Before I embarked on my international component of the Fulbright Global Classroom Program in Uruguay, I had many ideas about what to do. Learning about their sustainable best practices was at the top of my list. While exploring my options in Uruguay, I had a defining moment. It happened when we visited a rural school in Salto, Escuela number 67, Pablo’s school, which was an hour away from the city. During this visit, the students presented their “future school” project, which included their incredible school design. After explaining this project, they also mentioned another project related to water that had made national news.
In this particular project, the students had analyzed their local water resources, which was a topic of great interest to them. I thought to myself, “This has to be it.” Uruguay has been grappling with water shortages, primarily due to climate change and other related factors. Given the country’s heavy reliance on agriculture and farming, water is at the heart of everything. Uruguayans have expressed concerns about the limited water resources and the increasing salinity of the available water, sparking protests and debates nationwide about whether the government is doing enough to ensure access to drinkable water.
To cut a long story short, this small rural community decided to address their local water issue. However, before delving into that, it’s crucial to understand why there were numerous health-related issues in their village. Both students and adults in the village had been falling ill, resulting in many missed school days. This prompted the students to investigate the root cause of these health problems. They embarked on an analysis of their water resources, collaborated with the governmental organization Ceibal, and presented their findings to local government authorities. Their research revealed that the illnesses were linked to the local water sources. Shortly thereafter, the school managed to install a chlorinator in the water pump accessible to the villagers, making the water drinkable. Thanks to the students’ project, the entire village now has access to clean water.
As a result of this project, the school has been nominated as one of the world’s Top 10 schools for Supporting Healthy Lives. I believe that soon, they will announce the World’s Best School Prize among these ten schools worldwide.
When I shared this story with my colleagues, I emphasized the importance of making a difference in the lives of students and communities, regardless of the resources and tools at our disposal. Empowering students to address local and global issues doesn’t always require extensive resources or a large team. In this case, two teachers and around 20 students in Pueblo Olivera, Salto, Uruguay made a significant impact, not only on themselves but also on their community. This experience was a truly inspiring and transformative learning opportunity for these students. It reflects the mindset I’ve been trying to instill in our own students and community, EXPERIENTIAL LEARNING and I will continue to do so.
Expeditionary Learning 