Top 10 finalist teachers on how they will use the $1M prize if they win:
Swaroop Rawal, Life Skills teacher, at Lavad Primary School, Gujarat, India
Swaroop wants to develop an education think-tank with the $1 million prize, which will make pre-vocational education possible for primary students in rural areas of India. “I want more primary schools in rural areas to be involved in pre-vocational education. The students from schools in marginalised countries are not being exposed to things outside the curriculum. They need pre-vocational education,” she said. Swaroop also teaches children in rural areas, on the streets and to anyone who needs her help.
Daisy Mertens, all subjects teacher, community-based school De Vuurvogel, Helmond, Netherlands
Daisy teaches at a school where pupils either have learning difficulties or are gifted. They face prejudice from students who live in wealthier areas. But, Daisy has become an award-winning teacher for helping these students in their learning through creative methods. If she wins, she plans on using the prize to enhance educational facilities for students, as well as train teachers to help better educate students as such.
Débora Garofalo, Technologies for Learning teacher, EMEF Almirante Ary Parreiras, São Paulo, Brazil
Debora has helped over 2,000 students at her school get involved in a robotics programme that she launched. Pupils at her school are trapped in a negative environment as the community is plagued with violence, unsanitary conditions and poverty. If she wins the prize, she plans on taking her ‘Junk Robotics, Promoting Sustainability’ programme to the next level and hopes to get more students involved. She also hopes to help students to keep them away from the negative lifestyle that surrounds them.
Hidekazu Shoto, English language and ICT teacher, Ritsumeikan Primary School, Kyoto, Japan
Hidekazu is using online gaming to help his students learn English. He uses tools such as Skype and Minecraft to enable communication in English with students from different parts of the world. His students have been learning skills such as communication, teamwork, imagination, and logical thinking. If he is awarded, he will set up an organisation to help Japanese teachers and students exchange with foreign countries.
Martin Salvetti, head of Automative Studies and Adult Professional Training, Temperley, Buenos Aires, Argentina
Martin struggled with his own education. He used to teach to earn extra cash so he could fund his university studies. When he took the teaching profession full-time, he launched a radio station to help his students address major issues. Martin plans on expanding these kinds of programmes for students if he wins the prize. He wants more pupils to have access to facilities and speak to a wider audience. The station he built is a platform to campaign for positive change.
Melissa Salguero, Music teacher, P.S.48 Joseph R Drake elementary school, the Bronx, New York, US
Even though Melissa suffers from dyslexia, it hasn’t stopped her from pursuing her passion for teaching. She teaches in a deprived community where students are considered to be the most at-risk in all of New York City. To help the school, Melissa raised enough funds to start the first ever Public School 48 band programme. “If I win, I want to advocate for music programmes across schools in my community,” she said.
Peter Tabichi, Maths and Physics teacher, Keriko Secondary School, Pwani Village, Nakuru, Kenya
Peter gives away 80 per cent of his earnings to the poor. He teaches in a very remote and poverty-ridden village. His school has only one desktop computer with a proper internet connection. Though, he still does 80 per cent of his teaching by visiting internet cafes and caching online content. “With the $1million prize, I will make sure that our school and my community has proper facilities, such as computers, fast internet connection, to help them learn better,” he said.
Vladimer Apkhazava, Civic Education teacher, Chibati Public School, Tbilisi, Georgia
Vladimer teaches in one of the most deprived communities in Georgia. Some days, ambulances have to be called due to starving children. Many students from this area often leave their studies and move to Turkey to find employment. Child labour is a significant problem in his community. If he wins, Vladimer would help schools in Georgia which cannot afford to purchase modern technology or foreign language books.
Yasodai Selvakumaran, History and society and culture teacher, Rooty Hill High School, New South Wales, Australia
A Tamil Sri Lankan-born Australian, Yasodai’s parents left Sri Lanka amongst growing civil tensions and she grew up in rural and regional Australia before moving to Sydney to complete university study. She is now a recognised leader in Australia. She teaches a culturally and linguistically diverse group of students in a socio-economically deprived area. If she wins, Yasodai would lead to more collaboration between academia and practitioners in education.
Andrew Moffat MBE, Personal Social Health Education (PSHE) teacher, Parkfield Community School, Birmingham, UK
Andrew is a teacher in a deprived community, where more than nine in ten pupils speak an additional language. He had implemented the ‘No Outsiders’ programme, which he now uses help reduce the potential for radicalisation among students. In November 2017, Andrew was awarded an MBE by Her Majesty the Queen for services to equality and diversity in education.