Topic : Imprenditoria Sociale
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David is championing the concept of ‘open educational resources’ to reinvent how educational content is created, licensed, used, and improved—ultimately enabling college and university students to access to access radically improved class materials at dramatically reduced prices.
José Shabot Cherem breaks the cycle of poverty, illiteracy, and displacement that affects construction workers in Mexico by bringing education, vocational training, and personal development opportunities to construction sites.
Based on a profound sense of respect for rural laborers that grew out of his own early experience working side by side with them, Goya Lamartine has designed and implemented the first comprehensive paralegal training course for community advocates in northeast Brazil.
Gilda Maria Pompeia, 28, works in Sao Paulo, developing drug prevention courses for high school teachers.
Educator and theater director Mauricio Leite creates excitement about learning and the world of ideas even in remote regions of the Amazon. His Project Suitcase succeeds in isolated areas where expensive literacy campaigns have failed, largely because he gives teachers attractive means and simple methods to make learning fun.
Maria do Socorro created Instituto Nossa Ilhéus to cultivate citizenship in municipalities, addressing both population and politicians. On one hand, she connects citizens with their civic role, engaging them through radio, social media, theatre, and workshops. On the other, she monitors politicians and their work, reminding them of their public role.
Inna serves the hidden population of Indonesian women who are pregnant but can not easily obtain information or see a doctor because of social and legal barriers.
Clemens is leveraging the power of sports and Physical Education to transform the education system in Tanzania and by so doing empowering children to develop their own potential as changemakers in the society.
Isolation and inactivity among marginalized communities – from refugee camps to underprivileged neighborhoods – can have dramatic consequences such as violence and physical and mental health problems in communities. In response, Jérémy is defining a new standard for libraries in the 21st Century, repositioning their role in communities as key vectors of economic and human development.
To accelerate the transition towards an education system that allows every child to reach his full potential and be a changemaker, Florence’s insight is that teachers and those who professionally surround them (school directors, inspectors and advisors, teacher trainers) embody changemaking skills. To do so, she inspires, equips and supports teachers and education administrators to embrace and spread this vision.