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
The Ubuntu Network
• 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.
What is Development?
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’ to you?
What is ‘development’ to you?
Services
Education
Energy
Enterprise
&Trade
Justice
Food Security
Infrastructure
Medicine
Democracy
Peace
Freedom
Technology
Choice
What is ‘development’ to you?
?
?
?
?
?
?
?
?
?
Development Pyramid
?
The Development Compass Rose:
A framework for raising questions
http://www.tidec.org/sites/default/files/uploads/2c.50%20Compass%20rose.pdf
What is ‘development’???
Natural (Env) – green energy,
freshwater ecosystems damages
Who decides?
Economic –
gov, people,
international policy?…
Energy to homes & businesses,
increased shipping capacity…
Social – forced relocation, destruction of
ancestral homes, flooding behind dam.
What is ‘development’???
Natural (Env) – energy efficient,
convenience, materials used…?
Who decides?
Economic –
consumer, builder, banks,
planning authorities…?
jobs, taxes…?
Social – identity, urbanisation,
Service provision, personal debt…?
Perspectives on Development
development V preservation
• Consider social, economic, environmental, political…
• But also culture/tradition…
• What values do we uphold? What compromises do we
make?
Perspectives on Development
development and underdevelopment
•
"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 Development
the creation of ‘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 Development
Modernisation theory
•
Modernisation ideas:
• Economic view
Perspectives on Development
Dependency
5:50:500
Give and take, mostly take…
http://www.developmenteducation.ie/5-50-500/
Perspectives on Development
grassroots 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
Perspectives on Development
The origins and impact of Debt
•
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 Development
Sustainable Development
•
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 Development
How it is measured
• 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 Development
How it is measured - HDI
Perspectives on Development
How it is measured - HDI
Perspectives on Development
How it is measured – Gini Index (measures equality)
Norway – 25
Australia – 30.5
Netherlands – 30.9
United States - 45
New Zealand – 36.2
Canada – 32.1
Ireland - 33.9
Lichtenstein - x
Germany - 27
Sweden - 23
0 = perfectly equal
100 = perfectly unequal
Perspectives on Development
Multidimensional Poverty Index (MPI)
•
•
•
•
•
•
•
•
•
•
•
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
Happy Planet Index
78: Ireland –
42.6
Perspectives on Development
…one definition
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)
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
Some figures (7 billion is world pop.)
1 billion: live in chronic hunger & poverty
33 million: living with HIV/AIDS
3 billion: live on less than $2.50/day
69 million: no primary education
33 million: displaced people in 110 countries
And locally, in Ireland…
762,000: in mortgage arrears (June ’12)
700,000: living in poverty
3,800: homeless
432,900: unemployed
“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
Image from Oxfam 2007 report
Ireland is also experiencing changes in weather patterns
Combating inequalities of development:
Millennium Development Goals
http://www.un.org/millenniumgoals
http://www.endpoverty2015.org
Combating inequalities of development:
Irish Aid – Overseas Development Aid (ODA)…
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
Ireland - Overseas Development Aid
Irish Aid has
9 priority
countries
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
Combating inequalities of development:
NGO work…
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:
Grassroots development projects…
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:
Campaigning and Advocacy…
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
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
How to approach Development Ed…
• What you teach – integrating DE into aspects of your
subject area. See NCCA document at
http://www.developmenteducation.ie/resources/developmenteducation/a-study-of-the-opportunities-for-development-education-atsenior-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
Learning Outcomes for DE …
Knowledge
An understanding of
development,
underdevelopment and
related issues from a variety
of perspectives (inc.
environmental, social,
economic, cultural, political…)
Skills
• Information processing
• Critical thinking
• Systems thinking
• Dialogue &
communication
• Reflection
• Decision making
Attitudes
• Self Awareness
• Responsibility for action
• Respect for human dignity
• Empathy and solidarity
Action
Personal change as well as at community, national and international levels.
Irish Aid, Department of Foreign Affairs, Ireland
Challenges - Development Ed…
• 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)
Why teach Development
Education?
Consider – the purpose of education?
Multiple roles of education?
“The State's role in education arises as part of its overall
concern to achieve economic prosperity, social wellbeing 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 role of the teacher?
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 – changes in Irish Education
• 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.
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_C
ritical_Global_Citizenship_Education_2006_
Group Activity
Using resource pack, select
a stimulus and consider how it might be
used in your subject area.
Feedback – one main discussion point
from your group.
Group work – Feedback, DCU, 26Feb2013
• 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.
‘