1. PRESENTATION TO IRISH AID 20 TH SEPTEMBER 2013

2. Working Definition of Development Education For the purposes of the audit, the following ‘working definition’ was adopted: ‘Development education is directly concerned with the educational policies, strategies an processes around issues of human development, human rights and sustainability (and immediately related areas).’

3. Research Methodology & Limitations Standardised resource template Qualitative indicators were collated in a statistical ‘matrix’ Sourcing of resources through the website and beyond Inclusion of resources from Ireland only, since 2000 What is a ‘DE’ resource? Rule of thumb… Accessibility of resources Question of making value judgements

4. Audit Stats and Findings

5. (…contd)

6. Conclusions Significant increase in resource production in the past 4-5 years and quality in the last 10 years NGOs remain key providers of DE resources, however, increase from educational and community structures and institutions Formal sector is most serviced (Junior cycle) Majority are available online. Demand for hard copy resources continues Weaknesses in resource coverage sectorally and thematically

7. (…contd) No central reference point for accessing resources Steps can be undertaken to improve resource quality and availability Some provision of resources as Gaeilge

8. Recommendations A central library/resource centre A national database On-going need for resources Research into impact Hard and soft copy resources Educational content Availability, accessibility and promotion Third level resources

9. Consortium Response The Consortium welcomes the resource audit as an important reference point Accessibility and availability are core challenges Need to research more of the impact of DE resources The setting of a standard of what a DE resource is – the challenge of fundraising and promotional material

10. On demand for resources and how it might be measured Justifications – there are many Measuring demand: – monitoring sales/downloads via websites, resource centres; – surveys of syllabi & curriculum demands; – identifying ‘gaps’ by sector or theme Evidence base for resource production – share dialogue and engagement of ‘end users’, impact and distribution

11. Responding to and measuring ‘demand’ Demand: patterns and trends User needs Curriculum Development issues

12. On developing guidelines Role for grant making orgs (Irish Aid, WWGS, Trócaire and Concern) - coordinate groups to work together – information share, not a centralised resource production agenda Facilitate a formal and non-formal sector-wide process leading to classification guidelines on resource production (assisted by WWGS, IDEA, Irish Aid and DE.ie) Stakeholder involvement - active sector players in youth and A&C, plus regional centres

13. On influencing school textbooks and curriculum Need for ongoing and systematic updating of classic surveys and reviews and the sharing of their outcomes with key educational bodies, organisations and companies engaged in the formal sector (similar work is needed in non-formal sectors urgently). Collating evidence from a range of diverse case studies of curriculum innovation in DE would also contribute if they were collected together, analysed and shared more broadly this illustrating how DE contributes to the realisation of core curriculum objectives as regards ideas and knowledge as well as learning outcomes Core DE resources should adhere to a basic set of agreed educational guidelines which reflect sound educational practice. However, they also need to adhere to sound development and human rights criteria and values – curriculum and syllabi provide only one key dimension