centre for global education

Annual Report 2014

E d u c at i n g f o r a J u s t a n d s u s ta i n a b l e w o r l d

E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

Contents Introduction by the Director

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Centre for Global Education Resource Base

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Capacity Building in Development Education

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Global Learning Programme

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New Publications

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Supporting Education Delivery in the Gaza Strip

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Networks and Campaigns

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Publications List

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Appendix 1: Management Board

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Appendix 2: Contact List

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Appendix 3: Useful Web Sites

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Reports and Financial Statements

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(Year ended 31st March 2014)

Centre for Global Education | June 2015 Centre for Global Education 9 University Street Belfast BT7 1FY Tel: (028) 90241879 E-mail: [email protected] Web Site: www.centreforglobaleducation.com Centre for Global Education is accepted as a charity by Inland Revenue under reference number XR73713 and is a Company Limited by Guarantee Number 25290

CGE is a signatory to the Dóchas Code of Conduct on Images and Messages

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Introduction by the Director Stephen McCloskey Global Learning Programme

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n 2014, the Centre successfully tendered for the delivery of

The GLP represents the most significant development education

a new formal sector project funded by the Department for

initiative in the formal education sector for many years and

International (DFID) called the Global Learning Programme

provides an important opportunity to impress upon young

(GLP). The project aims to increase and improve delivery of

people the importance of active citizenship in addressing poverty

development education in 50% of grant aided primary, secondary

and injustice. It also offers a welcome boost to the development

and special schools in Northern Ireland. It will support schools

education sector in Northern Ireland through its collaboration

in embedding development education and global citizenship as

with development agency personnel who will be involved in the

regular practice across curriculum subjects and through whole

delivery of teacher training. You can receive regular updates on

school initiatives.

the project by ‘liking’ its Facebook page at: www.facebook.com/ globallearningprogramme.

The project will contribute to more young people having a thorough knowledge and understanding of global poverty

Policy and Practice

and the ways it can be reduced. It will also enable teachers to

In 2014, the Centre published two more issues of Policy and

meet core curriculum targets while delivering global learning

Practice, our open access development education journal,

in the classroom. This is an ambitious programme, spanning a

published bi-annually at www.developmenteducationreview.

three year period to April 2017, which involves several strands of

com. Issue 18 was published in the Spring of 2014 on the theme

delivery. These strands include:

‘Development Education and Film’ and featured contributions from film-makers who address development issues and the





• • •



global South in their work. This issue primarily discussed how

Ensuring that Senior Leadership Teams (SLTs) understand the benefits of a whole school approach to global learning and agree to commit their schools to participation in the programme; Delivering an extensive programme of Continuing Professional Development (CPD) to teachers at Key Stages 2 and 3 which will strengthen their classroom practice in global learning; Publishing a guidance document for teachers linking global learning to the Northern Ireland Curriculum; Ensuring schools complete self-evaluation forms assessing the impact of CPD on their practice; Commissioning qualitative research with a sample of schools to measure change in learning and practice over the three years of the project; And, creating a web site to support interaction with schools, promote training events and share global learning resources.

film can become a more effective tool for promoting global issues as part of development education practice, particularly in challenging stereotypes of countries in the global South. Issue 19 was published in Autumn 2014 on the theme ‘Finding the “Historically Possible”: Contexts, Limits and Possibilities in Development Education’. It addressed the challenges, limits and possibilities for development education in a society and education system increasingly enveloped by corporate power and market values. The editorial for this issue quoted Paulo Freire in suggesting that ‘throughout history one does what is historically possible and not what one would want to do’. The journal continues to maintain an impressive level of quality contributions while increasing its number of users. Statistics on the use of the journal for the period 1 April 2013 to 31 March 2014 showed that the journal web site had more than 100,000

The project has enabled the Centre to recruit two new members of

visits from 150 countries of which 80% were unique visitors. Even

staff: Orla Devine, GLP Co-ordinator and Robyn Scott, Promotions

more gratifying was the location of these users with the journal

and Communications Officer. Orla and Robyn have already made

having a truly international audience. The majority of users were

huge strides toward organsing workshops for teachers and SLTs,

based in these locations: United States (20,180), UK (19,663), The

setting up the project web site (www.globallearningni.com),

Philippines (14,704), India (11,181), Australia (5,781), Canada

publishing a guidance document, and commissioning research.

(5,190), Ireland (3,327), South Africa (2,902), Netherlands (2,606),

A Project Management Group (PMG) comprising leading formal

and Indonesia (2,492). These statistics reflect the accessibility of

education practitioners has been established to guide the staff in

the journal in its open access format and the quality of the articles

the delivery of activities.

on the site. The journal is published with financial support from

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E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

Introduction by the Director Stephen McCloskey Irish Aid and the Centre has committed to commissioning an

Organisations, the Irish Development Education Association

external evaluation of Policy and Practice in 2015 as it enters its

(IDEA), and at a European Union level the DEEEP Project. We also

tenth year of publication.

thank our partner in Gaza, the Canaan Institute of New Pedagogy as well as all of the learners and participants who supported our

Community Education in Gaza

activities in 2014.

Since 2011, the Centre has been working in the Gaza Strip, Palestine delivering education services to children who are on

Acknowledgements

the frontline of the conflict in Gaza and particularly vulnerable

The work documented within this report would not be possible

to the effects of Israel’s blockade of the territory. In 2014, the

without the efforts of a dedicated staff and Management Board

Centre received a two year grant from the NIPSA Developing

and I use this opportunity to sincerely thank them for their work.

World Fund for a project providing psycho-social support to

My colleagues in the Centre - Orla Devine, Seán Byers, Marie

300 children aged 7-12 living in three locations in Gaza - Khan

McNeice, Malte Hoberg and Robyn Scott - all carried out their

Yunis, Beit Lahia and Bureij - suffering acute forms of conflict-

work with great professionalism. I want to particularly thank the

related trauma. Through carefully facilitated educational

Centre’s office bearers in 2014 for their support of the staff and

activities and the involvement of psychological specialists, the

commitment to the organisation: David Thomas (Chair), Caithlin

children enrolled in the project received access to therapeutic

Corrigan (Vice-Chair), Victoria Simms (Secretary) and Paula

learning delivered in partnership with a Palestinian NGO

McGuigan (Treasurer).

called the Canaan Institute of New Pedagogy. Following a very positive evaluation of the project, the Centre and the project

I finally want to thank those Board members who stepped

stakeholders agreed to deliver the activities in year two of the

down at our 2014 AGM - Christina Graham, Mary McGeown

project in the same three locations. This will help to embed the

and Alfred Abolarin - for their contribution to our work. I am

learning outcomes from year one.

delighted to welcome to the Board our new members: Geraldine Alexander (NIPSA), Paula McGuigan (Accountant) and Kate Ward

In July 2014, The Israeli government launched a third attack

(Participation and the Practice of Rights). Everyone connected

on Gaza in six years. Operation ‘Protective Edge’ was a 51 day

with the Centre is grateful to all of the funders who supported

military operation launched from the air, land and sea and

our work in 2014: Christian Aid; Community Foundation NI;

resulted in 2,192 casualties, of whom 1,523 were civilians and

Concern Worldwide; Department for International Development,

519 were children. On the Israeli side, 66 soldiers were killed

NI Housing Executive; Irish Aid, and NIPSA. This document

and five civilians. More than 100,000 people were rendered

summarises our activities in 2014 and is also an invitation to

homeless in Gaza during ‘Protective Edge’ and the Centre

educators, activists and civil society groups at local and global

immediately launched an appeal to raise funds for food, clothing

levels to engage in our activities. We welcome your feedback

and water in partnership with the Canaan Institute. We raised

and hope that you will share in our work in the year ahead.

£15,000 from public donations and several large grants from local trade unions which was immediately put to good use in providing emergency aid to Palestinian citizens. The Centre also continued to campaign for an end of the Israeli siege of Gaza which we believe is a form of collective punishment on the civilian population.

Partners in Development The Centre is grateful to our partners and networks in the development education sector for their support over the past year. They include: Coalition of Aid and Development Agencies (CADA), Debt and Development Coalition Ireland, Dóchas: the Irish Association of Non-Governmental Development

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1 Centre for Global Education

1.1 Background Information The Centre for Global Education was established in 1986 by eight development agencies to provide education services that enhance awareness of international development issues. Its central remit is to provide learning that will enable individuals and organisations to address the causes of poverty, inequality and injustice at local and global levels. The Centre believes that in the current era of accelerated globalisation our society is becoming increasingly interconnected with the wider world. Development education equips individuals and organisations to understand the cultural, economic, social and political influences on our lives that result from our growing interdependence with other countries and societies. It also provides learners with the skills, values, knowledge and understanding necessary to facilitate action that will contribute to poverty eradication both locally and globally. The Centre endorses the United Nation’s definition of development education which states that ‘the objective of Development Education is to enable people to participate in the development of their community, their nation and the world as a whole’. Development education practice is based on active learning methodologies that facilitate the full participation of the learner and encourage an action outcome. The Centre for Global Education provides training and resources to local target groups that tailor development education content and practice to their needs. We consider the development process in Ireland within the context of the global South and support multiculturalism and mutual respect by providing opportunities to

Giulia Maira, volunteer in 2014-15, in the library of the Centre for Global Education. learn about other cultures, faiths and lifestyles. The Centre supports the view that we can learn more about ourselves and local communities by extending our knowledge and experience of the wider world.

1.2 Centre for Global Education Strategic Plan 2013-2015 The Centre’s three year strategic plan is now in its final year and in 2015 we will begin the process of agreeing a new set of working objectives for the period 1 January 2016 to 31 December 2019. The plan will reflect new areas of activity in the Centre, particularly the Global Learning Programme as well as agreeing new targets for the next three years. The planning will involve the Centre’s staff and Management Board members working together under the facilitation of Community Change, a local consultancy organisation specializing in capacitybuilding in the community sector. As well

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as providing the basis of a new three year Strategic Plan, the planning sessions will offer useful team building opportunity for staff and Board members.

E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

1 Centre for Global Education The Centre’s current Strategic Plan has the following Vision Statement The Centre for Global Education’s vision is for a just and equitable world where people recognise their interdependence and work with others across the globe for positive social change.

The Centre for Global Education Mission Statement is: The Centre for Global Education’s mission is to use education to challenge the causes of global inequality and injustice, enabling action at all levels and in all sectors of society. The Centre’s Values are as follows:

The Strategic Plan is structured around the following six Aims: 1. Connecting with Communities - To develop awareness and understanding of global issues toward positive social action. 2. Networking with Partners - to sustain a network of partnerships that supports our work on global issues. 3. Researching Practice - to stimulate debate on the practice of development education. 4. Advocating Policy Change - to create positive change for development education at a policy level. 5. Performing at our best – to ensure the effectiveness and efficiency of the Centre. 6. Good Governance - to ensure the Centre has sufficient finance and governance in place to implement its strategy. The Strategic Plan spans the period 1 January 2013 to 31 December 2015 and will be reviewed annually by the Centre’s staff and Board members. The Strategic Plan is available on the Centre’s web site at: https://docs.google.com/file/d/0Bwa0-yj_ NbZGUlh4dEZHZnctaFE/edit?usp=sharing

1.3 Funding • Partnership with individuals and organisations working to create an equal and just world. • Enablement of effective action to challenge global inequality and injustice. • Ensuring our work is informed by the needs and ideas of the global South. • Promoting active learning in all our work.

The Centre receives grants from statutory and non-government development organizations to deliver projects and to support the general running costs of the Centre. In 2014, the Centre’s main funders were: • Christian Aid • Concern Worldwide • Department for International Development Mini Grant Scheme • Housing Executive • Irish Aid • Lloyds Bank Foundation NI • NIPSA Developing World Fund • Trócaire

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1.4 Structure of Organisation The Centre’s activities are planned and evaluated by a Management Board (see Appendix 1) comprising educators from the statutory and non-statutory education sectors, human rights activists, trade unionists and development agency personnel. The Centre’s staff report to the Management Board and have responsibility for delivering activities, training, networking, fundraising and administration. On occasion, the Management Board will establish sub-groups to focus on specific areas of work and they are comprised of Board members and staff. The Centre has four office bearers who are: • • • •

David Thomas Chairperson Caithlin Corrigan Vice-Chair Paula McGuigan Treasurer Victoria Simms Secretary

1.5 Dóchas Code of Good Governance As a Dóchas member organisation, the Centre is a signatory to the Irish Development NGOs Code of Corporate Governance. The Code enables the Centre to strengthen its governance practice and includes an independent assessment of our audited accounts and annual reports. This annual assessment identifies areas of governance that could be improved by the Centre and enables us to maintain high standards of practice for our organisation. The Governance Code comes with a set of guidelines and a dedicated web site supporting implementation. In the current financial climate funders are setting higher standards for financial management and accountability and the Code helps organizations like the Centre to maintain these standards. With this in mind the Centre has a specific strategic aim focused on ‘Good Governance’ and strengthening and maintaining our performance in this area.

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2 Resource Base

2.1 Teaching and Research Resources The Centre’s resource base houses the most complete collection of materials on development issues available in the north of Ireland. The Centre provides resources to support classroom practice, global youth work and academic research. Users can carry out research in the library itself or order materials through our online catalogue (www.centreforglobaleducation.com). The Centre’s members are drawn from a range of educational backgrounds including teachers, student teachers, university lecturers, black and minority ethnic groups, schools, voluntary organizations, human rights groups, youth groups and children’s rights organizations. Library members and users of the Centre’s resource base can access a wide range of services, including: • Teaching resources supporting classroom practice. These resources have been designed to meet the subject learning requirements of the Northern Ireland curriculum from Key Stages 1-4. Teaching materials available in the Centre address a wide range of issues in the context of both developed and developing countries. Resources are categorized according to Key Stage and topic/ country to facilitate easy access by teachers and student teachers. There are also library sections with materials on Global Youth Work and Citizenship Education. • Topic and country reference box files containing articles drawn from the local, national and international print media, fact

Malte Hoberg, Information Officer, working in the Centre for Global Education’s library. sheets on development issues, campaign updates, newsletters and magazines. The box files are invaluable to students and researchers needing a wide range of source material on countries and issues. Box file material is for reference only and can be photocopied in the Centre. • DVDs available on loan covering national and international issues including high quality films produced for education purposes. The Centre’s DVD collection also includes an excellent range of feature films and documentaries on global issues. • National and international periodicals and journals on consumer, development, economic, environmental, gender and human rights issues, from Le Monde Diplomatique to New Internationalist. The Centre’s collection of periodicals

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offers invaluable reference material for research on local and global development issues. The full database of journals is available at: http://www. centreforglobaleducation.com/ library/library-catalogue • 1,200 book titles with issue and country/ continent categories including children, environment, politics, human rights, development, Ireland, Africa, Latin America, Asia and the Middle East. The library is continually expanding with new resources requisitioned on an ongoing basis. New resources are added to our library databases for books and teaching packs and they can be accessed through a computer point in the resource base. • Wireless Internet Access: library users can carry out research online through access to our free wireless Internet service.

E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

2 Resource Base 2.2 Membership of CGE Join the Centre for Global Education and help support delivery of our education activities locally and internationally. The Centre provides a range of excellent services which include: • A monthly E-Bulletin service which provides up-to-date information on events, funding sources, training opportunities and resources on international development issues. • A regularly updated Facebook and Twitter service with information on new events, policy developments and trainings in the development sector. • Access to the most comprehensive library service on development education and development issues in the north of Ireland.

issues behind the headlines will find the Centre an invaluable resource. To become a member, simply complete the electronic membership form on the Centre’s web site (http://www. centreforglobaleducation.com/ membership). The membership fees are: • Individual unwaged • Individual waged • Non-profit making organizations • Profit making organizations

£10 £25 £50 £100

2.3 CGE on Social Media The Centre has a comprehensive social media service that is updated daily. ‘Like’ the Centre on Facebook and you will receive regular updates on jobs, events, publications, and news on development issues. To ‘like’ the Centre on Facebook please click on this link: https://www.facebook.com/ centreforglobaleducation The Centre is also available on Twitter (@CGEbelfast) and Linked-in which is

• A regular blog on development education and development issues available from our web site. • Regularly organised events on development issues – conferences, seminars, workshops and a Global Issues seminar series. Anyone with an interest in development issues and finding out more about the

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broadening our reach to members. The Centre’s web site includes the following services for users: • Facebook content streamed to the web site homepage; • Free access to publications as downloadable pdfs; • A calendar with details on all upcoming CGE events; • A comprehensive list of links to useful web sites on development; • Access to development education resources produced by partner organisations available as ‘external publications’; • Easy subscription to our monthly E-bulletin newsletter.

2.4 Centre for Global Education Website The Centre’s web site provides a comprehensive one stop shop of resources, news on development issues, downloadable reports and teaching aids as pdfs, and a calendar of activities in the development sector. From 1 April 2014 to 31 March 2015, the Centre’s web

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2 Resource Base

site received a total of 55,000 unique visitors from countries across the world. 90 percent of visitors were first time users of the web site which suggests that the Centre is doing a good job in promoting the site locally and internationally. The top ten locations of users are as follows: • • • • • • • • • •

The United States Blockade of Cuba 50 Years On’ http://www.centreforglobaleducation.com/blog/ theunitedstatesblockadeofcuba50yearson ‘Haneen Zoabi: A Politician Worth Voting For’ http://www.centreforglobaleducation.com/blog/ haneenzoabiapoliticianworthvotingfor

United Kingdom 6,936 Egypt 4,658 United States 3,219 India 2,211 South Africa 2,136 Australia 1,929 The Philippines 1,923 Kenya 1,852 Indonesia 1,849 Romania 1,722

‘Call for Irish Ban on Imports from Israeli Settlements’ http://www.centreforglobaleducation.com/blog/ callforirishbanonimportsfromisraelisettlements Why Governments are Blaming the Poor for their own Poverty’ http://www.centreforglobaleducation.com/blog/ whygovernmentsareblamingthepoorfortheirownpoverty Development Education and Film: Are we getting the bigger picture? http://www.centreforglobaleducation.com/blog/ developmentandfilmarewegettingthebiggerpicture

It is encouraging to note the high number of visitors from countries in the global South which suggests a burgeoning interest in the work of the Centre and global education.

Death by Remote Control: The Deadly Use of Drones http://www.centreforglobaleducation.com/blog/ deathbyremotecontrolthedeadlyuseofdrones

The web site is available at: www.centreforglobaleducation.com

2.5 Centre for Global Education by Numbers

Foodbank Ireland http://www.centreforglobaleducation.com/ blog/foodbankireland

The number of subscribers to the Centre’s social media accounts, e-bulletin and web site are as follows: CGE Facebook ‘likes’ Global Learning Programme Facebook ‘likes Policy and Practice Facebook ‘likes’ Followers on Twitter Subscribers to E-bulletin service Visitors to CGE web site (1 APR 2014 - 31 MAR 2015) Visitors to Policy & Practice web site (1 APR 2014 – 31 March 2015) Total number of connections

Gaza: who is really paying the “heavy price” of Israel’s war? http://www.centreforglobaleducation.com/blog/gazawhoisreall ypayingthe%E2%80%9Cheavyprice%E2%80%9Dofisrael%E2%8 0%99swar

850 114 160 316 670 55,000

To access all of the blogs on the CGE web site or leave a comment please visit http://www.centreforglobaleducation.com/blog

2.7 EIRENE Volunteer 100,000 157,110

EIRENE is an international peace and development organization which sends volunteers to countries throughout the world. EIRENE volunteers have been coming to Ireland in increasing numbers in recent years to work with community, peace, development and human rights organizations.

2.6 Centre for Global Education Blog A new feature added to the CGE web site in 2012 is a Centre for Global Education blog that aims to spark debate on topical issues in the area of international development. The blogs posted to date are:

Our current EIRENE volunteer is Malte Hoberg, who is working with us in the position of Information Officer. Malte has responsibility for managing the Centre’s resource base which includes dealing with public requests for information, compiling our monthly e-bulletin, updating our web site and administering our membership scheme and library resources.

‘Development Education and the Global Financial Crisis: how do we respond? http://www.centreforglobaleducation.com/blog/ developmenteducationandtheglobalfinancialcrisishowdowerespond

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2 Resource Base Gaza: who is really paying the “heavy price” of Israel’s war?

Malte is a highly valued staff member who has supported colleagues in the delivery of projects and represented the Centre at conferences and public events.

The Centre has benefited enormously from its relationship with EIRENE and all of our placements have been extremely able and committed young people. For their part, the volunteers are given the opportunity to improve their language skills and broaden their work experience before moving on to third level education. For example, Malte has participated in the Centre’s Global Educator course during his tenure with us which has strengthened his knowledge of development education. The Centre thanks EIRENE for its ongoing support of the Centre, particularly its director Ralf Ziegler. For further information on the Centre’s resources and library services contact: Information Officer Centre for Global Education 9 University Street Belfast BT7 1FY Tel: 028 90 241879 Email: [email protected] Web: www.centreforglobaleducation.com Facebook: https://www.facebook.com/ centreforglobaleducation

Malte Hoberg working in the CGE library

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3 Capacity-Building in Development Education

C

entre for Global Education is in receipt of funding from Irish Aid for a project titled ‘Building Capacity in the Development Education Sector in Ireland’. This project is currently in its ninth year and its main objective is to publish a bi-annual development education journal to enhance capacity in the development education (DE) sector in the island of Ireland and share good practice with partners in Europe, North America and the global South. The journal activities carried out over the past year are described below.

3.1 Policy and Practice: A Development Education Review Policy and Practice: A Development Education Review, is a bi-annual, peer reviewed, open access journal published online at www.developmenteducationreview.com. Journal content is normally constructed around a theme chosen by an Editorial Group which also assists with the blind reviewing of articles. The strategic aims of the journal are to: • • • •



Provide a space for practitioners to critically reflect on their practice; Discuss the main challenges faced by practitioners; Celebrate and promote good practice in development education; Debate the policy environment in which development education is delivered; Strengthen links between development education and related adjectival educations such as human rights and sustainable development.

In April 2014, Issue 18 of the journal was produced on the theme ‘Development Education and Film’. This theme was chosen by the journal’s Editorial Group on the basis that film has been an undervalued and under-explored medium in

the development education sector and yet has huge potential as a teaching aid and mainspring for debate. The contributors to this issue were a mix of film-makers and education practitioners including: Rod Stoneman, Director of the Huston School of Film & Digital Media at the National University of Ireland Galway (NUIG); Peadar King, broadcaster and author who produces RTE’s documentary series What in the World?; Monika Kruesmann, Programme

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Manager at Think Global, who described a pilot project involving the use of film as an education medium in British schools; Heike Vornhagen wrote about the Galway African Film Festival; and Michael Brown and Katrina Collins who provided a case study on the development of a new film-based resource for schools from the filming process to design, production, piloting and dissemination through teacher training. Issue 18 had a total of 10 articles and is available at: http://www.

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3 Capacity-Building in Development Education developmenteducationreview.com/ issue18. In October 2014, Issue 19 of the journal

was published on the theme ‘Finding the “Historically Possible”: Contexts, Limits and Possibilities in Development Education’ and was the outcome of an open call for articles without a specific theme. It addressed the challenges, limits and possibilities for development education in a society and education system increasingly enveloped by corporate power and market values. The guest editorial for this issue was written by Fionnuala Waldron, Dean of Education at St Patrick’s College, Drumcondra who introduced her article with a quotation from Paulo Freire: ‘throughout history one does what is historically possible and not what one would want to do’. A total of 12 articles was received to this issue including contributions from: Vanessa Andreotti, Canada Research Chair in Race, Inequalities and Global Change, University of British Columbia, Canada; David Monk, a doctorate candidate in the University of Victoria, Canada; and Caroline Murphy, a development education practitioner from Children in Crossfire, Derry. The

range of settings in which articles were located reflected the spread of the sector into new areas of practice. Issue 19

also maintained a strong international profile in terms of both authors and issues. It is available at: http://www. developmenteducationreview.com/ issue19.

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Journal Web Site The journal website features all archived issues of Policy and Practice with articles available in a downloadable pdf format; a comments section for each article; and details on how to submit an article proposal. The web site is available at: www.developmenteducationreview.com From January to December 2014, the journal web site received 110,163 visits from 200 countries which is an increase of 21,871 (20%) on the total for 2013 (88,292). 91,505 or 83% were unique visitors. Even more gratifying was the location of these users with the journal having a truly international audience. The majority of users were based in these countries: United States (17,065), UK (15,479), The Philippines (12,618), India (7,831), Australia (5,479), Canada (4,243), South Africa (2,984), Ireland (2,799), The Netherlands (2,379) and Kenya (2,009). These numbers reflect the accessibility of the journal in its open access format and the growing number of users speaks to the quality of the articles on the site.

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3 Capacity-Building in Development Education

The journal is published with financial support from Irish Aid who have agreed to continue funding Policy and Practice to March 2016. The most recent evaluation of the journal was carried out by Community Change, a planning, evaluation and training organisation. It was a small scale study but informative in getting useful feedback from some of our readers. 80% of respondents to the evaluation questionnaire believe that Policy and Practice, ‘…is playing a significant role in building the academic credibility and respectability of Development Education across Ireland’. There was also a very positive endorsement of the journal web site with readers finding online access both flexible and easy to navigate. The evaluation found a widespread and very positive endorsement of the journal’s content, format and base of contributors with one respondent saying that the journal ‘encourages me to keep going when things are difficult’. The evaluation can be found at: https://docs.google.com/a/ centreforglobaleducation.com/file/ d/0Bwa0yj_NbZGX1ZJcEwwZ0M2czA/ edit. To mark the tenth anniversary of the journal in 2015, the Centre has commissioned an evaluation to assess: the value of the journal to readers; its impact on practice; the relative merits of different types of journal article; and the contribution made by the journal to mainstreaming development education. The evaluation will be conducted with a sample group of readers who have subscribed to the journal’s mailing list.

Editorial Group The journal’s Editorial Group plays a critical role in selecting themes for each issue, proposing contributors, peer reviewing articles and enhancing the publication’s overall performance. The

input of the Editorial Group ensures that each issue of the journal debates a theme that is current and relevant to readers while advancing their knowledge and understanding of development education. The Editorial Group members are very supportive of the journal and their contribution to its growth and widening readership is very much appreciated. The members are: Carlos Bruen Royal College of Surgeons in Ireland (RCSI) Audrey Bryan St. Patrick’s College, Drumcondra Niamh Gaynor Dublin City University Paul Hainsworth Amnesty International Su-ming Khoo National University of Galway Anne Kinsella Kimmage Development Studies Centre Ben Mallon Irish Research Council Scholar St. Patrick’s College Gerard McCann St. Mary’s University College, Belfast Stephen McCloskey Centre for Global Education

International Editorial Board The journal also has an International Editorial Board of educators located around the world with a passion for development education and track record of highly quality research and publications. The role of International Editorial Board members is to: •

Promote the journal within their respective institutions; • Review articles and suggest contributors; • Provide advice on strengthening content and enhancing the journal’s international profile. The International Editorial Board

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members are: Doug Bourn Development Education Research Centre at the Institute of Education, University of London Linda Briskman Swinburne Institute for Social Research James Goodman University of Technology, Sydney Sarah Hunt University of Manchester David Jefferess University of British Columbia, Okanagan, Canada Dip Kapoor University of Alberta, Canada Vanessa Andreotti de Oliveira Associate Professor of Education at the University of British Columbia, Vancouver, Canada Lynette Schultz University of Alberta, Canada Andy Storey University College Dublin Roland Tormey Ecole polytechnique fédérale de Lausanne (EPFL) Ros Wade London South Bank University

Policy and Practice Volunteer The editorial team for the journal includes a volunteer, Sean Byers, who has a doctorate thesis from the School of Politics at the University of Ulster, Jordanstown and has worked on Policy and Practice since 2011. Sean is responsible for managing and updating the journal web site, liaising with journal subscribers, assisting with the editing of articles, promoting the journal, and updating mailing lists. Sean is also a very able researcher and has led consultations with readers on journal content. If you are interested in submitting an article to a future edition of the journal please contact the editor,

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3 Capacity-Building in Development Education 3.3 Tenth Anniversary Edition of Policy and Practice

Sean Byers, volunteer at the Centre for Global Education Stephen McCloskey at [email protected] centreforglobaleducation.com or phone (0044) 2890241879. Details on how to submit an article summary for consideration to the editor are available at this link: http://www. developmenteducationreview.com/ contributing

3.2 Research on Citations Research compiled this year by the Centre shows that to date Policy and Practice articles have generated 407 citations in either book or journal articles. The research distinguishes citations published within Policy and Practice (51) and those published externally in other journals and books (356). Nearly 90 percent of citations have appeared in external publications which gives them a higher academic value. The overwhelming majority of these citations have been generated by third level academics confirming the value of the journal to this target group. Moreover, the number of citations is set to increase as new articles continue to be generated by the journal and used in academic research, books and articles.

To commemorate the tenth anniversary of the journal, the Centre was commissioned by Irish Aid to publish a special hard copy edition of Policy and Practice. The special edition was published in April 2015 and comprised 20 of the most cited and influential articles that were previously published on the Policy and Practice web site. These articles not been previously published in hard copy and collectively represent some of the most insightful writing on development education policy and practice over the past ten years by leading scholars in the field. The articles debate issues on the cutting edge of development education practice and the policy environment in which it is delivered. This special collection was designed as an ideal resource to support the delivery of courses and compilation of research in development education and related sectors. 500 copies were printed in 215 x 140mm on 270 pages and the book can ordered from http:// www.centreforglobaleducation.com/ policy-practice---10th-anniversaryedition.

Praise for the special collection: “This special issue of Policy and Practice provides an outstanding view of the state of the field of development education from a range of excellent scholars and practitioners. Once again, this journal demonstrates its success in supporting educators’ understanding of the contested areas and edges of development education theory and practice in many parts of the world”. Lynette Shultz, Associate Dean, International & Director, Centre for Global Citizenship Education and Research, University of Alberta. “Policy and Practice is indispensible to the development education sector in the island of Ireland. It has enhanced the sector’s academic credibility and, at the same time, become very effective in meeting the needs of practitioners both locally and globally”. Gerard McCann, Senior Lecturer in European Studies, St Mary’s University College, Belfast. For further information on the journal or to discuss an article please contact : Stephen McCloskey Director Centre for Global Education 9 University Street Belfast BT7 1FY Tel: (0044) 2890 241879 E-mail: [email protected] centreforglobaleducation.com www.centreforglobaleducation.com Facebook: www.facebook.com/ centreforglobaleducation Twitter: @CGEbelfast Subscribe to our E-Bulletin: www. centreforglobaleducation.com/ebulletin“

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4 Global Learning Programme 4.1 What is the Global Learning Programme The Global Learning Programme (GLP) is a new, three year formal sector project funded by the Department for International (DFID) and managed by the Centre for Global Education. The project aims to increase and improve delivery of development education in 50% of grant aided primary, secondary and special schools in Northern Ireland. It will support schools in embedding development education and global citizenship as regular practice across curriculum subjects and through whole school initiatives. The Global Learning Programme is grounded in the Northern Ireland curriculum at Key Stages 2 and 3 and schools can use existing opportunities to embed global learning as a whole school approach. The training provided through the programme seeks to develop within pupils the essential knowledge, skills, values and attitudes needed to contribute towards a fair and sustainable world. It will also enable teachers to meet core curriculum targets while delivering global learning in the classroom. The GLP involves several strands of activity designed to embed global learning in schools and monitor progress in delivery. These strands include: •





Ensuring that Senior Leadership Teams (SLTs) understand the benefits of a whole school approach to global learning and agree to commit their schools to participation in the programme; Delivering an extensive programme of Continuing Professional Development (CPD) to teachers at Key Stages 2 and 3 which will strengthen their classroom practice in global learning; Publishing a whole school guidance







document for teachers linking global learning to the Northern Ireland curriculum; Ensuring schools complete selfevaluation forms assessing the impact of CPD on their practice; Commissioning qualitative research with a sample of schools to measure change in learning and practice over the three years of the project; And, creating a web site to support interaction with schools, promote training events and share global learning resources.

The GLP will support schools in improving their delivery of global learning by providing: • •









Enhanced professional development opportunities for teaching staff. Two full days of Continuing Professional Development (CPD) for teachers with substitute cover provided. A self-evaluation and planning tool which will improve the quality of curriculum delivery by embedding global learning and the Key Elements across all learning areas and whole school initiatives. Global Learning guidance and resources to improve the quality of classroom practice, cross-curricular delivery and whole school initiatives, and to support school awards criteria e.g. Eco-Schools and Rights Respecting Schools. Opportunities for the development of sustained Shared Education partnerships. Progression for learners, particularly in their transition from primary to post-primary.

The diagram on page 15 explains the process of project engagement with schools which includes two full days of Continuing Professional Development

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(CPD) with substitute cover provided by the programme. The process begins with a briefing seminar for Senior Leadership Teams in schools enrolled on the programme which explains the benefits for staff, students and the whole school. It also explains where global learning resides in the Northern Ireland curriculum and how the project activities will enable staff to meet core curriculum targets.

4.2 How is the GLP Measured? A research team at the Ulster University Coleraine has been commissioned to carry out research to gather evidence of a whole school approach to global learning. Participating schools will complete a self-evaluation form to assess their current stage of global learning. They will complete a questionnaire based on the self-evaluation tool after the two days’ training and again a year later. This will enable us to measure the impact their participation in the programme has had on their progress towards embedding global learning. An online survey will be completed after the two days of CPD and, then the same survey will be completed a year later to monitor progress. Teachers attending the CPD will complete a separate online questionnaire directly after the training and, again, one year later which will assess the extent to which the programme has strengthened their confidence in global learning delivery in the classroom. It also aims to determine how far the programme is strengthening their confidence to embed global learning in their school. Qualitative research is being carried out in a sample of primary and post-primary schools and this will provide more detailed feedback on the project’s impact on teachers, students and wider school practice.

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Global Learning Programme Orla O’Dowd Principal, Our Lady’s Girls, PS Dorit Reppert CCEA Kim Scott Education Authority Robyn Scott Promotions and communications Officer, GLP Julie Taggart Principal, Nendrum College, Maureen Thatcher Stranmillis College, Belfast

4.4 Global Learning Project Staff The Centre for Global Education has recruited two new members of staff to co-ordinate and deliver the Global Learning Programme. Orla Devine was appointed GLP Co-ordinator and took up her post in December 2014. Orla has the role of co-ordinating delivery of the programme activities alongside Robyn Scott who was appointed Promotions and Communications Officer and started working on the project in March 2015. Robyn is responsible for promoting the project activities in the formal sector through social media accounts and a designated web site. She also manages project communications with schools.

4.3 Project Management Group The Global Learning Programme is supported by a Project Management Group, comprising experienced practitioners from statutory bodies and non-governmental organizations working in the formal sector. The group’s role is to provide advice and support to Global Learning Programme staff and guide the implementation of a strategic plan that will ensure the effective delivery of programme objectives and outputs. List of GLP Project Management Group members is as follows:

Orla Devine Global Learning Programme Co-ordinator Lesley Emerson Queen’s University Belfast School of Education Gerard McCann St Mary’s University College, Belfast Stephen McCloskey Director, Centre for Global Education Donna McFeely Children in Crossfire Terry Murphy Chair, Project Management Group Rosie Murray Trócaire

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Orla Devine, left, and Robyn Scott, GLP project

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4 Global Learning Programme

4.5 Project Training The Global Learning Programme training started in April with the delivery of three Senior Leadership Team sessions in Belfast, Cookstown and Derry. The dates and venues were as follows: • • •

Derry, 21 April 2015, St Columb’s Park House Cookstown, 22 April 2015, Cookstown PS Belfast, 23 April 2015, Fortwilliam Resource Centre

The seminars provided participants with: •





An overview of the GLP objectives, pupil outcomes, process and opportunities; Guidance on where global learning resides in the Northern Ireland Curriculum; An opportunity for discussion and networking with senior leadership representatives from other schools.

The SLT sessions were followed-up with

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six Continuing Professional Development Sessions with each teacher participating in two sessions each. A total of 60 teachers participated in the training. The dates and venues were as follows: • • •

Derry, 19 and 26 May 2015, St Colum’s Park House Cookstown, 15 and 29 May 2015, Cookstown PS Belfast, 21 and 28 May, Fortwilliam Resource Centre.

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Global Learning Programme

The training was delivered by experienced practitioners from the NGO sector and independent training consultants with a long history of engagement in the development education sector. The initial feedback received from teachers has been extremely positive and more training sessions are already being planned for the next school year starting in September 2015.

4.6 Guidance Document All of the teachers who participated in the training received a copy of the first GLP project publication titled A Whole School Approach to Global Learning: Guidance for Schools. This document was produced to provide good practice guidance on global learning to schools in Northern Ireland. It has three main objectives: •

• •

To encourage discussion about indicators of good practice for global learning amongst primary, post primary and special schools. To showcase examples of how schools can develop their global learning. To support schools in their development towards embedding global learning as a whole school approach.

As the project is rolled out and more evidence is gathered on its impact in schools, the guidance document will be updated for future training cohorts. The document will soon be available on the project web site for participating schools. A summary version will be created and disseminated to help engage more schools on the programme.

Contact For more information on the Global Learning Programme and how to enroll on the training programme please contact: Orla Devine GLP Co-ordinator 9 University Street Belfast BT7 1FY Tel: (0044) 2890 241879 E-mail: [email protected] Facebook: www.facebook.com/globallearningprogramme Web Site: www.globallearningni.com

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New Publications

5.1 Development Education in Policy and Practice This collection of articles on development / global education was published in 2014 by Palgrave MacMillan and edited by CGE Director, Stephen McCloskey. With contributions from an international cast of authors who are leading practitioners in the sector, this is an invaluable guide to development education practice and the policy environment in which it is delivered. With a radical pedagogy rooted in the global South which has increasing traction in education systems in the global North, development education has long deserved a comprehensive treatment that assesses the full breadth of its practice. This overdue collection is therefore most welcome and makes a passionate and persuasive case for more global learning in formal and informal education, particularly in the aftermath of the financial crisis which has brought greater poverty and inequality to the door of the global North. This text considers development education practice in a range of educational settings and analyses the policy context in which it is delivered. It is an essential guide to education practitioners committed to bringing transformative agendas to their teaching and learning.

2009. Edited by Gerard McCann (St Mary’s University College) and Stephen McCloskey (CGE Director), this book is an ideal introduction to the key international development issues underpinning poverty, inequality and injustice in the

For more information visit: http:// www.palgrave.com/products/title. aspx?pid=664699

global South. This comprehensive, accessibly written text brings together some of the foremost activists, academics and development practitioners from across the world to analyse the challenges to poverty eradication and human rights. This new edition is completely revised and updated, and highlights the extent to which the local and global are interconnected in today’s globalised economy and questions the legitimacy of the neoliberal model of development. It is an indispensible introduction to key issues such as aid, debt, trade migration, security, gender and climate change. “This is of global value to a radically changing world. It is essentially a survey of all the issues that affect the global South and shape the global North.”

5.2 From the Local to the Global: Key Issues in Development Studies

Hector Maldonado Felix, Universidad National Mayor de San Marcos, Peru

This is the new third edition of From the Local to the Global which was first previously published in 2003 and

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New Publications

From the Local to the Global: Key Issues in Development Studies, 3rd Edition, Edited by Gerard McCann and Stephen McCloskey, ISBN: 978 0 7453 34738; Pluto Press; May 2015; Paperback; 352 pages. To order a copy please click on this link: http://www.centreforglobaleducation. com/from-the-local-to-the-global-3rdedition

5.3 Policy and Practice: Tenth Anniversary Edition To commemorate the tenth anniversary of the journal, the Centre was commissioned by Irish Aid to publish a special hard copy edition of Policy and Practice. The special edition was published in April 2015 and comprised 20 of the most cited and influential articles that were previously published on the Policy and Practice web site. These articles not been previously published in hard copy and collectively represent some of the most insightful writing on development education policy and practice over the past ten years by leading scholars in the field. The articles debate issues on the cutting edge of development education practice and the policy environment in which it is delivered. This special collection was designed as an ideal resource to support the delivery of courses and compilation of research in development education and related sectors. 500 copies were printed in 215 x 140mm on 270 pages and the book can ordered from http://www. centreforglobaleducation.com/policypractice---10th-anniversary-edition.

“An ideal lift-off point for anyone interested in the issues that underpin poverty and injustice at local and global levels. It combines accessible writing on essential international development issues with a call for action.” Marina Sitrin (author of Everyday Revolutions, 2012)

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Supporting Education Delivery 6 in the Gaza Strip

6.1 Background to Project In 2011, the Centre developed a new partnership with a Palestinian nongovernmental organisation based in the Gaza Strip called the Canaan Institute of New Pedagogy. Canaan provides professional training programmes for educators in the field of socio-cultural education and shares the Centre’s approach to transformative education rooted in social justice and equality. The Canaan Institute designs and implements educational programmes according to the needs of educators in Gaza and supports the work of grassroots community groups that deliver frontline education services essential to the development of young people in the territory. These activities made the Canaan Institute an ideal partner for the Centre and both organizations agreed to collaborate on a joint project. In 2012, the Canaan Institute invited the Centre to support delivery of a summer school for young people to offer some relief from the social and economic burdens created by the siege of Gaza. The Centre successfully secured a grant from the Lloyds TSB Foundation NI to resource the summer school which was held between 30 June and 15 July 2012. In 2013, the Centre successfully applied for funds from the NIPSA Developing World Fund for a two year project to enhance education and psycho-social support services to marginalised young people in the Gaza Strip.

Jabaliya Refugee Camp, Gaza city







potential in school; To deliver training to the families of the children to enable them to provide psycho-social support to the young people in the household; To co-ordinate project delivery in liaison with local schools and psychotherapists to ensure a ‘joinedup’ approach to child welfare. To deliver the project in partnership

The project objectives were: •



To provide psycho-social support to 300 children aged 7 to 10 suffering acute effects of conflict-related trauma in the Gaza Strip; To supplement education provision to these children with special needs to enable them to reach their full

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with the Canaan Institute and three grassroots community centres in the Gaza Strip; To provide training in facilitation skills to a total of 9 staff in the three centres who will directly work with the children; To evaluate the programme and its impact on the facilitators and children.

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Supporting Education Delivery 6 in the Gaza Strip 6.2 Project Delivery Phase one: Delivery of Training to Facilitators Project delivery involved four phases of activity. In the first phase, the Canaan Institute of New Pedagogy trained three facilitators in each of the three Centres that supported the work of the project. The Centres were: • Never Stop Dreaming Center (Khan Yunis) • Palestinian Association for Development (Beit Lahia) • Palestinian Women’s Development Center (Bureij) These Centres already had strong working relations with the Canaan Institute and provide a range of community services to young people and adults in areas with a high population density and subject to extreme poverty. Three facilitators working in each Centre received training from the Canaan Institute in active learning methodologies and facilitation skills used to engage young people in education activities through play, drama and arts and crafts. One of the sustainable outcomes of the project has been the training received by the facilitators which will enhance their ongoing work with children in the three Centres. All nine facilitators were trained together by the staff of the Canaan Institute in the use of therapeutic play and learning activities that were designed to address the behavioural and learning problems of the children. The facilitators participated in an intensive ten day training course in Canaan in February 2014 in preparation for their work with the children. The training included: use of active learning methodologies consistent with good practice in development education; using group discussion activities, play and art to enable children to express

Children and Facilitators in Khan Yunis. The facilitators are wearing NIPSA Global Solidarity T-shirts. NIPSA is the project funder. problems related to stress and trauma; referral advice in the event that children needed outside expertise from a trained psychologist; and using cultural traditions (songs, dance and music) in child activities. The nine facilitators were: Facilitator

Centre

Town

Mohamaa M Abu Saef

Never Stop Dreaming Center

Khan Yunis

Emad J. El Aggad

Never Stop Dreaming Center

Khan Yunis

Lana B. Agga

Never Stop Dreaming Center

Khan Yunis

Heba El Zaaneen

Palestinian Association for Development

Beit Lahia

Reham A. Hamouda

Palestinian Association for Development

Beit Lahia

Heba S. Zanoon

Palestinian Association for Development

Beit Lahia

Maha M. Abu Jalal

Palestinian Women’s Association

Bureij

Salem A. Nabaheen

Palestinian Women’s Association

Bureij

Kawthar B. El Hatab

Palestinian Women’s Association

Bureij

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Supporting Education Delivery 6 in the Gaza Strip A total of 300 children participated in the project in three locations: • Beit Lahia • Bureij • Khan Yunis They received psychosocial support to help deal with the effects of trauma

Phase 2: Delivery of Activities to Young People Phase two of the project was delivered from March to May 2014 and involved the delivery of education activities to 300 young people. The facilitators used dynamic, interactive methodologies using drama, art, stories, poetry, song, dance and games. The activities focused on strengthening knowledge, skills and confidence in the areas of literacy, numeracy and discussion. Also, every child received psychosocial support through the learning activities delivered by the facilitators and through professional support from psychotherapists. The psycho-social counselling helped to address the residual effects of conflict manifested in behavioural difficulties and learning problems among the children. The psychotherapists attended each centre for two half days per month working with the facilitators and helping to monitor the progress of the children. They helped to ensure a continual line of communication between the schools, the centres, the families and the young people. This support was provided in

Kholoud, a child psychologist working on the project liaison with the families of the young people. Kholoud, a child psychologist attending the centre in Beit Lahia discussed some of the problems she finds in young people suffering stress. They include: behavioural difficulties such as being unable to work within a group or concentrate in school; children sometimes become quiet, withdrawn and unwilling to communicate; bedwetting is a common problem among

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children suffering stress; and another symptom is becoming violent, aggressive and swearing. The main causes of stress are twofold: one is the ongoing conflict in Gaza, which even between the high intensity bombardments in Gaza like Operation “Protective Edge” amounts to regular attacks on communities particularly in border areas close to Israeli forces. The second is the highly stressed domestic environment that most children live in caused by high unemployment, lack of food and clean

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Supporting Education Delivery 6 in the Gaza Strip water, and fuel shortages. The stresses of domestic life regularly bear down on children from their parents.

Phase Three: Celebration Days The third phase of delivery involved each of the three centres showcasing the project outcomes during Celebration Days in May 2014. The Celebration Days were organised jointly by the facilitators and the children and family members were invited to attend. The days involve children performing song, dance, poetry, rap and role plays on topics such as good hygiene and bullying. They often perform songs and dance in traditional dress with the help of their facilitators. The Celebration Days also allow family members to see the work carried out by the children in Art, Design, Mathematics, English and Arabic reflecting the high quality activities delivered by the facilitators.

Celebration Day, Bureij

Phase Four: Monitoring and Evaluation The final phase of the project involved the Centre for Global Education’s Director, Stephen McCloskey, visiting Gaza from 18 May to 19 June to evaluate the project outcomes. The visit included: attending the Celebration Day in each Centre; meeting the facilitators and getting feedback on project delivery; meeting the Director of the three community centres; and attending an evaluation workshop with all of the project facilitators in the Canaan Institute at the end of the project. The project evaluation showed that in regard to the delivery of year two of the project, all parties to the project - facilitators, the staff of Canaan, the local Centres and families – agreed that it was important that the same three centres participate in the project in year two. This will enable the facilitators and children to build upon the learning

CGE Director Stephen McCloskey with the project facilitators after an evaluation workshop and progress made in year one. This recommendation will be followed-up by Canaan in 2015.

NIPSA The Centre deeply appreciates the support of this project provided by the NIPSA Developing World Fund over a two year period. Not only did NIPSA provide a grant to deliver activities in Gaza but also donated stationery and t-shirts for the children and facilitators.

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A full report on the Centre’s project in Gaza in 2014 is available at: https://drive. google.com/a/centreforglobaleducation. com/file/d/0Bwa0-yj_ NbZGNVZfY2NwbEZVdkU/view

6.3 Fundraising for Gaza In July 2014, The Israeli government launched a third attack on Gaza in six years. Operation ‘Protective Edge’ was a 51 day military operation launched from the air, land and sea and resulted in 2,192

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Supporting Education Delivery 6 in the Gaza Strip

Presentation of NIPSA stationery to children in Khan Yunis

Report on the Centre’s project in Gaza in 2014

Palestinian casualties, of whom 1,523 were civilians and 519 were children. On the Israeli side, 66 soldiers were killed and five civilians. More than 100,000 people were rendered homeless in Gaza during ‘Protective Edge’ and the Centre immediately launched an appeal to raise funds for food, clothing and water in partnership with the Canaan Institute. We raised £15,000 from public donations and several large grants from local trade unions which was immediately put to good use in providing emergency aid to Palestinian citizens. The Centre also continued to campaign for an end of the Israeli siege of Gaza which we believe is a form of collective punishment on the civilian population.

Contact For further information on the Centre’s activities in Gaza contact: [email protected] centreforglobaleducation.com or Tel: 00 44 28 90241879

Mr Jimmy Kelly, Regional Secretary at Unite the Union makes a donation of £10,000 to the CGE Gaza Fundraising Appeal received by the Centre’s Director, Stephen McCloskey.

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7 Networks and Campaigns Outlined below is a description of the work of the main development networks and campaigns to which the Centre for Global Education is affiliated:

7.1 Coalition of Aid Development Agencies

CADA is the Coalition of Aid and Development Agencies, a network of development NGOs based in Northern Ireland, which aims to: • • •

Support international development; Enhance awareness of development issues in Northern Ireland; Influence policy at local, national and international levels.

CADA’s main objective is to promote sustainable development, social justice and equality in local and global contexts. CADA regards development as a process by which the dignity inherent in all human beings should become reflected in their economic, political and social conditions. Development involves understanding the effects of social and economic inequalities, which exist at individual, community and national levels both here and overseas. Central to this approach is the principle of education as an engine for the empowerment of individuals, groups and organisations to enable them to participate in the sustainable development of their community, nation and the world as a whole. For further information on CADA contact: Karen Gallagher E-mail: [email protected] comFacebook:

7.2 Debt and Development Coalition Ireland The Centre for Global Education is a member of Debt and Development Coalition Ireland (DDCI) is composed of organisations and individuals who share a deep concern about debt injustice and the injustice of the global financial system. The Coalition was established in 1993 by a number of development, faith based and solidarity groups in Ireland who were concerned about the devastating effects of debt on Southern countries. Over 50 organisations are now members of DDCI. The Coalition is funded through its member organizations, individuals and donor organisations. While victories have been achieved in the struggle for debt cancellation, DDCI believes progress is too slow and the roots of the debt crisis have not been recognised. For example, most governments, and financial institutions, such as the World Bank and the IMF, have refused to recognise the concept of unjust or illegitimate debts. What arguments have they put forward and what has been the response of the debt cancellation campaigners? DDCI provides education programmes to our members and to the public who wish to learn about the issues we work on. This is a very important aspect of our work as DDCI is the only organisation in Ireland that follows financial justice issues on a full time basis, applying participatory methods in our education practice along with lots of up to date education content on where the debates are at on global financial justice. To find out more about the work of Debt and Development Coalition Ireland contact: Debt and Development Coalition Ireland Unit F5 Spade Enterprise centre

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North King Street Dublin 7 Ireland Tel: + 353 1 6174835 Email: campaign at debtireland.org Web: http://www.debtireland.org/

7.3 Dóchas

Dóchas is the association of Irish nongovernmental organisations working for global justice by supporting the development of the peoples of the South and through development education in Ireland. Dóchas is a member of Concord, the European Union wide network of development NGOs.

The vision of Dochas is to contribute, through the co-operative efforts of its members, to a just world where basic needs are met, where people are empowered, where there is equity in the management and distribution of resources and where human rights are respected. This will be achieved in the context of members’ dialogue with partners in the South and through the active engagement with local

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7 Networks and Campaigns

partners in Ireland. The Centre for Global Education is a Dóchas member.

designing and implementing their public communication strategy.

Dóchas regards development education as a core element of development co-operation and is committed to the full engagement of Irish civil society in education and action for sustainable development. Dóchas aims to promote justice, human rights and equality through the active involvement of local (civil and state), European and Southern partners in education and action for sustainable development.

The Dóchas Code offers a set of guiding principles that can assist organisations in their decision-making about which images and messages to choose in their communication while maintaining full respect for human dignity. By signing the Code, Development NGOs commit to a set of principles, ensuring that they will avoid stereotypical or sensational images. The adoption of the Code means that aid agencies will choose images and messages that represent the full complexity of the situations in which they work, and that they will seek the permission of the people portrayed in the photos they use. The Centre for Global Education supports the Code and encourages other development NGOs to do the same.

The aim of the Dóchas Development Education Group is “to promote justice, human rights and equality through the active involvement of local partners (civil and state), European partners and Southern partners in education and action for sustainable development”. The group’s strategy covers the following issues: •





Furthering the aims of Development Education through increased cooperation within Dóchas, and by highlighting Development Education as an integral part of development cooperation. Influence Development Education policy in Ireland by assisting in the efforts to come to a national strategy for the Development Education sector. Continue the exchange with other Development Education actors within the EU including participation in the DEEEP and other EU-wide NGO initiatives.

Code of Conduct on Images and Messages In 2007, Dóchas members adopted a Code of Conduct on Images and Messages. The purpose of this Code is to provide a framework which organisations can refer to when

Centre for Global Education supports the Dóchas Code of Conduct on Images and Messages

The Centre also adheres to the Irish NGOs Code of Corporate Governance. The aim of this Code is “to determine and formulate standards of best practice in corporate governance applicable to the Development NGO sector with a view to strengthening the impact and quality of Development NGO work and enhancing stakeholder confidence in the sector.” The Code is an important means of ensuring transparency in our operations and public trust in our work. The Code has been defined as “A transparent decision-making process in which the leadership of a nonprofit organisation, in an effective and accountable way, directs resources and exercises power on the basis of shared values.”

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The Code is available at: http://www. dochas.ie/Shared/Files/4/CGAI_ Governance_Code__FINAL.pdf For further information on Dóchas contact: Anna Farrell Office Manager Dóchas 1-2 Baggot Court Lower Baggot Street Dublin 2 Tel: (003531) 405 3801 E-mail: [email protected] Web: www.dochas.ie

7.4 Irish Development Education Association The Irish Development Education Association (IDEA) is a national platform for organisations and individuals engaged in the provision, promotion and advancement of development education throughout the island of Ireland. For IDEA, development education is an educational response and process aimed at increasing awareness and understanding of the shared development of our world. By engaging people critically in and with our increasingly interdependent world, development education aims to challenge global inequalities, and works towards creating a more just and sustainable future for our planet. IDEA members come from different regions of the island of Ireland, work in different sectors of society and have different views and opinions on how to engage the Irish public in development education. What they all share is the

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7 Networks and Campaigns vision that their work will contribute to transforming the social, cultural, economic and political structures of the world and the fabric of our society in order to create a more just and equal future for all. IDEA’s aim is to support this diversity.

Centre for Global Education is represented on the IDEA National Council and Regional Working Group by Stephen McCloskey.

into negotiations with the relevant parties, including the European Central Bank - to ensure that this unjust debt is written down.

For further information on IDEA contact: 5 Merrion Row Dublin 2 Ireland Tel: 003531 661 8831 E-mail: [email protected] Web: www.ideaonline.ie

To find out more about the campaign visit: http://www.notourdebt.ie/

7.5 Anglo: Not our Debt Campaign

IDEA’s Mission is to: •

Encourage and co-ordinate good communications and cooperation at all levels of the development education membership.



Promote a critical awareness of development education and encourage capacity building among the membership by:



Identifying, developing and promoting best practice in development education.



Promoting and encouraging an ethos of accountability and transparency.



Developing IDEA’s capacity to a stage where it will be capable of representing and advocating for its membership with relevant government departments and bodies, nationally and internationally on the challenges facing development education, including ensuring development education is adequately resourced at a local, national and European level.

The Centre is a member of the Anglo: Not our Debt campaign which was set up to demand the cancellation of Ireland’s debt repayments for the now dead Anglo-Irish Bank will reach over €47.9 billion by 2031. That is 30% of Ireland’s GDP. The Campaign believes that this debt is unjust and has been unfairly foisted upon the Irish people. The Campaign argues that the debts run up by the former Anglo-Irish Bank and Irish Nationwide Building Society are not the responsibility of people living in Ireland - they are the responsibility of those who supported Anglo’s reckless lending. This money could and should be used to maintain and expand public services and provide a desperately needed stimulus to the depressed economy. For example, €3.1 billion would cover the cost of running Ireland’s entire primary school system for a year. The Campaign calls on the government to immediately suspend these repayments and to enter

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8 Publications List

To order any of the Centre’s publications, contact our information officer: Centre for Global Education, 9 University Street, Belfast BT7 1FY Tel: (028) 9024 1879 | Email: [email protected]

Policy and Practice: A Development Education Review Centre for Global Education, 2015 Policy and Practice: A Development Education Review - Tenth Anniversary Edition, 2015

From the Local to the Global: Key Issues in Development Studies, 2015

The Activist’s Handbook, 2011 Centre for Global Education Development Education in Policy and Practice, 2014

Voices from the Global South, 2010 Centre for Global Education

E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

To order any of the Centre’s publications, contact our information officer: Centre for Global Education, 9 University Street, Belfast BT7 1FY Tel: (028) 9024 1879 | Email: [email protected]

8 Publications List

Promoting Development Education in Youth Work Training, 2009

From the Local to the Global, 2009

Development Reader, 2008 Centre for Global Education

The Global Dimension in the Black and Minority Ethnic in Northern Ireland, September 2004

Development Education in the Tertiary Sector Centre for Global Education, 2008

Web of Deceit, Centre for Global Education, 2005

29

Global Youth Work in Northern Ireland, 2005

Exploring our World: Investigating issues of interdependence and social justice in the 21st century, 2001

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Appendix 1 Centre for Global Education Management Board David Thomas (Chair)

Christian Aid

Caithlin Corrigan (Vice-Chair)

Concern Worldwide

Paula McGuigan (Treasurer)

Chartered Accountant

Victoria Simms (Secretary)

Ulster University, Coleraine

Geraldine Alexander

NIPSA

Richard Irvine

Palestine Education

Chris O’Donoghue Serve Maureen Thatcher Stranmillis College Kate Ward

Participation and the Practice of Rights (PPR)

Staff Team Stephen McCloskey

Director

Orla Devine

Global Learning Programme Co-ordinator

Malte Hoberg

Information Officer

Marie McNeice

Financial Manager

Robin Scott

Promotions and Communications Officer

Volunteers Sean Byers

Queen’s University, Belfast

Giulia Maira

Student Intern, Ulster University

Accountants O’Hara Shearer Accountants

Graphic Design S Design

Tel: 028 90962804 | www.sdesign-belfast.com

30

E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

Appendix 2 Contact List ActionAid Ireland Ivy Exchange, 172 Granby Place, Parnell Square, Dublin 1, Tel: 003531 8787911, E-mail: [email protected]; Web: www.actionaid.ie

Christian Aid Linden House, Beechill Business Park, 96 Beechill Road, Belfast BT8, Tel: (028) 90381204, E-mail: [email protected]; Web: www.christianaid.ie

AfrI 134 Phibsborough Road, Phibsborough, Dublin 7, Tel: 003531 8827581, E-mail: [email protected], Web Site: www.afri.ie

Coalition of Aid and Development Agencies in Northern Ireland (CADA-NI), E-mail: [email protected] comFacebook:

Amnesty International 397 Ormeau Road, Belfast BT7 3GP, Contact Paddy Corrigan, Tel: (028) 90666216, E-mail: [email protected]; Web: www.amnesty.org.uk Bond International Development Regent’s Wharf, 8 All Saint’s Street, London, N1 9RL Tel: 0207 837 8344, E-mail: [email protected] British Red Cross 12 Heron Road, Sydenham Business Park, Belfast, BT3 9LE, Tel 028 9073 53502; Web: www.redcross.org.uk Centre for Global Education 9 University Street, Belfast, BT7 1FY, Contact Information Officer, Tel: (028) 241879, E-mail: [email protected] com www.centreforglobaleducation.com Children in Crossfire 2 St. Joseph’s Avenue, Derry, Contact Caroline Murphy, Tel: (028) 71269898, E-mail:[email protected] childrenincrossfire.org Web: www.childrenincrossfire.org Children’s Law Centre Philip House, 123-137 York Street, Belfast BT15 1AB, Contact Paddy Kelly (Director), Tel: (028) 90245704, E-mail: [email protected]

Comhlamh 12 Parliament Street, Dublin 2, Contact Grainne O’Neill, Tel: 003531 478 3490, E-mail: [email protected]; Web: www.comhlamh.org Concern Worldwide 47 Frederick Street, Belfast BT1 2LW, Contact Caithlin Corrigan, Tel: (028) 90331100, E-mail: [email protected] & 52-55 Camden Street, Dublin 2, Contact Michael Doorly, Tel: (003531) 4177700, E-mail: [email protected]; Web: www.concern.ie Cuba Support Group Belfast 9 University Street, Belfast BT7 1FY, Contact Stephen McCloskey, Tel: (028) 90241879, E-mail: [email protected] centreforglobaleducation.com Web: www.cubasupport.com Debt and Development Coalition Ireland Unit F5, Spade Enterprise Centre, North King Street, Dublin 7, Contact: Eilis Ryan, Tel: 003531 6174835, Department for International Development (DFID) 94 Victoria Street, London SW1E 5JL, Tel: 0207 023 0000, E-mail: [email protected]; Web Site: www.dfid.gov.uk

31

Dóchas, Irish Association of NonGovernmental Organisations 1-2 Baggot Court, Lower Baggot Street, Dublin 2, Contact Anna Farrell, Tel: 003531 405 3801, E-mail: [email protected]; Web: www.dochas.ie Environment Education Forum 89 Loopland Drive, Belfast BT6 9DW, Tel: (028) 9045 5770 Contact: Iona Meyer, E-mail: [email protected], Web Site: www.eefni.org.uk Galway One World Centre 76 Prospect Hill, Galway, Tel: 00353 91 530590, Contact: Heike Vornhagen, E-mail: [email protected]; Web: www.galwayowc.org Global Justice Now 66 Offley Road London SW9 0LS Tel: 0207 820 4900 E-mail: [email protected] Web: www.globaljustice.org.uk Global Learning Programme 9 University Street Belfast BT7 1FY Tel: (028) 90241879 Contact: Orla Devine E-mail: [email protected] com Web: www.globalearningni.com Ireland-Palestine Solidarity Campaign 2nd Floor, 18 Capel Street, Dublin 1, Tel: 353 (1) 8727798, Contact: Kevin Squires, E-mail: [email protected]; Web: www.ipsc.ie Irish Aid Department of Foreign Affairs, Riverstone House, 23 - 27 Henry Street, Limerick Tel: 003531 4082000, E-mail: [email protected]; Web: www.irishaid.gov.ie

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Appendix 2 Contact List Irish Congress of Trade Unions Carlin House, 4-6 Donegall Street Place, Belfast BT1 2FM, Tel: (028) 90247940, E-mail: [email protected]; Web: www.ictuni.org Irish Development Education Association 5 Merrion Row, Dublin 2, Tel:003531 661 8831; Contact Frank Geary, E-mail: [email protected] Web: www.ideaonline.ie Kerry Action for Development Education 11 Denny Street, Tralee, Co. Kerry, Contact Mary McGillycuddy, Tel: 00353 7181358, E-mail: [email protected]; Web: www.kade.ie Latin America Solidarity Centre 5 Merrion Row, Dublin 2, Tel: 003531 6760435, E-mail: [email protected]; Web: www.lasc.ie Multi Cultural Resource Centre 9 Lower Crescent, Belfast BT7 1NR, Tel: (028) 90244639, E-mail: [email protected] National Youth Council of Ireland 3 Montague Street, Dublin 2, Tel: 003531 478 4122 E-mail: [email protected], Web site: www.nyci.ie Northern Ireland Council for Ethnic Minorities (NICEM) 3rd Floor, Ascot House, 24-31 Shaftsbury Square, Belfast, Tel: (028) 90238645, E-mail: [email protected] Web: www.nicem.org.uk Northern Ireland Environment Link (NIEL) 89 Loopland Drive, Belfast, BT6 9DW,

Tel: (028) 9045 5770, E-mail: [email protected] Oxfam Northern Ireland 115 North Street, Belfast, BT1 1ND, Tel: (028) 90230220, E-mail: [email protected]; 9 Burgh Quay, Dublin 2, Contact Jim Clarken; Tel: 003531 672 7662; Web: www.oxfamireland.org Refugee Action Group c/o Law Centre, 124 Donegall Street, Belfast BT1 2GY Web: www.refugeeactiongroup.com Save the Children Fund 15 Richmond Park, Belfast BT10 0HB; Tel: (028) 90620000, E-mail: [email protected] Sustainable Northern Ireland Programme (SNIP) 89 Loopland Drive, Belfast BT6 9DW, Tel: (028) 9094 2156, E-mail: [email protected] Think Global (DEA) CAN Mezzanine 32-36 Loman Street, London SE1 0EH, Contact Tom Franklin, Tel: 020 7922 7930, E-mail: [email protected]; Web: www.think-global.org.uk Tools For Solidarity 55a Sunnyside Street, Belfast BT7 3EX, Contact Stephen Wood, Tel: (028) 95435972, E-mail: [email protected] Web: www.toolsforsolidarity.com Trocaire 50 King Street, Belfast BT1 6AD, Contact Rosie Murray, Tel: (028) 90808030, E-mail: [email protected]rocaire.ie

32

UNESCO Centre International Development Programme, University of Ulster, Coleraine, BT52 1SA, Tel: 028 70323183, E-mail: [email protected]; Web: www.ulster.ac.uk Voluntary Services Overseas (VSO) Carmichael Centre, Brunswick Street North, Dublin 7, Tel (0003531) 8727173, E-mail: [email protected] War On Want (NI) 1 Rugby Avenue, Belfast BT7 1RD, Contact Linda McClelland, Tel: (028) 90232064 E-mail: [email protected] Waterford One World Centre 18 Parnell Street, Waterford; Contact Lucy Whittle Tel: 00353 51 873064, E-mail: [email protected] com; Web site: www.worlddevelopmentcentre. com West Belfast Community Festival (Féile an Phobail) Festival House, 473 Falls Road, Belfast BT12, Tel: (028) 909031 3440, E-mail: [email protected]; www.feilebelfast.com The Wheel 48 Fleet Street Dublin 2 Tel: 003531 454 8727 E-mail: [email protected] Web: www.thewheel.ie 80:20 Educating and Acting for a Better World St Cronans BNS Vevay Road Bray Co. Wicklow Tel: 003531 2860487 E-mail: [email protected] Web: www.8020.ie

E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

Appendix 3 Websites on Sustainable Development activists/authors Chomsky, Noam

www.chomsky.info

Curtis, Mark

www.markcurtis.wordpress.com

Indymedia Ireland

www.indymedia.ie

Klein, Naomi

www.naomiklein.org

Monbiot, George

www.monbiot.com

Open Democracy

www.opendemocracy.net

Pilger, John

www.johnpilger.com

Vandana Shiva

www.navdanya.org

Z-Net https://zcomm.org/znet/ Black and Minority Ethnic Groups Multicultural Resource Centre

www.mcrc-ni.org

NICEM www.nicem.org.uk Campaign Organisations Campaign against Arms Trade

www.caat.org.uk

Cuba Support Group Ireland

www.cubasupport.com

Debt and Development Coalition

www.debtireland.org

Fair Trade

www.fairtrade.org.uk/

Global Call to Action against Poverty

www.whiteband.org

Global Campaign against HIV & AIDS



www.stopaidscampaign.org.uk

Jubilee Debt Campaign

www.jubileedebtcampaign.org.uk

Palestine Solidarity Campaign

www.palestinecampaign.org

Trade Justice

www.tjm.org.uk

World Development Movement

www.wdm.org.uk

Children and Young People Children’s website (aged 7-12)



www.christianaid.org.uk/resources/games/index.aspx

Oxfam’s cool planet (site for teachers & pupils)

www.oxfam.org.uk/education

People and Planet

www.peopleandplanet.org

Student Action for Refugees (STAR) Young People’s Rights around the World



www.star-network.org.uk



www.savethechildren.org.uk

Developing World African Development Bank Group

www.afdb.org

Third World Network

www.twn.my/

Third World Network Africa

apps.twnafrica.org/blog

Zapatista Movement (EZLN)

enlacezapatista.ezln.org.mx

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Appendix 3 Websites on Sustainable Development Development Agencies ActionAid Ireland

www.actionaid.ie/

Christian Aid

www.christian-aid.org.uk

Concern Worldwide

www.concern.net

Eirene www.eirene.org Oxfam Ireland

www.oxfamireland.org

Save the Children

www.savethechildren.org.uk

Tools for Solidarity

www.toolsforsolidarity.org.uk

Trócaire www.trocaire.org War on Want

www.waronwantni.org

Development Education Sites BOND – UK network of Voluntary Organisations in International and Development Education



www.bond.org.uk

Centre for Global Education

www.centreforglobaleducation.com

Children in Crossfire

www.childrenincrossfire.org

Comhlamh www.comhlamh.org DEEEP www.deeep.org Development and Intercultural Education

www.diceproject.ie

Development Education Association

http://www.think-global.org.uk/

DevelopmentEducation.ie www.developmenteducation.ie Development Education Research Centre

www.ioe.ac.uk/research/150.html

Dóchas www.dochas.ie Global Dimension

www.globaldimension.org.uk

IDEA www.ideaonline.ie IDEAS (International Development Education Association of Scotland)

www.ideas-forum.org.uk

Welsh Centre for International Affairs

www.wcia.org.uk

Environment Sites Amazon Watch

www.amazonwatch.org

Envirolink www.envirolink.org Global Footprints

www.globalfootprints.org

European Union Concord www.concordeurope.org Development Education Exchange in Europe Project

www.deeep.org

European Commission

http://ec.europa.eu/index_en.htm

Peace and Neutrality Alliance

www.pana.ie

Gender and Development

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E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D CENTRE FOR GLOBAL EDUCATION

Appendix 3 Websites on Sustainable Development Gender and Development www.adb.org/Gender Women in Development Europe (WIDE)

http://wide.gloobal.net/

Women in Development Network (WIDNET)

www.focusintl.com/widnet.htm

Women’s Environment and Development Network

www.wedo.org

UNDP www.undp.org/gender Human Rights Organisations Amnesty International

www.amnesty.org

Committee on the Administration of Justice

www.caj.org.uk

Human Rights Commission

www.nihrc.org

Human Rights Watch

www.hrw.org

International Criminal Court

www.icc-cpi.int

UN High Commissioner for Refugees

www.unhcr.ch

Information on Global Issues Aljazeera

www.aljazeera.com

Images from the South

www.majorityworld.com

Information on global issues New Internationalist Magazine online





www.globalissues.org www.newint.org

Pambazuka News

www.pambazuka.org

Russia Today

www.rt.com

Social Forum European Social Forum

www.fse-esf.org

Indymedia www.indymedia.ie World Social Forum

http://www.fsm2016.org/en/

Transnational Corporations Baby Milk Action

www.babymilkaction.org

Clean Clothes Campaign

www.cleanclothes.org

Corporate Reform

www.citizenworks.org

Corporate Watch

www.corporatewatch.org.uk

Global Exchange

www.globalexchange.org

Killer Coke

www.killercoke.org

McSpotlight www.mcspotlight.org

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E D U C AT I N G F O R A J U S T A N D S U S TA I N A B L E W O R L D A nnual R e p ort 2 0 1 3C E N T R E F O R G L O B A L E D U C A T I O N

Reports and Financial Statements (Year ended 31st March 2014)

36

The Centre for Global Education (CGE) is a development non-governmental organisation that provides education services to increase awareness of international development issues. Its central remit is to promote education that challenges the underlying causes of poverty and inequality in the developing world and effect action toward social and economic justice. The Centre equips individuals and organisations to understand the cultural, economic, social and political influences on our lives that result from our growing interdependence with other countries and societies. It also provides learners with the skills, values, knowledge and understanding necessary to facilitate action that will contribute to poverty eradication both locally and globally. Centre for Global Education 9 University Street Belfast BT7 1FY Tel: (0044) 2890 241 879 E-mail: [email protected] Web Site: www.centreforglobaleducation.com Facebook: http://facebook.com/centreforglobaleducation Twitter: @CGEbelfast Subscribe to our E-Bullentin: www.centreforglobaleducation.com/ebulletin

CGE Annual Report 2014.pdf

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