1. An Introduction to Development Education Dublin City University
26th February Deirdre Hogan, Ubuntu Network Coordinator

2. 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.
Start with some examples…

3. What is Development?

4. 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’?
Start with some examples…

5. What is ‘development’ to you?
Start with some examples…

6. What is ‘development’ to you?
Services
Education
Enterprise &Trade
Energy
Justice
Food Security
Infrastructure
Medicine
Start with some examples…
Peace
Democracy
Freedom
Technology
Choice

7. What is ‘development’ to you?
Development Pyramid

8. The Development Compass Rose: A framework for raising questions

9. What is ‘development’??? Natural (Env) – green energy, Economic –
freshwater ecosystems damages
Economic –
Energy to homes & businesses,
increased shipping capacity…
Who decides?
gov, people,
international policy?…
China’s Three Gorges dam, completed in 2006 and put into use last summer, is the world’s largest source of ‘clean’ hydroelectric power. With a generating capability equal to that of 15 nuclear reactors, the project has been hailed as a solution to China’s massive energy crisis. However, before the project had even been completed, major concerns were voiced over the potentially disastrous environmental repercussions of this massive engineering project. Seven years later, the Three Georges dam appears to be China’s greatest short-sighted decision in its era of modernization and industrial development.
As well as producing electricity, the 3 gorges dam is intended to increase shipping capacity in the Yangtze river and reduce flooding downstream by providing flood storage space. However the dam flooded archaeological and cultural sites, displaced 1.2 million people and is having ecological consequences. The dam was expected to provide 10% of China’s power. However demand has increased more quickly than planned and now supports more like 3% of national capacity.
The dam has certainly been a crucial element of China’s ‘green’ initiative, aimed at decreasing reliance on non-renewable sources of energy, in particular, coal. However a decrease in carbon emissions does not necessarily create an environmentally friendly energy strategy – for example, the use of the colossal reservoir had led to weakening of the river banks, causing massive landslides in populated areas. And these are just the beginnings of the problems.
The creation of the dam has slowed the normally quick flowing river, causing silt in the water to settle on the riverbed. This not only decreases the concentration of nutrients in the water, but damages existing ecosystems. Stagnant water in the reservoir could also boost pollution levels and water-borne diseases; already major issues for the population in the area. While constructing the dam, the Chinese government moved an estimated 1.3 million people from their ancestral homeland along the river valley. As the reservoir continues to weaken the riverbank, erosion is expected to displace another 100, 000 people. Decreased level of silt downriver of the dam may lead to poorer agricultural yields , with important nutrients settling to the bottom of the reservoir. Perhaps the most frightening possible consequences of the reservoir is an increase in earthquakes. Geologists fear that the weight of the reservoir may actually cause seismic activity over the two major fault lines that the dam rests on.
In addition, vulnerability of China’s already endangered species is increasing, as huge amounts of water are moved around the watershed. Many fragile ecosystems have been destroyed when water levels have changed dramatically. Wetlands, home to many unique species, are especially susceptible to changes in the river – populations of species such as the Baiji dolphin, Chinese sturgeon, and the Siberian crane are endangered because of the Three Gorges dam project.
The Three Gorges Dam shows with brutal clarity, that China traded short-term gains for long-term social and ecological problems. The energy gained by this project is not clean, and it will have long-lasting effects on a waterway that runs through over half of the country. The environmental effects of this dam will be long-term, and in most cases, irreversible.
Now that the Three Gorges Dam is in full use, these environmental problems will have to be solved rather than prevented. The world’s largest ‘clean energy’ project has already caused and will continue to cause permanent geological and ecological damage.
Social – forced relocation, destruction of
ancestral homes, flooding behind dam.

10. What is ‘development’??? Natural (Env) – energy efficient,
convenience, materials used…?
Who decides?
consumer, builder, banks,
planning authorities…?
Economic –
jobs, taxes…?
It's no wonder builders and investors swelled the building rate to 93,000 units in 2006
Social – identity, urbanisation,
Service provision, personal debt…?

11. 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?

12. 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
NAMING IT:
The distinction between ‘developed’ and ‘undeveloped’ was first brought into the limelight in 1949.
Following the Second World War, the United States found itself in a Cold War struggle against the USSR. The Truman administration came up with the idea for a technical assistance program as a means to win the "hearts and minds" of the developing world. By sharing US know-how in various fields, especially agriculture, industry and health, officials could help "third world" nations on the development path, raise the standard of living, and show that democracy and capitalism could provide for the welfare of the individual.
In his inauguration speech on January 20, 1949, President Truman stated the fourth objective of his foreign policy as follows:
"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. The United States is pre-eminent among nations in the development of industrial and scientific techniques. The material resources which we can afford to use for assistance of other peoples are limited. But our imponderable resources in technical knowledge are constantly growing and are inexhaustible"1
$ 25,000,000 was allocated for the fiscal year 1950/51. Bilateral agreements were made with countries.
Gustavo Esteva (in Sachs, W. 2010, p.2) at
“on that day 2 billion people became underdeveloped…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 terms of a homogenizing narrow minority”.
Harry S. Truman, Inaugural Address, 20 January 1949, in Documents on American Foreign Relations, Connecticut: Princeton University Press, 1967

13. 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.
NAMING IT:
The distinction between ‘developed’ and ‘undeveloped’ was first brought into the limelight in 1949.
Following the Second World War, the United States found itself in a Cold War struggle against the USSR. The Truman administration came up with the idea for a technical assistance program as a means to win the "hearts and minds" of the developing world. By sharing US know-how in various fields, especially agriculture, industry and health, officials could help "third world" nations on the development path, raise the standard of living, and show that democracy and capitalism could provide for the welfare of the individual.
In his inauguration speech on January 20, 1949, President Truman stated the fourth objective of his foreign policy as follows:
"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. The United States is pre-eminent among nations in the development of industrial and scientific techniques. The material resources which we can afford to use for assistance of other peoples are limited. But our imponderable resources in technical knowledge are constantly growing and are inexhaustible"1
$ 25,000,000 was allocated for the fiscal year 1950/51. Bilateral agreements were made with countries.
Gustavo Esteva (in Sachs, W. 2010, p.2) at
“on that day 2 billion people became underdeveloped…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 terms of a homogenizing narrow minority”.

14. Perspectives on Development Modernisation theory
Modernisation ideas:
Economic view
MODERNISATION IDEAS:
Early ideas on ‘development’ was that development was modernisation fuelled by economic development.
Rostow (in the 1960s) presented a 5 stage plan for development that proposed that all countries could move from the bottom state (of traditional, undeveloped society) of agricultural societies with ‘traditional’ cultural practices, to the top level of industrial and service focused economy, - wealth and mass consumption. Triggers included improved infrastructure, investment, a manufacturing base.
What it lacked was an appreciation of the richness of cultures and the capacity and rights of people to determine the sort of development or preservation that they wanted.
These ideas of modernisation are still quite apparent in our text books. Science (Shane Freeman), Geography (Audrey Bryan).
Modernization theory is a theory used to explain the process of modernization within societies. The theory looks at the internal factors of a country while assuming that, with assistance, "traditional" countries can be brought to development in the same manner more developed countries have. Modernization theory attempts to identify the social variables which contribute to social progress and development of societies, and seeks to explain the process of social evolution. Modernization theory is subject to criticism originating among socialist and free-market ideologies, world-systems theorists, globalization theory and dependency theory among others. Modernization theory not only stresses the process of change but also the responses to that change. It also looks at internal dynamics while referring to social and cultural structures and the adaptation of new technologies.

15. Perspectives on Development Dependency
5:50:500
Give and take, mostly take…
Argues that developing countries are not merely primitive versions of developed countries but are weaker members in a world market economy, and that they are kept in a state of ‘dependency’. Poor nations provide cheap labour and raw materials, a destination for obsolete technology and a market for developed world produce.
“African development is possible only on the basis of a radical break with the international capitalist system, which has been the principal agency in underdevelopment of Africa over the past 5 centuries” – Walter Rodney (1983) How Europe Underdeveloped Africa.

16. 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
Grassroots Development
The benefits of economic development are felt by those richer countries and groups. (p103)
The perceived benefits of development do not automatically filter down to the poorest people. (p.104)
A focus on the local-level or small-scale has been advocated at different times and for different reasons in the search for ‘development’. It looks at smaller projects on the group, usually supported by a locally positioned NGO, promoting local decision making, developing civil society, democratic process and empowerment (to see possibilities for change, feelings of self worth, power of collective action p.113). Rather than imposing ideas of ‘development’ on individuals and communities, people themselves choose the way in which they want to live and where their needs are – not to be left feeling inferior because they are not following a pattern that has been adopted else where (p )
UNDP Report, 2002 acknowledged the need for the drive for development to come from local sources. Entitled its 2002 Report – ‘Deepening Democracy in a Fragmented World’….
Weaving is one of the industries supported by the bank. Image from

17. 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
Debt and Loans:
The IMF and World Bank were established in the 1944 to provide an ‘orderly international monetary system’. However the loans issued to support development have resulted in widespread;
During the 1960 and 1970s many Southern Governments borrowed large amounts of money at low interest rates from OPEC countries and private banks to fund large infrastructure and development schemes. Some were used productively but others were squandered or used to purchase weaponry or siphoned off by corrupt regimes. In the 1970s the decline in world commodity prices (coffee, cotton, copper, bananas etc.) lead to developing countries not being able to service the loans. This was exacerbated by the global recession in the early 1980s, industrialised countries increased import tariffs, making it harder for Southern countries to export goods. Interest rates went up. Money was moved away from ‘high risk’ countries. In 1982 Mexico announced that it was unable to meet repayments on its debt sparking a ‘debt crisis’ – it was feared that the default of such a major player could bring down the international financial system. The result was new loans issued by the SAPs (Structural Adjustment Programmes) – stabilization through cuts in expenditure and reducing state involvement in the economy – but were largely unsuccessful resulting in more severe debt…
Available to download at:

18. 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 accessed
Sustainable Development –
Development Education (DE) as a concept emerged in the 1970s from the international work of aid agencies and development NGOs who recognised the need to educate the ‘developed world’ about issues of poverty and injustice in the ‘Third World’ (Regan, 2006:108). The emergence of the term Environmental Education (EE) can be traced back to the 1972 international Conference on the Human Environment held in Stockholm, although education about the environment preceded this.
The major conceptual breakthrough in this respect, came with the work of the World Commission on Environment and Development, established by the UN to re-examine global environmental and development problems and to suggest practical and realistic proposals for address them. The resulting Brundtland Report promoted the concept of ‘sustainable development’, defining it as development that meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). The concept was about reconciling the interests of the development community with those of the environmental movement. It identified three 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). The work of the Brundtland Commission was followed up by the Rio Summit in 1992, which produced Agenda 21 a blueprint for sustainable development into the 21st Century. Chapter 36 Promoting Education, Public Awareness, and Training, focused on the role of ESD in providing access to quality basic education for all, building public awareness of sustainable development issues, reorienting existing education to incorporating sustainable development concerns and ensuring that training programs for all job sectors to reflect sustainable development practice.
GLOBALISATION
The term globalization has been in increasing use since the mid 1980s and especially since the mid 1990s.8 In 2000, the International Monetary Fund (IMF) identified four basic aspects of globalization: trade and transactions, capital and investment movements, migration and movement of people and the dissemination of knowledge

19. 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
The Happy Planet Index (HPI) is an index of human well-being and environmental impact that was introduced by the New Economics Foundation (NEF) in July The index is weighted to give progressively higher scores to nations with lower ecological footprints

20. Perspectives on Development How it is measured - HDI

21. Perspectives on Development How it is measured - HDI

22. 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
Lichtenstein - x
Germany - 27
Sweden - 23
0 = perfectly equal
100 = perfectly unequal

23. 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

24. Perspectives on Development Happy Planet Index
78: Ireland –

25. 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

26. Development is unequal
32:1 26

27. Development is unequal
Image from 80:20 Development in an Unequal World, edition 6, 2012 27

28. Development is unequal
Image from 80:20 Development in an Unequal World, edition 6, 2012 28

29. Some figures (7 billion is world pop.)
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

30. And locally, in Ireland…
762,000: in mortgage arrears (June ’12)
700,000: living in poverty
"People are living in poverty if their income and resources (material, cultural and social) are so inadequate as to preclude them from having a standard of living which is regarded as acceptable by Irish society generally..."
3,800: homeless
432,900: unemployed

31. “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

32. Ireland is also experiencing changes in weather patterns

33. Combating inequalities of development: Millennium Development Goals
In 2000, 189 world leaders at the United Nations Millennium Summit agreed to take steps to end world poverty by 2015.
Halve the proportion of people living on less than $1 (adjusted to &1.25) a day. Poverty - The number of people living in extreme poverty fell from 1.8 billion in 1990 to 1.4 billion in The number is expected to fall to 900 million in In percentage terms, the proportion of extremely poor in 2005 accounted for more than a quarter of the developing world’s population, compared with almost a half in While it is expected that the MDG poverty reduction target will be met for the world as a whole, some regions, particularly sub-Saharan Africa and South Asia, will fall short and as many as 1 billion people will remain in extreme poverty by the target date.
A less basic standard of $2 per person per day is more appropriate for middle income countries and regions such as Latin America and Eastern Europe. The share of global population living below $2 a day (at 2005 prices) has fallen from 70% in 1981 to 48% in However, the number of people living on less than $2 a day remains unchanged at around 2.5 billion between 1981 and 2005.
2. Achieve universal primary education for all children.
3. Eliminate gender disparity in primary and secondary schoolng
4. Reduce by 2/3, the under 5 mortality rate
5. Reduce by ¾ the maternal mortality ratio
6. Halt and reverse the spread of AIDs
7. Promote sustainable development in country poilicies, reduce biodiversity loss, halve the proportion living without safe drinking water, reduce slum dewllers.

34. Combating inequalities of development: Irish Aid – Overseas Development Aid (ODA)…
2011 was €659 million % GNP
2010 was €671.4 million % GNP
2009 was €722 million % 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 34

35. Ireland - Overseas Development Aid
Irish Aid has 9 priority countries
Poverty in the world -
Gender inequality -
Women account for two thirds of the world’s poor.
In developing countries, rural women are responsible for 60-80% of food production, but have limited control over land and other necessary assets.
Less likely to avail of education…subsequently their choices in life are limited to subsistence living.
More likely to be victims of abuse, female genital mutilation, rape…and subsequently contracting HIV/AIDS
Irish Aid’s response is to promote education for girls and women, support centres for women…
HIV/AIDS –
Over 33 million people are living with HIV, 2.5 million become newly infected every year and over 2 million people die of AIDS annually.
AIDS in Africa is leading to famine, child death and a reversal of development progress.
The impact of HIV & AIDS is devastating. It primarily affects adults in their productive years ( years). Its effects are not only felt at individual, family and community levels but also have a profound effect on the social and economic development of countries.
The HIV & AIDS epidemic has a particularly troubling impact on children- over 11 million children in Africa have lost one or both parents to AIDS, whilst 640,000 children under the age of 15 are infected with HIV.
Irish Aid’s response is to:
Provide HIV treatment to communities
To increase the availability of antiretroviral drugs (ARVs)
Focus on children: This involves increasing access to treatment and counselling; improving nutrition and supporting programmes to raise awareness around HIV and AIDS. We have provided special support to two international task teams; one dealing with children affected by AIDS and another with AIDS in the education sector. These teams are tasked with research and analysis of how children in particular are affected by HIV and AIDS and how best they can be protected through education, treatment and social protection measures.
Environmental Sustainability
Climate change – potential effects on developing countries and on the work that IA does there…
Maintaining natural resources
Good governance
Fighting corruption, fraud and bribery is an essential element of good governance and tackling these scourges will increase the effectiveness and impact of development assistance.
 Political will, enhanced state capacity and public accountability to citizens can all help to eradicate corruption and fraud. So also can efforts at international, regional and national levels to prevent bribery of foreign public officials.
Irish Aid, Department of Foreign Affairs, Ireland 35

36. Overseas Development Aid
Taken from Irish Aid Annual Report 2009 36

37. Overseas Development Aid
Taken from Irish Aid Annual Report 2009

38. Overseas Development Aid
Taken from Irish Aid Annual Report 2009

39. Overseas Development Aid
Taken from Irish Aid Annual Report 2009

40. 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.
Self Help Africa - works with at grassroots level in eight African countries rural communities.

41. 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

42. Combating inequalities of development: Campaigning and Advocacy…
Make poverty history, 2005
“A child dies completely unnecessarily as a result of extreme poverty every 3 seconds”
Celebrity endorsements

43. What is Development Education?

44. Development Education
Origins of Development Education
Development Education in Ireland & Irish Aid
Ubuntu Network –
DICE Project –
World Wise Global Schools – –
Irish Development Education Association -
Close associations – EE, ESD, Citizenship Ed, Human Rights education…
Development Education (DE) as a concept emerged in the 1970s from the international work of aid agencies and development NGOs who recognised the need to educate the ‘developed world’ about issues of poverty and injustice in the ‘Third World’ (Regan, 2006:108). The principle motivation for doing so was to allicit support for financing of development projects. The Joint UN Information Committee (JUNIC) working group on DE, lead by UNICEF, created international partnerships with NGOs and built links with public interest groups and development action networks. National Committees on Development Education were established in countries across the world and UNICEF established a clearinghouse through which committees, NGOs and field officers were kept informed of new ideas, publications and productions that would support the integration of DE into formal, non-formal and informal education. (UNICEF, 1986)
Ireland was receptive to the DE message. There already existed a strong connection to developing countries through Irish missionary organisations and the support of the Catholic Church furthered emphasised the need for action. In the mid 1970s the Development Education Commission (DEC) was set up within CONGOOD (Confederation of Non-Governmental Organisations for Overseas Development) to promote DE within the non-formal education sector. The DEC engaged in information sharing, lobbying of government on development issues, public education campaigns and the joint production of development literature (Dóchas, 2005:12). The case for DE in Ireland was furthered in 1978 when the Department of Foreign Affairs introduced a DE grants scheme.
While the focus of DE was on issues of poverty and security, environmental issues were also addressed. In an Irish context, for example, the 75:25 Ireland in an Unequal World resource produced by CONGOOD in 1984 identified environment as a key development education theme. In the UK, the Development Education Compass Rose, which originated with the work of Birmingham DEC gave environmental concerns a central role. Development studies more generally placed a growing emphasis on the relationship between environment and development, as is evident in a number of UNDP reports (the Human Development Reports for 1992, 1998, 2003, 2006, and 2007 explicitly address the environment as a key them). In 2000 the United Nations included environmental sustainability as one of the eight Millennium Development Goals and in 2006 the White Paper on Irish Aid referred to the importance of environmental protection in supporting livelihoods of people in the developing world (Irish Aid, 2006b:63)
Development Education in Ireland today – €2.4 million in 2012
In 2012, 38 organisations were approved for an annual grant. The total allocation amounted to €1.638 million. Irish Aid also supports strategic partnerships with organisations working in priority areas including Initial teacher education, third level education, youth sector, and capacity building for the development education sector. In 2012, the total allocation amounted to €873,774.
Ubuntu Network –
DICE Project –
Worldwise Global Schools –
Development Education.ie –
Irish Development Education Association (IDEA) -
Environmental Education and Development issues
The emergence of the term Environmental Education (EE) can be traced back to the 1972 international Conference on the Human Environment held in Stockholm, although education about the environment preceded this. The conference recommended the establishment of the International Environmental Education Programme (IEEP) to raise awareness of environmental problems and to build EE capacity across Member States (UNEP, 1972). The Belgrade Charter provided a Global Framework for Environmental Education, stating that EE programmes should be interdisciplinary, involve active participation, have a global perspective, consider both current and future situations and address the environment in its totality (including man-made, ecological, political, economic, technological, social, legislative, cultural and aesthetic) (UNEP, 1975). In subsequent years principles, guidelines and actions for the implementation of EE were developed through the Intergovernmental Conference on Environmental Education, held in Tiblisi in 1977, and the International Congress in Moscow in 1987.
While Environmental Education (EE) focused issues such as acid rain, pollution and depletion of natural resources, it also grew to address development issues. International conferences highlighted that the root of many environmental problems laid in social, economic and cultural factors (UNESCO, 1987:5). Speakers from developing countries at Stockholm in 1972 emphasised that the task of resolving environmental instability was second to providing more immediate needs such as food, shelter and healthcare, they emphasised that,
“for two-thirds of the world's population the human environment was dominated by poverty, malnutrition, illiteracy and misery…until the gap between the poor and the rich countries was substantially narrowed, little if any progress could be made in improving the human environment” (UNEP, 1972).
The relationship between the environment and poverty was were further noted in the final report of the intergovernmental conference on Environmental Education in Tiblisi in 1977, which stated that,
“environmental problems are not just those of the detrimental or irrational use of natural resources and pollution. They include problems of underdevelopment, such as inadequate housing and shelter, bad sanitary conditions, malnutrition, defective management and production practices and, more generally all problems which stem from poverty.” (UNESCO, 1977:11)
ESD – Bringing together Development and Environmental Issues
It is evident then that throughout their history the DE and EE movements were each orientating themselves to include aspects of the other. The major conceptual breakthrough in this respect, came with the work of the World Commission on Environment and Development, established by the UN to re-examine global environmental and development problems and to suggest practical and realistic proposals for address them. The resulting Brundtland Report promoted the concept of ‘sustainable development’, defining it as development that meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). The concept was about reconciling the interests of the development community with those of the environmental movement. It identified three 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). The work of the Brundtland Commission was followed up by the Rio Summit in 1992, which produced Agenda 21 a blueprint for sustainable development into the 21st Century. Chapter 36 Promoting Education, Public Awareness, and Training, focused on the role of ESD in providing access to quality basic education for all, building public awareness of sustainable development issues, reorienting existing education to incorporating sustainable development concerns and ensuring that training programs for all job sectors to reflect sustainable development practice. Ten years later the World Summit (in Johannesburg) recommended that the United Nations General Assembly adopt a decade of education for sustainable development, from 2005 –2014, with UNESCO as the lead agency.

45. 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

46. 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

47. How to approach Development Ed…
What you teach – integrating DE into aspects of your subject area. See NCCA document at
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

48. 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
Action
Personal change as well as at community, national and international levels.
Irish Aid, Department of Foreign Affairs, Ireland

49. 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)

50. Why teach Development Education?

51. 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 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
EDUCATION AND THE STATE
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.
The State must therefore seek to create, promote and support the conditions within which education can realise its potential in society. The democratic character of this society requires education to embrace the diverse traditions, beliefs and values of its people. Irish education is profoundly influenced by the long commitment of the Catholic and Protestant churches and other religions in the provision of education. The Vocational Education Committees have made a significant contribution to the development of education. In addition, Ireland has benefitted from a distinguished tradition of higher education. All have, from their varying traditions, served Irish students and society well.
The State has a duty to respect the legitimate interests of the various partners in education and support the distinctive character of individual schools and colleges. They, in turn, have a corresponding obligation to respect and support the principles and rights upon which a democratic society is based.
The development of the education and skills of people is as important a source of wealth as the accumulation of more traditional forms of capital. National and international bodies have identified the central role of education and training as one of the critical sources of economic and social well-being in modern society. This is the logical outcome of the increasing centrality of knowledge and skills in shaping economic organisation and national competitiveness. Interlinked with these trends is the emerging
economic necessity for life-long learning, given the speed with which knowledge and skills become outdated. For these reasons, expenditure on education and training is an investment in economic growth and improved social cohesion.
Links between education and the economy, at national and institutional level, are important. This has been recognised by successive Governments, the social partners and various expert bodies. The contribution of education and training to economic prosperity has been underlined in successive national understandings with the social partners
and in independent studies carried out by, for instance, the National Economic and Social Council and the Organisation for Economic Co- Operation and Development. These developments have placed education at centre stage as part of more broadly based economic and social policies. The Government is committed to continuing this process. The Government's concern with this key dimension of education complements and reinforces the fundamental contribution of education to individual and social development. Enhancing the contribution of education and training to economic prosperity requires an independent and dynamic educational system which is systematically linked to the economic planning process. Economic activity is increasingly dependent on the knowledge and skills of people and their capacity to learn continually throughout their lives. Thus, investment in education is a crucial concern of the State to enhance Ireland's capacity to compete effectively in a rapidly changing international environment.

52. 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).

53. 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
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

54. 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.
NEW PDE PROGRAMME:
Specifically… Learning Outcome 3.1 (4)
“Cross-curricular links and themes including citizenship; creativity; inclusion and diversity...personal, social and health education…as appropriate to the sector and stage of education, and how these are related to life experiences”
Teaching Council of Ireland (2011), Initial Teacher Education: Criteria and Guidelines for Programme Providers

55. 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.
Principles: quality, wellbeing, creativity and innovation, choice and flexibility, engagement, relevance and enjoyment, inclusive education, continuity, lifelong learning.

56. Recommended Websites

57. Recommended Readings
Book Title: Learning to Read the World , Authors: Audrey Bryan, Meliosa Bracken, Published: 2011, Available to download at:
Book Title: 80:20 Development in an Unequal World, (6th Edition) Colm Regan (ed.) Purchase from
Journal Title: Policy and Practice: A Development Education Review. Available to download at:
Paper: Soft versus Critical Global Citizenship Education, Author: Vanessa Andreotti. Available to download from:

58. 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.

59. 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 - p 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. ‘
Start with some examples… 59