An Introduction to Development Education

Dublin City University

26th February 2013

Deirdre Hogan, Ubuntu Network Coordinator

deirdre.hogan@ul.ie; www.ubuntu.ie, 061 233289

• Established: 2005, based at the University of Limerick (Department of Education & Professional Studies)

• Aim: To integrate Development Education into post primary ITE in Ireland.

• Involves 13 teacher education colleges – DCU, UCD, NCAD, Mater Dei, TCD, NUIM, UL, LIT-Tipperary, LSAD, UCC, CIT (Crawford), NUIG, St. Angela’s College.

• Funded by Irish Aid, Department of Foreign Affairs since 2005.

‘Ubuntu’ – an African word (Zulu) representing a philosophy of cooperation, community and concern for the interests of the collective.

The Ubuntu Network

What is Development?

Many perspectives… difficult to define

Progression…?

Becoming more advanced or complex…?

Improving by expanding…?

Resulting in more and better…?

How our societies develop, how our nations develop…

What makes a country ‘developed’?

What is ‘development’???

What is ‘development’ to you?

What is ‘development’ to you?

Education

Enterprise &Trade

Services

Energy

Justice

Medicine

Food Security

Infrastructure

Democracy

Freedom

Technology

Peace

Choice

?

?

??

?

??

??

?

Development Pyramid

What is ‘development’ to you?

http://www.tidec.org/sites/default/files/uploads/2c.50%20Compass%20rose.pdf

The Development Compass Rose:A framework for raising questions

What is ‘development’???

Economic – Energy to homes & businesses, increased shipping capacity…

Natural (Env) – green energy, freshwater ecosystems damages

Social – forced relocation, destruction of ancestral homes, flooding behind dam.

Who decides? gov, people,

international policy?…

What is ‘development’???

Economic – jobs, taxes…?

Natural (Env) – energy efficient, convenience, materials used…?

Social – identity, urbanisation, Service provision, personal debt…?

Who decides? consumer, builder, banks,planning authorities…?

• Consider social, economic, environmental, political…

• But also culture/tradition…

• What values do we uphold? What compromises do we make?

Perspectives on Developmentdevelopment V preservation

• "we must embark on a bold new program for making the benefits of our scientific advances and industrial progress available for the improvement and growth of underdeveloped areas.

…More than half the people of the world are living in conditions approaching misery. Their food is inadequate. They are victims of disease. Their economic life is primitive and stagnant. Their poverty is a handicap and a threat both to them and to more prosperous areas. For the first time in history, humanity possesses the knowledge and skill to relieve suffering of these people.”

President Harry Truman, 1949

Harry S. Truman, Inaugural Address, 20 January 1949, in Documents on American Foreign Relations, Connecticut: Princeton University Press, 1967

Perspectives on Developmentdevelopment and underdevelopment

“on that day 2 billion people became underdeveloped…

from that time on, they ceased being what they were, in all their diversity, and were transmogrified into an inverted mirror of others’ reality:

… a mirror that belittles them and send them off to the end of the queue, … a mirror that defines their identity, which is really that of a heterogenous and diverse majority, simply in the terms of a homogenizing narrow minority”.

Gustavo Esteva (in Sachs, W. 2010, p.2)

W. Sachs, 2010, (ed.) The Development Dictionary: a Guide to Knowledge as Power, 2nd Edition,

London: Zed Books.

Perspectives on Developmentthe creation of ‘underdevelopment’

• Modernisation ideas:

Perspectives on DevelopmentModernisation theory

• Economic view

Perspectives on DevelopmentDependency

5:50:500

Give and take, mostly take…http://www.developmenteducation.ie/5-50-500/

Perspectives on Developmentgrassroots development

e.g. Grameen Bank (GB) • removed the need for collateral,

• bank is based on mutual trust, accountability, participation and creativity.

• provides credit to the poorest of the poor in rural Bangladesh.

• October, 2011:

• 2,565 branches covering 97 % of total villages

• 8.349 million borrowers,

• 97 % are women

Weaving is one of the industries supported by the bank. Image from http://www.grameen.com

• Debt: IMF & World Bank - issuing of loans to ‘developing countries’,

- Loans to developing countries from OPEC countries and private banks in 1960s

- Drop in prices of commodities (e.g. coffee, cotton, copper), increased in tariffs, increases in interest rates – difficult to service loans

- 1982 Mexico unable to pay

- Debt crisis, Structural Adjustment Programmes

Available to download at:

http://www.ubuntu.ie/teaching-resources.html

Perspectives on DevelopmentThe origins and impact of Debt

• Sustainable Development: is that which meets the needs of the present without compromising the ability of future generations to meet their own needs. (Brundtland Report, 1987)

• It identified 3 components to sustainable development: economic growth, environmental protection, and social equity, and suggested that all three could be achieved by gradually changing the ways in which we develop and use technologies (Environmental Literacy Council, 2006).

Bruntland, G (ed) (1987) Our Common Future: The World Commission on Environment and Development, Oxford: Oxford University Press.

Environmental Literacy Council, 2006, Available at http://www.enviroliteracy.org/, accessed 22-01-07.

Perspectives on DevelopmentSustainable Development

• Economic Only: World Bank measures GNI or GDP (%)

• UNDP: Human Development Index (HDI) measures Education, Health, Population, Economy (0-1)

• Gini Factor: Measures inequality in a country (0-100)

• The Multidimensional Poverty Index (MPI), 10 factors including nutrition and sanitation

• The Happy Planet – an index of human well-being and environmental impact

Perspectives on DevelopmentHow it is measured

Perspectives on DevelopmentHow it is measured - HDI

Perspectives on DevelopmentHow it is measured - HDI

Norway – 25Australia – 30.5Netherlands – 30.9United States - 45New Zealand – 36.2Canada – 32.1Ireland - 33.9Lichtenstein - xGermany - 27Sweden - 23

0 = perfectly equal

100 = perfectly unequal

Perspectives on DevelopmentHow it is measured – Gini Index (measures equality)

• Years of Schooling: deprived if no household member has completed 5 yrs of schooling

• Child School Attendance: deprived if any school-aged child is not attending school up to class 8

• Child Mortality: deprived if any child has died in the family• Nutrition: deprived if any adult or child for whom there is nutritional information is

malnourished • Electricity: deprived if the household has no electricity• Sanitation: deprived if the household’s sanitation facility is not improved (according to

MDG guidelines), or it is improved but shared with other households• Drinking Water: deprived if the household does not have access to safe drinking

water (according to MDG guidelines) or safe drinking water is more than a 30-minute walk from home roundtrip

• Floor: deprived if the household has a dirt, sand or dung floor• Cooking Fuel: deprived if the household cooks with dung, wood or charcoal• Assets: ownership: deprived if the household does not own more than one radio, TV,

telephone, bike, motorbike or refrigerator and does not own a car or truck• nutrition and sanitation

Perspectives on Development Multidimensional Poverty Index (MPI)

Perspectives on Development Happy Planet Index

78: Ireland – 42.6

Development is “growing social inclusion through rising living standards, meaningful employment, active political and social participation and a satisfying cultural life, extending to all sectors of society and thus widening life choices and possibilities for the great majority.

(Kirby, P. 1997)

Perspectives on Development …one definition

Kirby, P. (1997) Poverty Amid Plenty: World and Irish Development Considered Dublin: Trócaire

Development is unequal

32:1 http://www.developmenteducation.ie/blog/2012/05/consumption-in-a-world-of-321-%E2%80%93-our-new-animation/

Development is unequal

Image from 80:20 Development in an Unequal World, edition 6, 2012

1 billion: live in chronic hunger & poverty

3 billion: live on less than $2.50/day 69 million: no primary education

33 million: living with HIV/AIDS 33 million: displaced people in 110 countries

Some figures (7 billion is world pop.)

3,800: homeless

700,000: living in poverty

762,000: in mortgage arrears (June ’12)

432,900: unemployed

And locally, in Ireland…

Image from Oxfam 2007 report

“People in developing countries, whose contribution to global warming has been miniscule, are feeling the

impacts of climate change first and worst”

Oxfam (2007), Turning Up the Heat: Climate Change and Poverty in Uganda

Ireland is also experiencing changes in weather patterns

Combating inequalities of development:Millennium Development Goals

http://www.un.org/millenniumgoals

http://www.endpoverty2015.org

2011 was €659 million - 0.52 % GNP

2010 was €671.4 million - 0.52 % GNP

2009 was €722 million - 0.54 % GNP

2008 was €920 million - ? % GP

2000 was €254 million - 0.3% of GNP

EU target is 0.7% of GNP by 2015

Image: 2009 Irish Aid Annual Report

Combating inequalities of development:Irish Aid – Overseas Development Aid (ODA)…

Irish Aid has 9 priority countries

Ireland - Overseas Development Aid

Irish Aid, Department of Foreign Affairs, Ireland

Overseas Development Aid

Taken from Irish Aid Annual Report 2009

Overseas Development Aid

Taken from Irish Aid Annual Report 2009

Overseas Development Aid

Taken from Irish Aid Annual Report 2009

Overseas Development Aid

Taken from Irish Aid Annual Report 2009

Self Help Africa (Ireland)

“On a continent where up to 75% of people rely on small-scale agriculture for their survival, we believe that it is only by tackling the challenges faced by rural farming communities that real and sustained economic progress can be made across sub-Saharan Africa.

Action for Development (Uganda)Action for Development is an indigenous, voluntary, non-governmental women's organization working to have women’s voices heard in the community.

Combating inequalities of development:NGO work…

e.g. Grameen Bank (GB) • removed the need for collateral,

• bank is based on mutual trust, accountability, participation and creativity.

• provides credit to the poorest of the poor in rural Bangladesh.

• October, 2011:

• 2,565 branches covering 97 % of total villages

• 8.349 million borrowers,

• 97 % are women

Weaving is one of the industries supported by the bank. Image from http://www.grameen.com

Combating inequalities of development:Grassroots development projects…

Make poverty history, 2005• http://www.youtube.com/watch?v=gFfIIW_xQq4

“A child dies completely unnecessarily as a result of extreme poverty every 3 seconds”

Celebrity endorsements

Combating inequalities of development:Campaigning and Advocacy…

What is Development Education?

Development Education

• Origins of Development Education

• Development Education in Ireland & Irish Aid• Ubuntu Network – www.ubuntu.ie

• DICE Project – www.diceproject.ie

• World Wise Global Schools – http://www.worldwiseschools.net/

• www.DevelopmentEducation.ie – www.developmenteducation.ie

• Irish Development Education Association - http://www.ideaonline.ie/

• Close associations – EE, ESD, Citizenship Ed, Human Rights education…

Development Education

“an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live

…it seeks to engage people in analysis, reflection and action for local and global citizenship and participation

…it is about supporting people in understanding and acting to transform the social, cultural, political and economic structures which affect their lives at personal, community, national and international levels”.

Irish Aid, Department of Foreign Affairs, Ireland

Topics include…Sustainability, Conflict, Cultural Awareness,

Climate Change, Poverty, Inequality, Debt, Injustice, Development, International Trade Regulations, Aid,

Environmental protection and preservation, Refugees, Climate Justice, Education for All, Good

governance, HIV and AIDs, Health Provision & Immunization, Access to Safe Water, Food security,

Hunger, Multicultural Societies, Gender Equality, Right to freedom of thought, conscience and religion, The right to work, Energy supply, Management of natural resources, Ethical

consumption, Genocide, Millennium Development Goals

Irish Aid, Department of Foreign Affairs, Ireland

• What you teach – integrating DE into aspects of your subject area. See NCCA document at http://www.developmenteducation.ie/resources/development-education/a-study-of-the-opportunities-for-development-education-at-senior-cycle.html

• How you teach it – use active participatory teaching strategies, current news stories, imagery, multimedia…

• Your professional practice – act fairly and be aware of sustainable practices

How to approach Development Ed…

Irish Aid, Department of Foreign Affairs, Ireland

Learning Outcomes for DE …

Knowledge Skills Attitudes

An understanding of development, underdevelopment and related issues from a variety of perspectives (inc. environmental, social, economic, cultural, political…)

• Information processing• Critical thinking• Systems thinking• Dialogue & communication• Reflection• Decision making

• Self Awareness• Responsibility for action• Respect for human dignity• Empathy and solidarity

ActionPersonal change as well as at community, national and international levels.

• Challenges the root causes of under-development, not just the symptoms. (Bryan, 2011)

• Going beyond DE that is ‘fundraising, fasting and fun’. (Bryan, 2011)

•Recognising negative stereotyping of the developing world (Dochas, 2010)

• Do we (or our curriculum) have a eurocentric view of development? Do we see development as ‘modernisation’. (Freeman, 2011)

Challenges - Development Ed…

Why teach Development Education?

Multiple roles of education?

“The State's role in education arises as part of its overall concern to achieve economic prosperity, social well-being and a good quality of life within a democratically structured society. This concern affirms fundamental human values and confers on the State a responsibility to protect the rights of individuals and to safeguard the common good. Education is a right for each individual and a means to enhancing well-being and quality of life for the whole of society.”

DES (1995) White Paper, Charting Our Education Future. Dublin: Government Publications Office

Consider – the purpose of education?

Multiple roles of education?

• To replicate society and culture (socialisation)• To train people for employment (vocational)• To develop the individual’s potential (liberal)• To make a fairer society (transformative)

Sterling, S. (2001). Sustainable Education - Re-visioning Learning and Change. Bristol, Green Books (for The Schumacher Society).

Consider – the purpose of education?

Teacher’s role is multi-dimensional and complex, with teacher as,

• Instructional manager• Caring person• Generous ‘expert’ learner (facilitator of learning)• Cultural and civic person

Conway, P. F. (2009). Learning to teach and its implications for the continuum of teacher education: a nine country cross national study, Teaching Council, Ireland

Consider – the role of the teacher?

• Challenges of teaching in the 21st century - numeracy, literacy, child protection, inclusion, multicultural classrooms

• More integrated learning - Framework for Junior Certificate; Key skills approach to Leaving Certificate; Cross cutting themes in new PDE Programme

• Transition Year is action focused

• New subject – Politics and Society, LC.

Consider – changes in Irish Education

Why teach Dev Ed?

• 24 statements of learning

• 8 educational principles, 6 key skills

• Values of equality & inclusion, justice & fairness, freedom & democracy, respect for human dignity & identity.

Recommended Websites

www.developmenteducation.ie

www.ubuntu.ie

Recommended Readings

Book Title: Learning to Read the World , Authors: Audrey Bryan, Meliosa Bracken, Published: 2011, Available to download at: http://www.ubuntu.ie/research-publications.html

Book Title: 80:20 Development in an Unequal World, (6th Edition) Colm Regan (ed.) 2011. Purchase from www.8020.ie

Journal Title: Policy and Practice: A Development Education Review. Available to download at: http://www.developmenteducationreview.com

Paper: Soft versus Critical Global Citizenship Education, Author: Vanessa Andreotti. Available to download from: http://oulu.academia.edu/VanessaAndreotti/Papers/114660/Soft_versus_Critical_Global_Citizenship_Education_2006_

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Group Activity

Using resource pack, selecta stimulus and consider how it might be used in your subject area.

Feedback – one main discussion point from your group.

• Geography – India case study, access to clean water. Child labour – unequal distribution of wealth. Children working to create products used by children in developed world.

•History – photograph of Daniel O’Connell...english satirical magazine. Ireland’s educated represented disliked by English. Ireland as breadbasket for UK. Fundraising Live Aid – providing funds for Ethopia...Geldof – why not give grain to poor...because they dont have vote... Corruption.

•Modern Languages – Irish – census results 2011 – identity and language. Was Irish language mean to Irish people, national identity, Polish nationals. Translate into various languages and learning numbers in languages. Reflect on how Irish classrooms have become multicultural. Project in which all nationalities share information on ‘home’ country. Language of 1901 and 1911 census.

•Business Studies – foreign trade, globalisation, currency, fair trade – what percentage does the grower get. Find a product... Income and living conditions – income expenditure, national budget consumer choices, what problems come from reduced disposable income etc.

•Science – p31 vaccines without needles. Compare locally and globally. Immuniology..

•Maths - p28-29. Scientific notation...match the numbers to the pictures. Where should big and small numbers go.

•English – ‘strange fruit’, civil rights...compare inequalities in 1930s, compare with today with Obama in power.

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Group work – Feedback, DCU, 26Feb2013