This resource focuses on the Contemporary Issues modules of Leaving Cert Applied (LCA) Social Education. It explores: Module 3 – Contemporary Issues 1, which must be undertaken in LCA Year 1. Module 5 – Contemporary Issues 2, which must be undertaken in Year 2. It aims to prepare LCA Social
This student workbook focuses on the Contemporary Issues modules of Leaving Cert Applied (LCA) Social Education. It aims to prepare LCA Social Education students to engage with issues relevant to them that impact on their community, their country and the wider world. Packed with illustrations, activities, work assignments and more,
“the shock of finding, in a village with a text book community water project, a young woman with her baby on her back, digging in a river bed metres away from the safe supply we had provided. She was doing this because she had to choose between buying food or
Gender-related Development Index (GDI – see definition below) Zambia is ranked 124th of 137 countries on the GDI (in the bottom 10%) 26% of women have secondary or higher education as against 44% of men and female labour market participation is 60% against 79% for men The GDI in 2009
Navika Mehta reports from the first MASI conference from October, sharing 5 key lessons
There are still large numbers of people sleeping outside, in the cold struggling to find any way to simply stay warm. Ethan Kudler, a final-seven finalist in the 2018 Trinity College Dublin and developmenteducation.ie Development Issues series, believes ending poverty means ending poverty everywhere, both near and far. As I
Irish people are no strangers to debates about history, statues and their many and conflicting interpretations. An reflection by Richard J Evans
I am Irene Musarapasi. I am 45 years old. I am a widow with three children. I have lived with HIV for more than ten years. I am now happy and content with my life, thanks to the support that I received from the Batsirai Group – a community initiative based in Chinhoyi.
‘Aboriginal People in Australia have been the subject of dispossession, denied identity, removed from control of our own doctrines and responsibilities to our culture and societal ways by the imposition of the rules, ways and the might of those who came there in 1788 from Britain.’ Pat Dodson, Aboriginal leader
Juan Acevedo-Ossa explores South Africa’s case against Israel as the latest example of its ability to act as a normative superpower, exceeding the great powers in shaping global moral discourse.
In these days of ‘crisis’ summit meetings, ‘floods’ of migrants ‘swarming’ at borders, ‘security’ forces ‘overwhelmed’ and Europe facing an ‘unprecedented’ crisis, words take on added significance as we search for a language that matches our feelings. How we describe the situation, how we construct its meaning and contours, how
My name is Felistas Murwisi but everyone calls me mbuya (granny). I am 48 years old. in 2004, I suffered a stroke that affected my right side. I went for physiotherapy and on the 22nd of November, 2004 I went for an HIV test which showed that I was sero-positive.
By Patrick O’Grady Burkina Faso in West Africa was the destination for students and teachers who travelled on Self Help Africa’s annual schools’ study visit in the spring of 2013. Patrick O’Grady recalls his account of the week-long trip visiting youth groups, school-going counterparts, historical sites and a range of
The idea of “giving back” or ‘making a difference’ by volunteering overseas is well known in Ireland. Many individuals and communities have either volunteered overseas or know someone who has. Volunteering in orphanages has been popular with many travellers; spending time caring for, or teaching children living in residential care.
The World Food Day round-up includes new features and interactives for teaching and learning based on key drivers of hunger today
Transition Year students in Lucan tackle the issue of human trafficking, as part of their involvement with Challenge to Change initiative
This resource is aimed at transition year students, with relevance to economics, history, geography and religious education. It is full of activities divided into four sections: The first section has eleven activities and is called ‘the shape of our world’ which paints a picture of various aspects of the world
Learning Outcomes Students discuss Human Rights. Students recognise Human Rights that affect them. Students then identify these rights from the Declaration of Human Rights. Research the origin of the Declaration of Human Rights. Rank in order of importance the Human Rights from the Declaration. Identify local or national abuses of
Developed as a result of teachers from Northern Ireland and the Republic of Ireland working together on education for peace and reconciliation, this 109 page resource has three particular features which are central to its design and use. Firstly, it is designed and can be used in a learning spiral
A magazine designed for primary school students, it presents introductory information, games, puzzles and fun fact boxes about countries that the overseas aid programme of the Irish Government works in in a fun and informative way. Contents: What is Irish Aid What are the Millennium Development Goals? Irish Aid’s Partner
Twice a year the Volunteers from the EIL Development Education Committee plan and deliver workshops intended to raise awareness about global issues among EIL Network members. The themes of the workshops are decided by a consensus decision of the committee, and everyone pitches in to bring the content together. In
This resource uses two case studies (Troy Davis and Anthony Hynes) to cover the main issues and debates around the death penalty. More specifically, this lesson enables students to: Analyse the concept of just and unjust punishment; Evaluate critically the arguments for and against the death penalty; Identify and name
This resource includes: Introductory material to the sustainable development goals and wants vs needs 8 activities and 8 info sheets issues and topics covered: child labour, carbon footprinting, ethical consumption, sustainable tourism, Sustainable Development Goals Suggestions for actions that young people can take Participatory learning methods (quiz, carbon footprint game
This resource is divided into three action plans, Fair Trade, Climate Change and Waste, that provide background information, activities, video resources and suggestions for actions that are designed for community groups. These activities were piloted in community settings in the South East of Ireland during 2016and 2017. Highlights action plans
The report – This is What Has Happened, and photopack – The Lives we Live, focuses directly on the vulnerabilities of women as a result of the beliefs, values and structures that perpetuate their subordination in Zambian society. The report describes the dignity, resolve and strength of women in confronting
“Dear Teacher….I have been dreaming about this book for more than a decade. I am, and always have been, passionate about Global Citizenship Education (GCE) and visualised this book because I wanted to provide students and teachers with an accessible starting point for learning about this important field. …. I
HIV and AIDS related stigma refers to the prejudice, negative attitudes, abuse and mistreatment of people living with HIV and AIDS. There are a number of reasons why people living with HIV and AIDS are stigmatised including fear of death and disease (especially because HIV and AIDS are relatively new
Exploring our own ideas and perspectives on human rights Aim To provide an opportunity for participants to explore their own thoughts, ideas and feelings around the concept of Human Rights To explore Human Rights in Ireland and internationally To explore how individuals ‘value’ rights Activity 1: Human Rights? Organise a
For further information: You can download a poster published by the HREOC which tracks the history of the separation of Aboriginal children from their families at https://humanrights.gov.au/our-work/education/track-history-timeline-stolen-generations
Look at the table below to see how much water is required to produce common foodstuffs. Foodstuff Quantity Water consumption, litres Egg 1 196 Cotton 1 @ 250g 2,495 Chocolate 1 kg 17,196 Beef 1 kg 15,415 Sheep Meat 1 kg 10,412 Pork 1 kg 5,988 Butter 1 kg 5,553
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