Towards the end of July each year, The UN Secretary General submits an important report to the General Assembly on the international financial system and development. Unfortunately it is not one of those reports that is publicised or indeed commented upon much but it is hugely important nonetheless. The report
Definition of Education for Sustainable Development Education for sustainable development develops and strengthens the capacity of individuals, groups, communities, organizations and countries to make judgements and choices in favour of sustainable development. It can promote a shift in people’s mindsets and in so doing enable them to make our world
I love coffee. I love good coffee, and have come to the conclusion that I am a coffee snob. I am so addicted – to “good” coffee that is – that I even have the necessary tools to make up my own latte, cappuccino, mocha, you name it, at home
Let’s Talk was a series of workshops for young people debating and analysing current issues undertaken in partnership with TIDE (Teachers in Development Education) based in Birmingham (www.tidec.org) and Alternatives based in Belfast (www.alternativesrj.org). The activity emerged directly from the widespread public debates that were ongoing at the time on
The idea for M2M-Millstreet to Malawi arose from the clip contained on the Trócaire website relating to the Lenten Campaign 2014 (see links section below). The clip showed students from Mtakataka Secondary School, Malawi asking questions about life in Ireland. Students in Ireland were then invited to respond. After showing
Overseas aid (to the Developing World) has always been the subject of intense debate and disagreement. Why do we give aid and does it achieve its objectives. Aid does not get to those it is intended for or gets eaten up in administrative costs
The SDGs (Sustainable Development Goals) Summit is upon us and all eyes will be on the Paris meeting and its potential wrangles, challenges and outcomes. Given the debates that characterised the previous Millennium Development Goals agenda, the temperature is likely to hot up with national governments now discussing the SDGs
Now at the tender age of just 14 years, beloved by students and ‘instant experts’, intensely disliked by many teachers and examiners; refuge of lazy journalists – one of the world’s top 10 internet sites and, without doubt its most popular general reference source (one of the top 20 websites
‘Meanwhile in other parts of the world, events continue…’; cue solemn-faced rugby player reminding us that while the World Cup goes on millions remain hungry and requesting viewers to contribute £5.00 to tackle the issue.
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
Written by Cillian Molloy, Sárán Fogarty and Niall Groves of Presentation College Bray in County Wicklow. ……………………………………………………………………………………………… “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change.” –Charles Darwin Humans; what are we, what
There are ten units in this resource, with a range of activities in each unit. The resource is structured so that each unit builds on the learning and language of the previous unit, however, teachers can also dip in and out of it and adapt the units to further suit
Leave it out proposes that real and positive change can be achieved by facing up to the problem of homophobic bullying. The resource recommends revising school policies to specifically identify the issue of homophobic bullying within the school’s anti-bullying policy. By doing this, schools will experience a reduction in the
At 6 pages in length this is a brief resource with original activity-driven illustrations, photographs and step-by-step instructions on the topics of climate change, the environment and consumption habits. For more see the climate change and environment resources on Trócaire website for educators. Other Trócaire resources in the ‘Focus on’
For more see the climate change and environment resources on the Trócaire website for educators. Other Trócaire resources in the ‘Focus on’ series: Focus on Fair Trade: Senior Primary/Key Stage 2 Educator’s Resource Focus on Poverty: Senior Primary/Key Stage 2 Educator’s Resource
At 4 pages in length this is a brief resource with original activity-driven illustrations, and step-by-step instructions on the topics of fair trade, consumption and introducing pupils to the Fair Trade movement (and recognising their products and logos). Other Trócaire resources in the ‘Focus on’ series: Focus on Climate Change:
For more see Fair Trade resources on the Trócaire website for educators. Other Trócaire resources in the ‘Focus on’ series: Focus on Climate Change: Senior Primary/Key Stage 2 Educator’s Resource Focus on Poverty: Senior Primary/Key Stage 2 Educator’s Resource
At 4 pages in length this is a brief resource with original activity-driven illustrations, and step-by-step instructions on the topics of poverty and hunger and children’s needs. For more see the poverty and hunger resources on Trócaire website for educators Other Trócaire resources in the ‘Focus on’ series: Focus on
For more see poverty and hunger resources on the Trócaire website for educators. Other Trócaire resources in the ‘Focus on’ series: Focus on Climate Change: Senior Primary/Key Stage 2 Educator’s Resource Focus on Fair Trade: Senior Primary/Key Stage 2 Educator’s Resource
Divided into 3 school textbooks that are 30-50 pages in length and free to download, they are packed with facts, figures and activities on distinctive themes on Africa and how these relate to young people in Ireland. The three meta themes explored – are 1) water 2) food, land and
At a manageable 88 pages in length, this is the first Leading Edge report to be made publicly available. It is hoped that it will benefit the development sector in Ireland and internationally. While the report does not make statistically significant findings nor does it test the assumptions of the
In this, the ninth edition of the Living Planet Reports, the key indices (the Living Planet Index, the global tropical index and the tropical freshwater index) again show unsustainable pressures on the planet. We now know that the demands on natural resources like fish, timber and food are rocketing to
Food Sovereignty is the right of peoples, communities and countries to define their own agricultural, pastoral, labour, fishing and land policies which are ecologically, socially, economically and culturally appropriate to their unique circumstances. It includes the right to food and to produce food, where people have the right to safe,
Choc-a-lot has a number of activities designed to be used in groups to enable young people to explore what is really happening in the chocolate industry. A number of facts are given in the pack in order to challenge young people to look at their own attitudes as they explore
This resource aims to prepare and engage students to recognise the increasingly interconnected nature of their lives with the lives of those in developing countries. This resource will therefore enable students to reflect on their role as global citizens. The pack contains 10 classroom activities, photo resources, lesson plans and
Source: Our World, Our Water animation for schools by Trócaire (2014) The 2014 Lent campaign seeks to teach young people in primary and post-primary education about the global water crisis and its impact in Ireland and Malawi. Through active and cooperative learning classes will: Explore: Water as a justice issue
These guidelines provide guidance for teachers and school management on: mediating the curriculum in a way that reflects cultural diversity making the curriculum as accessible as possible for children from ethnic minority groups enhancing the intercultural experience of all pupils creating an inclusive school culture. The guidelines are designed to
https://vimeo.com/79117001These resources will inform, inspire and enable young people to participate in discussions about the world they want to see. UNICEF Ireland wants your class to join today with students from around the country in creating their vision for the future. As the Millennium Development Goals move into their final
This resource aims to make available practical, attractive, experiential and multi-media resources, appropriate to both school and youth settings, which will facilitate the exploration of some key issues and themes from the research project ‘Moving Beyond Sectarianism’. It seeks: To develop children’s and young people’s understanding of ‘who we are’,
What is climate change and why is it happening? Does climate change impact everyone in the world equally? This series of resources are divided into three main themes for educators and groups to work on: Climate Change Climate Justice Becoming a Climate Justice Champion! Each of the activity books includes