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
This section provides ideas and methodologies for using various types of resources, such as photographs and political cartoons, to explore a range of issues in an accessible manner. In this section: Political Cartoons Photographs Maps Statistics International Reports Case Studies Information Technology Using political cartoons in development and human rights
Former UK Prime Minister Margaret Thatcher died a month ago. But what’s her legacy? Was this champion of personal wealth, privatisation of state industry and spokesperson for free-market economics justified in her policies? More than 20 years later the costs of her convictions are still being debated around the world.
Welcome to the rundown of the 20 most popular resources by visitors on developmenteducation.ie across 2020, based on downloads.
The “Tips on Teaching Africa” webpage from Boston University’s African Studies Center offers practical guidance for educators on how to teach about Africa in an informed and balanced way. The page stresses the importance of addressing Africa’s vast diversity—spanning languages, cultures, histories, and geography—and cautions against reducing the continent to
Development education is driven by a desire to bring about a sustainable and just world, where people are empowered to overcome poverty and hunger and fully realise their rights and potential. This strategy seeks to increase the accessibility, quality and effectiveness of development education in Ireland. It aims to see
San áireamh: An fáth a bhfuil sé tábhachtach a bheith ag smaoineamh faoin ocras domhanda Naisc chuig na Spriocanna Forbartha Inbhuanaithe Féachtar leis an bhfírinne a scagadh ón mbréag maidir le saincheisteanna tábhachtacha a bhaineann le forbairt, cearta an duine agus ceartas leis an tsraith 10 Miotas maidir le…
‘Overpopulation’ advocates claim that unsustainable increases in global population are the root of almost all of the major problems facing us today. Are they right? What the Fact? investigates.
What do fashion companies and EU lobbying have to do with greenwashing, but don’t know where to begin your learning journey? Part three in the series by Rachel Elizabeth Kendrick
What do ‘applied education’ and science projects look like in practice? Aisling Halligan reports on the Science for Development initiative led by Self Help Africa.
The Mini-NGOs in schools initiative is part of the Global Citizens Network Project in 2013-14. Less Charity – more Justice!We wanted to move beyond ‘charitable’ actions (such as fundraising and one-way notions of “us helping them”) and instead focus on social justice with proper reflection and engagement involving exchanges with
Author of the teacher’s guidebook, Rachel Elizabeth Kendrick, will lead a session on the 3 big ideas and teaching methods published as a 3-part series.
Markwin Kobus presents an eye witness account as a volunteer at the ‘Jungle’ refugee camp near the French port of Calais through photos and diary extracts he recorded between 28 February and 3rd March in 2016, originally published in the South Dublin/Wicklow Calais Solidarity Public Group. Day 1 The first
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,
Continuing the global citizenship journey, here are 6 education initiatives from Ireland that have been adapted to take place during Covid-19 learning contexts.
An on-line hub that is a digital toolbox of global citizenship and human rights education materials for teachers, educators and trainers
Lusaka is the capital city of Zambia. It is a dusty city, and unfortunately there are some people who do not care about their environment and who continue to litter the streets. With the dust and rubbish littering the streets of Lusaka, private companies, known as ‘pride tech’ and ‘time agencies’ in partnership with Lusaka City Council, embarked on a partnership to clean the roads and drains.
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
Robyn Scott was six, and the eldest of three, when her parents moved from New Zealand to live in the former mining town of Selebi, into the converted cowshed opposite the home of their Grandpa Ivor, who had served as a pilot to Botswana’s first president Seretse Khama. Scott’s family
Developed with the CDVEC Curriculum Development Unit, the module contains 10 lessons plus a support DVD which includes: photos, music, film, adverts uses a variety of learning methodologies (brainstorming, workstations, group activity, role play to define homelessness and its causes, media portrayals of it, human dignity and; a series of
Aimed at strengthening the protection of ESC rights in Ireland, this publication is designed to be a compendium of information useful to the Government in order to assist it in ensuring that its economic policy, particularly the budget, is in line with and reflects its ESC rights obligations. It summarises
Drought and famine are not extreme events. They are not anomalies. They are merely the sharp end of a global food system that is built on inequality, imbalances and – ultimately – fragility. And they are the regular upshot of a climate that is increasingly hostile and problematic for food
The Geography Syllabi at Junior and Senior Levels, Post-Primary have strong strands on development issues and the AGTI has undertaken many workshops on the subject over the years. The specific area of focus was Aid, Trade and Sustainable Development and the brief was to help update teachers on the issues
Published on Feb 12, 2014 For more on the GROW campaign and to support Africa’s smallholder farmers visit www.one.org/doagric/partners and www.oxfam.org/grow The artists featured in this video include: Baaba Maal (Senegal), 2 Face Idibia (Nigeria), Smarty (Burkina Faso), Lami Phillips (Nigeria), Daara J Family (Senegal), Sound Sultan (Nigeria), Titi Lokei
“When the White Paper on Irish Aid was published in 2006, it brought Ireland’s contribution to the fight against global poverty and hunger to the centre of our foreign policy – where it rightly belongs. The White Paper enabled us to consolidate our work, and today we have an aid
On April 23rd, President of Ireland Michael D. Higgins made a detailed statement on Ireland’s potential role in the COVID-19 crisis and its implications for those most at risk worldwide.
“To create a more sustainable world and to engage with issues related to sustainability as described in the Sustainable Development Goals (SDGs), individuals must become sustainability change-makers. They require the knowledge, skills, values and attitudes that empower them to contribute to sustainable development. Education is thus crucial for the achievement
Economist Michael Green explores where progress has been made in relation to the Sustainable Development Goals, and where there has been stagnation, or a decline. He finds that levels of hunger and basic medical care are broadly improving across the globe. Clean water and sanitation has seen some improvement since
Screenshot from Project Honduras. Produced by Trócaire. Gamification is a word we are seeing more and more in education, but what is it, what are its benefits, and how can you get involved? After attending Trócaire’s Game Changers event last year, Kai Evans takes us through // What is ‘gamification’?
This unit includes: subject learning outcomes linked to Junior Cycle CSPE, History & Geography (the unit is also suitable for Transition Year GCE-related modules) details on teaching approaches suggestions on assessments for learning a youth action component The unit’s objectives include: Unit Objectives: Understand what international inequalities are and how