Issue 17 . October . 2007
Irish Newsletter for Development Education Exchange
Are We Educating For Sustainable Development?
EDITORIAL
CONTENTS Education for Sustainable Development
Interconnectedness is just one of the themes common to DE and Education for Sustainable Development ESD but it is an extremely important one. We are interconnected with all living things and ecosystems that share the same planet as us. It is often mentioned that ESD is not just about environmental education and that statement should not be underestimated. We should view ESD, as Elaine Nevin from EcoUnesco states on pg 3, as education that involves the development of the knowledge, skills, attitudes, values, and behaviours necessary for a transition to a more sustainable world, which ensures environmental protection and conservation, promotes social equity, and encourages economic sustainability. We profile the Environmental Education Forum on pg 9. Their work recognises the need to jointly address environmental issues and global justice issues.
& Dev Ed by Elaine Nevin.................... .......Page 3 Dev Ed & Sustainable Tourism on the Galapagos Islands by Nicola Connolly............Page 4 Ireland s 1st Regional Centre of Expertise in Education for Sustainable Development by Mags Liddy.......................Page 5 INDEX LINKS: Dev Ed Courses and Events................................................Pages 6,7 Getting in DEEEP Deirdre Kettlewell s report from Summer School .....................Page 8 EU Corner & International dates...............Page 8 Profile: Environmental Education Forum & NYCI s One World Week.............Page 9 NEWS: Dev Ed News, Funding,
As development educators perhaps we should cease looking at DE & ESD as distinct and separate and look instead at the synergies to be gained by understanding both in a holistic way. We would do well to take a leaf from the suggestions of Sr. Stanislaus Kennedy. She encourages us to observe those who sow and reminds us to focus on the process instead of the product. Behaving like the sower in our approach to DE would mean grounding ourselves before we start, thinking and preparing for our task, and taking the time to stop and reflect. This interconnectedness also means recognising the need to include all stakeholders in project planning and decision making to create projects that will be sustainable. If we see ourselves as separate and distinct creatures we fight for survival, we destroy everything in sight, but if we experience the profound interconnectiveness of all things, it can be a truly transforming experience.
When one tugs at a single thing in nature, he finds it attached to the rest of the world John Muir, Naturalist and writer
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and Resources..............................................Page 10 Resource Review: The End of Suburbia film by Ali Leahy......................................Page 11 7 Key Elements of Education for Sustainable Development..........................page 12
INDEX www.comhlamh.org INDEX is a Comhla´mh publication for the Dev Ed sector funded by Comhla´mh, Tro´caire, 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 Comhla´mh. The editorial committee are: Stephen McCloskey CGE, Belfast , Maria Barry Tro´caire , Matthias Fiedler DICE project , Michael Doorly Concern , Johnny Sheehan NYCI , Alison Leahy Comhla´mh , and Deirdre Kettlewell Comhla´mh . We welcome your comments about this edition and your ideas about future issues of INDEX at: index@comhlamh.org or 01 4783490 Index, Comhla´mh, 10 Upper Camden St, Dublin 2
EDUCATION
FOR
SUSTAINABLE DEVELOPMENT & DEV ED
The concept of Sustainable Development emerged from a growing concern about human impacts on the environment and was defined in 1987 by the Brundtland Commission formally the World Commission on Environment and Development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs . At present a small percentage of the world population consumes huge amounts of the earth s resources and produces large amounts of waste whilst much of the rest of the world live in extreme poverty. This unsustainable development is also leading to the destruction of large amounts of biodiversity and the pollution and damage of many natural resources including water.
this has not extended to ecosystem interdependence or consideration for the environment. It primarily focuses on social issues of human rights, social injustice, human poverty, and world citizenship. It is concerned with the building of knowledge, understanding, skills, attitudes, values, and behaviours necessary to enable people to critically examine the world, its development, and to act to make it a more just and equitable place.
Education for Sustainable Development ESD involves the development of the knowledge, skills, attitudes, values, and behaviours necessary for a transition to a more sustainable world, which ensures environmental protection and conservation, promotes social equity, and encourages economic sustainability. It originated from the concern that our rapid development was destroying and damaging our environment and that this type of development was unsustainable. The concept of ESD has developed in a large part from environmental education.
There are many similarities between ESD and DE. ESD, like development education encourages critical thinking and problem solving. It uses a wide variety of interactive educational methods including experiential learning, role play, guided interpretation, debate, and more. It supports futures thinking and participatory decision making. ESD also helps to develop links between the lives of people here in Ireland and the lives of people in the developing world. It encourages us to link our actions to theirs as well as linking our actions to the planet.
An aim of ESD is to enable people to make decisions and carry out actions to improve our quality of life without compromising the planet. ESD promotes the idea of interdependence and interconnectedness between different people on the planet and within the ecosystems of the planet.
The underlying principles of ESD as outlined by UNESCO highlight the importance of respect and care for life in all its diversity. ESD incorporates many of the elements of environmental, citizenship, development, and intercultural education and aims to develop a more just, equitable, cleaner, and environmentally friendly world.
Development Education DE too focuses on interdependence and interconnectedness between people on both a global and local perspective but traditionally
Education for Sustainable Development expands upon this social and human rights dimension to include a strong environmental focus. ESD deals with issues such as climate change, oil shortages, water pollution, and the need to maintain biodiversity, as well as being concerned with poverty alleviation and human rights.
Elaine Nevin, National Director, ECO-UNESCO, www.ecounesco.ie
Ecological footprint by region, 2002 - Reprinted from the 5th Edition of 80:20 3 - Index
DEV ED & SUSTAINABLE TOURISM The Galapagos Islands, made up of 19 islands and 107 rocks and islets, are located almost 1000km west of Ecuador. Designated a UNESCO World Heritage Site in 1978 and a Biosphere Reserve in 1985, they are known for their unusual wildlife, incredible biodiversity, and as the birthplace of Charles Darwin s theory of evolution. Traditionally fishing has been the primary activity on the Galapagos until the early 70´s when tourism started developing at alarming rates, cruise boats now number 82. Immigration of workers from mainland Ecuador and increased tourist numbers are causing damage to this fragile ecosystem mainly through the arrival of introduced species that destroy endemic and native vegetation and animals, and contribute to the eradication of traditional local culture and values. Isabela Island is the largest of the Galapagos Islands and has a population of 2200 people. A sustainable tourism project has been in place on Isabela since March 2005 with the goal of creating a sustainable community that takes into account the social and economic development of the local community as well as the conservation of the environment. As a central component of the project, the following development education activities have been implemented to educate the local population about sustainable development.  Educational programmes where the local community learns what sustainable tourism means and how it can benefit them when correctly managed.  A new tourism model and tourism products different to the current prevailing model of foreign owned
left to right - Lilian Chica, Cecilia Troya, and Yazmin Tayo
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ON THE
GALAPAGOS ISLANDS
cruise boats that leave very few benefits in the local community. Â A local chamber of tourism that unites all tourism providers and represents the Island in national and regional policy making decisions. Â A core sustainable tourism specialization in the island s secondary school to ensure future job prospects and a local labor pool that will at the same time help combat immigration. Â Use of global perspective encouraging locals to value their resources and to understand the international world view of the Galapagos Islands as a unique protected place. Â Capacity building and training that introduce basic concepts of sustainability into all tourism training. For example community members can gain a certification as a sustainable tourism business after meeting certain criteria and attending various courses. Â Partnerships and networks with other island communities and aid agencies to share know-how. Â Consultation and ownership the local communi ty themselves decide what type of tourism they want and how to manage it. Other important advances include the decision by the Ecuadorian Ministry of Tourism to recognize the fragility of the islands and their current problems and create new laws and initiatives that actively promote and encourage real sustainable tourism. The inclusion of Galapagos on the UNESCO endangered list in June 2007 and the subsequent emergency decree signed by Ecuador s President Correa, mentions the possibility of capping visitor numbers and curbing immigration. It is a crucial time for the islands and without development education playing an important role both in the minds of the tourists that visit from all over the world, the national and regional authorities, and the local communities it is a problem not easily solved.
Nicola Connolly is a freelance sustainable development consultant who has spent the past three years working with local communities on the Galapagos Islands, Ecuador developing sustainable tourism policies and with indigenous Kichwa communities in the Ecuadorian Amazon creating sustainable business models, niki_connolly@yahoo.com
IRELAND S 1 ST REGIONAL CENTRE OF EXPERTISE IN EDUCATION FOR SUSTAINABLE DEVELOPMENT The Ubuntu Network, based in UL, and DICE, based in Church of Ireland College of Education, jointly applied for Regional Centre of Expertise RCE status designated by the United Nations University. At the recent RCE International Conference they received recognition as an RCE in Education for Sustainable Development Ireland, to be known as I-RCE. This international honour reflects the progressive work of both organisations and their members in the areas of Dev Ed and Education for Sustainable Development ESD . Roland Tormey of UL says We are delighted with the international recognition of our work and of our future work plans. This links us to an international network of good practise that can only serve to make our own work better. The international panel also recognised that the I-RCE was distinctive in that, while other countries often see ESD as led by a concern for sustainability, our application drew on Ireland s Development Education tradition and placed a concern for development issues central to the process .
Currently there is an inherent contradiction in that the more educated nations are, the greater their ecological footprint. The Regional Centres of Expertise concept was initiated by United Nations University as part of UNESCO s strategy for the UN Decade for Education for Sustainable Development. The UN General Assembly designated 2005 to 2014 as the UN Decade for Education for Sustainable Development DESD . The overall goal of the DESD is to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. Currently there is an inherent contradiction in that the more educated nations are, the greater their ecological footprint. Therefore education needs to be reorientated towards greater environmental sustainability, longterm economic viability, and towards a more just global society. RCEs are collaborative and co-operative networks of existing organisations, working to integrate sustainability into education. ESD includes knowledge, skills, and understanding, but also the attitudes and values necessary to address all 3 arenas of sustainable development social, economic, and environmental . ESD aims to empower individuals with the responsibility for creating a sustainable future, by supporting the
development of skills like critical awareness, communication, decision-making, and information management. It is through creative and critical thinking and engagement with global and local issues that citizens develop the capacity for participation and active global citizenship. Through collaboration, RCEs provide a forum for the exchange of knowledge and information on ESD, as well as development of innovative programmes and new activities in ESD. I-RCE aims to address the development challenge both globally and locally, by working in Ireland and with Rwandan partners. Human and social development is central to this agenda, along with the related themes of economic security and environmental sustainability. This can be achieved by improving and adapting education programmes and ensuring quality education for all. I-RCE has a four-fold vision to: 足 Raise Awareness of ESD in Ireland 足 Provide a Supportive Network for those involved in ESD 足 Engage in Capacity Building 足 Support Action Research Projects. I-RCE stakeholders include primary level, post-primary level, and third level educators, community leaders, media, NGO education officers, and practitioners within the informal sector, educational policy makers, and those involved in national curriculum and assessment. I-RCE will be launching a website in the coming months. Please contact Roland.Tormey@ul.ie for further information.
Mags Liddy is Research Associate at the Ubuntu Network based in UL, www.ubuntu.ie
Audience of representatives from RCEs globally listening to speakers at plenary on ESD From left Professor Goolam Mohamedbhai, Omar Osman, Dorcas Otieno, Heloise Buckland, Roger Petry,
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COURSES Comhla´ a´m mh s Trade Course An introduction into global trade: its players the WTO, EU, Multinationals, etc. , impacts on people and environment, protests against it in South America and Alternatives to the current global Trade system. www.comhlamh.org. Date 5 Wednesday evenings from November 14, 7-9 pm Venue Dublin city centre Contact nina@comhlamh.org, 01 4783490
Comhla´ a´m mh s Introduction to Development Education This three evening course is an introductory examination of development education. It will introduce participants to the concepts and some of the methods of development education, and to the development education sector in Ireland and Europe, in an informal group setting, and using participatory methodologies. It will be of interest to community/youth/returned development workers, educators, teachers, NGO workers, and those interested in learning more about development education. Date 15, 22, 29 November 6:30 9:00pm Venue Comhlamh, 10 Upper Camden St., D2 Contact ali@comhlamh.org 01-478-3490 Cost ₏25 members/ ₏50 non-members
Comhla´ a´m mh s Skills in Development Education This 9 evening course is aimed at those who have some basic knowledge of global development issues and who wish to acquire further skills & knowledge to work more effectively and creatively with groups. It will be of interest to educators, youth workers, community workers, teachers, returned development workers and anybody with an interest in global justice issues and development education. Date 21 February 17 April every Thursday 6:30 9:00pm Venue Dublin city centre Contact Deirdre@comhlamh.org
ECO-UNESCO s Introduction to Sustainable Development FETAC L5/6 This course equips participants with a nationally recognised qualification FETAC level 5/6 . Over 10 weeks, participants will study sustainable development through case studies and practical activities.
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ŠShutterstock 2006
INDEX LINKS
The course looks at sustainable communities and the links between society, economy and the environment. Date 26 September - 19 December Venue Dublin city centre Contact Sorcha O Brien, Education & Training Officer, 01 6625491, training@ecounesco.ie
Community Powerdown: Learning to respond to Climate Change and Oil Depletion This course developed from the Cultivate Centre s awareness raising work on issues of climate change, peak oil and sustainable community development. It aims to provide citizens and community leaders with a range of practical measures that can be taken at both individual and community level to reduce fossil fuel dependency and cut carbon dioxide emissions. Date Tuesdays from 9th Oct to 11th Dec, 7.30-9.30pm Venue Cultivate Centre, Temple Bar, Dublin 2 Contact Davie Philip davie@cultivate.ie, www.cultivate.ie Cost â‚Ź200, includes a course note booklet and DVD.
LASC s course on Latin American Development Issues It promises to be lively and participative and will provide an overview of the cultures and consequences of lack of development in Latin America. Date 20 weeks from 25 September, 6.30 8.30pm Venue Ballsbridge College Contact info@ballsbridge.cdvec.ie, 01 6684808 to book www.lasc.ie, info@lasc.ie, 01 6760435 for more information
Dtalk courses Kimmage Development Studies Centre Sphere Training of Trainers 24-26 October Working Effectively within a Rights Based Approach 31 October 2 November Creative Facilitation 20-22 November Gender Planning in Development 4-6 December How to be a Successful Trainer 11-14 December Venue Development Studies Centre, Kimmage Contact www.dtalk.dsckim.ie
EVENTS
of the World Bank with other organisations. Contact nina@comhlamh.org, www.comhlamh.org
STOP EPAS - EU tries to lock Africa into poverty with new Trade negotiations Only four months remain before the deadline for poor countries to accept EU demands for new trade rules which will undermine the fight against poverty and favor European businesses and investors. Find out more at www.comhlamh.org/campaigns-tradejustice-campaign.html. Take action: Lobby the Minister for Development, M. Kitt, in his Constituency in East Galway if you are interested in what this is about get in contact with nina@comhlamh.org It is easy - You do not have to be an expert to join! Write an Email to Minister Kitt about your con cerns Email on the Comhlamh Website
Protesting the World Bank in Ireland The World Bank meets in Malahide, Dublin November 12 14.The Bank is still imposing economic policy prescriptions on developing countries as a condition of their development lending. These conditions give these countries little possibility to choose the economic and other policies they think best to reduce poverty, and have often worsened the situation. Comhla´mh will be protesting the policies
TRADING
IN
Stop Climate Chaos Coalition Dail Lobby: 13 November 8am-8pm. Carbon Dating the Da´il: 13 November. Meet your TD - Call for a climate law. International Climate Action day: 8 November. Sound the alarm March in Dublin! Contact: nina@comhlamh.ie, 01 4783490
Just Forests Wood of Life Exhibition A traveling, hands-on, interactive exhibition on the social, economic, and environmental importance of the world s forests. Just Forests use the state of the world s forests as a tool to establish links between development and poverty. Suitable for 5th and 6th class primary and students in the junior and senior cycle post-primary. www.justforests.org Venues this Autumn: The Education Centre, Navan, Co. Meath, 28 Nov 12 Dec Galway Science and Technology Festival, 12 25 Nov The Education Centre, Dunmanway, Cork, 16 Oct 9 Nov
THIRST: WATER PRIVATIZATION
Water is a resource only comparable to air in the sense that it is absolutely fundamental for life to exist. People who lived with the recent cryptosporidium outbreak in Galway will understand this point well. Yet, over 1 billion people in the world lack safe access to clean water. 25 million people die annually from contaminated water. Despite Latin America having 55% of the world s total renewable water resources, 100 million people live without access to safe water. Recent water privatisation has often made matters worse, with massive water rate increases as well as illness and deaths from contaminated water supplies . These sparked massive demonstrations labelled the Water Wars in Bolivia and forced some administrations to rescind contracts to multinationals that had been reaping huge profits from water. MDG 7 focuses on environmental sustainability and states that by 2015 half the proportion of people without sustainable access to safe drinking water should get it. At the current rate of progress, 83 countries will miss the target altogether.Neoliberal governments and the International Financial Institutions have been pushing for privatisation. The current trade negotiations between the EU and the Andean Community of Nations CAN emphasise privatisation against the will of the majority of citizens
IN
LATIN AMERICA
in the Andean region, who have consistently rejected privatisation of public services and resources, and have demanded water be acknowledged as a basic human right. Latin America s experience has shown that a sound public policy towards water, focusing on those sectors of society in want, and which brings in the participation of the communities and beneficiaries, is the way forward both to sustainability and to the achievement of MDG 7. The market has been proven as a not so wise manager let the people decide on such a vital issue. LASC is campaigning for water to be left out of any free trade agreement and accepted as a basic right. See our activities for Blue October , an international month of action against water privatization at www.lasc.ie. LASC is an initiative for cultural promotion, Dev Ed, and campaigning solidarity, linking Ireland and Latin America. Jose´ Antonio Gutie´rrez Danton, Research & Development Officer at the Latin America Solidarity Centre LASC , info@lasc.ie, www.lasc.ie LASC works on water with Ecofondo www.ecofondo.org.co , Redes/friends of the earth redes@redes.org.uy , Alianza Civica Chiapas alianchif@laneta.com 7 - Index
EU CORNER GETTING
IN
DEEEP!
I recently represented the Development Education Group of Docha´s in Slovakia at the 9th Dev Ed Summer School along with 80 other participants from over 30 countries. The stage was set for a wonderful learning environment in this complex millennium, in the sleepy village of Casta Paperniche at the foot of the little Carpathian Mountains. The Summer School, organised by the Development Education Exchange in Europe Project DEEEP , is an intensive interactive weeklong educational process for development practitioners, where there is opportunity to learn, share experiences and best practices, network, and deliberate on new strategies and methodologies. The theme of the programme this year was Achieving the Millennium Development Goals
MDGs ; the role of Development Education which was aptly chosen since July marked the midway point for the achievement of the MDGs. The Summer School involved various strands of activities which made for a very rich journey undertaken by the participants, facilitators, experts, and volunteers concerned. Rich discussion took place on whether the MDGs will be reached effectively by 2015 and whether it is worth pursuing the MDGs. The thematic sessions on topics such as synergies, Dev Ed tools, financing campaigns, identifying target groups, and public awareness of the MDGs were thought provoking and informative. The use of Open Space technology allowed participants the freedom to think creatively and innovatively which is often missing from our busy Dev Ed practitioner lives while the film screenings provided a relaxing yet educational way to end the evenings. The working group I participated in
focused on migrant organisations and diasporas. We looked at Dev Ed from the perspective of humanity and agreed on the importance of looked inwards and changing the self first before seeking change elsewhere. The closing ceremony saw the Summer School baton being passed on to the Dutch NGO platform where the focus next year will be on the European elections and the political and electoral process. The project was initiated by the Development Education Forum of CONCORD which aims at strengthening the capacities of NGDOs to raise awareness, educate, and mobilise the European public for world wide poverty eradication and social justice. If you are interested in learning more visit www.deeep.org
Deirdre Kettlewell, Project officer for Development Education, Comhla´mh www.comhlamh.org or deirdre@comhlamh.org DEEEP Summer School Evaluation & toolkit now available! deeep.org/english/about_deeep/summer_school/index.php Development Education Forum DEF John Smith from Tro´caire will represent Ireland at the next meeting in Brussels, 24-25 Oct. Reports at www.deeep.org/english/europe/de_forum. Read the report of a DEF survey on the status of Dev Ed in the EU formal education sector at www.deeep.org/english How do Developing Countries see Europe? Concord s photo game asks this question. The top 50 photos are part of a travelling exhibition. www.concordeurope.org 2007 Guide to EU Funding for NGOs available from ECAS www.ecas.org
INTERNATIONAL DATES TO REMEMBER October 12 International Day for Disaster Reduction 17 International Day for Eradication of Poverty 24 World Development Information Day November 5 International Day for preventing the exploitation of the Environment in War and Armed Conflict 16 International Day of Tolerance 20 Universal Children s Day December 8 - Index
1 World AIDS Day 2 International Day for the Abolition of Slavery 5 International Volunteer Day 9 International Anti-Corruption Day 10 Human Rights Day 18 International Migrants Day 20 International Human Solidarity Day April 22 - Earth Day Earth Day was created to spark a revolution against environmental abuse. Visit www.earthday.net to see what you can do.
Profile EEF The Environmental Education Forum The EEF was formed in 1996 by the Environment and Heritage Service in response to calls from mostly environmental NGOs to provide a networking and forum body where ideas could be exchanged and a stronger voice could be articulated to promote the idea of Environmental Education EE to those devising and delivering Northern Ireland s curriculum. It provides newsletters for members, schools and youth groups, organises conferences and meetings and provides training for future teachers through all the teacher training institutions in Northern Ireland. The EEF comprises nearly 100 members from all sectors. EEF c/o NI Environment Link 89 Loopland Drive Belfast BT6 9DW Tel: 028 9045 5770 Email: eef@nienvironmentlink.org Web: www.eefni.org.uk
POWER
AND JUSTICE
Children enjoying the Discovery Tank at Exploris, Portaferry, Co. Down
- ONE WORLD WEEK 2 0 0 7
This year to celebrate One World Week OWW young people from all parts of the country will participate in local activities and events to raise awareness, educate, and take action on issues related to power and justice. Educational materials are available that explain how to 足 Highlight injustice as a result of poor leadership, linking local and global injustice 足 Explore situations in relation to power and leadership that young people feel are unjust or unfair 足 Examine the opportunities and barriers to empowerment 足 Encourage young people to take action for change This week is about young people learning about local and global justice issues and taking action to bring about change at local, national and global level. A central action is being developed that will focus on power and justice. It can be taken at local level during this week. Also a central showcase event will be held in Dublin to highlight the work done by youth groups throughout the country during the year.
debates and discussions. Speaking about One World Week, Johnny Sheehan, Development Education Co-ordinator said Young people all over Ireland are participating in art, dance and drama activities and taking action in solidarity with their counterparts in Africa, Asia and Latin America in the hope of a more just, more equal and healthier world. One World Week OWW runs from November 17th to 25th. It is co-ordinated by the National Youth Council of Ireland and takes place every year in the third week of November. It coincides with the UN designated Universal Children s Day on November 20th, which is the anniversary of the adoption of the UN Convention on the Rights of the Child.
For more information on this and to avail of the resources and free training being offered, please contact Alan Hayes by Phone: 01-4255932 or Email: alan.hayes@nyci.ie, www.youthdeved.ie
Last year activities ranged from fun games using balloons, sports activities, photographs and quizzes to
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Development Youth Prize 2007 DYP 2nd round open for submissions. The focus this year is on sustainable development in Africa. Pupils from all 27 EU Member States aged 16-18 can submit posters or multimedia presentations on three new themes: climate change, water and energy, and sustainable tourism. The winners, runners-up and their teachers will be invited to a two-day stay in Brussels in February 2008. The winners and their teachers will be invited to follow Commissioner Louis Michel on one of his missions to an African country next year to witness European development assistance at work. Deadline: 6 January 2008. Contact www.dyp2007.org, sylvia.binger@eun.org, www.eun.org National Strategy on Education for Sustainable Development ESD The Irish Government is currently developing a national strategy on ESD. To find out how to voice your opinion visit www.ecounesco.ie ECO-UNESCO s Young Environmentalist Awards YEA 2008 This environmental awards programme honours the work of young people who protect, conserve, and enhance our environment through local environmental projects. 12-18 year olds, teachers, and leaders in Ireland can take part. Contact Joanne Pender, 01 662 5491, yea@ecounesco.ie, visit www.ecounesco.ie. Upcoming Deadlines: Registration deadline: 30th November Closing Date for completed projects: 29th February 2008 Judging Process: Throughout March/April 2008 Showcase and Awards Ceremony: May 2008 Green-Schools - Irish Eco-School Award Our last issue of INDEX looked at the Schools Yellow Flag programme. Schools can also receive a Green Flag. This International Environmental Education programme offers a well-defined, controllable way to take environmental issues from the curriculum and apply them to the day to day running of a school. This process helps students to recognise the importance of environmental issues and take them more seriously in their personal and home lives. Visit www.eco-schools.org/countries/pages/page_ire.htm Tro´ o´ccaire Development Review 2008 Call for Papers 2008 s theme is Climate Change and Development. The journal is multi-disciplinary, containing articles on economic, social, and political themes related to poverty in the developing world. A particular focus is the impact that aid, trade, financial, and other policies adopted by the industrialised countries have on developing countries. Download past issues at www.trocaire.ie/policyandadvocacy/tdr. Contact Dr Lorna Gold, Tro´caire, Maynooth, Co Kildare, 01 6293333, lgold@trocaire.ie. Deadline: 4 December.
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FUNDING Simon Cumbers Media Challenge Fund This grant scheme is funded by Irish Aid and run by Connect-World. It aims to assist and promote more and better quality media coverage of development issues in the Irish media. Visit www.connect-world.net. Upcoming Deadlines: TV Seed Grant: 3 March 2008 Standard Grant Round I: 30 April 2008 Standard Grant Round II: 30 September 2008 Mini Grants Scheme in Northern Ireland 2008 Aimed at organisations or networks with an interest in development education work who want to undertake 1-3 year projects that seek to raise awareness and understanding of: International development issues; Our global interdependence; the need for international development; The progress that has been made and that is possible. DFID s contribution to the project will be a minimum grant of £1,000 and a maximum grant of £10,000 per year. It is highly recommended to read DFID s strategy paper, Building Support for Development www.dfid.gov.uk/pubs/files/buildingsupportdevelopment.pdf . Contact Stephen McCloskey, 048 RoI / 028 NI 90241879, stephen@centreforglobaleducation.com, www.centreforglobaleducation.com Closing date: 31 October. RESOURCES Compass Direction now available! This e-newsletter, aimed at primary school teachers, comes out at the start of each school term. Its aim is to make it easier for teachers to integrate development issues into the curriculum. This issue looks at Intercultural Education. Contact Sarina@comhlamh.org to receive a free copy. What on Earth is Sustainable Development? This learning resource from ECOUNESCO looks at what Sustainable Development actually means and how it relates to us all both locally and globally. This pack includes activities, games, case studies, and facts to stimulate young people to think about what a global sustainable society would look like. www.ecounesco.ie/resources_publications.aspx Partners in Learning: a guide to successful global school partnership This guide for teachers and advisers draws on the practice of schools around the world and DECs in the UK. With an emphasis on global citizenship, it answers the big questions and practical issues for any school considering or already involved in a sustainable learning partnership. Download it free of charge at www.britishcouncil.org/globalschools-partners-in-learning.htm. Jordanian RCE on ESD launches its website Visit it at www.hakhosting.com/rce. For more information contact Neumann@la.unu.edu.
REVIEWS & RESOURCES Escape from Suburbia: Beyond the American Dream Have you ever thought about using the medium of film as a Development Education Resource? Escape from Suburbia: Beyond the American Dream This is the second documentary film in a trilogy by Canadian documentary film-maker Gregory Greene. It follows The End of Suburbia 2004 . Escape from Suburbia sets out to look at how, as we begin to contemplate a future without oil, we can move towards living in a more sustainable way. It attempts to leave behind the scare mongering and fear tactics of many environmental films, arguing that these, The End of Suburbia included, leave viewers frozen in a state of despair, fear, and, most importantly, denial. It wants to inspire people to action, to fill them with hope, and to suggest ways everyone can make their life more sustainable. In this it succeeds. The main problem with the film for me was the inherent contradiction in its main argument, where it blamed our dependence on oil on the policies and actions of big business e.g. car and oil industries over the last 50 years and yet argued that the way forward is for individuals to change the way they live and to focus on taking action at grassroots level.
how it was affected by decisions at government level. Parts of this film could be used as an educational resource as it shows a variety of ways that people can try to create a sustainable life for themselves, their communities, and their families. For example it showed how a community, Willits USA, is constructing a sustainable living model and encouraging other communities to follow suit. As a whole this documentary is overlong and unconvincing, but it is also a call to action, that inspires the viewer to seek more information on how they can make their lives sustainable and shows us that there are people out there who have already started. www.endofsuburbia.com
Ali Leahy, Support Project Officer Development Education, Comhla´mh, www.comhlamh.org
This problem was illustrated in the most inspirational and also most upsetting part of the film, the story of a community garden in LA. The film showed how easily the decisions of big business and politicians can destroy years of work on sustainable solutions by communities. Sadly the film neglected to analyse what occurred and
Have you ever used cartoons as a resource for development and human rights education?
Each month we feature a cartoon you can cut out and adapt for your particular needs. Why not build up your toolkit? For a great introduction and insight into ideas and activities for using cartoons in education go to www.developmenteducation.ie/cartoons
ĂŠ
Cartoons can be used as a very accessible tool to get discussion going, providing the framework for a variety of different viewpoints, and can be used effectively to explore and debate complex issues and contradictions with a variety of different groups.
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7 Key Concepts of Education for Sustainable Development
7. UNCERTAINTY & PRECAUTION Acknowledging that there is a range of possible approaches to sustainability and that situations are constantly changing, indicating a need for flexibility and lifelong learning
1. INTERDEPENDENCE Understanding how people, the environment and the economy are inextricably linked at all levels from local to global
6. SUSTAINABLE CHANGE Understanding that resources are finite and that this has implications for people’s lifestyles, and for commerce and industry
5. QUALITY OF LIFE Acknowledging that global equity and justice are essential elements of sustainability and that basic needs must be met universally
ESD
2. CITIZENSHIP & STEWARDSHIP Recognising the importance of taking individual responsibility and action to ensure the world is a better place
3. NEEDS & RIGHTS OF FUTURE GENERATIONS Understanding our own basic needs and the implications for the needs of future generations.
4. DIVERSITY Respecting and valuing both human diversity – cultural, social and economic – and biodiversity
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