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TRÓCAIRE AND DEVELOPMENT EDUCATION:
Remembering the Past, Signposting the Future
SHEILA DILLON G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:32 Page 2
Trócaire and Development Education: Remembering the Past, Signposting the Future
© Trócaire 2009
Editor: Fergus Mulligan
Trócaire The Irish Catholic Agency for World Development Maynooth, Co. Kildare, Ireland Tel. +353 1 629 3333; fax +353 1 629 0661 e-mail: [email protected] Trócaire website: www.trocaire.org
Dublin City Resource Centre 12 Cathedral Street, Dublin 1 Tel/Fax: + 353 1 874 3875
Northern Ireland Resource Centre 50 King Street, Belfast BT1 6AD Tel. + 44 28 9080 8030 Fax. +44 28 9080 8031
Trócaire Resource Centre 9 Cook Street, Cork Tel. + 353 21 427 5622 Fax. +353 21 427 1874
Trócaire’s Resource Centres, in Belfast, Cork and Dublin, contain a range of development education materials for students, teachers and those interested in global development issues. Advice on the best use of these resources is also available through Trócaire’s education team.
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Contents
L L L L L L L Foreword L L L L Justin Kilcullen 5
Chapter 1 Introduction 7
Chapter 2 The Beginnings of Trócaire’s Development Education Programme 9
Chapter 3 Primary Education 15
Chapter 4 Early Years Education 21
Chapter 5 Post-primary Education 25
Chapter 6: Youth 31
Chapter 7 Adult Education 35
Chapter 8: Trade Unionists 39
Chapter 9: The Wider Development Education Community 41
Chapter 10: Trócaire and Development Education – the Way Forward 43
APPENDICES
Appendix 1 L Trócaire Lenten Campaign Themes 44
Appendix 2 L Trócaire Development Education Timeline – Some Key Events 45
Appendix L L 3 L L Trócaire Development Education Resources and Publications 47
Appendix 4 List of Abbreviations 50
Appendix 5 Acknowledgements
Trocaire Resource Centres 52
G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 4 6 Development education is an active and creative process which facilitates critical thinking in relation to global inequality and engages with a variety of perspectives.
’ Trócaire s understanding is informed by our values of solidarity, participation, perseverance, courage and accountability. Development education is built on awareness, analysis, reflection and action for justice and change.
Villagers pouring water at a water storage tank in Belet Amin, Somalia. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 5
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Foreword
Since the Catholic Bishops of Ireland has been achieved in bringing development established Trócaire in 1973, developing an education in from the periphery where it understanding of the inequalities of our world began in the mid-1980s. This is seen and the inherent responsibilities particularly in the formal education sector accompanying this understanding have been where both the content and methodologies an integral part of Trócaire’s work. While of development education are in evidence committing to support long-term across the curriculum and integrated into the development projects in the poorest specific curricular area of Civic Social and countries and to respond in times of Political Education at junior post-primary humanitarian crises, it was recognised that level. Much has also been done in the non- more was required to tackle the inequalities formal sector, not just directly through which prevail in our world. There was a need Trócaire’s development education to respond not just as a matter of charity but programme but also through the broad range also as a matter of simple justice. of non-governmental organisations, many of which Trócaire has supported. To reflect this commitment 20% of our core
6 Justin Kilcullen funding, largely generated by the Lenten This resource provides Trócaire with the Campaign, was dedicated to raising opportunity to look backwards in order to awareness amongst the public of these look forwards. It endorses the need to crucial issues. Development education respond to change and to evolve to remain became a core part of this work. relevant into the future. It is hoped that it will not only contribute to a record of the Trócaire’s development education breadth of work undertaken through programme was influenced both by the Trócaire’s education programme over the last global context in which it evolved and also by 35 years but will be useful to the wider the educational opportunities with which it development education sector as it reflects engaged at home. Development education is some of the curricular changes, evolution of an important tool in making sense of the methodology and approaches which have complex issues which prevail in our ever- shaped and been shaped by development changing world. It is concerned with engaging education. people in exploring some of these global issues in the context of inequalities. Finally, this resource is a testimony to the Development education contributes to the contribution of the many individuals, groups development of analytical skills, to an and organisations that have contributed to exploration of values, attitudes and Trócaire’s work in development education. I perspectives and to an engagement with would like to acknowledge the work of the issues of inequality. It is also about many people who have been involved understanding how people are responding to through participation on advisory groups, in the issues at community and national level partnerships or in specific programmes over showing that they are not powerless but the last 35 years. In particular, I would like to active in bringing about change within their thank our overseas partners and those they own societies. It is also about our own support who have lent their stories and There was a need to responsibilities as global citizens in an perspectives and facilitated a realistic unequal world. exploration of the many challenges and respond not just as a successes of addressing the inequalities in The context for development education here our world. matter of charity but in Ireland is also in a constant state of also as a matter of change. The educational context has Justin Kilcullen presented many opportunities and challenges Director simple justice. for development education. Much progress Trócaire
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Development education is an important tool in making sense of the complex issues which prevail in our ever-changing world.
Children from the Mirera Primary School, Kenya. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 7
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CHAPTER 1 Introduction
Trócaire will try to make us all more aware of the needs of these countries and our duties towards them. Bishops of Ireland on Development, 1973
The Bishops of Ireland established Trócaire, The Church considers it to be • Mass communications – press, radio, the Irish Catholic Agency for World undoubtedly important to build up television, publications, Development, in 1973 to express the structures which are more human, more documentation, speakers. Lenten Church’s concern for the injustices and just, more respectful of the rights of the Campaign materials were an inequalities which affect the poor person, less oppressive and less important component as they reached throughout the Third World.1 Its dual enslaving. every home in the country. mandate was as follows: Evangelii Nuntiandi quoted by Cahal B. Daly, Bishop of Down and Connor, on • Sectoral education included links with Abroad, it will give whatever helps lies Trócaire’s 10th anniversary, 1983 groups such as trade unions, teachers within its resources to the areas of and schools involving information greatest need among the developing The allocation of 20% of income to bulletins and publications and countries. development education was one of the curriculum development activities. At home, it will try to make us all more distinguishing characteristics of Trócaire and aware of the needs of these countries and its perspective on underdevelopment and • Research and publications covered our duties towards them.These duties are justice. There was a belief that unless there areas such as Ireland’s Overseas no longer a matter of charity but of was public awareness of development and Development Aid programme, simple justice. the political will to bring about greater European Economic Community development policy, free trade zones Bishops of Ireland on Development, 1973 justice there would be little change in the relationships between rich and poor and agricultural protectionism. To fulfil this mandate, Trócaire spent its countries. “Trócaire’s Work”, Information for Irish resources in the following way: 70% on long Missionaries, 1985 term development, 10% on emergency relief Our conviction has been reinforced that (outside of special appeals) and 20% on aid programmes abroad can never in Thus from its foundation Trócaire had a development education. themselves solve the problems of the direct mandate and a clear understanding of developing world. Mobilising public the role of development education in its The earth and its good things belong to opinion to encourage understanding of work for justice. I all the people of the earth and no nation the issues of development, an increase in has the right to build its own prosperity foreign aid, a more just approach to upon the misery of others. It is our trade, a conversion of hearts, a change of Christian duty as individuals to share our lifestyle are essential tasks for an agency wealth and to help our needy brothers. It such asTrócaire. is equally our Christian duty to demand “Trócaire’s Work”, Information for Irish that the political authorities representing Missionaries, 1985 us act always with justice and responsibility towards less fortunate The public needed to be educated to win countries and be prepared to use all support for these initiatives in favour of the means necessary to this end. developing world and Trócaire identified Bishops of Ireland on Development, 1973 three broad development education areas:
1 Terms such as “Third World” used in this book reflect the terminology in use at the time. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 8
Susan Leduda with daughter Lucy (nine months), Naibor village, Kenya. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 9
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CHAPTER 2 The Beginnings of Trócaire’s Development Education Programme
Originally part of Trócaire’s Press and the formal sector included the Department Development education Information Department, a separate of Education, subject associations, clusters of Development Education Department was religious order schools, Diocesan Religious must challenge the view created in the mid-1980s based on a Education Advisors and groups of teachers. partnership model. Trócaire recognised that Since the mid-1980s there has also been a that the problems of the each education sector required a distinct range of partnerships within the non-formal approach and partnership allowed education sector. Third World are the integration of development education within concern of the voluntary the partner organisation. Trócaire recognised that its development education programme is part of a wider sector and not those of Schools-based work received initial priority sector and takes an active role in national leading to a strategic partnership with Mary and international fora on development society at large. Immaculate College, Limerick (MIC) at education while also lobbying the Irish primary level and at post-primary level with Trócaire and Development Education government. Trócaire also acknowledged the the Curriculum Development Unit (CDU) of – A Policy Statement range of organisations and sectors engaged the City of Dublin Vocational Educational in valuable development education Committee (CDVEC). Other partnerships in programmes and provided funding for a number of them. In the early 1990s, Trócaire’s Resource Centres in Belfast and Cork initiated programmes of development education in Northern Ireland and Munster. They continue to play a central role in the overall educational strategy of the organisation as well as contributing regionally and locally.2
Awareness raising In 1973 drought and famine affected seven countries in the Sahel region of Africa: Chad, Niger, Upper Volta, Mali, Senegal, Gambia and Mauritania. Trócaire saw the need to educate the Irish public on the complex causes of such humanitarian emergencies. The first Lenten Campaign focused on the Sahel, explaining the crisis in the context of colonialism, poverty and structural problems while highlighting the need for long term development alongside an immediate emergency response.
2 The development of campaigns and action programmes to combine education with solidarity in action was a recognised component of Trócaire’s work at home. The two expanded together and recognition of campaigns work led to the creation of a separate Campaigns Unit in 2007. While acknowledging the link between the two, the Campaigns programme is so multifaceted that
it cannot be covered in this publication. 6 Trócaire Awareness Raising Materials. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 10
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Awareness raising has always been an integral part of Trócaire’s work. In the early years, the Press and Information Department focused largely on the media, producing information and education packs on key events and issues for people in Africa, Asia and Latin America. Among them was a South Africa education pack followed by an awareness raising pack on United States’ foreign policy in El Salvador in 1977. In 1981 an information pack on Central America covered the history, politics, human rights violations and US policy in the region. In response to public requests these information packs were also available to post-primary schools.
continues to be an integral part of Trócaire’s 2. The political argument focused on the Trócaire recognised that while the packs Communications and Education programme. responsibilities and opportunities for provided worthwhile information, they did Each campaign raises awareness among the Ireland through its membership of the not address the needs of teachers and public, provides education materials on the EEC and various UN bodies. students interested in these issues in a way annual theme, raises funds and mobilises that was age-appropriate and relevant to the campaigners. 3. World security arguments focused on curriculum. global conflict. Between 1945 and Development education – the 1984 there were over 125 conflicts In response to demand from teachers, along worldwide, the vast majority in with Trócaire, the Irish Commission for rationale and understanding developing countries. Nuclear war Justice and Peace (ICJP) was campaigning on While new methodologies have emerged threatened world security as did the Ireland’s commitment to the target of alongside societal and curriculum changes arms race which diverted resources allocating 0.7% of GNP to official many key development education from tackling the causes of violence development assistance. ICJP published components identified in the 1980s continue and insecurity rooted in unjust articles on development and worked with the to be relevant today. economic, political and social CDVEC. The links between ICJP and Trócaire structures. influenced the appointment of an Education Dialogue for Development: Teachers’ Officer in 1982 to develop this focus of Handbook argued for development education The destructive power of modern Trócaire’s work in partnership with ICJP. based on five reasons: economics, politics, world security, morality and education. warfare, with the nuclear threat at its core, faces mankind with an appalling Trócaire also engaged a freelance writer to fact – the continuation of the human draft development materials for the post- 1. The economic argument focused on race can no longer be taken for primary sector. In 1983 these evolved into Ireland’s trade as part of a European granted. Dialogue for Development – the first post- trading bloc: primary development education resource, The Storm thatThreatens, The economic viability of many of with two further publications in the series. Bishops of Ireland, 1983 Ireland’s industries in years to come will depend considerably on the Lenten Campaign 4. Moral reasons for engaging in economic conditions beyond Ireland, development education from the Meanwhile, Trócaire continued to run its including those of theThirdWorld and Christian perspective focused on the annual Lenten Campaign. The early post- an understanding of the concept of duty to be concerned with the plight primary Lenten materials had a religious interdependence and the implications of others and as a small nation to be a education (RE) perspective and the Three for Ireland. “voice for the voiceless”. Worlds series targeted junior secondary and Dialogue for Development: senior primary pupils. The Lenten Campaign Teachers’ Handbook, 1984 G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 11
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5. The final argument was from an to enable people to participate in the Three planks were central to development educational perspective: development of their community, education: their nation and the world as a whole. a) appreciating attitudes and how they Educationally it is unacceptable to Such participation implies a critical are formed; teach and study any issue with only a awareness of local, national and b) acquiring knowledge on political, passing reference or (as so often international situations based on an social, economic and cultural happens) with no reference at all to understanding of the social, economic dimensions of development; and the majority of the world’s and political processes….[It is] c) developing skills to assess and analyse population. Almost 75% of the world’s concerned with issues of human information and argument and to people live in theThirdWorld and yet rights, dignity, self-reliance and social acquire a critical approach to many textbooks and syllabi in many justice in both developed and information. subject areas make no reference to developing countries. It is concerned them at all or such references are with the causes of underdevelopment Development education was a process that often ethnocentric, sometimes racist and the promotion of understanding promoted global literacy and international and most often paternalistic. of what is involved in development, of understanding. There was a clear distinction Dialogue for Development: how different countries go about between development education and Teachers’ Handbook, 1984 undertaking development, and of the campaigning or fundraising which were reasons for and ways of achieving a recognised as possible actions or outcomes The programme used the United Nations new international economic and but not integral to development education. (UN) definition of development education social order. Development education was about engaging which seeks Quoted in Dialogue for Development: learners in reflection, enquiry, assessment, Teacher’s Handbook, 1984 synthesis and action while not being over concerned with problems nor portraying an overly negative world view. Instead it sought to highlight a diversity of views, experiences and approaches.
Trócaire’s development education partnership model Trócaire’s 1992 Policy Statement on Development Education described the rationale behind the partnership model.
Principles ofTrócaire’s Development Education Programme • Trócaire seeks to influence and encourage Irish partners to undertake educational programmes which highlight the justice agenda and specifically the needs of the world’s poorest people. Trócaire believes that this work is best done by those organisations themselves and not by Trócaire on their behalf. Thus the building of effective partnerships with as wide a range of Irish organisations
as possible is one of Trócaire’s central 6 Eileen Dunne (Newscaster, RTÉ) with students promoting Trócaire’s Lenten Campaign on Children’s Rights, 1989. educational aims. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 12
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• Trócaire strategically supports partners in the introduction of such programmes. This support can take the form of financial assistance, personnel, planning and resource support as well as joint initiation and delivery of programmes.
• Trócaire recognises that educational work within different sectors in Ireland adopts different strategies, approaches and timescales. This is most evident in the variety of approach and content in primary and post-primary schools, parish, church and community groups as well as sectoral groupings.
• Trócaire recognises education is an
ongoing process and that Irish people must be supported in reaching their 6 Lenten Campaign on Housing, 1987. own conclusions on development and justice issues…. Trócaire puts forward its own analysis and invites people to • Influencing organisation/sector • Joint training delivery. The partnership become involved. decision makers to incorporate with the National Committee for development education in policy. In Technology in Education (NCTE) The partnership model was the basis of the youth sector this included targeting facilitated a nationwide in-service education projects from the mid-1980s with youth organisation board members. primary teachers’ programme through the following key characteristics: regional Education Centres on the CD- • Including development education ROM Rafiki. • A joint programme with a key within existing and emerging stakeholder organisation/body. programmes. In the post-primary • Developing support materials jointly These included MIC at primary level, sector this included areas of to ensure relevance and shared CDU-CDVEC at post-primary level, opportunity in each Junior Certificate responsibility. This was a core Macra na Feirme in the adult sector, subject and feeding into subjects such component of all partnership the Irish Congress of Trade Unions as Civic Social and Political Education programmes. (ICTU) in the trade union sector and and Citizenship Studies. Development Education for Youth Aspects of partnership (DEFY) in the youth sector. • Identifying and training trainers to There are many strengths to the partnership provide the outreach programme. model. It embeds development education in • Appointment of an advisory Grassroots workshops identified the partner’s work and provides a greater committee to direct the partnership. potential trainers for the Macra na programme delivery pool. It ensures The advisory committee comprised Feirme partnership,. relevance of approach and methodology and Trócaire and the partner organisation gives buy-in and confidence in the process personnel. • Accessing existing networks. Ready- for both partners. However it creates made structures and modes of challenges when bringing together two • A joint programme at a variety of programme delivery opened up through organisations and analysing issues which levels. At primary level this included the partnership model. An example is lead to questioning personal attitudes as pre-service involvement, at in-service the early years sector supported by City producers, consumers or educators. level it involved teachers and piloting and County Childcare committees. of materials in the classroom. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:33 Page 13
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The following chapters detail Trócaire It is a central objective of development partnerships as well as a variety of other education that its concerns and foci approaches alongside this model. should become more central to civil, political, economic, social and religious Evaluations of Trócaire’s Education life. A strong challenge must be mounted Programme against those who would place the social agenda below the economic or political In 1992 an external evaluation of Trócaire’s agendas and who would argue that the Education Programme endorsed the needs and rights of the poor should await partnership model, in the stated priorities for improved economic circumstances. the programme. Development education must challenge the view that the problems of theThird The evaluation recognised the strength of World are the concern of the voluntary Trócaire’s Lenten Campaign and set a key sector and not those of society at large. priority: its development “in all its dimensions particularly as regards education Trócaire and Development Education – A and campaigning.” It also recommended Policy Statement, Part 2, 1992 greater focus on adult education, which had been part of the work within trade unions Two further evaluations of the education (Chapter 8) and Macra na Feirme component of the Lenten Campaign, (Chapter 7). 1999 and 2007, contributed to shaping Trócaire’s education work. I
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CHAPTER 3 Primary Education
The Primary School Development Education Project is an impressive lesson in how the inclusion of a valuable new perspective in the work of education may be most and rewardingly achieved. Patrick Hillery, Uachtarán na hÉireann
The primary sector has been a major focus of Partnership with Mary Immaculate Trócaire’s education work. As the press and College, Limerick – Primary Education information packs supplied on request did Project not meet the needs of schools, Trócaire The relationship between Mary Immaculate produced TheThree Worlds series of booklets College (MIC) and Trócaire began in the for senior primary and junior post-primary. 1980s when the College President joined These introduced some of the key issues Trócaire’s executive committee. It was clear affecting the developing world but were there was a need for a more strategic general and not linked to the curriculum. approach to integrate development Trócaire also published teachers’ booklets education at primary level than simply linking the Lenten Campaign to cathechetics producing ad hoc resources. In 1984 Trócaire and Our World leaflets and posters commissioned a review of the primary introduced development issues in cartoon curriculum by MIC to identify opportunities format. for development education. The first Trócaire primary partnership to engage teachers at in- service and pre-service levels followed with a summer in-service course on development education in MIC in 1986. The course identified a number of teachers who became Ar Scáth a Chéile – 1989 produced in involved in the partnership over the following conjunction with teachers as the first major two years. President Hillery launched the development education resource for 3rd-6th Primary School Development Education class teachers identified three central planks Project on 19 June 1987 at MIC, saying: of development education: knowledge, attitudes and skills. The Primary School Development Education Project is an impressive lesson With the 1989 appointment of a full-time in how the inclusion of a valuable new Education Officer to the Primary School perspective in the work of education may Project based in the MIC Curriculum be most and rewardingly achieved.The Development Unit (CDU), the MIC-Trócaire objective of opening up young eyes and partnership expanded. Between 1989 and hearts and minds to that world which we 1992 there were annual conferences for share with all mankind in destiny and primary and post-primary teachers to build a interdependence has inherent in it a development education network, the In Britain CAFOD (Catholic Agency for stimulating excitement…I cannot Trócaire Teachers Network (TTN). A major Overseas Development), Christian Aid and commend too highly the purpose of this focus of the partnership was resource Birmingham Development Education Centre project or the carefully prepared and production in environmental education. (DEC) were also producing resources but conscientious manner in which it is being President Mary Robinson launched Team these needed adaptation for use in Ireland. initiated. Planet (1992-4), a set of materials on the Patrick Hillery, Uachtarán na hÉireann 1987 environment for Junior Infants to G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 16
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6th class / Primary 1-7 with guest speaker Dawson Stelfox, the Everest mountaineer. The Irish Peace Institute, based at the University of Limerick and the South Eastern Education and Library Board, Belfast were involved and a Northern Ireland edition of Team Planet was produced with St. Mary’s College, Belfast. Recognising that the best way to encourage teachers to incorporate development education was to provide hands-on experience, Team Planet was in-
serviced through Teachers’ Education Centres and during the 1991-96 Primary Summer 6 Teachers on summer in-service Galway/Castlebar. In-service Courses.
curriculum development, joint also in the Zambia/IrelandTeacher publication of support Education Partnership. A large materials such as Ar Scáth a proportion of staff engage with the Chéile and Team Planet. development agenda across a range of disciplines and, uniquely, up to 10% of our final year B.Ed. students choose to The College is now the base for a take their teaching practice in an national Centre for Global African school, reaping the full Development through benefits of this experience when they Education. It is a partner in the return to teach in Irish classrooms. Irish African Partnership for Research Capacity Building and Prof. Peadar Cremin, 2008
The Project had significant impact on the inclusion of development education at pre-service level. Being based in MIC helped promote development education generally, and Team Planet specifically, within the B.Ed. course. Since 1990, there has been an elective 50-hour module on development education for third-year B.Ed. students.
The fact that Mary Immaculate College has become a Centre of Excellence in the field of Development Education during recent decades is largely attributable to the College’s long partnership with Trócaire.This partnership originated at the time when Dr. Colm Regan was Trócaire’s Head of Education.Together,
we engaged in teacher in-service, 6 President Mary Robinson launching Team Planet in Mary Immaculate College, Limerick. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 17
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Primary Lenten materials expanded there was greater involvement by From 2003 the Trócaire Better World Award Trócaire’s Lenten materials go to all schools practising teachers to ensure the materials (TBWA) became part of the Lenten primary and as the development education had practical application in the classroom. materials, encouraging exploration of the programme became more focused and Lenten theme by teachers and children strategic there was a clear need to link those The children were extremely eager to together. Schools submit their class work, materials to the curriculum to provide participate in this project about Malawi, each child receives a certificate and schools practical ideas and classroom activities for as they had thoroughly enjoyed learning which show particular commitment and effort teachers. (See Appendix 1 for a list of Lenten about Nicaragua the previous year.This receive a special merit award. As part of the themes.) year we spent a lot of time discussing life 2008 Lenten Campaign on climate change for Lucia and all her friends.The children and Kenya, a pilot project ran in Munster to The first primary materials comprised a four- were astounded to hear such things as increase the number of schools in the TBWA page leaflet and a poster on Brazil with a Lucia making her own football.They also with assemblies and workshops facilitated by story and activities for senior primary pupils. concluded that it was unfair that Lucia a Kenyan educator living in Ireland. There was This evolved into a 16-page booklet with had so many jobs to do, instead of being an overwhelming response, with over 200 poster which followed a basic format: able to enjoy being young. schools requesting the facilitator and visits information on the theme and Trócaire’s Anne Marie Kenny, Scoil Bhride, Cannistown, were made to approximately 60 of these. work, classroom activities, a human interest Navan, Co. Meath, 2007 The number of entries to the TBWA almost story, worksheets and prayer service. There doubled that year as a result of the contact
was also a version as Gaeilge. from Trócaire and the school visits. Cuireann Trócaire achmhainní ar fáil don 6 3rd class, St. Rose’s N.S, Tallaght with their Better World Award entry. Charghas as Gaeilge gach bliain chun Oideachas Forbartha a chur chun cinn sna scoileanna Gaeltachta and sna Gaelscoileanna. Ina theannta sin, is féidir le scoileanna lán-Bhéarla iad a fháil (ach amháin chun iarratas a chur isteach) Oideachas Forbatha a dhéanamh mar chuid de mhúineadh na Gaeilge.
In an evaluation of Lenten material in 1998, some teachers said the content was more suitable for senior classes and in 2002 Trócaire produced two separate booklets with a corresponding poster, one for junior infants to 2nd class / Primary 1-3 and one for 3rd-6th / Primary 4-7. There was also a CD with additional photographs and information. As the range of materials G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 18
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TheTBWA is an extremely worthwhile curriculum. There was also recognition of the music, crafts and daily life in five countries. It project…The lessons lend themselves to greater use of information technology (IT) in also covered key issues in each country: India effective integration throughout the education and research began on an – child labour; Guatemala – tea and coffee primary curriculum.The children in my interactive CD-ROM for senior primary production; Brazil – children’s rights; Rwanda class, and indeed myself, enjoyed pupils. – refugees; Kenya – flower production. learning about Kenya and climate change. We have made changes in school Trócaire devised the concept for the CD- Rafiki shared features common to the that we hope will filter out into the ROM in conjunction with Martello Revised Primary Curriculum. Using IT-guided community. Multimedia Co. and the project working activity and discovery methods, it was Anita McGonigle, St Eunan’s NS, Raphoe, group comprised staff and others with suitable for collaborative global learning Co. Donegal, 2008 expertise in primary education and while promoting higher order thinking and development education. Trócaire produced problem solving. In addition, it sought to Following a 2007 evaluation of Trócaire’s the content and the Institute of Technology, foster tolerance and respect for diversity. Lenten materials, there was further revision Tallaght handled the technical production. It also gave children experience of computer of the primary materials. The Pre-school Funding came from Trócaire and the National software as a learning tool, as a resource for educators’ resource was replaced by an Early Committee for Development Education teachers to address complex issues such as Years’ resource. This was done to reflect (NCDE, now merged into Irish Aid). human rights, child labour and the changes in education which recognised early environment and to complement project and years as 0-6 years. This resource focused on A CD-ROM was piloted in schools in Cork, other creative work. images and developing skills with an Limerick and Dublin and the final resource, activities supplement linking it to the Rafiki – Journeying with Children Around the The Minister for Education, Micheál Martin, primary curriculum (see Chapter 4). World, appeared in 1999. It included an launched Rafiki and between 2000 and 2001 information booklet for teachers and a national in-service programme provided parents, summaries of each section of the teacher training in conjunction with the Partnership with Amnesty CD-ROM, further discussion ideas, follow up National Committee for Technology in International activities and suggestions on how to use it to Education (NCTE) of the Department of meet the Guidelines of the Primary Education. Trócaire ran evening workshops Trócaire’s work overseas and at home is Curriculum. Children could explore the throughout the country with the NCTE above all rights-based. In the mid-1990s, material on screen with information on support service organising the programme education work took on a strong human rights focus through a partnership with Amnesty International. This sought to explore human rights within development education, building on the work of both organisations. The partnership focused on primary and post-primary schools and included joint teachers’ conferences, evening workshops and in summer 1997, a weeklong in-service course for primary teachers. A human rights education newsletter, Cearta Daonna with primary and post-primary editions, explored children’s rights, women’s rights, environmental rights and the rights of refugees and asylum seekers.
Rafiki CD During the 1990s there was a revision of the 1971 primary curriculum, Curraclam na
Bunscoile, offering Trócaire opportunities to promote development education in the new 6 Minister for Education, Micheál Martin launches Rafiki. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 19
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and training delivered by Trócaire. Each Conclusion school received a copy of Rafiki – funded by The primary sector has many development the NCTE. education opportunities and many NGOs including Trócaire have a pre-service and in- Development Education and RTÉ service commitment. DICE targets As a major source of entertainment and pre-service by teacher education colleges, information for children, Trócaire readily each of which has appointed development engaged with TV as an additional way to education lecturers with Irish Aid funding. introduce children informally to Comhlámh has a primary project, COMPASS development. The Disney Club – Den TV and MIC now offer a Masters in went out on RTÉ 1 on Saturday mornings, Development Education. targeting primary pupils and also engaging children in the studio. Trócaire was involved The primary curriculum, currently under in two productions: African Special (2002) on review by the NCCA, provides many Zimbabwe and Filipino Fantastic Far Flung opportunities in the methodologies and Facts for Fun (2004), a series of programmes focus of the strands in the various curricular over four weeks. The programmes showed areas. Early childhood education is a growth footage of daily life in these countries and area in provision and has implications for the engaged children in studio, in activities to junior primary school. explore development. practising primary teacher. Our World Our IT continues to provide opportunities for History 3rd & 4th Class: The Maya of Guatemala Revised Primary Curriculum and interactive materials to support the took a project approach, exploring an ancient curriculum. Trócaire Development Education civilisation from a global and justice Resources perspective. Our World Our History 5th & 6th Some of the challenges for Trócaire include In-service is key to introducing global issues, Class: Slavery & Industrial Revolution, where to focus resources. Supporting skills and methodologies to educators. Those Conflicts, Nomadism focussed on three teachers’ pre-service and in-service already committed to development separate strands of the history syllabus with professional development and materials education are most likely to attend in-service a range of activities showing how to linked to the curriculum are key to so the challenge is to reach the wider cohort incorporate a global justice perspective. The promoting a primary sector development of teachers who are less informed and less Primary Support Service promoted these education perspective. However, there is an aware of its relevance to the curriculum. materials as part of its history in-service interest in more first level contact with Curriculum in-service by the Department of during 2004-05. teachers and children as evidenced by the Education and Science provided an ideal TBWA pilot in Munster. To deliver on this opportunity to promote development Homes and Families in Peru, a CAFOD demands a heavy personnel commitment. education resources, methodologies and photopack amended for the Irish SESE approaches for teachers. geography syllabus for 3rd-6th class, provides As many teachers now have pupils from images, case studies and activities related to different ethnic origins the multi-cultural Trócaire produced a set of resources the Strand Unit: People and Places. The INTO nature of Irish society is significant. People targeting Social, Environment and Scientific supported this resource through Tuarascáil from the developing world are challenging Education (SESE) and history, to coincide magazine and teachers’ conferences. the often negative image of their home with in-service of the revised primary country. Balance is needed to affirm children curriculum. An advisory committee from Tales of Disasters, a DVD originally produced from poor countries while at the same time COMPASS (a network of organisations for use with children in disaster risk areas of presenting the reality for the majority in involved in primary development education), Indonesia has been adapted for the Irish these countries. “Voices from the South” Development and Intercultural Education classroom. A booklet of activities links the have much to offer in development (DICE), the Primary Curriculum Support five puppet films on the DVD on the themes education programmes at delivery level and Programme (PCSP) and St Patrick’s College of floods/landslides, earthquakes, tsunamis, in an advisory capacity. I of Education, Drumcondra supported the volcanoes and peacebuilding with the Senior preparation of the materials written by a Primary curriculum. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 20
A water seller in Kenya. 6 There was a need to challenge some of the stereotypical images of developing countries but the existing materials were neither appropriate nor easily adaptable
to the early years. Amy aged 4 from Mindanao, the Philippines. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 21
21
CHAPTER 4
Early Years Education
Quality early childhood settings acknowledge and respect diversity and ensure all children and families have their individual, personal, cultural and linguistic identity validated. Síolta, the National Quality Framework for Early Childhood Education
The 1991 Childcare Act was a precursor to the ratification of the Convention on the Rights of the Child in 1992. The European Commission Network on Childcare 10 year Action Programme, Quality Targets in Services for Young Children, followed in 1996. At the same time health boards reviewed childcare settings and implemented guidelines for the increasing number of children attending pre-school.
In the late 1990s Trócaire began receiving requests from students on childcare courses for images of children from developing countries, particularly relating to food, celebrate and respect the differences nutrition and malnutrition. There was a need between people; and to challenge some of the stereotypical • to encourage them to ask questions images of developing countries but the about themselves and others. existing materials were neither appropriate nor easily adaptable to the early years. With Between 2002 and 2006 Watoto was used to model of development education took a increasing numbers of immigrants to Ireland, provide pre-service and in-service training. flexible approach. The first steps were to the Department of Equality, Justice and Law There were workshops for students on prepare resource materials for 3-5 year olds Reform funded anti-racism, diversity and childcare and early years courses such as the and a group comprising a cross-section of equality programmes. B.A. in Early Years and Childhood (Dublin those in the sector steered the project, Institute of Technology) and B.A. in Early advised on the content and provided a link to Trócaire welcomed this opportunity to Childhood Studies (University College Cork; the existing networks. Trócaire partners promote early years development education, Stranmillis College, Belfast; St. Nicholas supplied stories and photographs of young consistent with its understanding of the Montessori College). Trócaire also made children from Kenya, Bolivia, Honduras and approach in other sectors. However, because inputs at a range of conferences such as the Philippines carrying out daily activities the programme emerged in the context of those organised by the Irish Pre-school and and these formed the basis of Watoto: diversity and considering the young age of Playgroups Association (IPPA), the World Children from Around the World. This was one the children, the emphasis was more on Organisation for Early Childhood Education of Trócaire’s most successful education promoting a global perspective than (OMEP) and Dublin Institute of Education as resources and its aims were: exploring equality. well as the AGMs of the National Children’s • to stimulate curiosity in young Nursery Association, St. Nicholas children about the wider world; Resource development – Watoto: Montessori. The greatest access to • to help them learn what life is like for practitioners was through the City and Children from Around theWorld others; County Childcare committees which worked Without a set curriculum there were many • to identify similarities between life for in partnership with Trócaire and set up over different education approaches and in children in Ireland and elsewhere; 60 training workshops. response to these Trócaire’s partnership • to appreciate cultural diversity, to G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 22
22 Trócaire and Development Education: Remembering the Past, Signposting the Future 6 Amy (3rd from the left) and friends, Mindanao, the Phillippines.
Personal and Health Education development education approach. (SPHE), promoted the use of For example, children have the right to be Watoto in classes from Junior listened to and have their views on issues Infant class to 2nd class. It was that affect them heard, valued and picked up and used in Australia responded to. (Standard 1) and in the Czech Republic an NGO, Fair Trade, translated it. In Quality early childhood settings 2008 a Portuguese NGO, acknowledge and respect diversity and Practitioners used the resource in many Aidglobal, secured funding from ensure all children and families have their ways: some used a bloc approach, dedicating Portuguese Cooperation to individual, personal, cultural and a term to one section, others used a translate and adapt Watoto. linguistic identity validated. thematic approach and many involved the Síolta, the National Quality Framework for wider community. They invited parents to an Early years sector at national level Early Childhoon Education open day, introducing a global perspective in As this emerging sector becomes more early childhood education or involved formal, there will be opportunities to Partnership with Childcare parents from different cultural backgrounds integrate development education. In 2004, Committees in sharing information, activities and cultural the National Committee for Curriculum and There was a huge response to Watoto practices with both educators and other Assessment (NCCA) began consultation on a workshops and the partnership model children. The materials were part of anti-bias, framework for early learning. Its consultative presented a key opportunity to access early multi-culturalism and diversity training. Later document, Towards a Framework for Early years educators. Two conferences took place, ancillary materials, Ilenia from Colombia, Learning, sought to draw on the sector’s drawing people from a wider area than the took into account feedback received during expertise and involved a number of local workshops and Childcare Committees training workshops, including the request for approaches. Trócaire made a written were approached in Dublin and Limerick to materials based on a one-parent family and submission advocating the inclusion of a work in partnership on conferences for pre- tools to challenge the perception that all global justice perspective. Síolta, the National school educators, in particular as regards children from developing countries live in Quality Framework for Early Childhood diversity. poverty. Education came out of the consultation. While the opportunities for a global and “The Opening Doors – Exploring Values, There were a number of unforeseen spin-offs justice perspective are not as explicit as Attitudes and Cultures in the Early Years from the project. The Primary In-service Trócaire would have liked, many of the Sector” conference took place in Dublin in Support Team which ran training on Social framework standards could incorporate a 2005 with Fingal Childcare Committee and
South County Dublin Childcare Committee. 6 Early Years educators in workshop session at the Opening Doors Conference. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 23
Trócaire and Development Education: Remembering the Past, Signposting the Future 23 6 Professor Paul Connolly (Queen’s University Belfast), Brian Lenihan (Minister of State for Children) Michelle Butler (Fingal Childcare Committee) at the Opening Doors Conference 2005.
The opening address by Professor Paul Connolly of Queen’s University, Belfast, drew on studies from Northern Ireland and Britain on young children and ethnic identities and prejudice. There were workshops on: Cultural awareness and working with parents from around the world; Equal Status Acts and education; The world in your pre-school – activities for exploring global and diversity issues with young children.
“Today’s Children, Tomorrow’s World – a conference for practitioners in the Early Years Sector” took place in Limerick in 2006 in global dimension. Trócaire recognised that conjunction with Limerick City and Limerick have been able to support the sector in other organisations with a more local anti- County Childcare Committees. The content developing inclusive practices in their racism agenda could meet these needs of the Limerick workshops was slightly work with young children. In particular, better and that it would concentrate efforts different to reflect the needs of the Limerick theWatoto workshops were a very on promoting development education at area. Dr Alan Bruce gave the opening practical hands-on way of encouraging pre-service level while continuing to produce address, “Educating for a globalised Ireland: childcare providers and staff to reflect materials for dissemination through the racism, prejudice and the challenge of upon practices within settings. Both the Childcare Committees. diversity”, exploring the challenges of a Watoto workshops and the Opening diverse society. A series of workshops Doors conference have helped to raise followed: Racism and Prejudice – challenging awareness about developmental Annual Development Education our own attitudes; and Getting the Balance education, prompting childcare providers Materials for Early Years Right in your Childcare Service – dealing with to identify challenges and seek support. issues of justice, fairplay and equality in the Mary Moloney, Co-ordinator, Limerick City Children in our opinion have learned to early years setting. Childcare Committee understand that what is “normal” to us is not normal to somebody else. Not even One of the challenges for Limerick City A report detailed the rationale behind to the girl/boy sitting next to them. Childcare Committee was the perception development education in early years Materials have opened their perspectives held by many childcare providers that education and the conferences helped to on issues and raised questions. equality/diversity and inclusion weren’t direct Trócaire’s involvement. For many Early Years Educator, Making a Difference, an issue for them, because they didn’t participants local issues of racism and July 2007 have a child from an ethnic group in their dealing with parents from other cultures setting. By working withTrócaire, we were more immediate than incorporating a G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:34 Page 24
24 Trócaire and Development Education: Remembering the Past, Signposting the Future
Ongoing support for practitioners brings poverty and in Africa, Asia and fresh ideas to their education programmes. Latin America. Trócaire decided to produce a set of materials annually, with a profile of a child How adults and children interpret from a particular country. Practitioners images can also be complicated. would thus be able to build up a file of Adults bring their learning and children from different social and economic experience along with media backgrounds. Initially, these materials were coverage to bear on any new based on the Lenten theme and included images, particularly those featuring disasters Dansa from Ethiopia (2005), Julio from Concluding remarks and this can lead to over-reading of those Nicaragua (2006) and Paulo from Malawi images. Young children tend to have less Early years education is a dynamic sector and (2007). Following the evaluation of the stereotypical images but pre-prejudice can Trócaire’s experience is that educators are Lenten 2007 education materials, Trócaire begin as early as three years of age as open to receiving supports of resources or produced photopacks for the pre-school children express some of the negative training. It is also an expanding curriculum sector and Junior and Senior infants with attitudes around them. Prejudice is therefore area and one that parents will focus on more an emphasis on children’s discussion and an issue for educators and the children as the demand for childcare service grows. analysis. Maji, A Pack on Water for Early themselves. Developing visual literacy is Years covered climate change and water central to Trócaire’s early years’ materials as Many Pre-school educators see the global with a focus on Kenya, integrating with a contribution to addressing potential perspective as “the world in their classroom” Síolta, the National Quality Framework for stereotyping and prejudice. in the origins of many of their children. The Early Childhood Education. challenge is to expand the global perspective Trócaire remains committed to producing beyond the early years setting to the wider Even though my group is between development education materials for early world and to differentiate between 3-4½ years they were all fascinated by childhood educators and as the NCCA interculturalism and development education. the way the twins are being carried – we delivers an early years curriculum, Trócaire’s There are concerns about images of families had to do the same with dolls….We thematic approach is an opportunity to living in poverty which could impact on some talked about the colour of people’s skin promote development education through children’s perceptions, particularly those of and clothes how dry the soil was and its in-service and pre-service training. I African origin. These are complex issues as colour and we compared it to some the majority of the world’s people do live in from the garden. One child asked why the men were wearing dresses – we had another discussion about that. Early Years Educator, Making a Difference, July 2007
Trócaire Better World Award for Early Years To promote feedback, maintain links and encourage and acknowledge work done, the primary school TBWA was expanded to include pre-schools. It encouraged early years educators to use the annual materials for early years and submit samples of children’s work based on the materials so that Trócaire could acknowledge the development education work done by the
children and their educators. 6 Building houses forTrócaire’s Better World Award - Busy Bodies Playschool, Portumna, Co.Tipperary. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 25
25
CHAPTER 5
Post-Primary Education
While waiting for change, work within existing structures. Dialogue for Development, 1984
The post-primary sector has received most 1. Humanities and the curriculum the project. British and Irish teachers worked attention from Trócaire’s education A humanities approach seeks to develop together identifying innovative curriculum programme. Since 1973 there have been skills in handling information about work, making this available to other teachers major changes in curriculum, methodology people and to facilitate a process of and sharing ideas on in-service work. There and teacher support. This chapter highlights learning, which emphasises the active was also a teachers’ study visit to Brazil three key projects: involvement of the student in research which produced education materials and analysis.This approach makes use of including Colonialism, Conflict and 1. Trócaire/Birmingham Development themes, rather than traditional subject Community. Education Centre (DEC) Humanities disciplines, although drawing on the Project; concepts, methods and perspectives of My views were reaffirmed that teachers 2. City of Dublin Vocational Education many subject disciplines, which might meeting teachers leads to greater Committee (CDVEC) partnership; and usefully support a more complete educational creativity. 3. Pamoja Kwa Haki programme. understanding of the issues affecting Teacher, Humanities Project contemporary human society. It is Conference, Birmingham, 1990 Trócaire’s approach to post-primary essentially a cross-curricular approach. development education was pragmatic, based Colonialism, Conflict and Community, 1993 on the curriculum, the structure of the school day and schools’ organisation. While In the late 1980s Junior Certificate development education is a process it is also curriculum changes in the Republic and a subject-based and some subject areas lend review process in Northern Ireland and themselves more easily to it than others. England presented opportunities to insert Trócaire recognised the limitations within the development education into the humanities. existing curriculum which was due an In the Republic the National Council for overhaul in the 1980s but committed to Curriculum and Assessment (NCCA) working within the existing structures while at encouraged cross-curricular linkages with the same time actively supporting introducing moves towards greater flexibility in content development education to the emerging new and resources and student-centred, curriculum. As Dialogue for Development put experiential learning. The geography syllabus it: “While waiting for change, work within took on a whole world dimension, history existing structures.” students were encouraged to see how events and features in their own area compared Trócaire advocated for integration into the with those in other areas while the “social” subjects: geography, history, religion, unprescribed nature of the English syllabus civics and home economics while seeking allowed teachers to design thematic units. input to English, modern languages, science and mathematics. It also promoted 2. CDVEC Post-Primary School The Humanities Project was a joint initiative integration across subject areas, an integrated Development Education Partnership of Trócaire and Birmingham DEC to promote weekly session in the subject-based timetable development education, focusing on the In 1987 Trócaire and the CDVEC-CDU or “freezing” the timetable for students and professional development of teachers in produced Food Matters, written by a group of teachers to undertake a special programme. development education. A steering group of Irish teachers who came together in 1985 to This demanded flexibility so each school could staff from Trócaire, Birmingham DEC, the respond to the development issues raised by devise the most suitable approach. CDVEC-CDU (Curriculum Development the African famine and visited Kenya and Consequently, Trócaire has been directly Unit), the Integrated Humanities Association Ethiopia. engaged with teachers, partnership models in Britain and individual teachers supported and the hands-on classroom approach. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 26
26 Trócaire and Development Education: Remembering the Past, Signposting the Future
Review of Junior Certificate syllabi the process in our schools of From 1990, Trócaire began a partnership serving as a moral and project with the CDVEC-CDU, funded by political conscience in Trócaire and jointly managed by the CDVEC, world affairs. Trinity College Dublin, the Department of Education and Trócaire. The partnership We might begin by a began at a time of great change in Irish concentration on the need education, with the introduction of the Junior to stimulate continuing Certificate and a review of the senior cycle. interest, research and appropriate action The first task was a systematic survey of the towards the elimination potential to incorporate development of disparities between people in all parts education ideas and themes into the post- of the world, by concentrating on the primary curriculum. The three year project facts that disparities are neither static nor Civic Social and Political Education remote from us, and by quickening the began with the Junior Certificate syllabi in In the early 1990s, the joint Trócaire/CDVEC- need to question. English, History, Geography, Science, CDU project proposed a subject relating to Business Studies, Art Craft and Design, Mary Robinson, Uachtarán na hÉireann, local and global citizenship, laying the Technology and languages. Pilot projects 1991 foundations for what became Civic, Social took place in 1990-91 and the outcomes and Political Education (CSPE). The compiled in A Global Curriculum? While endorsing the UN definition of partnership was active with the NCCA and Development Education and the Junior development education, the new Junior the Department of Education on the Certificate. This report outlined the syllabus Certificate syllabus was an opportunity to Advisory Committee of the CSPE Pilot features which supported development expand on it to incorporate development Project. CSPE was introduced to all schools in education principles: education. Other educations such as health, 1996-7 and Trócaire produced several environment and civics also sought to resources: Development Matters – AThematic • an emphasis on process; maximise students’ potential and Approach to Issues of Development, • abandonment of retaining factual encouraged action, enabling them to Colonialism, Conflict and Community and Fala information for its own sake; examine, evaluate, appreciate, criticise Favela which fed into the NCCA and • an emphasis on active methodologies constructively, see, decide and judge. But Department of Education materials. and practical work; two perspectives distinguished development • a focus on attitudes, concepts and education: the global and the justice Human Rights Education Project perspectives. skills; The Trócaire CDVEC-CDU partnership • encouragement of a non-linear developed a Human Rights Education (HRE) The global perspective is not perceived as approach to teaching content; Project in the mid-1990s with funding from central to all educations and subjects as • encouragement of creativity among the National Committee for Development yet but its role in generating knowledge, teachers planning paths through Education (NCDE). Materials were delivered understanding, questions and awareness syllabi; in conjunction with in-service for CSPE is crucial to development education. • suggested potential of cross-curricular teachers to instil confidence in the content themes. A Global Curriculum? Development and teaching methodologies. They included: Education and the Junior Certificate Basic Human Rights and Responsibilities, The report identified opportunities for Making Human Rights Work, A Human Rights development education in each subject area The justice perspective argued that the state Action Project and Exploring Interdependence. and teaching guidelines and options. of the world was unacceptable for the majority of its people who lived in poverty, The project also had input to Rising to the The incorporation of development drawing attention to obstacles to Challenge, a resource for teachers of Leaving education into the mainstream junior development, unjust relationships and the Certificate Applied Social Education course. cycle post-primary schools’ programme is needs of that majority. Many of these methodologies and concepts an exciting and challenging project… are now embedded in everyday settings of Challenges present opportunities. Perhaps CSPE and related areas. the great opportunity facing us is to begin G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 27
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Trócaire has committed to a 3 year partnership, 2008-11. This will focus on a Trinity College postgraduate diploma programme for in-career teachers, consultations on the draft Politics and Society syllabus with young people and student teachers for submission to the NCCA and to develop materials for Senior Cycle Citizenship Education based on the Politics and Society syllabus. The new Centre for Local and Global Citizenship website will The project attracted other social justice transition units followed by Proposals for the profile the Citizenship Studies Project. related education projects to the CDU and a Future Development of Senior Cycle Education direct input to the two Programmes for in Ireland. The relationship the CDU has with Peace and Reconciliation projects: Education Trócaire is our longest external for Reconciliation, focusing on citizenship In 2005 the 3 year Trócaire-CDU Citizenship partnership.This unique link has led to a education and Human Rights Conflict and Studies Project began with three overlapping solid foundation for human rights and Dialogue for upper secondary students. There strands: research, curriculum development citizenship education. It has played a key were attempts to link with Kenya but this and policy development. role in the development of Junior Cycle proved unsustainable. Other intercultural CSPE and is now contributing to Senior and poverty awareness projects ran Under research, the project investigated how Cycle Citizenship Education.The joint alongside the HRE Project, stimulating to roll out Senior Cycle Social and Political CDU-Trócaire initiatives have, over the debate on citizenship as well as supporting Education by exploring teacher perception of years, acted as a nucleus around which CSPE and teachers. The CDU also had close teaching/learning and assessment related local and global projects based links with the Council of Europe through the methodologies, teacher perception of the within the CDU have gravitated. Education for Democratic Citizenship characteristics of school and student interest Aidan Clifford, Director, programme in Bosnia, Serbia and in the subject. CDVEC-CDU, 2008 Montenegro. The project sought to increase school, RE Programme in Northern Ireland Citizenship Studies Project teacher, parent and student awareness, Trócaire’s development education A number of seminars addressed new interest and take up of social and political programme engages the island of Ireland and thinking in human rights and citizenship education. The aim was to build teacher some programmes run simultaneously in the education at senior cycle leading to two capacity, to help them apply curriculum Republic and Northern Ireland. There have publications: Towards an Integrated Approach elements based on a number of also been particular opportunities in RE to Human Rights Education and Charting the conceptual/thematic areas and to explore (religious education) in Northern Ireland. Future: Social and Political Education in the ways to assess interim work through piloting Senior Cycle of Secondary Schools. curricular, methodology and assessment Fully AliveYear 10 Key Stage 3 aspects. Two 45-hour transition units were Submissions to the NCCA promoted Leaving Following the introduction of Alive-O for the prepared: Images in the Media and Education Certificate social and political education. primary RE curriculum in Northern Ireland for Sustainable Development. Other CDU projects advocated a form of and the Republic, Veritas agreed to produce senior cycle CSPE. A significant outcome was follow-on materials for the Post-Primary The project aimed to develop strategic links the publication of Citizenship Studies: A Catholic RE Programme in the North. Three with key stakeholders to contribute to the Curricular Proposal for Social and Political student texts and supporting materials were Social and Political Education syllabus, to Education whose concepts have been the published for Years 8, 9 and 10. Trócaire disseminate research findings, to encourage cornerstone for dialogue with the NCCA and successfully lobbied for the inclusion of a Initial Teacher Education (ITE) and other partners. In 2003 the NCCA issued global perspective and the “Needs of the Continuing Professional Development (CPD) Developing Senior Cycle Education – Wider World” chapter was included in Fully provision for Social and Political Education Directions for Development proposing a new Alive 3 for Year 10. Leaving Certificate course in civic and teachers and to advocate for a support political education, with a wide range of service. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 28
28 Trócaire and Development Education: Remembering the Past, Signposting the Future
GCSE Religious Education issues, to benefit from RE is compulsory for General Certificate of connecting with Secondary Education (GCSE) students and like-minded students the vast majority of Catholic post-primary in other schools and schools in Northern Ireland take it. Since the to take action. At this early 2000s, there have been questions on time also, Trócaire’s Trócaire’s work in the Assessment and education team was Qualifications Alliance (AQA) RE paper. developing
Trócaire provides schools’ workshops to relationships with 6 Pamoja Students campaigning in Patrick St. Cork. meet the needs of the exam and since 2004- partners in Kenya 5 has run joint RE workshops with Christian who were supporting Aid for integrated schools. human rights clubs in schools, with support from Trócaire’s Nairobi office. Both phases have remained central to the 3. Pamoja Kwa Haki (Together for Pamoja Kwa Haki programme and while Pamoja ran as a pilot programme in twelve Rights) – schools programme for Trócaire’s Lenten theme has been the focus, schools during 2003-4. Phase One centred senior cycle students / 6th form each school adapts the programme to suit its around the 2004 Lenten theme: Rwanda, Ten needs as a justice group for example or and teachers Years after the Genocide. Trócaire provided incorporating it into subjects such as RE or Pamoja has had a far reaching impact in training days for a core group of students economics. Supports include a Pamoja Kwa our school. Students have been able to from each school on the theme, research, Haki Manual and calendar of events, a communicate the theme ofTrócaire’s presentation and campaigning skills. The dedicated Pamoja website and ongoing Lenten Campaigns to a great number of students shared their knowledge with the engagement with teachers. Themes of people through the events they’ve wider Pamoja group in their school. During subsequent Human Rights Summer Schools organised, such as public meetings, or Lent, each Pamoja group hosted a visitor included: Freedom of Expression (2004), through just spreading the word. from Rwanda and ran an action programme Burma and South Africa (2006) and Conflict A number of our students have in their school and community which and Palestine (2007). In 2004, two teachers maintained an active interest in rights included awareness days, local radio and from Kenya travelled to Ireland to input to and justice issues. press interviews, library displays, public the Summer School, two teachers from meetings, speaking in churches and primary John Magee, Millstreet Community School, Ireland went to Kenya for the Summer school workshops. The students marked the Co. Cork School in Nairobi and in 2007, a group of end of Phase One with a national event at students from Kenya participated in the which they presented their project work, Transition Year (TY) in the Republic of Ireland Summer School in Ireland. offers considerable opportunities for participated in a celebration and received development education. Its aims include: certificates of achievement. personal development; social awareness and social competence; learning to manage Human Rights Summer School learning and teamwork; general technical Phase Two focused on a Human Rights and academic skills; the importance of the Summer School attended by students from Irish language and culture; and the European the Pamoja schools. During the week and world environment. It is open to include students explored the Millennium development education through short study Development Goals (MDG), particularly the units, visiting speakers, active learning, right to education and gender equality. They project work and assignments by which linked up with their Kenyan counterparts Trócaire seeks to promote TY development each day through a special website with education. blogs and a chatroom where they shared ideas and opinions on their country. The Many schools have young people’s justice students prepared a joint declaration at the
and human rights groups and Trócaire end of the week and presented it to Michael recognised that many senior cycle students D. Higgins TD on International Human Rights 6 Pamoja Human Rights Summer School participants with Michael D Higgins TD. are interested in engaging in development Day, 10 December. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 29
Trócaire and Development Education: Remembering the Past, Signposting the Future 29
The Pamoja Kwa Haki initiative linking Just World Community – Social Kenyan and Irish schools has had Networking Website tremendous impact not just on students but At the Human Rights Summer School 2006, on teachers and partners. The students, as students identified social networking agents of change, have been exposed to websites as an effective way to engage the importance of working globally to young people in development issues. achieve positive change that we all desire. Trócaire’s Communications’ Unit worked on Through the summer schools students have the ideas gathered and launched the Just been able to exchange ideas on human rights
World Community Social Networking situations in their respective countries. 6 Website as part of Lent 2007, aimed at those Pamoja teachers on Study Visit to Malawi 2008. over 16 with an interest in development. Through interactive activities the young minds have been able to develop partnership and its long engagement with Pamoja Teachers’ Study Visit advocacy initiatives creatively that have teachers and students. caught the attention of many. An In 2008, teachers involved in the Pamoja example was the campaign in Grafton programme were invited to participate in a As highlighted in Making a Difference the Street, Dublin in July 2007. Leadership study visit to Malawi on the theme of involvement of teachers is vital to develop and socialising skills have been improved climate change, the Lenten theme for that realistic, dynamic classroom approaches. through this cross-border exchange. year. Preparation focused on experiential Taking a multi-tiered approach is perhaps the learning and on their return, teachers used Wilson Ochoko, Kenya, 2008 best way to expand teachers’ direct their experience in the classroom and involvement, with small working groups committed to developing a module for a International Human Rights Day committed to a specific project for a period. Transition Unit in conjunction with the This might be preparing resources, modules Students involved in the Pamoja programme Citizenship Studies Project of the CDVEC. or lessons while other teachers are for a year were invited to remain involved committed to incorporating the global and International Human Rights Day, 10 Concluding remarks perspective, supported by Trócaire, with a December, was key to this. Activities Trócaire’s work in the post-primary sector wider cohort availing of resources. One of included a debate by video conference has contributed to including a global, the challenges is to establish a mechanism between Kenyan and Irish students and a development and justice perspective in the for supporting the last two effectively. campaigns event. A number of these Pamoja junior and senior cycle curricula through the students (known as Pamoja Ambassadors) CDVEC partnership project. This has helped A further area is the growing trend for pupils participated in the 2007 Human Rights integrate development particularly in to link directly with schools and summer school and the aim is to keep them Geography, RE, CSPE, Leaving Certificate communities in the developing world, either involved in the hope that they may become Applied (LCA) contemporary issues and electronically or through visits. The Pamoja Trócaire campaigners. some TY programmes. Trócaire’s education Kwa Haki programme seeks to connect and programme has supported this through the engage young people here and overseas In 2006 a pilot Pamoja programme in Humanities Project, CSPE, RE and the Pamoja around human rights and global injustice. Munster aimed to increase the number of programmes. This requires further thought to ensure that participating schools in the region, with the what develops is consistent with Trócaire’s support of a dedicated member of Trócaire’s There are many NGOs involved in development education approach and education team. The regionalisation development education providing post- promotes good practice. approach then extended to Leinster with primary schools with a spectrum of plans for Connacht and the programme has approaches ranging from awareness raising The increase in the numbers of people in now evolved into a 3-year cycle. This will to overseas immersion for students, to Ireland from the South provides an help recruit new Pamoja schools while those opportunities for action such as the Young opportunity and a challenge to include the which have been through the 3-year cycle Social Innovators (YSI) programme. Trócaire Southern voice more effectively within move on to become Pamoja “Graduation” is particularly well placed to support post- Trócaire’s education programmes. This may schools. primary development education with its be at the level of programme delivery or in extensive experience, its grasp of an advisory capacity and is being considered development education, its CDVEC in Trócaire’s education programme as a whole. I
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Trócaire has long recognised the value of working with young people as agents for change.
LLA3, Bolivian and Irish youth leaders in Rio de Janeiro, 1995.
Sheila Dillon (Trócaire) and June Barry (Ógra Chorcaí) with young people from CBSI and Ógra Chorcaí at a workshop run by Trócaire & Ógra Chorcaí. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 31
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CHAPTER 6
Youth
Trócaire has long recognised the value of Publication of The Real Guide to Latin America working with young people as agents for coincided with the 500th anniversary of the change. This chapter logs work in the non- arrival of Christopher Columbus to the formal sector, profiling three partnerships: Americas. It focused on key issues affecting Latin America: human rights, influences of 1. the National Youth Council of Ireland the past, land, wealth and poverty, (NYCI); development and the meaning of 1492 from 2. Development Education for Youth (DEFY) a Latin American perspective with an and Amnesty International; accompanying music tape. The anniversary 3. the Irish Girl Guides. was an opportunity to challenge the traditional story of the discovery of the Also covered is a partnership with Christian Americas and to help youth leaders explore Aid and support for Mayfield Community the reality of life for indigenous people Arts Centre. “Youth” in this context generally historically and in modern times. DEFY and refers to people aged 12-30 in non-formal Trócaire ran a series of workshops for youth youth groups but within organisations such leaders throughout the country many of as the Guides they may be as young as 5. which were also attended by teachers from the formal education sector. Involvement in the non-formal youth sector began with the publication by Trócaire and After this initiative a three-year partnership Christian Aid in Ireland of a joint Irish edition followed known as the Learning from Latin of It’s Not Fair!, originally produced by America Programme (LLA) whose aim was to Christian Aid in Britain. It aimed to promote development education among encourage young people to reflect on their youth organisations. In addition to the three lives, their values and how they respond to planks of knowledge, attitude and skills, world issues. It has a Christian perspective DEFY added a fourth plank: imagination. It and contains Bible study and reflection sought to engage young people in imagining materials, suggesting ways to examine trade, a different world without wide-scale human rights, refugees, peace and violence, inequalities: how it might look, how it might arms trade, charity v. justice and taking happen and how they could become involved action. in making it a reality.
Both Christian Aid andTrócaire, in the The Programme had three phases. LLA 1 context of our development education focused on decision-makers within targeted work, see the need for a shared Christian youth organisations to encourage them to response to world issues and events. Our integrate development education into their All I kept saying to work together… has helped us programme. Trócaire and DEFY staff led a appreciate each other’s viewpoint and study visit to Brazil, facilitated by Trócaire myself: Is this living, has convinced us of the benefit of joint partners in Brazil with participants from the is this living? Surely action. Confederation of Peace Corps, Ógra Chorcaí, It’s Not Fair! Catholic Guides of Ireland, Kerry Diocesan there has to be a Youth Service, Catholic Boys Scouts of 1. Partnership with NYCI- Ireland, Feachtas and the board of NYCI. better way, no one can Development Education for Youth They explored issues affecting favela dwellers in São Paulo and landless peasants live like this. This day I Originally part of NYCI and before its outside the city. They also studied evolution into a separate NGO, DEFY environmental issues and the conflict found the most difficult approached Trócaire for funding in 1991 and between indigenous people and share the two NGOs decided to produce a resource croppers, arising from the Brazilian of all our time in Brazil. together. government’s plan to open up the Amazon. Participant on study visit to Brazil, 1993 G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 32
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As we marched we chanted slogans. or Brazilian youth leaders. Based around the Our visit to Ireland was an incredible These translated meant …“Occupy – country they ran sessions on development experience for us. We never imagined we organise – produce”… When we arrived with young people in local youth would ever visit another country, and we had a mass to celebrate the organisations, using their newly acquired experience another people and culture. anniversary and looked around the skills. The peer education programme Brazilian Youth Leader 1 houses.The material used to construct culminated in a school’s day organised by them was the same as used for milk Columban Justice Education where the Realising that there are people in Ireland cartons.They had neither electricity nor young Brazilians staged a theatre-in- who are interested in our struggle for th water.They cooked on altar fires which education piece to commemorate the 500 justice was so encouraging and that were poorly constructed. Food and anniversary of the arrival of Europeans to the people are equal when they suffer from clothes were shared centrally, nobody Americas. injustice no matter where that might be. had anything that fitted them.They were Brazilian Youth Leader 2 not allowed to drink alcohol, they had a curfew every evening. Everything was done by consensus. All I kept saying to myself: “Is this living, is this living?” Surely there has to be a better way, no one can live like this.This day I found the most difficult of all our time in Brazil… LLA 1 participant, Anniversary celebrations at Ipero where landless peasants were occupying unused land; Diary entry, 16 May 1993
On their return to Ireland, the decision makers made presentations to their boards
and organisation heads on a strategy to incorporate development education and ran 6 LLA2 School’s Day Performance. events on issues affecting Brazil.
The second phase, LLA 2, recognised the value not just of the Southern perspective but the opportunity for young people to Theatre of the oppressed was reaffirmed share skills they had developed. It was an as a method for development innovative peer education programme, education… As a result of LLA 2, our targeting youth leaders from Ireland, Brazil programmes have been broadened to and Bolivia. The Brazilian youth leaders were include a greater global/development involved in a Trócaire funded project in Rio de perspective. Janeiro which raised awareness of justice Kerry Diocesan Youth Service, 1993 issues through community drama. They were skilled in using theatre of the oppressed to The direct access to young people from explore inequality and development in Brazil. the developing world gave our It was an honour and a responsibility for The Bolivian youth leaders were members of programme a broader global perspective. us to represent Brazil and through the Bolivian Youth Council and were We incorporated LLA 2 into our theatre to show the suffering and the joys contacted through DEFY’s international programme for OneWorldWeek and of the Brazilian people. In so doing we network. Ógra’sYouth Forum had a focus on Latin deepened our understanding of our own America. culture. After exchanging skills, information and Ógra Chorcaí, 1993 Brazilian Youth Leader 3 methodologies the large group subdivided into smaller groups comprising Irish, Bolivian G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 33
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On our return we were encouraged to continue in the struggle for justice which we are still doing to this day knowing we are not alone in our efforts. Brazilian Youth Leader 4
LLA 3 comprised a return study visit to Brazil by the Irish LLA 2 participants from the
Catholic Youth Council (CYC), Catholic Guides of Ireland (CGI), ECO Youth, Kerry 6 LLA3, Chris O’Leary, CBSI and other Irish Youth leaders with an indigenous community. Diocesan Youth Service, Louth Youth Federation, Macra na Feirme and Ógra Chorcaí. At a joint programme in Nova Iguacu in the suburbs of Rio de Janeiro young people. Under a joint steering Sahan, A pack on Somalia for Ladybirds and Brazilian youth leaders shared some of the committee from the three organisations Brownies included the following themes: forum theatre techniques they used in raising DEFY produced an activity resource and introducing another culture, health and justice issues such as Third World debt and video, The Rights Stuff on the CRC while water, Somalia, food, environment and conquest and colonisation. Local families Trócaire produced the video. The launch of cultural celebration. The pack explored hosted the Irish youth leaders before they the resource took place at the Rights Stuff similar themes with a section on the lives went on to different parts of Brazil. Youth Conference held in Cork and attended of girls and women and ideas for a Somali by over 200 young people. experience as part of a weekend away. On their return to Ireland they planned a Weekend trips are a core feature of the number of activities in their own Senior Branch Guiding programme. Both organisations including workshops using resources had a music tape and a set of materials from the visit: video material, tape photographs. recordings of interviews, photographs and personal diaries. Many of these organisations went on to develop further education programmes with the support of DEFY.
Alongside the LLA programme Trócaire also input to various DEFY activities including representation on the management committee, jointly running One World Week workshops in Munster and feeding into materials being produced.
2. Partnership between DEFY, Amnesty International, Trócaire 3. Partnership with Irish Girl Guides The 50th anniversary of the UN Declaration The Irish Girl Guides (IGG) approached of Human Rights was another opportunity to Trócaire in 2001 with a fundraising idea and tap into issues of particular interest to young went on to develop a development people. At European level, the Human Rights education programme. Following discussions Education Project (HUREP) sought to mark there was clearly an opportunity to promote development education within existing IGG undertook to train its leaders in the this by focusing on human rights and how Sahan programme and rolled out the they related specifically to young people. structures and in particular within the leaders’ training programme. programme at their meetings. Each guide DEFY, Amnesty International and Trócaire ran who participated in the programme received a joint programme to raise youth awareness Trócaire undertook to write the resource the Somalia badge, in keeping with the IGG of the UN Convention on the Rights of the reward system. Child (CRC) focusing on issues relevant to materials with the IGG providing the funding. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 34
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The following year, an IGG International programme. Trócaire’s overseas programme Development education and the Jamboree (Solas ’02) took place in Cork with funds Funarte, a collective in Nicaragua, youth sector today a set of supplementary resource materials to which explores the history of Latin America, Trócaire continues to support development Sahan, focusing on emergencies produced for human rights and ecology issues with young education with youth through funding and use at it. Finally, in response to a request for people through art and in particular, murals. responding to requests for information and a fundraising focus Trócaire provided an IGG In 2002, Funarte sought a link with a similar training. Since 2004, the NYCI has had a Global Gift, an ethical gift given to families group in Ireland. At this time, Mayfield partnership with Irish Aid entitled National or communities in the developing world in a Community Arts Centre, Newbury House, Youth Development Education Programme format appropriate to young people, with Cork was running its own arts programme (NYDEP). It aims to integrate development information and activities. and considering how to integrate education, including anti-racist and development education into its work. intercultural education, into the core This partnership exemplifies the value of Trócaire put the two organisations in contact programmes of youth organisations. NYDEP integrating development education using a and a partnership programme developed. provides training, promotes and supports the model and structure that those already This has included exchange visits to both delivery of One World Week annually and engaged in the area can roll out easily. countries and running joint programmes on supports international campaigns. Trócaire Trócaire brought its expertise to writing local and global issues. Trócaire has also funds the work of the NYDEP. I development education materials with input funded development education aspects of from IGG which rolled out the training the partnership through its Development nationwide using its own trainers and Education Grants Scheme. incorporating the materials into an existing programme.
Mayfield Community Arts Centre / Funarte Partnership The Mayfield Community Arts Centre Partnership programme was similar to the LLA, involving an exchange of skills as a key component of the development education
Posters by young Nicaraguans taken from the RE resource, Pintando la Vida G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 35
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CHAPTER 7
Adult Education
When you identify a problem in a communal gathering, there is an air of enthusiasm and a feeling that together we can bring about change and thus improve the world for everyone. Macra Project member, 1989
The main providers of adult education in The strategy worked at different levels within A lot of courses are Ireland are the Vocational Educational Macra. Club and county sessions introduced Committees (VEC) through schools and the membership to development and the structured for younger colleges. Community education groups offer work and focus of the partnership, a variety of courses from pre-foundation to identifying key local project leaders with people. This was different. third level. This chapter profiles Trócaire’s training through the national structures and A participant in Development Education Project first development education partnership with work at decision-making level. for Older People Macra na Feirme, a nationwide youth/young adult organisation; many of those involved Fifty-eight Macra members attended the first were leaders and so not in the youth sector. national conference at Dowdstown House, Also profiled is a community adult education Navan, followed by regional workshops project and a partnership project with the which agreed four themes: agriculture and National Adult Literacy Association (NALA). rural development, injustice, food and barriers. A set of resource materials “Justice Partnership with Macra na Feirme: in Action”, exploring the four themes was Justice in Action produced. These materials and a newsletter, Inform, supported the club, regional and Macra na Feirme describes itself as “the national conferences and seminars ran largest rural, voluntary, non-political, non- throughout 1987-9. sectarian, youth organisation in Ireland”. In 1982 Macra began sending volunteer A National Core Group with 10 members development workers to Chikuni near Monze drawn from Carlow, Cork, Dublin, Mayo, in Zambia who acted as advisors to six Monaghan and Offaly helped deliver the locally trained staff and the Chikuni co- project, forming Regional Core Groups in ordinator. conjunction with training officers to organise activities and administer the project. A The three-year project began in 1986 and Support Team comprising Trócaire’s was Trócaire’s first development partnership. Education Officer and Macra personnel, two The broad aim was to promote development in Dublin and one in Galway, was responsible education within Macra, focusing on the for specific regions. There were facilitation three central planks of knowledge, attitudes workshops for the 30 Macra members who and skills and the responses arising from an visited 140 clubs throughout Ireland. analysis of issues. The objectives were to Activities and issues included: poverty, inform Macra members about inequality and agriculture, Travellers, South Africa, underdevelopment, highlight Ireland’s emigration, development, the media and relations with the Third World and its hidden messages. responsibilities towards those suffering injustice and challenge members to examine their attitudes and motivate them to work for justice. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 36
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When you identify a problem in a practices impact on agriculture in developing communal gathering, there is an air of countries. enthusiasm and a feeling that together we can bring about change and thus When the project ended, many of those improve the world for everyone. involved continued to promote development Elizabeth Kinsella, Kilrush/Askamore Club, education. While the project was very Co. Wexford, Inform, Spring 1989 successful in engaging Macra members and training officers it was less successful in influencing national decision-makers. Many
of those involved went on to contribute to 6 Tommie McGovern Macra’s social thinking and training officer Macra/Trócaire (Steering courses and national conference workshops Committee member) included development education. A number and Michael Kenny of members became very active in DEFY (see (Macra na feirme). Chapter 6) but within 5-6 years those who were active in the project were no longer Macra members. For Trócaire, the
groundbreaking for both 6 programme raised many issues on the Participants at Macra na Feirme’s third National Conference, organisations. For Trócaire, which meaning of a partnership model, its Cork, March 1989. had concentrated on public advantages and disadvantages, the education through the media and challenges it presents to engage national The first national seminar in November 1988 the formal sector, the strategic leadership and the complexities of raising focussed on poverty locally and globally with partnership approach involving a youth/adult issues which question existing policies. contributions from the Combat Poverty organisation in the non-formal sector was Agency and Trócaire. The second seminar innovative. For Macra and its volunteering looked at development and different models links with Chikuni, Zambia, it was a new Pilot Development Education Project and theories based on case studies from approach to engage in development for Older People 1998-9 Brazil, Zambia and Ireland. The last seminar education while questioning the status quo The Development Education Project for Older explored the actions Macra members could and encouraging debate which challenged its People in Farranree, Cork is an example of a take arising from involvement in the project. own structures and working method. smaller, locally based Trócaire project. It began as a pilot between October 1998 and Assessment of the project The partnership presented major challenges January 1999 and involved people over 60 Using innovative adult education methods for both organisations. Trócaire faced the whose formal education ended when they the project had many successes. It gave task of introducing global issues to the were 13-16. The group was recruited through Macra members a sense of control and the members of a rural, farming based the local Catholic Church and the 50th evolving participative structure addressed organisation, some of whom were very anniversary of the UN Declaration on Human the members’ enthusiasm for change while rooted in their local group and unsure how to Rights was the rationale for forming it. at the same time accommodating opposition respond to global issues. There was also the to that very change. problem of high membership turnover: about The Third Network of Innovative Projects of a third of the Macra members changed each Solidarity between Generations through Development education also raised the year. Training and Education, co-ordinated by the question of Macra’s role as educator in its Shannon Curriculum Development Centre, future vision. The National Council decided The last project conference in Cork, in March influenced the approach with the group and Macra’s policy in consultation with the 1989, discussed how to continue the project linked into activities in the local counties and clubs. Those involved in the development education in Macra and school. There were also consultations with programme were able to influence Macra’s integrate it more fully while retaining the Leaving Certificate Applied Support Team response to development issues, from the maximum grassroots direction. Many felt which was piloting an intergenerational local and global perspective. there was a need for a Macra resource person programme. The group met once a week for to make development education more eleven weeks with workshops using a range Macra viewed the Trócaire partnership very attractive while focusing on controversial of different materials. positively, it was beneficial and issues such as how international trade G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 37
Trócaire and Development Education: Remembering the Past, Signposting the Future 37
Older people like me need to get in Ireland. The resource was a starting point involved, our children are now to encourage adult learners to explore independent, this was a chance for me. themes from their own perspectives and A participant those of others. Fr Peter McVerry SJ launched World Wise on International Adult Literacy A lot of courses are structured for Day, 18 October 2003. younger people.This was different. Due to poor literacy, hundreds of A participant thousands of Irish people cannot exercise their rights as citizens in this country. Topics covered at the workshops included: a Their poor literacy skills hold them back. profile of the local community, memories of These individuals cannot realise their the Second World War, the UN Declaration potential and our society cannot benefit of Human Rights, Kurdistan and refugees, for adults. The Scheme had adapted Trócaire’s from their skills.This resource will not refugee simulation, refugees and the law, Lenten materials for adult literacy students, only enable learners to improve their activities on human rights and planning a particularly the primary materials because of reading and writing skills, but will expose liturgy. The group worked with the Leaving their simple language. However, while the them to a wider world where people are Certificate Applied class in the local school content was interesting for adult learners, the also working to break the cycle of low and for the students, exploring human rights materials were designed for a different target literacy levels and to exercise their rights. formed a task in the Contemporary Issues group and therefore did not encourage adult module. The group and students formed a analysis and reflection. Fr McVerry at the launch of World Wise joint working group to plan a liturgy to mark the end of the project attended by public Out of this came the idea to develop an adult NALA distributed the resource through VEC representatives who had input to the development education resource. World Wise, Adult Literacy Schemes, VTOS (Vocational workshops and a Kurdish asylum seeker who An Adult Learning Resource for Development Training Opportunity Schemes), Senior spoke of his experiences. Signatures were Education was a collaborative effort between Traveller Training Centres, Prison Education later collected supporting a petition for Clare VEC, NALA and Trócaire during 2003 and Services, Community Training Workshops and Refugee Rights in Ireland. tutors and learners were involved in piloting it. Youthreach training centres. The project Using a themed literacy approach, the pack achieved its aim of producing global focus I now take an interest in what is said aimed to: education materials suitable for adult about refugees, especially if the Minister • introduce adult literacy learners to learners and for use by literacy tutors. for Justice had something to say, I would development education themes and certainly listen. issues; Concluding remarks • present these themes in such a way as A participant These projects provide an insight into adult to stimulate the imagination and education opportunities which arose out of encourage discussion and debate; The project provided useful learning for working with national organisations and with • improve reading and writing skills; those involved but was very labour intensive, a focused group at local level. Adult • invite participants to consider how they requiring Trócaire Education staff to make a education will continue to provide can contribute to a more just and equal major time commitment to what was opportunities for development education and world. essentially a small designated group. For this will require content and methodologies reason, the pilot project was not expanded. relevant to adult learners. World Wise explored development through stories, poems, words and photos. The photos Partnership with National Adult Trócaire is exploring new opportunities for its supported by activities, reflected issues Literacy Agency (NALA) and Co. Clare non-formal development education affecting people in Rwanda, Somalia, India and Reading and Writing Scheme programme and will continue to support Colombia and contrasted with photographs projects in the sector through its In 2001 Co. Clare Reading and Writing from Ireland. For example, the “Weaving from Development Education Grants Scheme (see Scheme invited Trócaire to run a session on Life’s Threads” section looked at a mosquito Chapter 9). These projects include women’s the Lenten theme of slavery during which net maker in Somalia and an Irish quilter and groups, community groups, support groups there was much discussion about “Above the Silence” explored the stories of a for refugees and asylum seekers and development education resources suitable bonded labourer in India and an asylum seeker solidarity groups. I G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 38
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Batwa farmers in Rwanda G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 39
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CHAPTER 8
Trade Unionists
How is our movement responding [to the struggle for justice] and is that response effective, well-supported, transparent and clearly targeted? Phil Flynn, ICTU Vice-President
ICTU partnership We discovered a wide awareness of the terms of reference was to educate trade On 17 July 1984, 11 Dunnes Stores workers Dunnes Stores strike among those we unionists in Ireland on the Third World. went on strike when they were suspended for met and of the consequent Irish refusing to handle South African goods and government ban on the importation of The ICTU/Trócaire Education Partnership remained on the picket line until December South African fruit. Project aimed to integrate a development 1985. The workers were responding to a Participant, Delegation to South Africa, education approach with a global perspective union instruction to boycott products from 1987, Forging Links, Trading Places focused on promoting equality and issues South Africa. This was the first time workers already part of ICTU’s stance. It included key outside South Africa had taken sustained There is little doubt that the union elements of Trócaire’s development industrial action to challenge apartheid. As a movement in South Africa welcomes education partnership model. result, in 1986, the Irish government banned trade union interest from abroad, imports of South African fruit and vegetables values solidarity and is eager for both in From the start, the approach was two-fold. from the following year. the struggles which lie ahead. Fact At the informal level the project worked with finding visits by outside trade unionists trade union branches and trades councils to In October 1987 Trócaire facilitated a trade are viewed very positively. establish core groups of activists through a network of solidarity groups. At the formal unionists’ visit to South Africa to establish Participant, Delegation to South Africa, level, the project introduced justice and first hand links with trade unions there and 1987, Forging Links, Trading Places to report on what they saw. The delegation development issues into existing trade union training and education. It also sought to consisted of the general secretaries of the Trócaire then took a strategic approach to support the ICTU Third World Committee, to Federated Workers Union of Ireland, the the trade union sector and in 1989 stimulate a more systematic approach to Local Government and Public Services Union established the ICTU/Trócaire Education development among trade unions, to and the Postal and Telecommunications Partnership Project as a response to educate members and to translate this into Workers Union. international inequality and injustice issues. effective action through practical solidarity. The global situation challenged the trade union movement not only because of the A project steering committee comprised issues involved such as jobs, representatives from Trócaire and ICTU and unemployment, multinationals, investment Trócaire provided a half-time Education patterns, but also because of the trade Officer and project funding. Resources and unions’ role as a major actor in society. back up materials were produced: Forging Links: Trading Places – You and Your Union’s ICTU recognised the growing Role in Global Solidarity, a members’ interdependence of nations and peoples, handbook on a trade union response to not least through the Single European global injustice with ideas for meetings and Market. The project was seen as a logical workshops on justice and development and step to build on the work of ICTU’s Third suggestions for action and practical World Committee, established in 1980. This solidarity. A newsletter, Solidarity, ICTU Committee organised seminars, published a Awareness Pack Modules, postcards and newsletter, ran a Third World Fund and posters were also produced and there was an campaigned on international labour extensive programme of workshops, solidarity and human rights. One of its meetings, discussions, seminars and study Dunnes Stores strikers on the picket line, 1985. Photo: Derek Spiers. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 40
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circles with individual unions, trade councils while making a commitment to its own and union tutors. programme. ICTU’s development education project, Global Solidarity, has offices in Dublin and Belfast and incorporates the work of the International Solidarity Committee (formerly the Third World Committee). Its current structure is around the Campaign for Workers’ Rights, based on the International Labour Organisation’s (ILO) 1998 Declaration on Fundamental Rights in the Workplace and through materials and training events on each of the core labour standards. It highlights child and bonded labour, gender discrimination and the right to form and join trade unions. The project rights in Brazil. Through such campaigns the contributed to ICTU’s commitment to the project sought to show solidarity and integration of global development within support trade unions in developing countries Union structures – clearly evident in the by providing opportunities for Irish union strength of the project. I members to become involved. There were links with other groups doing similar work in Europe and support for a range of international campaigns.
How is our trade union movement to In 1994 the Department of respond? What mechanisms do we have Foreign Affairs called for in place to enable us to respond submissions in advance of a effectively and systematically? What is Green Paper on Foreign our analysis as to the causes of the crisis? Policy. The ICTU Third World What allies do we have in the struggle for Committee submission justice? Is the trade union movement focused on international seen to provide distinctive leadership in trade union rights, trade, these issues or is our response development aid and Third indistinguishable from that of other World debt. It briefly institutions and organisations? And most considered neutrality and particularly, how is our movement the environment and responding and is that response effective, development education as a way to well-supported, transparent and clearly promote greater awareness of these issues. targeted? Phil Flynn, ICTU Vice-President, 1992, ICTU appointed a full-time education officer Over the past 25 years or more,Trócaire Forging Links: Trading Places to the project and in 1998 following a has played a key role in the promotion of Trócaire submission, ICTU and Derry development education within ICTU. In the early 1990s, the project supported the Development Education Centre secured EU Through a series of projects co-funded Campaign against Rural Violence in Brazil. funding for an ICTU Project Officer in by the EC,Trócaire, Irish Aid and trade This involved links with CUT (the Brazilian Northern Ireland. union contributions, Congress has Trade Union Congress) which supported succeeded in mainstreaming global trade unions in Brazil in their campaign for Concluding remarks development issues into the Irish trade small farmers who were losing their land and The ICTU/Trócaire partnership integrated union agenda. landless peasants occupying unused land. development education into ICTU’s policies David Joyce, ICTU, 2008 ICTU promoted a postcard campaign on land G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 41
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CHAPTER 9
The Wider Development Education Community
Trócaire continues to promote a dynamic, innovative and creative NGO and community development education sector.
Trócaire has always supported and promoted cooperation, development education an independent and vibrant NGO (non- promoting global solidarity at home, and governmental organisation) sector in policy advocacy for greater justice in development education while at the same national, regional and global arenas. time advocating it at government level. This CIDSE: Working for Social Justice chapter profiles some of the organisations with which Trócaire actively engages, nationally and internationally. It also profiles the groups Trócaire supports in Ireland through its Development Education Grants Scheme (DEGS).
Network organisations
CONGOOD was set up in 1974 to promote closer working relations between Irish non- governmental development organisations (NGDOs) to speak with a single voice on development issues. CONGOOD had three working groups: Development Education Commission (DEC), Development Activities Overseas Commission (DAOC), and the Disasters Appeal Committee (DAC). Trócaire’s former Director, Brian McKeown, served a period as CONGOOD Chairperson.
In 1978 CIDSE established the Cambodia In addressing development education in the Laos Vietnam (CLV) Programme at a time late 1970s and early 1980s CONGOOD when it was impossible for local NGOs to published 75:25 Ireland in an Unequal World CIDSE (International Cooperation for function independently in these countries. (1984), subsequently updated as 75:25 Development and Solidarity), is a working Trócaire organised a study visit to these Ireland in a Still Unequal World (1991) and group of 16 European and Canadian Catholic countries for the CIDSE Development 75:25 Ireland in an Increasingly Unequal World development agencies including Trócaire. Education Group in 1993 and the subsequent (1996). This resource was widely used at CIDSE’s aim is to coordinate the work of report included a recommendation to second level in the formal sector and in the these organisations and provide more produce materials jointly. The CIDSE CLV non-formal education sector. effective aid to the South. programme then published Alternative Banking for and by the Poor: A Case Study from Trócaire has been a member of Dóchas, the CIDSE works to free societies from Vietnam and Armed with Confidence – Irish Association of Non-Governmental poverty and oppression and to enable selected case studies from CIDSE’s Credit and Development Organisations, since it was set their transformation into communities of Savings Programme in Vietnam. up in 1993. Dóchas was the result of the solidarity through socially- and merger of CONGOOD and the Irish National culturally-sensitive development Assembly which linked most Irish NGOs into G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 42
42 Trócaire and Development Education: Remembering the Past, Signposting the Future
a network representing over 900 European Advocacy at government level The Development Education Funding NGDOs. In addition to submissions to government as Committee currently processes applications part of network organisations, Trócaire has according to set funding criteria and Dóchas brings together Irish NGOs also made a number of independent administers the grants bi-annually. Projects involved in development and relief submissions on development education. must be theme based, with aims and overseas and/or in the provision of Towards an Integrated Government Policy for objectives within a timeframe, specific development education. Dóchas aims to Development Cooperation, Submission to the outcomes and must target a specific group. provide a forum for consultation and co- White Paper on Development Cooperation, The multiplier effect is a central component. operation between its members as well as advocated for a clear definition of public Groups which receive grants submit a short wherever possible to help them speak information/public relations distinct from written report on completion of the project with a single voice on development development education. It also advocated with evaluations of major projects. issues. Dóchas acts as the Irish Assembly for measures to strengthen the dialogue of NGDOs in relation to the Liaison of between Development Co-operation Ireland Beneficiaries of the scheme have included NGDOs to the European Union. (now Irish Aid), the National Committee for formal and non-formal groups including: Development Education in Ireland, Curriculum and Assessment (NCCA) and the youth, women, community, solidarity and Challenges ad Opportunities for the Future Department of Education and Science to theatre groups. Projects have included ensure a global justice perspective was resource production, outreach development Dóchas is the Irish member of the European integral to the new curriculum. education, training and capacity building, Confederation of NGOs for Relief and research and advocacy, resource centres, Development (CONCORD). Just as Dóchas Trócaire has advocated for compulsory pre- network and partnership development – all seeks to influence Irish government policies service training for teachers to enable them with a global focus. and public opinion on development, deliver high quality development education CONCORD seeks to increase the influence of and for a needs assessment of the non- The DEGS continues to promote a dynamic, European NGDOs on EU external and formal sector to build capacity in this area. innovative and creative NGO and development policies. Created in 2003, community development education sector CONCORD works to enhance the impact of Development Education Grants from a broad range of target groups. It is currently undergoing review and a revised European NGOs on European institutions. Scheme Trócaire currently represents the Dóchas grants scheme will take effect in 2009. I Trócaire set up a Development Education Development Education Group at the Grants Scheme (DEGS) to support local Development Education Exchange Trócaire’s Grant Fund has been educational and campaigning programmes Programme (DEEP), an initiative of the invaluable for Nasc. It has enabled us to promoting awareness of development and Development Education Forum of take a truly developmental approach to empowering people to take action for CONCORD. In addition to participating in our work. It has helped us to develop a change. The scheme assisted small groups CONCORD through Dóchas, Trócaire’s migrant voice and migrant leadership which needed seed monies to set up Director, Justin Kilcullen, is currently within our organisation and in Cork. We development education activities. As the President of CONCORD. have developed a Speakers’ Panel where sector developed Trócaire continued to existing members train new members on support more established groups seeking Irish Development Education Association development education and in turn the support for specific projects or activities. In (IDEA) is an association of organisations and panel meet with groups in the wider Cork addition, larger grants were available to a individuals involved in the provision, society and share their personal small number of organisations with whom promotion or advancement of development experiences and learnings. Trócaire had an agreed special strategic education throughout the island of Ireland. Gertrude Cotter, Nasc, Cork, 2008 project such as the partnerships profiled Trócaire was active in its development phase, earlier. culminating in its launch in September 2004 and is involved in the National Council and the Management Group. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 43
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CHAPTER 10
TRÓCAIRE AND DEVELOPMENT EDUCATION : THE WAY FORWARD
Trócaire s work today remains true to its original mandate of making people in Ireland more aware of the needs of developing countries and our duties towards them in justice
Our commitment to development Priority tasks Trócaire’s mandate education Within the MfJ Programme, the Education Trócaire’s work today remains true to its From its beginnings Trócaire’s development Unit aims to develop and implement original mandate of making people in Ireland education programme has targeted many development education programmes, more aware of the needs of developing different sectors. In non-formal education highlight the root causes of injustice and countries and our duties towards them in this has included adult education, trade poverty and the role of the Irish people in justice. Its programme does this through the unions and youth and in the formal sector, building a just world. The future priority education sector and within the early years, primary and post-primary pupils. areas include: development arena. It aims to be current, Many projects have been innovative and all •working with curricula to ensure relevant and innovative and to engage a have reflected particular needs and inclusion of development education in broad range of people while actively approaches, being strategically significant in subject areas; promoting the inclusion of the development advocating a development education • offering the public, especially young education perspective. perspective and programmes where none people and community groups, ways previously existed. to become more directly involved in As Trócaire looks to the future and to new our work; areas of engagement within development Trócaire is committed to building on the • ensuring campaigns complement education, the partnership model provides work of the last 35 years during which the Trócaire’s education and policy work as the opportunity for adopting a strategic organisation has undergone restructuring: well as the campaign work of our approach. It provides the opportunity to the Education Unit is now one of four under partners; work with policy decision-makers, those Trócaire’s Mobilising for Justice (MfJ) •funding Irish organisations to carry out delivering programmes and at grass-roots Programme. Three of the units, Education, development education and level. In the past, this model has worked Campaigns and Policy Coordination, have a campaigns work. effectively for Trócaire and it is a model strong Irish focus whilst the Governance and which we will continue to employ alongside Human Rights unit links into Trócaire’s Trócaire has moved away from a range of a range of other approaches as our programme work throughout the world. The partnerships to just one post-primary development education programme evolves MfJ programme seeks to achieve greater programme with greater concentration on a in the coming years. I global justice and to mobilise the public in more hands-on delivery. This is demanding of Ireland and internationally to bring about resources, time and personnel and may limit changes in policies, programmes and the take-up of opportunities across a range behaviours which impact on poverty and of sectors. Partnerships have many injustice. advantages in terms of “buy-in” by stakeholders, embedding development education, ensuring relevance of approach and providing a ready-made mechanism to deliver a development education programme. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 44
44 Trócaire and Development Education: Remembering the Past, Signposting the Future
Appendix 1. Trócaire Lenten Campaign Themes
L L L L L L L L L L L L L L L L L L L L L L L L L L L 2009 L L L L L People on the Move
2008 Water and Climate Change (focus on Kenya)
2007 Gender Equality (Malawi)
2006 Every Child Has the Right to a Childhood (Child Labour and Nicaragua)
2005 Help Make Poverty History (Ethiopia – Twenty Years After the Famine)
2004 Rwanda – The Generation after Genocide
2003 People on the Margins. No Place. No Power (Guatemala – Genocide, Indigenous Mayan People’ s Human Rights)
2002 Children Worldwide Exploited Brutalised and Enslaved (Sierra Leone and Child Soldiers)
2001 It’s Time to Abolish Slavery. Again. (India)
2000 A Fresh Start for the World’s Poor (The Philippines and Land)
1999 Third World Debt (Zambia)
1998 25 Years Working for Justice – “Giving is Caring in Action” – Overview of Trócaire’s work
1997 Human Rights
1996 Support Your Global Family – Trócaire at work
1995 150 years since the Irish Great Famine – Famine – Hunger in a World of Plenty
1994 You Are the Light of the World – 21 Years of the Development of People
1993 Literacy and Health
1992 Working for Dignity and Human Rights
1991 Leadership Training – Making People Count
1990 Land Rights – Agriculture and Rural Development
1989 Children’s Rights
1988 Human Rights – 40th Anniversary of the UN Declaration on Human Rights
1987 Shelter – Housing Conditions of the Poor
1986 Development
1985 Hunger in the World
1982 to 1984 Development
1978 to 1981 Action for Justice – Justice rather than Handouts – Structural Causes of Poverty
1977 For the Development of Peoples – 10th anniversary of Pope Paul’s Populorum Progressio
1976 It’s My World Too – Poverty Gap between Developed and Developing Countries
1975 Every Man is My Brother
1974 The first Trócaire Lenten Box
1973 7 African countries in the Sahel Region – Education Campaign G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 45
Trócaire and Development Education: Remembering the Past, Signposting the Future 45
Appendix 2. Trócaire Development Education Timeline – Some Key Events
1973 L L L Trócaire’s first Lenten campaign – drought and famine in the Sahel region
1979 Awareness raising with regard to US foreign policy on El Salvador
1983 Trócaire Resource Centre opens in Cathedral Street, Dublin First Education Officer appointed in Booterstown First development education resource for post-primary teachers: Dialogue for Development L 1984 Public campaign to persuade Irish government to lobby President Ronald Reagan to reduce US involvement in conflict in Central America Review of Primary Curriculum, MIC Limerick L L L 1985-9 Partnership with MIC – Primary Education Project
1985/86 Teachers’ Study Visit to Kenya and Ethiopia
1986 Trócaire lobbies Irish government and EEC to impose sanctions on South Africa Trócaire Resource Centre opens in King St, Belfast History and Development Education project, post-primary Partnership with MIC – Primary Education begins Partnership with Macra na Feirme: Justice in Action
1987 L L Formal launch of Primary School Development Education Project, Trócaire-MIC partnership
1988 Trócaire Lenten Campaign Schools’ Conference on Human Rights Trócaire Public Awareness Campaign on South Africa Teachers’ Study Visit to Brazil ICTU/Trócaire Education Project established Post-primary Partnership Project with CDVEC begins Appointment of Education Officer to Primary School Project based in CDU-MIC First Annual Trócaire Teachers’ Network Conference held Appointment of first Education Officer in Belfast Centre
1990 L L Post-Primary Humanities Project with Birmingham DEC begins
1991 Trócaire Resource Centre Cork opens in Academy St (later moves to Cook St) with Education Officer for Munster region Sub-Saharan Africa Campaign launched, Dublin and Cork Partnerships with Church Groups: Irish Jesuits, NCPI, Cathechetics Association of Ireland Bangladesh Study Visit
1992-5 L L Partnership with DEFY- NYCI
1993 Partnership with Amnesty International to produce Nuncamas G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 46
46 Trócaire and Development Education: Remembering the Past, Signposting the Future
Appendix 2. Contd.
L L L L L 1994 L L Partnership with St Mary’s College, Belfast Submission to Department of Foreign Affairs
1995-8 Trócaire Teachers Group Cork is set up
1995 Partnership with Ulster Folk and Transport Museum and the National Famine Museum, Strokestown First Trócaire Schools Day of Solidarity is promoted
1996 CDU-CDVEC Human Rights and CSPE Project begins
1996-9 Human Rights Project Partnership with Amnesty International
1996 Trócaire’s Solidarity Network begins
1998 Youth Project Partnership with Amnesty International and DEFY 25th Anniversary Conference: Education for Social Transformation Primary Lenten materials evaluation L L L L L L L L L L L L 1998/9 Pilot Development Education Project for Older People
2000 Pre-school Project begins
2001/2 Partnership with Irish Girl Guides
2002 Mayfield Arts Centre, Cork and Funarte, Nicaragua partnership begins First CSPE student conferences held.
2003 Trócaire Better World Award introduced for primary sector Pamoja Kwa Haki (Together for Rights) programme begins at senior post-primary level
2003/4 Strategic alliance with Catholic Council for Maintained Schools: access to Primary School Principals’ regional meetings
2004 First Pamoja Kwa Haki Summer School for senior cycle
2005 Trócaire Better World Award Evaluation
2005/6 Partnership with Childcare Committees in Dublin and Limerick
2006 CDVEC Citizenship Studies Project begins
2007 Just World Community – Social Networking Website Lenten education materials evaluation
2008 Pamoja Kwa Haki Study Visit for Teachers to Malawi Input to Regional Training Unit (RTU) Summer School for school educators/practitioners based on Watoto, Children from Around the World G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 47
Trócaire and Development Education: Remembering the Past, Signposting the Future 47
Appendix 3. Trócaire Development Education Resources and Publications L 1973L Trócaire’s first Lenten campaign 1986 Decisions! Decisions! Decisions!– Views from Brazil: Introducing focusing on drought and famine in Who benefits? Project pack for Development Issues, Trócaire and the Sahel region: Chad, Niger Upper schools and youth groups: Zambia, Birmingham DEC Volta, Mali, Senegal, Gambia and Philippines, Mexico, Denmark, L L Mauritania Ireland 1991-3 Sub-Saharan Africa Campaign Materials 1977L Education pack on South Africa – Half the Lies areTrue – launched by Donald Woods, editor Britain/Ireland: A Microcosm of 1991 Fala Favela – photos and activities of the Daily Dispatch, South Africa: International Understanding? on shantytown life in Brazil, his life and work against apartheid Trócaire and Birmingham DEC Trócaire, updated 1999 were later portrayed in the film Cry
L World Play - Exploring Freedom 1987 Food Matters – Trócaire and CDVEC- Development Education through CDU, updated 1991
L Drama – Graffiti Theatre Company, 1981 Information pack on Central Justice in Action Pack – Macra na Trócaire America covering history, political Feirme and Trócaire situation, human rights violations Library Fact Files for Students
and US policy in the region. L 1988 Human Rights poster set: Universal AGlobalCurriculum? Development
L Declaration of Human Rights; Education and the Junior 1980s School Charts: Ireland’s Links with Reality of Human Rights Today; Certificate, CDVEC-CDU in the Third World; Geography of Duty of Solidarity; Work of Trócaire association with Trócaire Ireland’s Foreign Trade; Irish in realising people’s basic needs Missionary Churches and Food Matters – updated, Trócaire Development of People; World A Matter of Life and Debt – video and CDVEC-CDU Trade – the “big dipper” For the Sake of Justice Development Matters – A thematic
L approach to issues of development, 1983 Dialogue for Development Reflecting on Human Rights – Resource pack for Junior Certificate – A Survey of Some Global Issues: Briefing Paper geography Book 1 L 1989 L Ar Scath aCheile for 3rd-6th class, In Words and Deeds – 100Years of 1984 L Dialogue for Development – Primary School Project Catholic SocialTeaching: A Poster A Survey of Some Global Issues: Pack Teachers’ Handbook 1989 Eadrainn, Development Education Gulf War Pack Newsletter for schools: Human L
1984 It’s Not Fair! – A Handbook on World Rights (1989); Brazil (1990); L 1992 The RealGuide to Latin America, Development for Schools andYouth Sub-Saharan Africa (1991) NYCI and Trócaire Groups, Trócaire and Christian Aid, FortyYearsOn – Ideas and updated 1993 TheCrisis in Somalia: An Resources for Learning about Introduction
L Human Rights, Birmingham DEC 1985 Dialogue for Development –
and Trócaire L L A survey of Some Global Issues: 1992 Forging Links,Trading Places, ICTU Book 2 A Handbook on Education to Reality, and Trócaire). Jesuit Education College and Decisions! Decisions! Decisions!– Trócaire 1992-4 Team Planet, Books 1, 2, 3 & 4: Who benefits? Project pack for Trócaire and MIC; Northern Ireland schools and youth groups: Brazil, Water Pack edition: Trócaire and South-Eastern Ethiopia, India, South Africa, Separate Lenten Materials Education and Library Board Tanzania produced for primary schools Hunger in the Shadow of Plenty 1993 L Festa – a pack on Brazil for primary Bangladesh Flood Pack schools G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 48
48 Trócaire and Development Education: Remembering the Past, Signposting the Future
Appendix 3. Contd.
Report of a Study Visit to Vietnam, 1995 L L TrócaireCentral America School Central America leaflet for Cambodia and Laos, CIDSE Leaflet – Hurricane Mitch schools Development Education Group 1996 In Search of El Dorado, textbook for 1999 L Land for All – Yuta sa Tanan – Colonialism, Conflict and post-primary geography resource on land and human rights Community, CDU-CDVEC, for youth and schools. Birmingham DEC and Trócaire ….Armed withConfidence..,CIDSE CLV Programme War in Europe – Lessons from Kosovo Nuncamas – Never Again: Teaching Alternative Banking for the Poor, about Human Rights and CIDSE CLV Programme Trócaire Lenten Materials Responsibilities, Trócaire and Around the World – resource for Evaluation Amnesty International; update 1994 Cub Scouts Making Human Rights Work –A Tukuza nd rd video: Sub-Saharan Africa Youth Pilot Project Materials: Handbook for 2 and 3 Years CSPE, CDVEC Africa inCrisis video Young People’s Issues Trócaire Network Handbook A Human Rights Action Project –A 1994-6 L L Trócaire Development Education module for 2nd year CSPE, CDVEC
Library Packs L 1996-9 Cearta Daonna: Human Rights Rising to theChallenge – a resource Education Newsletter. for teachers of Leaving Certificate 1995 Famine – Remembering our Past… Trócaire/Amnesty International. Applied Social Education course, Remembering our Future…?, Ulster Issue 1: Children’s Rights (Sept 1996) CDVEC Folk and Transport Museum, National Famine Museum, Issue 2: Women’s Rights (Feb 1997) Rafiki – Journeying with Children Strokestown and Trócaire Issue 3: Environmental Rights (Sept 1997) Around the World, CD for children TheGreat Irish Famine and Famine Issue 4: Basic Rights (Spring 1998) L Today – Activity based Education 2000 CSPE website launched Pack for Junior Certificate and Issue 5: Refugees (Autumn 1998) CSPE Action Packs: Colombia, Transition Year Students, National Issue 6: People Making a Difference Rwanda, Philippines, Somalia, Famine Museum, Strokestown and (Autumn 1999) Honduras Trócaire L L Emergencies and Disasters Watoto, Children from around the Famine, Causes, Prevention and 1997 World – resource for pre-school Relief 1998 Exploring Interdependence – educators Famine in Ireland andOverseas A Development Education Module L for CSPE, CDVEC-CDU and Trócaire 2001 Sahan, A pack on Somalia for 1995-8L Trócaire Schools Day of Solidarity – ladybirds and brownies Basic Human Rights and booklet: Hunger and Rwanda (1995) Responsibilities – A Human Rights Sahan, A pack on Somalia for guides Trócaire - Day of Solidarity with Module for CSPE, CDVEC-CDU and and senior branch Indigenous Peoples – booklet. (1996) Trócaire Pintando laVida – Painting Life – a The Farmer and Her Husband – Day Sudan – ACountry inCrisis resource for RE Junior Syllabus of discussion, reflection and action A Fresh Start for the Poor Section A, Part 1 “Community”, in solidarity with the women of the CSPE and art classes world (1997) The Rights Stuff, Amnesty International, DEFY and Trócaire Bread and Bombs – educational Burma – Land of Fear, Land of Hope – resources on war and Afghanistan Day of discussion, reflection and Human Rights and Refugees – for post- primary teachers action in solidarity with the people A teaching resource for Leaving of Burma (1998) Certificate Applied, Contemporary Issues; revised 1999 G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 49
Trócaire and Development Education: Remembering the Past, Signposting the Future 49
Appendix 3. Contd.
Trade and Globalisation –A Our WorldOur History, 3rd and 4th Pamoja Kwa Haki (Together for resource for geography, Junior class, 5th and 6th class Rights), handbook for senior cycle Certificate and Key Stage 3 students 2005 L TsunamiTragedy Hits South – L L 2001/2 L L Video to supplement Alive-O RE resource for CSPE; similar for 2007 Trócaire Just World Community primary programme Senior Primary website – Social Networking
2002 Faith in Action –Trócaire at Work. RE Annual materials for early years first 2008 Early Years Conferences Report, resource, Junior Certificate Republic produced: Dansa from Ethiopia; Limerick City Childcare Committee of Ireland and GCSE Northern subsequent themes: Pedro from and Trócaire Ireland Nicaragua (2006); Paulo from Tales of Disaster DVD and Activity Malawi (2007); Maji Water Pack Disney Club – Den TV: programme Resource for primary schools (2008) on Zimbabwe for children
Trócaire at Work and the Millennium 2006L First production of separate DevelopmentGoals – a workbook materials for CSPE/Citizenship for 5th and 6th classes/Primary 6 Studies and RE to accompany and 7 Trócaire’s Lenten campaign.
2003 L World Wise, NALA and Trócaire Hunger –The Real Reasons – 7 Deadly Sins on the Road to Hunger: a resource for Leaving Certificate Applied, Contemporary Issues and RE GlobalGift Education Pack for Primary Schools
Iraq: a People Sacrificed – post- primary and senior primary / Key Stage 2 Iran Earthquake and Emergency Resource
2004 L Ilenia fromColombia, supplementary materials to Watoto Chinya – a comprehensive CSPE module exploring development, interdependence and rights and responsibilities through a global lens Brian McKeown, Director of Trócaire and Gay Mitchell, Lord Mayor of Dublin launching the Sub Saharan Africa Campaign, 1991. Disney Club – Den TV series of programmes on the Philippines for children
Submission to NCCA re Towards a Framework for Early Learning G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 50
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Appendix 4. List of abbreviations
AQA Assessment and Qualifications Alliance EEC European Economic Community
CAFOD Catholic Fund (Agency) for Overseas Development GCSE General Certificate of Secondary Education
CCMS Catholic Council for Maintained Schools HRE Human Rights Education Project (Trócaire and CDU)
CDU Curriculum Development Unit HUREP Human Rights Education Project (UN)
CDVEC City of Dublin Vocational Education Committee ICJP Irish Commission for Justice and Peace
CGI Catholic Guides of Ireland ICTU Irish Congress of Trade Unions
CIDSE International Cooperation for Development and IDEA Irish Development Education Association Solidarity ILO International Labour Organisation CLV Cambodia Laos Vietnam, CIDSE Programme INTO Irish National Teachers Organisation CONCORD European Confederation of NGOs for Relief and IPPA Irish Pre-school and Playgroups Association Development
IT Information technology CPD Continuing professional development
ITE Initial Teacher Education CRC UN Convention on the Rights of the Child
LCA Leaving Certificate Applied CSPE Civic, Social and Political Education LLA Learning from Latin America Programme CUT Trade Union Congress, Brazil MDG Millennium Development Goals CYC Catholic Youth Council MfJ Mobilising for Justice Programme, Trócaire DAC Disasters Appeal Committee, CONGOOD MIC Mary Immaculate College, Limerick DAOC Development Activities Overseas Commission, CONGOOD NALA National Adult Literacy Association
DEC Development Education Centre, Birmingham NASC Irish Immigrant Support Centre
DEEP Development Education Exchange Programme NCCA National Council for Curriculum and Assessment
DEFY Development Education for Youth NCDE National Committee for Development Education
DEGS Development Education Grants Scheme, Trócaire NCPI National Conference of Priests of Ireland
DES Department of Education and Science NCTE National Committee for Technology in Education
DICE Development and Intercultural Education NGDO Non-governmental development organisation G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:35 Page 51
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Appendix 4. Contd. Appendix 5. Acknowledgements
NGO Non-governmental organisation Thanks to the following people who provided information for use in this publication: NYCI National Youth Council of Ireland Maureen Bassett NYDEP National Youth Development Education Programme Peadar Cremin Mella Cusack OMEP World Organisation for Early Childhood Mary Gannon Education Annette Honan PCSP Primary Curriculum Support Programme Kathleen Horgan David Joyce RE Religious education Michael Kenny RTU Regional Training Unit Deirdre Keyes Peadar King SESE Social, Environment and Scientific Education Stephen McCarthy SPHE Social, Personal and Health Education Tony Meade Karen O’Shea TBWA Trócaire Better World Award Colm Regan TTN Trócaire Teachers Network Brian Ruane
TY Transition year Sincere thanks also to all those who worked in UN United Nations partnership with Trócaire on joint projects and the many individuals who have supported Trocaire’s VEC Vocational Education Committee education work during the past 35 years: teachers and students –you have inspired and challenged us. VTOS Vocational Training Opportunity Schemes And thanks to NCDE/Irish Aid which funded many of YSI Young Social Innovators projects. G356 Trocaire and Dev Education:Layout 1 02/02/2009 13:37 Page 52
Trócaire Resource Centres
Dublin Belfast Cork 12 Cathedral Street, 50 King Street, 9 Cook Street, Cork Dublin 1 Belfast BT1 6AD Tel: 021 427 5622 Tel: 01 874 3875 Tel: +44 28 9080 8030 [email protected] [email protected] [email protected]
Visit Trócaire online at www.trocaire.org This website hosts vital information on the many countries and projects around the world which Trócaire supports. With just the click of a mouse, you can access education materials to download and find out ways that you can support Trócaire and act for justice.