Shallom Maweu Sila

Shallom Maweu Sila is a transformative Kenyan educator whose pioneering work in pedagogical innovation, digital learning, and girl-focused STEM empowerment has reshaped education in rural Machakos County. Since joining St. Francis Misyani Girls’ High School in 2014, he has championed learner-centred, technology-driven instructional practices that have dramatically increased girls’ participation and achievement in Physics and Chemistry – subjects traditionally viewed as “masculine” within his community. 

During the COVID-19 pandemic, Shallom played a historic role in safeguarding learning continuity across Kenya. As one of the earliest adopters and promoters of remote learning, he collaborated with 300 volunteer teachers to deliver nationwide online lessons through Zoom, Microsoft Teams, and other platforms. Attendance grew from two students in week one to more than 10,000 weekly learners by week seventeen, representing an unprecedented national milestone. Owing to the programme’s success, the Government of Kenya adopted it as a formal learning-continuity model and selected Shallom as a national master trainer and champion teacher for Remote Learning Methodologies. 

At his school, he has integrated virtual labs, gamified learning, livestreamed lessons, robotics, coding, and AI into classroom and after-school programmes. These interventions have produced measurable impact: girls enrolling in Physics increased from 9% (2016) to 43% (2025) – the highest rise in Machakos County. Physics mean scores improved from 46% (2016) to 55% (2024), and the proportion of students scoring C+ and above grew significantly. More than 50 former students now pursue STEM degrees and technical careers, many serving as role models for the next cohort. 

Beyond academics, Shallom addresses deep-rooted social, economic, and cultural barriers faced by rural girls. He co-founded a school-based Education Foundation that provides annual scholarships and essential supplies to over 150 girls in need, and mentors students through STEM Ambassadors and “family” psycho-social support groups. His leadership extends to community service as a youth mentor, conference organiser, and fundraising mobiliser for disadvantaged learners. 

Shallom is also a national leader in advancing the teaching profession. As a Teachers Service Commission (TSC) national champion, he has trained hundreds of teachers in digital pedagogy, supported ICT integration in schools, evaluated national livestream programmes with the World Bank, and helped retool more than 300 ICT champions across five counties. He co-founded the Community of Practice for Invention Educators (CoPIE) and leads the Kenyan STEM Learning Ecosystem, contributing to regional and global teacher networks. His commitment to lifelong learning is demonstrated through his Master’s studies and participation in major continental conferences such as PACTED 2025. 

A passionate environmental educator, he embeds climate action through school biogas management, organic farming, solar initiatives, and student-led sustainability projects that reduce waste, cut energy costs by 30%, and have resulted in more than 1,000 trees planted. 

If awarded the Global Teacher Prize, Shallom plans to build a state-of-the-art school makerspace and establish the region’s first Community ICT and Innovation Hub, expanding digital access and nurturing future inventors. His greatest achievement remains his unwavering dedication to empowering rural girls to break cultural barriers, embrace STEM, and transform their communities.