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Improving Nicaraguan lives by building new, community water systems, and improving sanitation.

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Interns

The Power of Trust: How We’re Funded Shapes the Work We Can Accomplish

July 6, 2026 by Project Schoolhouse

Written by Dennis Passovoy, Board Member

When Victorina finally had safe water flowing into her home after 75 years of life without it, no one asked her to document the milestone in triplicate. The water was simply there — clean, gravity-fed, dependable — because the people who believed in this work trusted the people doing it.

That trust is not a small thing. In the world of nonprofit funding, it is actually quite rare. And it makes an enormous difference — not just to us as an organization, but to the communities in Nicaragua whose lives we are here to help transform.

We want to take a moment to talk about something that doesn’t often appear in these pages: how we are funded, and why it matters so much to the work.

What Is Trust-Based Philanthropy?

Trust-based philanthropy is built on a simple but powerful idea: funders who trust the organizations they support and give them flexibility produce better outcomes than those who do not. In practice, this means unrestricted, multi-year grants with streamlined reporting — funders doing their due diligence upfront, then stepping back to let the experts do what they do best.

The alternative is common and costly. Many grant relationships require exhaustive applications, rigid reporting timelines, and restrictions that prohibit funding from covering salaries or overhead — precisely the things that allow good work to get done. And when circumstances on the ground change, as they inevitably do in remote communities, the flexibility to adapt is often missing.

The Hidden Cost of Distrust

We have worked in some of the most remote communities in Nicaragua for two decades. Our team is lean and deeply expert. What we cannot afford is time and focus diverted away from that mission.

When applications require months of compliance documentation, that is time not spent on project planning or community relationships. When restrictions prohibit covering operational costs, we are left stitching together funding sources just to keep the lights on. The administrative overhead that highly controlled philanthropy demands has a real human cost — borne by the communities furthest from the decision-making table.

We clearly understand the need for oversight. “Trust” doesn’t mean “hand over the check and step away.” It means trust but verify.

What Trust Looks Like in Practice

We have been fortunate to be supported by donors and foundations who have chosen to trust us — reviewed our financials and track record, visited communities where we’ve worked, and then given us the flexibility to put their investment to work the way we know best. That trust is something we earn and are accountable for every single day.

The most powerful recent example is a catalyzing grant from the LDS Foundation, which funded the Ponsoña multi-community water, school, and sanitation project — the largest undertaking in Project Schoolhouse’s history. Rather than prescribing narrow deliverables, the LDS Foundation invested in our mission and proven approach, trusting us to apply it across seven communities at once. Critically, it allowed us to invest in in-country leadership and community organizing capacity — something a more restrictive grant may not have permitted — making us a stronger partner for every community in our pipeline.

This is also a natural expression of our community-centered model. We only go where we are invited. We only build what communities have asked for. When our funders extend that same philosophy to us — trusting the experts closest to the work — it creates a virtuous cycle all the way from donor to schoolhouse to student.

Project Schoolhouse and LDS Teams Visiting Communities in 2023

An Invitation

If you are a donor to Project Schoolhouse, thank you. Your trust is the foundation on which everything we do is built. If you are considering a larger gift or partnership, we welcome that conversation.

Victorina’s water is still running. The children of La Ponsoñita are learning in a new school. Seven communities above Rio Blanco are closer to safe water than they have ever been.

That is what trust makes possible.

To learn more about partnering with Project Schoolhouse, visit projectschoolhouse.org/partner or reach out to us at info@projectschoolhouse.org.


Watch our short film “Victorina”



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Filed Under: Community Engagement, Interns, News From the Field, People Driven Development Tagged With: July 2026 Newsletter

Monitoring and Evaluation, in partnership with UT Austin

December 19, 2025 by Renata

Written by Dr. Marilyn Felkner, Board Advisor and Clinical Assistant Professor at The University of Texas at Austin

What gets measured improves; what gets measured and reported improves dramatically.  Project Schoolhouse and students in The University of Texas at Austin Public Health Program take it to heart.  Since 2019, when Selina Serna and Marilyn Felkner met, and Marilyn discovered that Project Schoolhouse works in the departamento where she had first been introduced to public health 40 years earlier, they have worked continually to optimize measuring and reporting community improvements made possible by Project Schoolhouse. 

Students first focused on standardizing the Project Schoolhouse questionnaire with data comparable to that collected by global institutions such as WHO and UNICEF.  Next, they converted to digital data collection, making it easier to collect data in the field and transfer data from Nicaragua to Austin.  During the Fall 2025 semester, students analyzed data from 8 communities comparing education and family health before and after PSH projects. Next semester, the students will refine the analysis for reporting to donors, grant organizations, and social media followers. 

(Pictured on the left is our Programs Coordinator Norma Valdez hiking to into a community to gather survey data)


Project Schoolhouse is improving education at UT as well as in Nicaragua.  What began as a couple of students per year doing internships has evolved into a 3-credit hour course taken by 60 students each academic year.  As one student summarized her experience, “…the research we did for Project Schoolhouse gave me an invaluable opportunity to apply what we learned to real-world issues.”

We look forward to sharing the data and findings in coming newsletters!


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Filed Under: Community Engagement, Interns, News From the Field, People Driven Development Tagged With: December 2025 Newsletter

Lessons Learned: Update from our In-Country Interns

July 12, 2021 by Renata

We last heard from Adriana Banchs and Aaron Wheat, Project Schoolhouse Interns, in our April newsletter.  In the April video, Adriana and Aaron gave an initial report of their activities after just two months in Nicaragua.  After completing a semester-long internship in May, the two are now back in the United States. A few days ago, I chatted with them about their experiences in Nicaragua, what they learned and their overall assessment about the specific ways Project Schoolhouse works in advancing our mission of building new schools, providing clean water, improving sanitation, and helping students continue their education. In speaking with these two young folks, you could sense the excitement in their voices about not only what they learned and the ways it will shape their future professional plans, but about the important work Project Schoolhouse is doing in Nicaragua. 

Adriana, a public health major at the University of Texas at Austin, had many options in terms of international internships but was particularly drawn to Project Schoolhouse because of her intersecting interests of global health and working in Latin America.  Her main tasks in Nicaragua involved data collection through face-to-face surveys of community members where Project Schoolhouse works. “But I did so much more,” said Adriana. “I took photos and even did some project management–tracking materials for projects, some accounting work and running errands…to get materials needed for the projects.”

Aaron, a civil engineering major–with interests in public health–at the University of Texas at Austin, was initially slated to study abroad in Peru in the summer of 2020, but that opportunity was canceled due to Covid-19. Given his interests in public health and civil engineering, Aaron’s Public Health Professor suggested he research Project Schoolhouse. After attending a Crash Course and viewing several videos, Aaron reached out to Project Schoolhouse. His main tasks in Nicaragua involved documenting and supporting the work being done to build water systems. “I was in the field almost the entire time, four out of seven days I was probably sleeping in a hammock at the school…and during the day working with the construction crew that installed the water system.” 

Adriana’s data collection efforts were focused on issues related to schooling.  In particular, Adriana was focused on establishing accurate school attendance rates, finding out the reasons some students are not attending school, as well as whether students have plans in the future to continue their education after primary school. One of the principal goals of her data collection was to document whether a school being built in a community-led to greater attendance. Another goal was to establish baseline data about whether the after-school clubs led to higher levels of school attendance.  

Adriana’s data collection involved capturing individual census data that included name, gender, age, etc. This initial data collection was followed up with more in-depth, face-to-face interviews around hygiene, health and education.  She also helped to conduct focus group interviews.  “We interviewed groups of women because some of them didn’t speak up as much initially and we wanted to get their voices heard.” Adriana’s work will establish a solid data baseline that Project Schoolhouse will be able to draw on to better assess outcomes.  In Adriana’s words, “data collection is an investment in time and after a few more years of data gathering, we’re going to see some good trends.”  

Aaron’s principal task was to write a report of the gravity-fed water system being built in Mancera Central.  “When I first arrived they were finished with the spring capture and they started work on installing the mainline. I documented the entire process and helped with the construction.”  Aaron also beta tested a survey instrument called mWater. mWater is a free data management platform used in over 180 countries to map and monitor water and sanitation sites.  “So, I would drop [geo-located] ‘pins’ at every school and water resource and then I filled out a survey that kept information on the community the water source served. For example, population, number of households, the site status, etc.”  

In addition to documenting and assisting with the water project in Mancera Central, Aaron also helped to construct a database, or spreadsheet of the information gathered by Adriana, Norma, and Maria Ines.  “It took form pretty nicely,” Aaron said about the database, “and it started to show some trends. I could tell Selina was pretty excited about it.” These data-related efforts of Project Schoolhouse are crucial because accurate and timely data related to water, sanitation, and education is often difficult to retrieve from the varied “siloed” agencies of the Nicaraguan government. According to Aaron, “now Project Schoolhouse has their own data of the areas they work in to compile a clearer picture for the donors to see that their money is truly making a difference.” 

When asked about the most important thing she learned from her semester-long stay in Nicaragua, Adriana stated, 

“The number one thing I gained from this experience involved the local people.  The project coordinators, the students, the community members…they were the ones that affected me the most.  Maria Ines and Norma’s passion over what they are doing, the love for their work.  It was also really cool to see the scholarship students finishing their degrees. I loved actually living in the communities that we worked with….It gave me a new perspective and it confirmed for me that I want to do this work in the future. I would love to do the Peace Corps after graduating.”  

For Aaron, working for Project Schoolhouse was a life-changing experience.  Well aware of the United States’ colonialist histories that have played out in Central America, Aaron said that he approached his work with Project Schoolhouse with what he described as a “socially-conscious view.” That is, he arrived in Nicaragua with a well-developed understanding of the checkered history of global development work and what he described as “white savior syndrome.” In his words, 

“What does it mean to go into a place that is not your home and how does one approach this work in a way that is sensible, respectful and sensitive to the communities in which you work?  Instead of thinking that I wanted to ‘help,’ I thought I want to learn everything I can from these people, because they are the experts about where they live.”  

Most of all, Aaron’s work with Project Schoolhouse confirmed that he wants to work as an engineer abroad after he finishes school. In particular, his work in Nicaragua taught him about restorative water design systems that don’t just sustain but give back to the ecosystem.

Both Adriana and Aaron agreed that what makes Project Schoolhouse unique is emphasis on the projects being theirs, the projects belong to the community, not Project Schoolhouse. “That’s what makes Project Schoolhouse special,” stated Adriana in closing.

Aaron in Adriana in the community of El Martillo

Filed Under: Interns, News From the Field Tagged With: July 2021 Newsletter

Adriana and Aaron – Nicaragua In-Country Interns

April 12, 2021 by Project Schoolhouse

Learn a bit about what their experience has been like as they collect important data in Nicaragua! Click the video to watch.

Filed Under: Interns Tagged With: April 2021 Newsletter

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