Blog

“Mmeweza!” This is a Swahili word commonly said to me by teachers in the six schools where STS is implementing the Whole Child Model. The phrase means, “you have done it.” Hearing these words brings me great encouragement and confidence that the WCM activities we implement in these schools are impacting the learning of childrenRead more

Mark Hoffman, an STS board member, and his wife, recently traveled to Tanzania and visited our focus school in Engorika. STS sat down with him to hear his thoughts about the school and our future work with the Whole Child Model in Tanzania.Read more

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Esther Lali is a development expert passionate about community-driven development to co-create solutions to everyday challenges. Lali works as STS’s Whole Child Model Tanzania assistant based in Arusha, Tanzania. In this role, she supports the coordination of STS’s activities on the ground. This month, she reflects on her time working with the Whole Child Model.Read more

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

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

Last month, Mark Lynd traveled to CreaTV San Jose to record a PSA for the Whole Child Model. Those in the area will see him in their living rooms soon, but all of us can enjoy him online now. Watch below to learn the latest on STS’s integrated approach to education.Read more

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

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

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