Dear Girls of Guinea,
For the past three years, I have had the honor of working in Guinea to make schools better for you—to make the physical spaces of school safer by installing wells and latrines and to make the culture more welcoming by working with your teachers, parents, and communities to change the social norms that can often keep you from attending.
For more than a decade School-to-School International has implemented and refined an approach that embodies our founding principle: In order for students to thrive, they must have their basic needs fulfilled. We have pursued activities from all three components of the Whole Child Model—Education, Health, and Community Engagement—reaching over 2,600 students in Guinea in the 2015-16 school year alone.
But what does that look like in practice? Below is a snapshot of this year in Guinea.
Imagine this scenario: A school is struggling to reduce its dropout rate. To this end, administrators implement two changes — teachers must provide more detailed feedback to students after exams and take attendance every class period. After a year, since more students have dropped out as compared with previous years, administrators determine the interventions did not work.
That conclusion may seem cut-and-dried, but consider these questions: What if the teachers hadn’t actually implemented their mandates? What if only a quarter of teachers had made the required changes? Could administrators still say that the new mandates had no effect on reducing student dropout?
Dear STS Supporters,
As a member of the STS Board of Directors, I have a special place in my heart for education and providing opportunities for youth who are so often overlooked. My passion stems both from my experiences as the son of an English teacher and from my experiences teaching high school English as a Peace Corps volunteer in Lezha, Albania.
I had the privilege of teaching some amazing, highly motivated students who were so eager to learn English from a native speaker. My experience was challenging, yet so rewarding. I recall outdated methodologies that promoted rote memorization over free flowing conversation, students huddling together in the winter in unheated classrooms and grading tests by candlelight during power outages. Those experiences have in part shaped who I am today. They’ve given me an immense appreciation for education and the impact it has on our children.
Written by Mamounan Kpoghomou, STS National Coordinator – Guinea
Mabinty Soumah is a young girl who has attended Wonkifong elementary school in Guinea for six years. She lost her mother when she was only two years old. Mabinty has lived with her aunt, who is also her teacher, since first grade. Mabinty is hardworking, punctual, and studious. Her aunt, Mahawa, has six children of her own. She is the second wife of a farmer, who has a total of 13 children. The family survives on the food they grow and the fish they catch. The two wives struggle to make ends meet to support their numerous children and husband, whose earnings are practically nonexistent. By accepting to take in her sister’s orphan, Mahawa has endured great hardship to provide food, clothing, and school supplies to all of the children under her care.
Written by Drew Schmenner
Dear STS Supporters,
Girls are too often pushed aside or overlooked in the developing world. It’s a distressing truth I learned firsthand as a Peace Corps volunteer in the West African country of Niger more than a decade ago. That experience stoked my interest in girls’ education, so I’m particularly excited that we are raising money for the girls’ education components of our Whole Child Model in Guinea as part of our annual campaign.
Posted by Lauren McAskill
School-to-School International’s 2015 Matching Campaign focuses on empowering girls through education. From now until October 15th, your donation to this cause will be doubled. Many of STS’s own staff members have witnessed the power of investing in girls. Today I am sharing a personal experience that speaks to the effectiveness and sustainability of initiatives that empower girls. During my time in the Peace Corps in West Africa, I helped start my village’s first female soccer team. The picture on the left was taken in 2011 after the team’s first big win, and the picture on the right is the team in four years later, in 2015.
Since 2002, School-to-School International has impacted the lives of thousands of students in Guinea through our Whole Child Model, an integrated set of activities centered on the three sectors of education, health, and engagement.
Empowering girls is a key focus of the model. Thanks to the generosity of our supporters, we gave 30 scholarships to girls last year. We also raised awareness about the benefits of girls’ education by conducting community workshops and ran after-school programs for at-risk children, with a special emphasis on girls.
This marks the second week of our fundraising effort devoted to our girls’ education activities. We have the special chance to double the impact we make in the lives of girls, thanks to an awesome contributor who has offered to match all donations during this campaign.
School-to-School International (STS) is excited to announce its 2015 Matching Campaign! From now until October 15, we can double the impact STS makes in the lives of young girls in primary school in Guinea.
Based in the Bay Area, STS has implemented its unique Whole Child Model in the West African country of Guinea since 2002. Our holistic approach ensures students have all they need in order to thrive in school through focusing on three areas of need — education, health, and engagement.
Up2Us Sports is encouraging undeserved youth in cities across America to make positive life choices through its Sports-Based Youth Development Program. Up2Us Sports harnesses the power of sports to ultimately reduce youth violence, promote health, and inspire academic success. School-to-School International had the opportunity to collaborate with the New York-based organization to help measure the extent to which their programming is instilling healthy choice attributes in participants.