, we want to learn English.” “Ok,when?” I responded. “As often as you’re willing,” was their reply. And the rest is history.
Well, sorta.
Those boys comprise a part of a group of students we now term, “the original tutoring kids,” as they were the group that inspired Choshen Farm’s education initiative. I ended up meeting with these boys every week for two years. They never stood me up once (which
meant I couldn’t stand them up either – a fact that sometimes meant cycling in the rain up to the school and standing at a chalk board for two hours, soaked to the skin). I saw a lot of improvement in their English and math skills, but more importantly, I saw a deepening of our relationship. We talked about life and God, transcribing words to Casting Crowns songs as a listening exercise. They built me a dish rack. They wrote me 12 original songs (click here to listen to my favorite!) as a “going away present” before Jeremy and I left to get married.
These boys are pretty much the most precious thing ever. This is how our obsession with the school kids of Fimpulu all began.
In Zambia…
Only 53% of all students who start primary school in grade 1 complete primary school by finishing grade 9
Only 37% of all students continue on to secondary school (grade 10-12)
Only 67% of all girls age 15-24 are literate
These statistics say more than just how many kids show up to school and learn to read. The United Nations, World Food Programme and other international bodies have done extensive research showing the link between education and a variety of development factors. People who are denied education are more vulnerable to poverty, hunger, violence, abuse and exploitation, trafficking, HIV/AIDS and maternal mortality.
As we looked at our community, we saw the deficiencies of the education system and the poverty, disease and depression that do seem to
correlate all too well. Teachers who often do not show up, classrooms with half the number of needed desks, no textbooks for students to use and no evaluation to assure anyone’s success. It blew our minds that students could sit through 9 years worth of classes and still be basically illiterate. Our hearts were moved to start working towards redemption of the system, understanding that this would always be much bigger than anything we could accomplish. Phase one was to begin a preschool. We acquired space in a local grain storage facility and formed a committee to help the community take ownership of the project. The school has seen its ups and downs – a predictable ebb and flow as parents, teachers and community members slowly gain an understanding of the importance of early childhood education apart from “cheap childcare from 8:00-11:00.” We’ve focused a lot in the last few years on goal setting with the preschool committee, hoping that their leadership will strengthen and become a model for other schools.
Phase two of our education initiative involved the building of the Learning Resource Center as a landmark of continued learning for all ages. The project began in 2009 as we took an old cinderblock skeleton and converted it into a useable structure. The community agreed to be responsible for the roof. Oh the roof. 2,000 bundles of grass and a full year later, the LRC was open for business. We threw a village-wide party and invited the Chief. Everyone shared what kind of programs they’d like to see happen in that building. The preschool finally moved out of their dingy, mouse infested grain
depot and into a bright, cheery, nicely decorated room with a playground right outside. The well stocked library in the LRC provided young students and teens a chance to browse new books in English as well as take advantage of school text books for self-guided learning. An ambitious tutoring schedule was set in place with tutoring programs several days per week during the school sessions and daily tutoring during the holidays. The LRC also became the home to five different English and literacy classes for adults wanting to improve their communication skills in their country’s official language.
Phase three of the education initiative was to vamp up our student sponsorship program. When our “original tutoring kids” came back to us after their first term of 10th grade and said that their parents money had run out and they wouldn’t be returning to school, we looked first at
the underlying causes. Most of these kids were single or double orphans, or were coming from particularly difficult circumstances. We knew that their parents before them had had very little education and had done little by way of investing in their children’s education as a result. We firmly believed that the cycle has to stop somewhere – it might as well be with these ones! We set up a system to work with the students to earn a percentage of their financial need and give them the rest according to their academic performance. The first term we assisted five students and have watched that number grow steadily over the last three years. Now with approximately 25 students on our sponsorship list for each term, we are seeing something hopeful for the next generation. Equally important to their time in the classroom is the time spent
at Choshen Farm during the 3 holiday months per year. Each student in our program is discipled, mentored and tutored as we seek to help each student reach his or her full potential. Jeremy’s impact on the young men has been particularly moving. A majority of their time together is spent discussing issues of purity and sex. What started as a one time sleepover event transformed into an all-the-time request. The boys didn’t want to stop talking! Or go home! So what else were we to do? We built them a house so they didn’t have to go home!
The discipleship component to the scholarship program is where our heart really lies. We are more interested in who our neighbors are becoming than what they are learning. Teaching preschool and literacy and even advanced calculus are inherently beneficial, its true. But they are so vitally important to our investment in the lives of individuals and in family units scattered across the village. We’ve had so many conversations with mothers who shed tears expressing their gratitude that their child might become something more. We’ve talked to students who acknowledge that they would be bumming around a field somewhere if it weren’t for the investment. We’ve talked to provincial level education officials who admire the work going on in Fimpulu and talk about the fresh inspiration they’ve gained from seeing the progress of so many.
We’ve had to raise significant funds to invest in all three phases of the education initiative in Fimpulu. We are always looking for more partners to sponsor students and contribute to the outreach programs at large. Might one of those partners be you? Let us know if you would specifically like to sponsor a child or donate to the educational programs surrounding Choshen.
There’s so much we could say about education and outreach in Fimpulu. We really do need to give credit here to the host of amazing volunteers we’ve been blessed to have over the past few years who have helped make our programs what they are today. Thank you to all!

Michigan Tech student Emily Brown put her engineering skills to work teaching math - including calculus! - to students, as well as running a a science club at Fimpulu Basic School
We’ll leave you with one final picture: John 3:16 written in a student’s handwriting on the LRC chalkboard. Education as evangelism! Praise the Lord!











































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