Education for Sustainable Development Report 2013 - 2015
Some comments from teachers...
“Great
project
and
“We found this programme
activities. The children
very interesting and will
enjoyed the sessions”
definitely use it in the future
Cliftonville
if available”
Integrated
Primary School Belfast
Bunscoil Mhic Reachtain Primary School Belfast
“Very
interesting
and
relevant to the topics
“Very educational and
being studied by class”
has given the children
St Mary Star of the Sea
lots to think about”
Primary School Belfast
St
Patricks
Primary
School Belfast
“Excellent presentation and Great programme, Thank you for coming to our school. Drumlins Primary Ballynahinch
Integrated School
the pupils had an excellent insight into tools, poverty and exploitation
of
natural
resources”. Ardmore
House
School DownPatrick
Special
Index 1. Introduction 1.1. Mission Statement 2.The programme Laura RĂo FernĂĄndez ESD Learning Coordinator toos.belfast@myphone.coop 028 9543 5972
2.1. Objectives 2.2 Methodology 2.3 Characteristics
SEPTEMBER 2015
2.4 Lessons and Learning Outcomes 2.5. Beneficiaries 3. Relevant Data 3.1 Overall Numbers 3.2 Number of visits per institution 4. Feedback 4.1 Students 4.2 Teachers 5.Visual information 6. Conclusion 7. Glossary
1. Introduction
The aim of this report is to collate
-
information about the Education for
hierarchy pyramid and the impact of
Sustainable Development Programme of
resource management on a social and
Tools for Solidarity and use it to evaluate
environmental level.
the work that has been done and highlight the progress made over the past two years.
The
Education
for
Sustainable
Promote a vision of the waste
- Highlight the potential impact of personal behaviour upon the lives of others.
1.1 Mission Statement
Development (ESD) programme has been designed
to
complement
the
NI
The
ESD
programme
at
Tools
for
Curriculum and deliver an understanding
Solidarity aims to create awareness about
of development issues such as:
poverty,
global
injustice
and
environmentalism and encourage people -
The relationship between Poverty,
Inequality and Exploitation of Natural
to question their daily lifestyle choices and their impact on the world.
Resources. - The imbalances in the world at global and local levels and mutual understanding of the relationship between these factors and global communities.
We seek to highlight viable alternatives in order to promote positive changes in the participants in favour of a fairer, more equitable and sustainable society and
- Promote sustainable consumption which
cleaner environment.
leads to a circular economy and a fairer society.
"Education does not change the world, Education changes the people who will change the world" Paulo Freire
2. The programme
The programme consists of 4 workshops that explore different development topics and employ the use of interactive learning techniques to engage participants and allow them to gain an understanding of global development issues. Each session lasts for 50-60 minutes.
2.1 Objectives The general objectives of the programme are: •To
involve
the
public,
schools
and
organisations in what we do, providing the opportunity to get to know our work and all the necessary information about how to get involved. •To engage pupils, teachers and schools in the process of critical thinking, providing them
with
a
new
perspective
on
The Children’s ideas
sustainability.
•To
increase
the
awareness
and
understanding of issues of poverty, environment and globalisation that are fundamental to the achievement of development. •To
reinforce
the
work
towards
sustainable development and sustainable Tailor in Mwanza– Tanzania
living.
2.2 Methodology The methodology that we use is dynamic and participatory, to help students to build critical learning step by step, starting with a general understanding of sustainability and developing this into a more concrete knowledge of our actions and their impact on the world.
The Splash activity at St Mary Star of the Sea Primary School
What teachers like most about the programme
2.3 Characteristics The main characteristics of the programme are: Adaptable & Flexible
Thoughtful
We want our students and participants to
We encourage participants to question
have the best experience possible so we
their lifestyle and to consider how their
deliver the programme specific to the
decisions impact on other peoples lives
individual needs of the groups involved. *
and the environment.
Interactive
Participatory:
& Enjoyable
We
We involve
ways we can
the
each
participants in
decisions which
the learning
reduce
process in
and
order to
poverty
make the
promote
learning
c l e a n e r
experience
environment.
discuss make local global and a
positive and fun.
Progressive
Transformational
We work through one topic at a time and
We challenge participants to change for the
gradually relate it to more complex
better. We encourage participants to engage
concepts to help students build critical
with us in the programme,
learning, step by step.
learned and apply them in the context of their
take the lessons
lives and communities. * We work collaboratively with teachers and social workers to adapt the programme to the specific needs of students and other participants.
4.4 Lessons and Learning outcomes
Session 1. Inequality in the world
Session 3. Resource exploitation and critical thinking
The idea behind this theme is to introduce the students to a basic knowledge and understanding of the Inequality in the world
and
the
differences
between
developed and developing countries. We show the participants that not everyone lives in the same way and with the same aspirations in the world.
In this session we explore the concept of exploitation and natural resources. We look at how we use and manage natural resources and how this affects the world on a social and environmental level. We involve children in a process of being critical and identifying their real needs and
Fair Trade activity at St Mary’s Star of the Sea Primary School Session 2. Poverty and Inequality With
this
session
we
expand
the needs of others. the
knowledge and understanding of the
Session 4. Fair Trade, Conclusions and
concept of poverty and inequality in the
reflection
world. We use role play activities, giving the students the opportunity to empathise with and understand better the lives of people who live in poverty. We examine the difference between extreme and relative poverty.
During this session we reflect on how every individual can make a difference and we show how our decisions can have a positive impact in the world by choosing which products to buy.
Lessons and Learning outcomes table
ESD PROGRAMME
Session
1
Themes
Inequality in the world
Objectives
Learning Outcome
Time
- knowledge and understanding of - Understanding of inequality in the world 60min.
the inequality in the world. - Differences between useful and useless aid.
2
Poverty and Inequality
- Increase knowledge and
- Develop the understanding of the
understanding of the concept of
concept of extreme poverty and relative
poverty and inequality in the world
poverty
60min.
- Recognise the difference between extreme and relative poverty
3
Resource exploitation
- Increase knowledge and
- Knowledge about how we use
and critical thinking
understanding of the exploitation of
resources 60min.
natural resources - Injustice in the management of natural - Involve children in a process of
resources
being critical, and identifying their real needs and the needs of others
4
Fair Trade Conclusion and
- Show a practical example of how
- Reflection about how everyone can
our decisions can make a difference
make a difference
Reflection - Fair Trade as a practical example
60min.
4.5 Beneficiaries
The target groups of the programme are:
- Secondary level
•Schools
We focus our work on the area of
We visit the school and work with them
“Learning for Life and Work (LLW)” in
on relevant aspects of the Northern
Key Stage 3. We concentrate mainly on
Ireland curriculum. We help schools to
“Local
introduce development issues through a
“Personal Development” to address issues
whole school approach.
such as human rights, social justice and
- Primary level
sustainable development.
We focus our work on the areas “The
- Special Needs Schools
world
“Personal
We apply a different approach tailored
Development and Mutual Understanding”
specifically to the needs of the groups in
in Key Stage 1 & 2.
collaboration with their teachers.
To date the primary focus has been with
focus our interactions with participants
P6 and P7 classes. However we adapt the
based on the group specific advice of the
activities to the needs of any school class,
teachers. We utilise smaller groups and
giving the opportunity to introduce new
aim to demonstrate the value each person
activities to groups in either key Stage 1 or
has,
Key Stage 2.
circumstances.
around
us”
and
and
Global
regardless
of
Citizenship”
their
and
We
personal
"Everyone thinks of changing the world but no one thinks of changing himself" Leo Tolstoy Food map activity at Cliftonville Integrated Primary School
Breakdown of beneficiaries 2013-15 : 50% Primary Schools 17% Special Needs Groups 17% Vocational Centres 8% Secondary Schools 8% Women Centres
• Vocational Training Centres
• Women’s Centres
We focus our work on the area of
Women as a group can have a huge impact
“Learning for Life and Work (LLW)” in
on sustainability. We have worked with
key stage 4. We concentrate on “Local
women's groups adapting the programme
and Global Citizenship” and “Personal
to their practical needs and interests and
Development
focus our work in areas like reduction of household waste and sustainable shopping.
Citizenship Event at Methodist College Belfast
3. Relevant data • We have worked with 7 institutions during
• We participated in a citizenship event
the school year 2013-2014 and with 8
organised for Methodist College Belfast
institutions during the school year 2014-
between the 16th and 18th June 2015 which
2015.
involved 240 students
• We have worked with 11 groups during the
• The average class lasts 50-60 minutes. We
school year 2013-2014 and with 15 groups
ran one special programme consisting of 4
during the school year 2014-2015.
group sessions lasting 2hours 30 minutes
• We have worked with 197 participants
during the school year 2013-2014 and with 245 participants during the school year 2014-2015. • The number of participants increased by
24.3% from the 1st to the 2nd year. • The total number of participants for both
years was 442. • We
participated
in
an
Assembly
at
Methodist College Belfast and also at Drumlins
Integrated
Primary
Create a story activity at Bunscoil Reachtain Primary School
School
Ballynahinch.
Mhic
each
3.1 Overall numbers: Table of contents
2013/2014 groups
Primary Schools
students
2014/2015 groups
4 8
Secondary Schools
4 164
9
3 2
Vocational Training Centres
1
1
Women Centres
6 1
25
4
0 0
184 2
8
1
students
50 1
0
1
5
3.2 Number of visits per Institution:
Primary level
2013-2014 Groups
2014-2015 Participants
Bunscoil Mhic Reachtain Irish PS
2
Cliftonville Integrated PS
2
Our Lady of Lourdes – Park Lodge
3
Drumlins Integrated PS
1
20
St Patrick's Catholic PS
-
-
Star of the Sea
-
Total
8
Secondary level
Groups
16 38 90
2
18
2
38
-
-
-
3
88
-
2
40
164
9
184
2013-2014 Groups
2014-2015 Participants
Loughshore Resource Centre
1
4
Ardmore House Special School
1
4
Total
2
8
-
Woman's centre
2013-2014
Foot Prints Woman's centre
-
Special Events
2013-2014
1
Participants 25 -
Groups
6
-
1
Paragon Training Centre
Participants
6 2014-2015
Groups Rutledge Training Centre
Groups 1
2013-2014
Vocational training
Participants
Groups
Participants
-
-
4
50
2014-2015 Participants -
Groups 1
Participants 5
2014-2015
Days
Participants
Days
Participants
Methodist College Belfast Assembly
1
400
-
-
Drumlins Integrated PS Assembly
1
80
-
-
Methodist College Belfast Citizenship event
-
-
3
240
2
480
3
240
Total
4. Feedback
4.1 Students The information received from students on the feedback form at the end of the course was as follows: •
•
90% of the students enjoyed the
•
Suggestions from the students on
activities
how they can contribute to making
The favourite games were:
the world a better place. :
- Ice Breaker activities 50% - Fair Trade activities 25%
- Buy Fair Trade products
- Giant Steps 10%
- Reduce, reuse and recycle
- Videos 10%
- Think more before buying something
- Others 5% 4.2 Teachers The information received from teachers and social workers on the feedback form at the end of the course was as follows: •
95% of the teachers think that the
•
performance of the educator was very •
•
95% of the teachers and social
95% of the teachers think that the
workers
activities and learning outcomes are
programme to other schools or
appropriate to the age of the students.
institutions.
95% of the teachers think that the learning outcomes of the educational units have been reinforced.
•
learning objectives are logically staged. •
good or excellent.
95% of the teachers think that the
95% of the teachers think that
recommend
the
75% of the teachers and social workers would not change or add anything to the programme and:
the
programme, in general, has been successful.
•
would
10% would include more group activities 10% would use simpler vocabulary 5% would include worksheets
5. Visual Information 442
245
197
8
10
8
Ye a r 1
14 Ye a r 2 Ins titutions
Ins titutions
G roups
G roups
The performance of the educators was
Issues teachers selected as the most interesting : Life in Africa Learning about “My Responsibility� Exploitation of Natural Resources Tools For Solidarity Work Fair Trade Poverty and Inequality
12
24
O v e r 2 y e a rs G roups
Pa rtic ipa nts
6. Conclusion The long term goal of the project is to
participants in the programme. This is
create a new society with participants
crucial to ensure the success of the
more conscientious in their actions and
programme. For this reason during the
questioning their decisions towards living
period of activity we have changed the
in a more sustainable way.
vocabulary to be more straightforward for
We aim to create awareness of how our actions impact the local community as well as on a global scale. Participants can then make informed decisions that reduce local
Key Stage 2 groups. We have also included worksheets, incorporated new activities and
revised
the
contents
based
on
teachers recommendations.
and global poverty, promote a cleaner
We know that there is a lot more to do to
environment on a global scale and improve
achieve
the welfare of the local community.
environmental society that we are working
We take into consideration the feedback and
comments
of
all
teachers
and
the
sustainable
and
pro-
towards but we also know that the longest journey starts with the first step.
The longest journey starts with the firs step...
7. Glossary Extreme
absolute
Environmental impact: Any change to
Severe deprivation of basic
the environment, whether adverse or
human needs, including food, safe drinking
beneficial, wholly or partially. It can be
water, sanitation facilities, health, shelter,
caused
education and information. It depends not
individuals or an organization.
poverty:
poverty
or
by
an
individual,
group
of
only on income but also on access to services.
Social impact: The effect of an activity on
Relative
poverty: The condition in
a
community
and
well-being
of
individuals and families.
which people lack the minimum amount of income needed in order to maintain the
Consumerism: The preoccupation of
average standard of living in the society in
society with the acquisition of consumer
which they live. People are considered to
goods.
live in relative poverty not only if they struggle
economic
Circular economy: An economy which
activities but also social and cultural
aims to keep the value of the materials and
activities.
energy used in products for as long as
Social
to
participate
inequalities:
in
Differences
in
income, resources, power and status within and between societies.
possible, minimising waste and resource use. Fair Trade: Alternative approach to
Waste Hierarchy Pyramid: It ranks
conventional trade that is based on a
waste management options according to
partnership
what is best for the environment. It gives
consumers. When farmers sell through
top priority to preventing waste in the
Fairtrade terms, they get a better deal and
first place. When waste is created, it gives
improved terms of trade. This allows them
priority to preparing for re-use, then
the opportunity to improve their lives and
recycling, then recovery and last of all
plan for their future. Fairtrade offers
disposal.
consumers a powerful way to reduce
between
producers
and
poverty through their everyday shopping. Exploitation of Natural Resources: The use of natural resources for human purposes.
Notes
Notes
55A Sunnyside Street Belfast BT7 3EX Tel/Fax: +44 (0)28 9543 5972 E-mail: tools.belfast@myphone.coop