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Award recipients and finalists
Four students from the École de technologie supérieure embarked on a three-stage scenario involving a project to build a nursery school in a developing country. Act 1: They were expelled from Tibet, the initial location of their project, by Chinese authorities. Act 2: They received an invitation from a monastery in northern India, but the project no longer met the standards of the Programme de regroupement étudiant pour la coopération internationale (PRÉCI). They returned home. Act 3: They flew to Cameroon, and in Yokadouma they finally built a nursery school capable of accommodating 200 to 250 children. Outcome: small budgetary surplus and work completed in two months rather than four.
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Seven McGill students from different fields committed themselves to the Armenian project headed by the Student Association for Medical Aid (SAMA). Putting aside their studies, they invested time and energy helping Armenian refugees and orphans fleeing Azerbaijan during the throes of inter-ethnic violence in 1988. Five among them recently returned from Armenia, after they had shipped donated medical and school supplies and leisure materials. While abroad, they established and updated a databank of eyewitness accounts of refugee living conditions. Project team members wanted to instill hope and dignity in the Armenian victims of Azerbaijan exiled to Armenia. In 1990, their numbers exceeded over half a million.
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Numbers speak for themselves. In 1997, functionally illiterate individuals accounted for about 1,300,000 of the population in Québec. Literacy education students (Étudiantes et étudiants alphabétiseurs - ÉÉA) from the University of Sherbrooke decided to provide assistance to help underprivileged children, adults with little formal education and immigrants overcome illiteracy, in cooperation with regional education organizations. Nalini Vaddapalli and Fannie Brisson insisted on implementing a tutorial system of training whereby a literacy education student would be paired with a pupil. This method would allow the pupil to learn to read and write, resulting in heightened self-esteem. However, exchanges were far from one way: tutors also benefited from the learning experience as a result of their contact with pupils from many different backgrounds.
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AWARD RECIPIENTS
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FINALIST
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FINALIST
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