This programme consists of 8 sessions for primary schools using interactive learning techniques to engage participants in the activities. The programme comes with a ‘Tools for Solidarity Activity Pack’ and each topic is supported by a lesson plan and powerpoint. The programme covers: Learning about inequalities Learning about Poverty Natural
2011 saw the publication of two reports on international ‘risk’; one published early in the year by the Risks Report Network of the World Economic Forum (the Global Risks Report 2011) and the second the World Risk Report 2011 from the Bündnis Entwicklung Hilft (Alliance Development Works – a coalition
Photo source: Truly Zambian The story of the weekend goes to Zambia: the once written-off underdog of African football – the Chipolopolo Boys** or Copper Bullet Boys – upset the clear favourites of the Africa Cup of Nations tournament (AFCON) by beating the Ivory Coast in the final in an
Walk for Water works to highlight the crises of unequal access to water and sanitation around the world, it aims to highlight the centrality of water and sanitation to human development, to health, to nutritional status, to education, particularly for girls. International World Water Day is held annually on the
Ten years after The Economist declared that Africa was ‘a basket case’ it was back with another headline: ‘Africa Rising…the hopeful continent’. If Africa is rising can it continue to do so, or will the many problems it still faces render its rising ‘a false dawn’?
It’s early August and the summer break is well and truly underway: schools are closed; politicians take some much needed respite…
Spread over five chapters, the 2011 report integrates previous learning from older HDRs and includes the new statistical measures added to the human development indices: the Inequality-adjusted Human Development Index, the Gender Inequality Index and the Multidimensional Poverty Index. At 185 pages in length, the report examines social factors not
This resource has been written to assist secondary students in exploring the issue of development from a global perspective. The two main focus points of the resource are Malawi and the Millennium Development Goals (the MDGs). In Chinya, the MDGs are used as tools to explore poverty and development. Malawi,
This training curriculum is divided into five modues: Care work and the economy The care work context Care work and the human rights based approach Redistribution of unpaid care work for gender equality and justice Ideas for action Each module discusses core concepts in depth and issues are thoroughly dealt
Aimed primarily at student teachers (but suitable for use in classrooms, in youth and community education), this four-part study programme offers a series of cross-cultural exercises, inviting learners to: “examine the origins of their own perceptions and cultural logics (their values and assumptions), to develop self-reflexivity, to re-evaluate their own
Despite some positive developments in the portrayal of people living in poverty in developing world contexts, e.g., Dochas Code of Conduct on Images and Messages, the Irish public are often exposed to generalised and even stereotypical information and images on the subject. This resource was developed to support junior cycle
The majority of the world’s 7 billion people live in urban areas. More than one billion of these – or one in three urban residents – live in inadequate housing with no, or only a few basic resources such as access to safe water or sanitation, refuse collection, etc. Generally,
Human development index (see definition below) Zambia is classified as having low human development (23rd of 42 such countries) It is ranked 150 from 169 countries in 2010 (in the bottom 11%) While the HDI increased between 2008 and 2010, Zambia is one of only 3 countries with a lower
Development Education – FAQs for teachers and facilitators is a guide about how to incorporate discussion of global issues such as gender, climate change and poverty into your subject area. Development education aims to encourage young people to reflect on the challenges our world faces and consider solutions to these
This guide explores many of the issues involved in study visits and immersion programmes; it offers practical suggestions and ideas for organising them as well as for reflecting on them.
Toni Pyke explores what eight countries accounted for two thirds of the total number of people facing acute food insecurity in 2018.
In the third part of the series John Dornan and Suzanne Bunniss review faith groups and action over many years on environmental issues such as climate change, sustainability and our collective responsibilities to each other on a shared planet
We have all heard it, time and time again – international aid just doesn’t work. It doesn’t achieve its objectives, it wastes money and it would be better spent here at home. What The Fact? investigates.
COVID-19 Exploring the fault lines of a global pandemic Photo: ‘Coronavirus’ by Daniel Foster via Flickr. License CC BY-NC-SA 2.0 A dashboard of tools, resources, ideas and stories. Good finds online What we’re reading, watching and listening to Video Young people from 18 countries in 6 continents react to the
Data and debate. An initial reflection from Indian writer and activist Arundhati Roy: ‘Whatever it is, coronavirus has made the mighty kneel and brought the world to a halt like nothing else could. Our minds are still racing back and forth, longing for a return to “normality”, trying to stitch
A new podcast series, based on the 2-day Development Studies Association, Ireland summer school on ‘Changing Climates’ in June 2021 catching up with speakers and participants involved.
GAP’s toolkit ‘Action for Community Transformation ’ introduces a programme based on the United Nations Sustainable Development Goals, whereby together, through active, transformational learning, the interconnected nature of poverty, inequality and climate change, and imagine new solutions is explored. The core focus of this toolkit is to help communities to
STAND and USI are demanding global menstruation justice now and are urging students across Ireland to take action. Around 26% of the global population are of reproductive age and more than 800 million people menstruate daily (UNICEF & Global Citizen). Women and menstruators around the world are facing significant barriers,
The Modern Slavery series is a three part series on Thursdays. In part one Chris O’Connell reviews how slavery today is mainly defined as a ‘criminal justice’ issue yet instead should be read through power relations approaches and the inequalities they foster.
Here’s a run down of 5 teaching resources on the impact of Covid-19 that you have to check out. A list, introduced by Ciara Regan.
The resource supports teachers to teach through a justice lens, a lens with great educational benefits, which meets the requirements as laid out in a range of junior cycle specifications, and in the Framework for Junior Cycle (2015). The spread of COVID-19 around our world has led many people to
These briefing notes have been designed to remind us of the larger, more fundamental questions that underpin specific issue discussions. Do we have duties and responsibilities in the world
Between 70 and 75 percent of the earth’s surface is covered with water – primarily salt water. Only 2.53 percent of the world’s water is useable freshwater which can be found in groundwater aquifers, rivers and freshwater lakes
“The truth about AIDS is of course a general truth about what the world is like today. In other words: what we allow the world to look like.” Henning Mankell, 2004 https://www.youtube.com/embed/9N3ePMe9XOU It has been almost 30 years since HIV and AIDS was first recognised and diagnosed. HIV and AIDS
Worldwide, there has been a massive positive reaction to this disaster where huge sums of money have been raised to assist countries and communities rebuild their lives. This has largely happened
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