85 index issue 13

Issue 13 · July · 2006

Dutch campaign on MDG’s, Photo courtesy of NCDO

Irish Newsletter for Development Education Exchange

Editorial In our time, we have witnessed how sports have become a global industry capable of generating billions every year. It can be argued that this industry is in many ways a micro-cosmos which mirrors some of the dynamics and inequalities of the wider world.

Issues of racism, trade (of goods and of players), media coverage, environment, gender, violence and even war (remember the ‘1969 Soccer War’ between El Salvador and Honduras?) to name just a few, are magnified in our TV screens and newspapers when world games take place.

On the occasion of the Football World Cup, this issue of Index looks at how sports, especially world games, present good opportunities for educators and activists to raise awareness about development issues.

From using innovative ways to select ‘who to cheer for in world games’, where participants can select their teams using innovative criteria to looking at ethical ways of ‘gearing up for the world cup’ (p.4), the contributors of this issue of Index present us with many scenarios where sport and dev ed have intersected positively.

Even for those who don’t consider themselves as sports fans, the front page photo demonstrates that a sports image can be used to bring up an issue in a creative way. Also, why not look at the case featured in p. 5 where a sport has bridged gaps between a community and a former child soldier? As Elizabeth Mullholand puts it: “well designed sport and play activities also embody the values of positive active citizenship-global and local…” In addition, sports can promote values of respect, peace and tolerance as also seen in p.11 ‘Warriors against racism’ project.

Index is meant as a tool of communications for the development education sector. Use it to advertise your events, courses, resources and tell others about your projects and challenges. Check our Calendar of events section, Index Links, for upcoming courses and events. The next edition is due in October- if you have news and ideas about themes or articles please let us know by emailing: developmenteducation@comhlamh.org

Contents Who should I cheer for in World Cup.................................... 3 Gearing up for the World Cup.........4 Trafficking in women before the World Cup...................... 4 Scoring Goals for Peace................. 5 Index Links................................. 6 & 7 When Dev Ed becomes childs play....................................... 8 EU Corner......................................... 9 News & Notes....................................10 Global youth work in Northern Ireland............................... 11 Irish youth become Warriors Against Racism.................. 11

INDEX www.comhlamh.org/index INDEX is a Comhlámh publication for the Development Education sector funded by Comhlámh, Trócaire, Concern and Irish Aid. The views expressed in individual articles are those of the authors and do not necessarily reflect the views of the organisations to which they are affiliated, the editorial committee or Comhlámh.

The Editorial Committee is: Stephen McCloskey (CGE- Belfast), Maria Barry (Trócaire), Barbara O’Toole (DICE project), Caroline Maxwell (Action Aid Ireland), Michael Doorly (Concern), Johnny Sheehan (NYCI), Astrid Pérez Piñán (Comhlámh) and Siobhan Sleeman (Comhlámh).

We welcome your comments about this edition and your ideas about future issues of INDEX at:

ast nor “We face neither E ard” West, we face Forw 09-1972 Kwame Nkrumah 19

modern first president of the leader, founder and of the s nist (African anti-colonial rica -Af Pan ential one of the most influ Ghanaian state and 20th century)

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Index- Comhlámh, 10 Upper Camden St, Dublin 2 Tel: 01 478 3490 Email: developmenteducation@comhlamh.org or astrid@comhlamh.org

Who should I cheer for

in world games?

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the world are playing in Germany, let’s give them some support.”

ho should you cheer for in world games?

Another Dev Ed Opportunity!

If your favorite team did not qualify for the World Cup (or any other world game!) or if you simply can’t decide who to cheer for, how about supporting the team that gives the most aid to poor countries? Perhaps cheering on the country that spends the most on healthcare? Or booing the country that spends the most on weapons?

An example of how to do this was created by the World Development Movement (WDM) which has a table that highlights global poverty and the inequality of nations at the World Cup. You can find it at www.whoshouldicheerfor.com.

Ghana is the worthiest team to support at the World Cup according to a website ranking nations on national ethics and “global citizenship” criteria.

Sweden and Tunisia join Ghana near the top of the list. The USA, Saudi Arabia and Australia are at the bottom.

Benedict Southworth, director of the WDM observes: “Whoshouldicheerfor.com is a fun and interesting way to think about a serious issue, that of global poverty and inequality between the nations competing in the World Cup. […] When their favourite team isn’t playing many people will want to shout for a country that has the odds stacked against them. […] Some of the poorest countries in

WDM’s World Cup supportability rankings were determined by averaging each country’s position across 10 criteria.

They were: Life expectancy, national income per person, military spending, aid spending, carbon emissions, income inequality, health spending, external debt, corruption and the number of companies among world’s largest 500 multinationals.

A very big disclaimer: ‘Who should I cheer for?’ does not in any way represent WDM’s official view on the policies pursued by the countries featured, nor should it be taken as an overall ranking of how ‘good’ or ‘bad’ countries are (though the countries who give the most aid should be applauded and those who give the least condemned). It is intended to be a fun and interesting way to think about a serious issue – that of global poverty and inequality between the nations competing in the World Cup. Please take it in that spirit.

With thanks to the World Development Movement, Eoin Wrenn from Trocaire and the DICE Project.

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As we all watched our favourite teams ad nauseam (minus our own of course!) over the past few weeks, did we spare a thought for the people behind the stars and behind the expensive football gear.

The people who make the football boots and trainers, and the shirts, shorts and other football strip are nearly all poor, young and women. The Irish Congress of Trade Unions (Congress) has been working with other trade unions and with many NGOs both to research the working conditions of these producers of our sports goods, and to try to help shoppers make more informed choices about the effects of their buying.

Even when we encourage the big sportswear companies to produce ‘ethically’ – by respecting workers’ rights and by signing up to an ethical code of conduct throughout their whole supply chain – we have found that most producers drop their eye off the ball the moment we stop putting pressure on them to keep focussed on workers’ rights. (See our report on Corporate Social Responsibility at www.ictuglobalsolidarity.org ) In the absence of legal compulsion (after all, respect for workers’ rights might be an unfair trade barrier….

funny that, when denial of workers’ fundamental rights has of course nothing to do with trade!) and where voluntary arrangements are in place we find that too many producers simply ignore the various agreements they have signed up to!

They tell us – and a recent Oxfam report confirms this (see www.oxfamireland .org/campaigns/policypapers.shtml) – that shareholder pressure is always on them, always asking for more profits and more dividends, which they say can only be achieved at the expense of the workers who actually make the goods.

And they are usually in the poorest countries – such as Vietnam, China, Bangladesh and India – where working conditions are dire and trade union voices are barely heard in the clamour from rich-world customers for ever cheaper goods!

So what can we do, as fans who enjoy a good game of footie, and who buy our kids the best football gear we can afford? Indeed, what can we do as customers in a world where globalisation has carefully hidden away from us the true costs of all the goods we buy?

Well, the Irish Congress of Trade Unions has teamed up with a US firm – No Sweat Apparel Inc - that guarantees that all its produce is made in unionfriendly factories according to transparent arrangements. Best of all, each item comes with a leaflet outlining the benefits that the producing factory has agreed to pay the workers.

Maternity benefits, sick pay, a guaranteed maximum number of hours that have to be worked, paid holidays, retirement pensions – these are just some of the benefits that are guaranteed by No Sweat.

Congress and No Sweat provide a solution to everyone’s dilemma: how to enjoy the sport without adding to the problems of the workers who are miserably exploited. Just click on www.ictuglobalsolidarity.org and you can order directly for yourselves all the gear you want! It’s a decent price for decent work – and our arrangement with No Sweat means you get help with post and packaging costs, too!

It can’t be bad!

Neil Alldred, Global Solidarity Officer, Congress Global Solidarity, NICICTU

Trafficking in women before the FIFA World Cup

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Concerned at the announced arrival of tens of thousands of women and girl victims of human trafficking for sexual exploitation on the occasion of the 2006 football World Cup, the Parliamentary Assembly of the Council of Europe urges the competent authorities to take the necessary urgent measures to eradicate trafficking in human beings and protect the victims.

implement the main provisions of the Convention without delay. A report on trafficking in women before the FIFA World Cup was presented to Parliamentary Assembly of the Council of Europe last 10th April by the Committee on Equal Opportunities for Women and Men in the person of Mrs Ruth-Gaby Vermot-Mangold (Switzerland, Socialist Group). More info at:

In view of the urgency of the situation, it calls on Council of Europe member states and the cities hosting the World Cup to

http://assembly.coe.int/Main.asp?link=/Docum ents/WorkingDocs/Doc06/EDOC10881.htm

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port is a universal language that is understood in every corner of the globe. It is a powerful conduit that can be used to promote peace, tolerance and understanding. It has the ability to teach tolerance and reconciliation through its power to bring people together across boundaries, cultures and religions.

Sport has proved a valuable resource in helping to heal the trauma of Liberia’s fourteen-year civil war that destroyed the very social fabric of the country. As a fully planned and thought out tactic family were set against family, tribe against tribe and religious group against religious group.

When the war ended the most immediate priority was the demobilisation, disarmament and reintegration of child soldiers. It has been estimated that there were 45,000 child soldiers involved in the civil war and their repatriation into mainstream society is continuing. Girls and boys as young as five were captured and used as frontline combatants, porters, spies, messengers, guards, servants and sexual slaves for the militia.

‘therapy’. “I’m back home now and I play for the local soccer team” he told Trocaire “playing soccer meant I was accepted much quicker back to the community. I am the goalkeeper and without a good goalkeeper there isn’t much hope of winning matches.” Sport has proven to give youth a sense of belonging through crucial community connections and it certainly worked its magic with Johnson Goumorlor.

The core values integral to sportsmanship make sport a valuable method of promoting peace, from the local to the international scale.

On a communication level, sport can be used as an effective delivery mechanism for education about peace, tolerance, and respect for opponents, regardless of ethnic, cultural, religious or other differences. Its inclusive nature makes sport a good tool to increase knowledge, understanding and awareness about peaceful co-existence.

Sport and physical education play an important role at the individual, community, national and global levels. For the individual, sport enhances abilities, health and self-knowledge.

On the national level sport and physical education contribute to economic and social growth, improve public health, and bring different communities together.

Trócaire have teamed up with Don Bosco Homes (DBH) in Liberia in assisting the young people to . become valuable and active members of the community. DBH have been working “I’m back home now and I throughout the war and are recognised as one play for the local soccer of the most informed and progressive local organisations in Liberia in addressing issues team” he told Trocaire concerning children and youth.

“playing soccer meant I

Access to and participation in sport and physical education provide an opportunity to experience social and moral inclusion for populations otherwise marginalized by social, cultural or religious barriers caused by gender, disability, or other forms of discrimination. Sport and physical education can represent an area to experience equality, freedom and a dignifying means for empowerment. The freedom and control over one’s body experienced in the practice of sport is particularly valuable for girls and women, for people with a disability, for people living in conflict areas, for people recovering from trauma.

“I was almost as terrified of going home as I was when I was captured” Johnson said “I knew my family would be ashamed and the community would not accept me. Don Bosco were a great support.”

The staff of DBH approached Johnson’s family and spoke to the community on his behalf. He spent a number of weeks in the transitional home where football was a large part of the

The players in the Future Pro Football Team in Claratown.

After the war the policy of Don Bosco was accepted much quicker Homes was to evaluate the child-combatants back to the community. I and this was achieved by bringing them through transitional homes. While DBH am the goalkeeper and were tracing the families’ of the children and their communities, they provided psychowithout a good goalkeeper social and trauma counselling. The girls are there isn’t much hope of encouraged to play rounders or baseball while the boys play soccer and volleyball. winning matches.”

Sport is used as part of the psycho-social Sport is about participation, inclusion and counselling because it fosters team spirit citizenship. It brings individuals and communities together, where each individual has to rely on a team member in order to highlighting commonalities and bridging cultural and ethnic achieve results. For the former combatants, many of whom feel divides. It provides a forum to provide skills like discipline, isolated from their community, it is an important tool in helping confidence and leadership as well as teaches core principles reintegration. such as tolerance, cooperation and respect.

Johnson Goumorlor is a handsome 18-year-old who was No matter what the score, sport as a tool for development can captured by the militia during the war and was brought to a Don only be seen as a win-win situation. Trócaire continue to Bosco transitional home after the war. He was more fortunate support Don Bosco Homes in supporting the marginalized than most because when he was abducted he was already in youth of Liberia through sport and development. senior high school so had achieved a good educational base.

The social workers at the transitional home focused on setting Orla Fagan, Communications Officer, Trócaire up a dialogue between Johnson and his community to dissipate the fear by both Johnson and the community that his return would cause.

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INDEX LINKS Courses JULY Options and Issues in Global Development A one-day workshop for people interested in volunteering overseas in a developing country. This workshop provides participants an opportunity to find out about the types of agencies and projects available in volunteering while meeting like-minded people.

Date: Saturday July 22nd, 10am to 5pm Venue: Cost:

Cork €20.00 (Comhlámh members) / €35.00 (non-members), €17.00 (students and unwaged), including lunch Contact: Siobhan at 01 478 3490 or email siobhan@comhlamh.org Summer Sphere Workshop Dtalk, in association with Bioforce, will run this workshop for project and programme managers. The workshop will cover the following areas: Sphere: one of many Quality and Accountability initiatives.

What is Sphere and why is it important?

The Humanitarian Charter.

How does the Sphere Handbook work?

Sphere and the Project/Programme cycle.

Lessons learned from working with Sphere in the field.

Dates: 26th – 28th July Cost: €90.00 Contact: James Morton at james.morton@dsckim.ie or 01 406 4307.

SEPTEMBER International Aid and Development A one-year PLC course starting in September 2006 at Ballsbridge College. It is ESF funded and student grants are available to eligible candidates.

Dates: September 2006 to May 2007 Contact: www.ballsbridgecollege.com or contact the college at 01 668 4806.

Latin American Development Issues people in Latin America have responded to them, how these problems related to Ireland and the rest of the world and how people here can take action on these matters.

Dates: Tuesday evenings (TBC) starting in September 2006, running for 20 weeks Venue: Ballsbridge College of Further Education (Fetac Level 5 Accreditation TBC)

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Further information on course content: www.lasc.ie or contact LASC via info@lasc.ie To register: contact Ballsbridge College at 01 668 4806 or www.ballsbridgecollege.com Understanding the Economics of Sustainability A 10 week evening course which will explore such topics as: An introduction to Environmental and Ecological Economic theories; Debt-based Economies and the Growth Imperative; Measuring Progress and Indicators of Sustainability; The Implications of Climate Change and Peak Oil for Sustainable Development; Trade and the Environment; Localisation; and other related issues.

Dates: from 26 September to 28 November Venue: Cultivate Centre in Temple Bar. Further information: www.feasta.org or contact Feasta at 01 405 3615, E: feasta@anu.ie.

OCTOBER Understanding Development This 20 session evening course provides a comprehensive introduction to international development theory and issues.

Dates: starting 2nd October 2006 Further details at: www.dsckim.ie or contact the Kimmage Development Studies Centre at info@dsckim.ie or Tel: 01 406 4380 / 406 4386.

There are also a limited number of places (full and part time) still available on the two year BA in Development Studies programme, commencing September 2006. Contact the Centre for more information.

Introduction to Trade Justice This five week course will examine what trade justice is, what is unjust with current trade rules and where they are bringing us.

Date: starting on Wed. Oct 25th and continuing for 5 weeks, 7-9pm.

Venue: Comhlamh Office, Dublin Further details: at www/comhlamh.org/training or contact: conalloc@comhlamh.org

INDEX LINKS Events & Social SEPTEMBER Charla Latina Spanish Language Discussion Group Practice your oral Spanish and learn about Latin American issues! This unique space is aimed at intermediate and above level students who want to practice their Spanish.

There will be no formal teaching and using it to discuss Latin American issues. Each week a given theme will be introduced, discussed and appropriate vocabulary provided (e.g. debt, volunteering in Latin America, trade, justice, gender, environment, popular culture, indigenous issues etc.) This course is perfect if you are planning to visit Latin America (or have just come back!) and want to know more about the reality there. Great fun and a way to meet new people. No formal teaching takes place.

Venue: Latin America Solidarity Centre Dates: Monday evenings starting in September 2006 and running for 10 weeks Further information:at www.lasc.ie or contact LASC via info@lasc.ie

OCTOBER Common Ground: Playing Your Part in a Developing World A two-day exhibition/workshop series on Thursday and Friday, 19 and 20 October 2006, to be held in the Silver Springs Conference Centre, Silver Springs Hotel, Tivoli, Cork.

NOVEMBER ECO-UNESCO’s Young Environmentalist Awards 2007, sponsored by ENFO The Young Environmentalist Awards (YEA) is run by ECOUNESCO - Ireland’s environmental education and youth organisation. The YEA is an all island environmental awards programme for young people between the ages of 12 and 18.

The awards honour young people who protect, conserve and enhance our environment, making a difference in the lives of others locally and globally. The Awards are open to all young people in teams of between 2 - 25, in schools, youth groups, youth clubs or community groups.

ECO-Dates for your diary: Registration: Of project outline: 24th November 2006 Closing Date: For completed projects: 23rd February 2007 Show Casing and Awards Ceremony: May 2007 You can request or download a YEA Training Manual with step by step instructions to help carry out an environmental project go to: www.ecounesco.ie For further information and support contact: ECO-UNESCO, 26 Clare St., Dublin 2.

YEA Hotline: 01 662 5491 or e-mail: yea@ecounesco.ie

Common Ground aims to bring together a wide variety of organisations to provide a strong stimulus to members of the public, the youth sector and second-level school-goers to engage with global issues.

The NGO sector, missionary organisations, youth organisations, third-level institutions offering courses in Development Studies, as well as community-based organisations, will be represented. The event will also afford an opportunity for dialogue and networking between these organisations.

Further information:

Jeremy Meehan, Director of Education, Bóthar.

Tel: 021 487 8693; E-mail: jmeehan@indigo.ie First Wednesday Debates coming soon!

A series of debates on development related topics starting on the 4th of October and taking place the first Wednesday of each month at the Bewleys’ Café Theatre (Grafton Street). Please mark your diaries! Topics to be announced soon through Comhlámh’s website: www.comhlamh.org

Credit: (c) 2004 Roobon/The Hunger Project-Bangladesh, Courtesy of Photoshare Caption: Reshma Akhter, an 8-year-old from the Rayerbazar slums of Dhaka, Bangladesh, breaks through the ribbon during a race.

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W

hile many people view sport as one element of a well-rounded education, it is less common to think of sport as a tool to educate children about other topics, like development.

manage winning and losing, self-discipline, respect for one’s opponents, and adherence to agreed upon rules. Sport can also teach children tolerance, acceptance and the value of inclusion.

Sport and play can be powerful vehicles for development education on two levels. First, a recent report from the Conference Board of Canada, a business think tank, noted: “…sport participation strongly encourages individuals from different backgrounds to work and play together in a positive way. It gives individuals of all ages good opportunities to be actively involved in their communities, which helps them learn positive lessons about responsibility and respect for others, and gives them the chance to give back to their communities.”i

Convinced of the educational value of sport and play, Right To Play recently launched Learning to Play, Playing to Learn, a Canadian school-based program for children in grades 4 through 6 designed to increase their awareness of global issues and encourage them to take action locally as citizens of the world. The program combines curriculumbased lesson plans covering social studies, character education and balanced literacy, with ideas for creative and active play. Students learn about children around the world, the countries they live in, designed and children’s rights and responsibilities in the world community.

In short, well designed sport and play activities that embody the best values of sport also embody the values of positive active citizenship – global and local – and serve as an important civic training ground that reinforces attitudes consistent with those underpinning international development efforts.

“In short, well sport and play activities that embody the best values of sport also embody the values of positive active citizenship – global and local – and serve as an important civic training ground that reinforces attitudes consistent with those underpinning international development efforts.

Secondly, sport’s great attractiveness makes it an ideal social mobilization vehicle for development ideas and activitiesii and its unparalleled popularity and reach imbue it with unmatched carrying power when it comes to delivering important social, health, and peace messages. Popular high profile athletes can serve as powerful communicators and role models, connecting to and influencing large numbers of people – particularly youth.

Community and mass sport events offer additional opportunities to attract and engage the attention of groups who are hard to reach through other methods.

Sport’s reach and carrying power can make it equally effective in schools as a tool to teach children about development. Sport and play are fun and appealing to most children, helping to attract and keep their attention and to reinforce positive attitudes to the topic in question. Physical education and sport have also been shown to reduce negative attitudes to school and dropout rates,iii while involvement in school and extra-curricular sport programs helps to increase self-esteem and positive self-perception and to alleviate school-related stress.iv Well-designed sport activities also enhance social and cognitive development, academic achievement,v and contribute to children’s social skills, teaching them cooperation and team work, how to

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Learning to Play, Playing to Learn is currently being tested in 1500 schools with plans to reach over 5,000 teachers this fall. Right To Play’s aim is use the power of sport and play to educate and inspire young people to play an active role in improving the lives of children and their communities around the globe, because when children play, the world wins.

Educators can order free resource kits for the program through: www.righttoplay.com/teachers.

Elizabeth Mulholland Director, Public Policy & Sport for Development and Peace International Working Group Right To Play

1. Strengthening Canada: The Socio-Economic Benefits of Sport Participation in Canada. The Conference Board of Canada (2005), p. iii.

2.United Nations Inter-Agency Task Force on Sport for Development and Peace (2003) Sport for Development and Peace: Towards Achieving the Millennium Development Goals. Page 15. http://www.un.org/themes/sport/reportE.pdf.

3. M. Talbot, World Summit on Physical Education, 1999. Research findings presented at the World Summit on Physical Education (1999) strongly suggest that physical education and sport in schools reduce negative attitudes to school and decrease dropout rates.

4. W-D. Brettschneider, Let’s Get Physical: The impact of sport and physical education. Online: l’Institut Universitaire de Formation des Maitres de Franche-Compte, http://www.fcomte.iufm.fr/ (date accessed November 3, 2005).

5. D. L. Gallahue, Developmental Physical Education for Today’s Children.

(2d ed), (New York, 1993); R. Shephard, Curricular Physical Activity and Academic Performance, Pediatric Exercise Science 9 (113-126).

E U Corner The International Officer of Sport against Racism Ireland, Ken Mc Cue, represented the Development Education Group of Dóchas at the recent Summer School organised by the Development Education Exchange in Europe Project (DEEEP) with the theme of ‘Global Games – Role of Sport in Development Education’.

model for regional bodies considering the setting up of bilateral programmes using the medium of sport. With the next FIFA World Cup taking place in South Africa, the German NGOs are well placed to export the successful template of World Cup 2006.

The working groups run in the ‘Open Space’ format provided Set above the hills of Hattingen in North Rhine scope for participants to generate action around issues arising Westphalia, Germany the DGB Trade Union Youth Centre at the event. My working group, facilitated by the Mexican was the location for the week-long Summer School educationalist Dr. Raul Pardinaz-Solis examined the use of hosted by VENRO, the Association of language in Development Education. Words German Development Nonlike tolerance, which is not used in France, Governmental Organisations. race, which is not used in Germany and the The International Officer of With over ninety participants, facilitators term North-South were up on the whiteboards.

Sport against Racism and experts ably supported by the Ireland, Ken Mc Cue, Summer School team, the event had a The marketplace, where the different countries represented the rigorous programme of workshops, and organisations displayed material, was an Development Education working groups and meetings covering a oasis that gave me an insight into the various Group of Dóchas at the wide range of topics from the global to approaches taken. It is clear that the challenge recent Summer School the local, extending from the Olympics to for us in sport in the Irish Republic is to build organised by the the work of German NGOs in South on the progress of the pioneering work of Tracy Development Education Africa.

Piggott’s Playing for Life project in Malawi and Exchange in Europe Project help develop the Union of European Football (DEEEP) with the theme of Lively debate took place on international Associations (UEFA) and Confederation of ‘Global Games – Role of NGO access in the lead up to the Beijing African Football (CAF) Meridian programme Sport in Development Olympics and whether centralisation in through the Football Association of Ireland.

Education’ the PRC would militate against the work

One of the successful local projects connecting North Rhine –Westphalia with South Africa was well received by the participants, with general agreement that the ‘Sport against Crime’ project, in particular, would provide a good

The school ended with the baton being handed over to the Slovak Platform who will host next year’s Summer School on the theme of Millennium Development Goals. There was general consensus that the theme of Performing Arts and Development Education should be explored for a future school and there was also general agreement that more partners from the ‘South’ be invited. On our own patch, we should make sure that we include participants from ethnic minority backgrounds in future delegations to the schools.

Ken Mc Cue International Officer of Sport against Racism Ireland Website: www.sari.ie and email: info@sari.ie Summer School Work Team vs Participants in their own mini World Cup

in Development Education in relation to the Olympic programme. One of the outcomes of this session was the setting up of a consortium to involve representatives from Athens, Beijing and London, working on a joint venture Development Education programme with campaign support from Clean Clothes Campaign of Austria and Sport against Racism Ireland along with technical support from Skillshare UK.

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Dev Ed & Sports Ideas about Dev Ed activities related to Sports can be found in a previous edition of the ‘Global Express’ entitled ‘The Global Game: World Cup 2002’ (issue 32).

This resource in available for free at in PDF format at: ww.dep.org.uk/ge/gepreveditionlist

World Bank publications at UCD DSL UCD Development Studies Library has recently been made a depository library for the World Bank. This means that they will receive a copy of all their publications for the rest of the year.

The following have been received (April 2006): Priorities in health Information and Communication for Development global trends and policies Assessing World Bank support for trade Attacking Africa’s poverty: experience from the ground Legal aspects of financial services regulation and the concept of a unified regulator Global burden of disease and risk factors Disease control priorities in developing countries Reforming regional local finance in Russia Development Studies Library is a public library within UCD Library so if you are interested in borrowing or using any of the above materials or researching in DSL please email Sally.Corcoran@ucd.ie and we will make arrangements.

Leadership and Development training specifically geared towards people in leadership positions in community and voluntary organisations.

For more information about this initiative contact the Wheel on: 01 454 8727 or via email: info@wheel.ie

UCD Development Studies Library research coordination project This summer, the UCD Development Studies Library will be compiling a list of the development related research topics currently being undertaken by postgraduate and doctoral students in Ireland. This list will then be disseminated to the wider development community via the development studies email list maintained by Padraig Carmody.

If you know of any students undertaking development research, please ask them to email Sally Corcoran with their title, name and contact details to Sally.Corcoran@ucd.ie.

Irish Aid and Trocaire have published the newly updated Guide to Development Education Resources in Ireland for teachers and Development Education practitioners.

Free copies are available through Irish Aid, Trocáire, Comhlámh and Development Education Centres.

INTERNATIONAL DATES TO REMEMBER

Sector Skills - a new initiative addressing training needs in the Community and Voluntary sector Sector Skills is a project of ‘The Wheel’ which will result in a suite of new programmes to strengthen community and voluntary organisations’ ability to access information on, and participate in, training courses in a more effective way. The Sector Skills initiative will involve three linked elements: Web-based information about training opportunities , enabling people to access up-to-date, relevant data on appropriate and suitable training.

Training Networks Programme providing supports, resources and advice to organisations to enable them to participate in relevant, flexible and cost effective training.

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World Population Day

11th July

International Day of the World’s Indigenous People

9th August

International Youth Day

12th August

International Day of Peace

21st September

International Day for Disaster Reduction

12th October

World Food Day

16th October

International Day for the Eradication of Poverty

17th October

World Development Information Day

24th October

NEW! The CGE has recently produced a document which aims to promote and support global youth work provision in Northern Ireland. The content of the document includes: Information about youth project activities and training at the Centre for Global Education.

A rationale of why it is essential for young people to learn about the global influences on their lives in an increasingly globalised world Examples of global youth work in practice around the island of Ireland Recommendations for youth organisations, networks and training providers.

Production of the document is one of the activities within a three year project funded by the Department for International Development. Main project

activities include; Delivery of an Open College Network accredited training course for youth workers in global youth work 54 training workshops with individual youth organisations Promotion of a web- based resource for citizenshipeducation (www.bigpic.biz) Partnership working with global youth work initiatives in Ireland and the UK including a UK and Ireland wide conference.

The positive outcomes of the project demonstrate the high level of commitment by youth workers to incorporating a global dimension into their practice. The document outlines the need for a clear policy framework and resources to support such work on a sustainable basis. It will be disseminated to youth organisations and used to

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n 1990 Bonnybrook Youthreach was set up as a programme of education, training and work experience for early school leavers. Catering for young people aged 15-18 who have left school early with little or no qualifications the programme is provided in an out-of-school setting. It is operated by the City of Dublin Vocational Education Committee and based in Coolock.

RACISM

Bonnybrook Youthreach aims to develop the core skills needed to further learning, and to prepare young people to progress to further education/training or to employment. The objective is to empower the young people within the centre to reach their full potential in a safe and caring environment, in which they may achieve their goals.

AGAINST

WARRIORS

In 2004 a youth leader from Bonnybrook Youthreach attended a Beginners training course for Youth Exchanges in Romania, funded through the EU YOUTH programme and experienced the process of developing skills in intercultural learning and project management as well as sharing good practice with other European youth workers.

Following this training, Bonnybrook Youthreach participated in a trilateral exchange between Norway, Ireland and Turkey in July 2005, with the theme of ‘enhancing tolerance and respect through the field of sport and outdoor activities’. Funded through Action 1 of the YOUTH programme, members of Youthreach took on the

promote the continued and enhanced inclusion of a global dimension in youth work training, policy and practice in Northern Ireland.

The Centre for Global Education is a resource base for global and developing studies that aims to enhance local awareness of international development issues through the provision of education services.

To obtain copies of the document or to find out more about the youth project at the Centre for Global Education please contact youth officers (Clare Cuthbert or Jackie Balmer) E-mail: youthofficer@centreforglobaleducation.c om Tel: 028 90241879 You can also find the document at: www.centreforglobaleducation.com

challenge of learning about different cultures, different lifestyles and other peoples’ life experience.

This youth exchange took place in Norway over a seven day period. The ‘Warriors against Racism’ project was a huge success, with the young people learning so much in the area of tolerance through a carefully planned programme of sports and outdoor activities combined with non-formal learning methods. An Irish participant on his life transforming experience: “taking part in this exchange and meeting all these different people from the different countries has made me want to be a better person.”

Following on from this project, Bonnybrook Youthreach are planning to host a multilateral youth exchange in early July.

Based at Glencree Centre for Reconciliation, young people from Norway, Turkey, a new partner from Spain and, of course, Irish young people, will come together to build on the experiences in 2005 and to build on their achievements in stamping out racist attitudes, ignorance of difference and intolerance among the participants.

The ‘Warriors against Racism Phase Two” project will combine social interaction, informative workshops, sport activities, ice breakers and fun to culminate in the development of the young people and the creation of greater tolerance in society.

Patricia Dalton, Project Officer, Youth Work Service, Léargas.

Index · 11

RACISM AGAINST

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