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How Do We Know that We’re Making a Difference?

By Mark Lynd | STS Blog, Whole Child | 0 comment | 18 May, 2023 | 1

One of STS’s goal for activities in Tanzania in 2023 is to generate evidence of the effectiveness of the Whole Child Model—our claim that if children receive adequate education, health, and community support, they will thrive in school. To make this claim, we need to know two things: How well are students learning? How doRead more

Pay it Forward: How things I learned as a child may still be relevant today

By Mark Lynd | STS Blog, Whole Child | 0 comment | 27 December, 2022 | 1

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Education Beyond the Classroom: Engaging Communities

By Mark Lynd | STS Blog, Whole Child | 0 comment | 10 November, 2022 | 1

While teachers and curriculums are an obviously important aspect of education, an often-overlooked component is the support from a student’s community – their family members, friends, and others. Through the Whole Child Model, STS engages members of a student’s community to serve as allies and see how important they are to children learning and thrivingRead more

A Hope for the Future: School Squared

By Mark Lynd | STS Blog, Whole Child | 0 comment | 20 October, 2022 | 1

For those who fear for the future, look no further than today’s youth who are not only dreaming but also planning for a better tomorrow. Last spring, I wrote about a group of high school girls who took a school assignment to the next level.Read more

Linking Schools to Schools

By Mark Lynd | Health and Engagement, STS Blog, Whole Child | 1 comment | 11 June, 2022 | 1

The name “School-to-School International” is based on the idea that linkages can help improve children’s learning. Education often considers “links” as connecting ideas to reality. For instance, if a teacher wants children to learn the word “goat,” does she write g-o-a-t on a blackboard or bring a goat into the classroom? When there are noRead more

Notes from the Field: What Strategies are Teachers Using

By Mark Lynd | STS Blog, Whole Child | 0 comment | 2 May, 2022 | 1

For the first time in three years, I was able to travel to our Whole Child Model implementation schools in Tanzania. My objective: to see if teachers who attended our trainings are able to apply the strategies we introduced.Read more

Our profession’s most misleading question – How can I help? (Part 2)

By Mark Lynd | STS Blog, Whole Child | 0 comment | 29 March, 2022 | 1

In my last post, I explored how the well-intentioned question “how can I help” is often not the right question. Instead, international development should look to balance doing to or for with doing with. In today’s post, I want to share a recent example from our work with the Whole Child Model of how challengingRead more

Our profession’s most misleading question – How can I help? (Part 1)

By Mark Lynd | STS Blog, Whole Child | 0 comment | 10 March, 2022 | 1

In the “helping professions”—education, health, social services—our usual lead question is, in many ways, misleading. “How can I help?”Read more

The Limits of Remote Work

By Mark Lynd | STS Blog, Whole Child | 0 comment | 7 February, 2022 | 0

In 1983, I served as a Peace Corps Volunteer teaching English in the Central African Public. Since then, I’ve had the pleasure of working in dozens of African countries, mostly in person. Whether visiting a country for several days or living there for several years, my experiences were richest when I worked side-by-side with myRead more

What Does it Take to Educate a Child?

By Mark Lynd | STS Blog, Whole Child | 0 comment | 22 December, 2021 | 12

What does it take to educate a child? Worldwide, policymakers tend to have a similar answer. Build schools. Train teachers. Provide materials. Monitor performance.Read more

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STS Staff Spotlight

Briona Graham-Clayton

Program Coordinator

STS Project Spotlight

Remote EGRA for Learners who are Deaf or Hard-of-Hearing

policy and planning research and evaluation

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Remote EGRA for Learners who are Deaf or Hard-of-Hearing

policy and planning research and evaluation

Remote EGRA for Learners who are Deaf or Hard-of-Hearing

policy and planning research and evaluation

Remote EGRA for Learners who are Deaf or Hard-of-Hearing

Remote EGRA for Learners who are Deaf or Hard-of-Hearing
2021-11-15

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