Ashoka
Samuel Agboola is a teacher, innovator, and Changemaker whose journey exemplifies the transformative power of education. He accumulates over a decade of experience teaching ICT in Girls Junior Academy, a vibrant public junior secondary school dedicated solely to girls located in the center of Lagos Island. Samuel was part of the first cohort of the Changemaking Teachers Activation Program (CTEACH) an initiative part of the Time for Change program in Nigeria. In CTEACH teachers go through a journey to incorporate changemaking in their work. As an Ashoka CTEACH Ambassador and recipient of the Outstanding Changemaker of the Year Award, Samuel has not only inspired his students but also redefined what it means to be an educator.
The CTEACH is a program that brings together cohorts of teachers from government-owned junior secondary schools across Lagos State for a 12-month journey to deepen their understanding of how they and their students can drive social impact within their communities and learn how to integrate changemaking systems and practices into their teaching. Through Time for Change, CTEACH has reached over 152 educators, Samuel is one of them.
For Samuel, teaching is more than a job, it’s a calling. “The most fulfilling part of teaching for me is that it allows me to inspire and empower young minds to create positive change and to be morally upright,” he shares. Seeing his students light up with confidence and excitement has become his greatest reward. This fulfillment has shaped his life profoundly, giving him purpose and joy.
Interestingly, teaching wasn’t Samuel’s initial career path. As a computer science graduate, he once aspired to work in oil and gas, IT, or banking. But fate had other plans. “While applying for jobs, I picked up teaching at a nearby school,” he recalls. It was here that Samuel discovered his natural knack for inspiring change—whether through setting up the school’s first computer lab or publicizing the school to attract more families. Encouragement from others to pursue teaching on a larger scale solidified his decision. “That was how I adopted teaching as my life, a calling, and a career.”
Though Samuel had been living a life of impact, it wasn’t until he joined Time for Change's CTEACH program that he fully embraced the term "Changemaking." He defines it as the ability to see a problem, creatively devise a solution, and take action, often with the collaboration of others. “Personally, Changemaking is about making a positive difference in your community, workplace, or home,” he explains.
Before joining Time for Change, Samuel faced challenges like overcrowded classrooms that dulled his enthusiasm. But the program reignited his passion. “Time for Change helped me to integrate Changemaking skills into my teaching,” he says. “It made teaching more impactful, enjoyable, and fulfilling despite the challenges.” One of his most impactful experiences involved students in a Changemaking squad addressing local issues. Samuel saw firsthand the power of student-led initiatives. “Sometimes we need to take the back seat and let our students spread their wings.”
The first year of their Changemaking squad had 14 students, including a President and a Secretary. They addressed two key issues: reducing plastic waste in the school and improving reading skills among students. To achieve the first, they repurposed plastic bottles into innovative garden planters used to plant vegetables and flowers.
For the literacy drive, they created a makeshift library, as none previously existed, with the support of the school management. Despite space constraints, a classroom was equipped to serve as a library, a sickbay, and a mini-computer room with just four PCs. While it is not enough to serve almost 500 girls, Samuel and his students take pride in doing something to address the current challenges.
To sustain their initiatives, the students collected plastic bottles and sold them to recyclers at the rate of ₦100 (around 6 cents of dollar) per kg. The proceeds were used to buy storybooks to equip the library.
Today, Samuel feels more equipped than ever to drive change. “Time for Change has given me innovative teaching strategies, networks, and confidence,” he shares. “I no longer see problems as problems but as raw materials for creativity and innovation.” He now encourages educators to start small, fostering empathy, encouraging collaboration, and integrating real-world issues into lessons.
When asked about the one change he’d make to the education system, Samuel is clear: “I would integrate Changemaking education into national curricula. Every student should develop essential skills to drive positive social change.” This vision aligns with his work as a climate action advocate and educator, empowering future generations to tackle global challenges.