Author: 80:20 Educating and Acting for a Better World

Launch event 31 Aug: Catch Them If You Can – new report

Can you tell the difference between legal, illicit and illegal finance?

Join us for an afternoon talk on the challenges of achieving financial justice, the facts on aid vs actual financial flows to rich countries and a take on all of this from journalist Bertrand Borg and legendary political cartoonist Brick, aka John Stuart Clark.

with
Bertrand Borg, Online Editor of Times of Malta
‘Brick’ aka John Stuart Clark, political cartoonist
and Colm Regan and Tony Daly, 80:20

This 35 minute session will also launch the new research briefing, Catch Them If You Can by human rights educators Tony Daly and Colm Regan of 80:20 Educating and Acting for a Better World, which illustrates the scale of radical inequalities between the global north and global south and the inside story on tracking down the evidence, the actors and organisations.

Time: 4.30PM – 5:05PM, Dublin time

Register today via Zoom [follow this link]

Event Aug 25th: Profiting at all costs? Investing ethically as if people and planet matters

Registration: free via Zoom.
Date: Aug 25
Time: 8pm (Dublin time)

Many day-to-day activities are all too familiar, such as buying goods or services either in person or online, taking out insurance or making regular contributions towards your pension or savings.

But do you know what happens with your money and its real-world impact on the planet and on others along the way?

Join us for a lively discussion that will explore ethical finance, community institutions and investing in a fairer and safer world for everyone.

This online event will also be launching the ‘Stay Safe, Invest Ethically’ guide, produced by members of Common Ground Bray, Comhlámh Trade Justice Group and 80:20.

Speakers:
David McAuley, CEO of Donore Credit Union
Darcy Lonergan, councillor, Green Party, Dublin City Council
Tony Daly and Colm Regan, 80:20 Educating and Acting for a Better World and member of Common Ground Bray

Hosted by Common Ground Bray, 80:20 Educating and Acting for a Better World and Dublin Food Co-op

 

About this project

  • The Catch Them If You Can project is part of the EU-wide Citizens for Financial Justice initiative with the aim to support the implementation of the Sustainable Development Goals (SDGs) by mobilising EU citizens to support effective financing for development (FfD).
  • For more information about this collaborative community project see the project page, or contact tony@8020.ie

Co-financed by the European Union and Irish Aid

 

Valerie Lewis announced as chairperson of 80:20

Valerie was appointed on July 1st, 2020 and takes over the role from Gráinne McGettrick who has acted as chairperson since 2018.

As with all 80:20’s Board roles, the position of chairperson is undertaken in a voluntary capacity.

Valerie has been a member of 80:20’s Board since 2019 and has been involved with 80:20 since 2012. Speaking following her appointment, Valerie said she is “honoured” to take on the role.

“I am delighted to be appointed chair of 80:20, an organisation who sees education as fundamental to human development. I look forward to working on continuing to build on the principles and values that underpin their excellent work, particularly as we navigate the current global challenges.

80:20’s commitment to highlighting human values, human rights and human dignity through active and innovative educational methods as well as building communities through education, are core standards which will continue to influence the improvements we make.

I am very grateful to our outgoing chairperson Gráinne McGettrick, whose leadership has strengthened the organisation and provided a strong foundation as we head towards the next stages of growth and progress in the development education sector.”

Valerie has over twenty years of experience in the Irish education arena at post-primary and tertiary level, working across a range of sectors including in the Global Citizenship Education section and Public Information and Communication section of Irish Aid, in the Department of Foreign Affairs.

Tony Daly, co-ordinator of 80:20 Educating and Acting for a Better World, added:

“As someone who has been involved with 80:20 for twenty years, Gráinne’s energy, knowledge and critical engagement on issues at the interface of education, human rights and social policy has been a constant both on and off the Management Committee. I am personally grateful to Gráinne for her many contributions and interventions she made as chairperson in leading major programme innovations and governance reforms in 80:20.

Valerie’s commitment to the power of education to challenge and change the way things are to what they could be has been a hallmark of her work for many years both as a trustee of 80:20 and in her wider work in post primary education contexts in teaching, researching and policy development capacities. In this challenging period ahead, I am delighted to welcome Valerie into her new role on the Management Committee on behalf of everyone in the 80:20 community.”

Valerie is currently the Post Primary Educational Policy and Development Officer for Education and Training Boards Ireland (ETBI) and joined the 80:20 Management Committee in 2019.  She also works with a variety of organisations, both in Ireland and at European level, developing education and training materials.

See more about 80:20’s current Management Committee here.

____________

About

80:20 Educating and Acting for a Better World is an Irish-based registered charity that promotes popular education on human development and human rights.

Webinar 9th July: East Coast Doughnuts and Community Economics

Challenging financial inequality under a time of Covid-19

Registration: free via Zoom.
Date: July 9
Time: 3pm (Dublin time)

The first webinar brought NGO 80:20, Educating and Acting for a Better World together with members of Common Ground Bray and Dublin Food Coop to look at the concept of Doughnut Economics as well as how co-operatives tie into this concept.

(If you would like to find out more about Doughnut Economics as an idea, you can check out Kate Raworths website. Kate Raworths is author of ‘Doughnut Economics, 7 ways to think like a 21st century’)

The webinar will be hosted by Tony Daly and Patrick Doyle.

Tony is the co-ordinator of NGO 80:20, a member of Common Ground Bray, hub member of www.developmenteducation.ie and a trustee of Fairtrade Ireland, and Dr Patrick Doyle, historian and author of ‘The Co-op Movement in Ireland; The Co-operative Movement, Development and the Nation-State, 1889-1939’. Patrick is also an active member of the Dublin Food Co-op.

Joining the conversation will be Dr Julian Manley of The University of Lancashire. Dr Manley current research focuses on the social value aspect of working and living co-cooperatively and the Preston Model. (Learn more about the Preston model).

This webinar is an open discussion and everyone is welcome to join, participate or just listen. This week the webinar will be looking at how to implement steps towards an economy based on the principles of Doughnut Economics and how these principles can work within the context of Cooperatives.

While endless growth policies are temporarily on a hiatus for many, what does expanding a circular economy from the East Coast of Ireland look like in the context of a global pandemic? How do we reverse inequalities across communities, and what can we do?

This is an open discussion, all input and ideas welcome! How can we, as a society create a more inclusive, community based and just way to do business?’

Webinar 2nd July: East Coast Doughnuts and Community Economics

Billionaires have increased their assets and holdings since the Covid-19 pandemic began. Yet ‘common goods’ such as public health and living incomes have expanded and Amsterdam has just announced a city-wide Doughnut Economics coalition.

While endless growth policies are temporarily on a hiatus for many, what does expanding a circular economy from the East Coast of Ireland look like in the context of a global pandemic? How do we reverse inequalities across communities, and what can we do?

Join us for a two-part series on 2nd and 9th July 2020, with community co-operatives Common Ground Bray, Dublin Food Co-op and 80:20 Educating and Acting for a Better World as part of the Catch Them If You Can project.

Date: July 2nd, 2020

Time: 15:00 – 16:15 Dublin time

Registration: free via Eventbrite

Session style: conversational, via Zoom.

  • For more information about this collaborative community project see the project page, or contact tony@8020.ie
  • This project is part of the EU-wide initiative Citizens for Financial Justice and is co-financed by the European Union and Irish Aid with the aim to support the implementation of the Sustainable Development Goals (SDGs) by mobilising EU citizens to support effective financing for development (FfD).

An open letter from civil society to the World Bank and its donors

80:20 Educating and Acting for a Better World joined 173 civil society organizations, national education coalitions and unions, based in 63 different countries from every continent in the world in signing a public letter in support of development aid going to free, quality public education.

The letter, released on Wednesday October 15th 2019 on behalf of the signatory organisations, was handed by Zakaria Sulemana from Oxfam in Ghana to David Malpass from the World Bank at a townhall meeting during the World Bank annual meetings in Washington DC.

Read the open letter, notes and list of signatories below.

An open letter to the World Bank and its donors

We, the undersigned, urge you to ensure that development aid for education is used to support the public provision of free, quality education that benefits all without discrimination of any kind, such as discrimination based on socio-economic disadvantage, caste, gender identity, race or disability.

Education is a human right and an essential part of the global effort to achieve all the Sustainable Development Goals. When education is free, public and good quality, it eradicates poverty, decreases economic and gender inequality, builds active citizens, protects communities and the environment, and forges inclusive and stable societies. Remarkable progress in education has been made over the last twenty years in large part due to the expansion of free public education. However, many countries have struggled to mobilize sufficient financing for inclusive public education systems of good quality. Unacceptable gaps therefore remain: children in conflict and post-conflict areas, girls, children with disabilities, minorities, refugees, LGBTI+ individuals, and the poorest still lag far behind the most privileged in access to and completion of education, and in learning achievement.

Instead of responding with greater investments in public education through progressive taxation, some countries have been experimenting with allowing commercial or other private education providers to expand, believing that this is a faster, cheaper route to providing quality education. However low-fee private schools are not equally accessed by girls or the poorest children. [1] They risk excluding learners with special needs including previously out-of-school children. Studies find that the public funding of private schooling deepens inequalities in education while failing to consistently produce better learning outcomes. [2] In particular, for-profit and commercial schools often rely on poorly qualified and poorly-paid teachers to save costs; have poor transparency and accountability, and side-step important education laws and regulations, undermining a country’s ability to ensure that its educational standards apply equally for all. [3]

Some donors are now actively using public aid money to drive the commercialisation of education in lower income countries, including the World Bank Group. While most of its funding goes to support public education provision, the World Bank is also funding some market-oriented public private partnerships (PPPs) through its International Development Association (IDA), and actively advising countries to pursue PPPs and adopt reforms that reduce regulations and incentivise the growth of private ‘education markets’.[4] It has also increased its direct support to commercial private education providers through the International Finance Corporation (IFC) – including fee-charging, for-profit school chains,[5] which clearly undermine state obligations as defined in international human rights law.

Meanwhile, the European Parliament and the Global Partnership for Education (GPE), the biggest multilateral fund for education, have both taken strong positions against directing their own aid funding to support commercial or for-profit education provision. The UN Human Rights Council, the African Commission on Human and Peoples’ Rights and various UN Treaty Bodies have recognised the obligation to progressively secure free, public – not commercialised – education in fulfilling the right to education.[6]

These positions uphold the principle that education is a right, not a market commodity. Investing in free and inclusive public education of good quality is the best way to ensure fulfilment of SDG 4.

Donors have an important voice in how financial contributions to the World Bank Group are spent, during the ongoing IDA19 replenishment process, as well as in other education financing spaces. We call on all donors and the World Bank Group itself to take a clear and principled position in support of free, publicly provided education and against the use of development aid to fund for-profit or commercial education.

When you fund education with public aid money, make sure it supports free, quality public education!

1. ActionAid International, International
2. Amnesty International, International
3. CBM International, International
4. DAWN (Development Alternatives with Women for a New Era), International
5. Defence for Children International, International
6. Disabled Peoples’ International, International
7. Education International, International
8. FICEMEA, International, International
9. GALE: The Global Alliance for LGBT Education, International
10. Gender Action, International
11. Global Campaign for Education, International
12. Global March Against Child Labour, International
13. International Disability Alliance, International
14. International Trade Union Confederation, International
15. Light for the World, International
16. Oxfam, International
17. Plan International, International
18. Right to Education Initiative, International
19. Right to Play, International
20. The Global Initiative for Economic, Social and Cultural Rights (GI-ESCR), International
21. The Lusophone Network for the Right to Education, International
22. The Society for International Development (SID), International
23. UN Major Group for Children and Youth – FfD/MoI Working Group, International
24. VIVAT International, International
25. VSO International, International
26. Forum for African Women Educationalists (FAWE), Region: Africa
27. Africa Network Campaign on Education for All, ANCEFA, Region: Africa
28. NGO Forum on ADB, Region: Asia
29. Asia South Pacific Association for Basic and Adult Education (ASPBAE), Region: Asia
30. East African Centre for Human Rights, Region: East Africa
31. European Students’ Union (ESU), Region: Europe
32. Bank Information Center Europe, Region: Europe
33. Eurodad, Region: Europe
34. CLADE (Campaña Latinoamericana por el Derecho a la Educación), Region: LAC
35. The Arab Forum for the Rights of Persons with Disabilities, Region: MENA
36. Arab Watch Coalition, Region: MENA
37. Arab Campaign for Education, Region: MENA
38. Afghanistan National Education Coalition (ANEC), Afghanistan
39. Albanian Coalition for Education, Albania
40. L’association Graine de paix d’Oran, Algeria
41. A Rede Angolana da Sociedade Civil de Educação para Todos, Angola
42. Communication and Education Program of National University of Cordoba, Argentina
43. Armenian Constitutional Right-Protective Centre NGO, Armenia
44. RESULTS International Australia, Australia
45. The Australian Coalition for Education and Development (ACED), Australia
46. Le Miroir Vagabond, Belgium
47. Centre national de coopération au développement, CNCD-11.11.11, Belgium
48. Défense des Enfants International, Belgium
49. RE-SOURCES ENFANCES ASBL, Belgium
50. JEVEV ONG, Benin
51. Centre d’Actions pour la Sécurité Alimentaire et le Développement Durable, Benin
52. The Brazilian Campaign for the Right to Education, Brazil
53. La Coalition pour Education Pour Tous BAFASHEBIGE, Burundi
54. Syndicats des travailleurs du Burundi STEB, Burundi
55. Cameroon Education For All Network (CEFAN), Cameroon
56. ONG Fapefe et Noula cib, Cameroon
57. RESULTS Canada, Canada
58. Rede Nacional da Campanha de Educação para Todos de Cabo Verde (RNCEPT-CV), Cape Verde
59. Coalición Colombiana por el Derecho a la Educación – CCDE, Colombia
60. Mouvement Associatif pour l’Education et l’Egalité des Chances MAEECHA, Comoros
61. TEACH Cote d’Ivoire, Cote d’Ivoire
62. Réseau Ivoirien pour la Promotion de l’Education Pour Tous, Cote d’Ivoire
63. SOLIDARITE-UNAFETPCI (Union Nationale des Formateurs de l’Enseignement
Technique et Professionnel de Côte d’Ivoire, Cote d’Ivoire
64. SYNAFETP-CI Syndicat National des Formateurs de l’enseignement Technique
et de la Formation Professionnelle, Cote d’Ivoire
65. Le Mouvement Ivoirien des Droits Humains (MIDHI), Cote d’Ivoire
66. Danish Union of Teachers (DLF), Denmark
67. Danske Studerendes Fællesråd, Denmark
68. Ghana Venskab, Denmark
69. International Aid Services (IAS), Denmark
70. The Danish Education Coalition, Denmark
71. Foro Socioeducativo de la República Dominicana, Dominican Republic
72. Guêpier d’Afrique ONG, DRC
73. CONEPT-RDC, DRC
74. Coalition Education – France, France
75. Humanité et Inclusion, France
76. Solidarité Laïque, France
77. Aide et Action, France
78. SNUipp-FSU, France
79. Syndicat général de l’Éducation nationale CFDT, France
80. Ligue des Droits de l’Homme, France
81. Zukunftskonvent, Germany
82. World Economy, Ecology & Development (Weed), Germany
83. Global Campaign for Education – Germany, Germany
84. Gemeingut in BürgerInnenhand (GiB), Germany
85. Ghana National Education Campaign Coalition, Ghana
86. DebtFreeProject, Advanced Media Institute, Greece
87. Colectivo de Educacion para todas y todos de Guatemala, Guatemala
88. Regroupement Education pour Toutes et Tous (REPT), Haiti
89. El Foro Dakar, Honduras
90. LOKMITRA, India
91. Right to Education Forum, India
92. Wada Na Todo Abhiyan, India
93. Centre for Equity and Inclusion (NGO), India
94. Odisha RTE Forum, India
95. Indian Social Action Forum (INSAF), India
96. The Shikshan Mandal, India
97. Habitat and Livelihood Welfare Association, India
98. Bharat Gyan Vigyan Samuday, India
99.Iraqi Institution for Development IID, Iraq
100. 80:20 Educating and Acting for a Better World, Ireland
101. Global Campaign for Education Italy, Italy
102. Japan NGO Network for Education (JNNE), Japan
103. Phenix Center for Economic and Informatics Studies, Jordan
104. Jordan Coalition for Education, Jordan
105. Elimu Yetu Coalition, Kenya
106. The Lebanese Union of Persons with Physical Disabilities, Lebanon
107. Global Peace and Development Organization, Liberia
108. Coalition for Transparency and Accountability in Education – COTAE, Liberia
109. Coalition Nationale de Madagascar pour l’education pour tous (CONAMEPT), Madagascar
110. Coalition des Organisations de la Société Civile pour l’Education Pour Tous au Mali, Mali
111. l’Association pour le Développement Economique, Social, Culturel, Mauritania, Mauritania
112. The Coalition of Mauritanian Organizations for Education (COMEDUC), Mauritania
113. GSEA Mauritius, Mauritius
114. Government Teachers Union, Mauritius
115. All for Education, National CSOs coalition, Mongolia
116. Oyu Tolgoi Watch, Mongolia
117. Rivers without Boundaries Coalition, Mongolia
118. Moltaka al Osra al Maghribia, Morocco
119. Movimento de Educação Para Todos -Moçambique, Mozambique
120. National Campaign for Education Nepal (NCE Nepal), Nepal
121. Foro de Educación y Desarrollo Humano de la Iniciativa por Nicaragua (FEDH IPN), Nicaragua
122. La Coalition Nigérienne des Associations, Niger, Syndicats et ONG de Campagne EPT, Niger
123. Syndicat national des agents de la formation et de l’éducation du Niger (SYNAFEN), Niger
124. Syndicat National des Enseignants du Niger, Niger
125. Civil Society Action Coalition on Education for All (CSACEFA), Nigeria
126. SAIH – Norwegian Students’ and Academics’ International Assistance Fund, Norway
127. Social Youth Council of Patriots SYCOP, Pakistan
128. Training and Services (ARTS) Foundation, Pakistan
129. Society for Community Strengthening and Promotion of Education, Pakistan
130. Pakistan Coalition for Education, Pakistan
131. Al-Eimman Development Organization, Pakistan
132. Rural Development Organization, Pakistan
133. Youth Organization, Pakistan
134. Youth Front Pakistan, Pakistan
135. Al Kousar Welfare Organization, Pakistan
136. HWA Foundation, Pakistan
137. Pakistan Youth Change Advocates, Pakistan
138. Blue Veins, Pakistan
139. Campaña Peruana por el Derecho a la Educación, CPDE, Peru
140. Foro Educativo Peru, Peru
141. WomanHealth Philippines, Philippines
142. The Civil Society Network for Education Reforms (E-Net Philippines), Philippines
143. le Syndicat National de l’Enseignement Elémentaire (SNEEL-CNTS), Senegal
144. Community Action to Restore Lives, CARL, Sierra Leone
145. Observatorio de la Deuda en la Globalización ODG, Spain
146. Educo, Spain
147. Campaña Mundial Por la Educacíon, Spain
148. Sudanese Coalition for Education For All (SCEFA), Sudan
149. Diakonia, Sweden
150. Lärarförbundet, Sweden
151. Transnational Institute, the Netherlands
152. Wemos, the Netherlands
153. Amis des Étrangers au Togo (ADET), Togo
154. La Coalition Nationale Togolaise pour l’Éducation Pour Tous (CNT/EPT), Togo
155. Association Tunisienne de Droit du Développement, Tunisia
156. La Ligue Tunisienne pour la Défense des Droits de L’Homme, Tunisia
157. Association des Amis du Belvédère, Tunisia
158. Maan, Tunisia
159. Ligue Tunisienne de l’Education, Tunisia
160. Witness Radio Organisation, Uganda
161. The Initiative for Social and Economic Rights (ISER), Uganda
162. Jubilee Scotland, UK
163. NASUWT The Teachers’ Union, UK
164. National Education Union, UK
165. Global Justice Now, UK
166. The Bretton Woods Project, UK
167. The Equality Trust, UK
168. Send my Friend to School, UK
169. Bank Information Center (BIC), USA
170. Global Campaign for Education-US, USA
171. The Oakland Institute, USA
172. RESULTS, USA
173. Wedyan Association For Society Development, Yemen

Notes

[1] Day Ashley L., et al. (2014) The role and impact of private schools in developing countries: a rigorous review of the evidence, DFID bit.ly/2kuWody; Srivastava, P. (2013) “Low-fee private schooling: issues and evidence” in P. Srivastava (Ed.) Low-fee Private Schooling: aggravating equity or mitigating disadvantage? Oxford Studies in Comparative Education Series (Symposium Books, Oxford, 2013).

[2] K.M. Bous and J. Farr (2019) False Promises: How delivering education through public-private partnerships risks fueling inequality instead of achieving quality education for all. Oxfam Briefing Paper. bit.ly/2m2GZlj

[3] For example see: Republic of Uganda in the High Court of Uganda at Kampala, Bridge International Academies vs. Attorney General: Ruling. March 16, 2018. bit.ly/2m3NV1B; Riep, C. (2015) Omega Schools Franchise in Ghana: A case of “low-fee” private education for the poor or for-profiteering? ESP Working Paper Series; Kenya National Union of Teachers and Education International (2016) Bridge vs. Reality: A study of Bridge International Academies’ for-profit schooling in Kenya bit.ly/2g06UWO; Education International, Regulatory framework for Philippine private schools and practices in APEC schools bit.ly/2lzGWNG

[4] K.M. Bous and J. Farr (2019) op.cit.

[5] Baker, T. and W. Smith (2017) From Free to Fee: Are for-profit, fee charging private schools the solution for the world’s poor? RESULTS Educational Fund. bit.ly/2kuWm5q

[6] For statements by international human rights bodies, see bit.ly/2kld8nP. See also the Report of the UN Special Rapporteur on the Right to Education, (2019) Right to education: the implementation of the right to education and Sustainable Development Goal 4 in the context of the growth of private actors in education bit.ly/2kwj90S; and the 2018 Report of the UN Special Rapporteur on Extreme Poverty and Human Rights on privatization and its impact on human rights, undocs.org/A/73/396.

Event Sept 29th: Food Stories at Bray Literary Festival 2019

Join us at the Bray Literary Festival 2019 in welcoming local direct provision residents to chat about food stories and food journeys, as well as sampling some food in the Harbour Bar.

When:             Sunday September 29th, 2019
Where:            The Harbour Bar, 1 Strand Road, Bray, Co. Wicklow
When:             12:00 – 13:00
Registration:  Email ciara@8020.ie to register (free event)

Food connects and brings people together. It is something that all of us, no matter where we’re from, can share in and enjoy. Join participatory-based artist Katie Ceekay, 80:20 Educating and Acting for a Better World and Fighting Words in welcoming local direct provision residents to chat about food stories and food journeys, as well as sampling some food in the Harbour Bar.

Curated in a group setting, participants tell the story of their journey through recipes, ingredients, flavours and memory. Developed as part of a new project the recipes, stories, and the experiences will be documented and collected together in a short publication.

For more information check out the Bray Literary Festival 2019 programme online.

Featured photo © Karin Janssen 2019

In partnership with

 

 

This event is developed as part of the Let’s Talk Project supported by

     

5th Anniversary of the entry into force of Istanbul Convention

August 1st marked the 5th anniversary of the entry into force of the Council of Europe Convention on preventing and combating violence against women and domestic violence, known as the Istanbul Convention. Tony Daly, on behalf of 80:20, joined other members of Euromed Rights Network in reflecting on what this convention means for them.

“During a routine check-up as part of antenatal meetings with my partner, the last thing we expected our midwife to ask was whether we had booked tickets to catch the latest box office not-to-miss movie adaptation of Fifty Shades of Grey.

Tony Daly on the steps at home joined by Rosa. Photo: Ciara Regan

It was the week of Valentine’s Day in February 2014; that seasonal expression of love and affection on the annual calendar. And no, we had not booked tickets. After a hearty laugh about it, the race was on, our midwife explained…to the holiday roster. Any midwife worth their armchair forecasting knew what was coming – a VERY busy November. In an increasingly digital and digitally connected world, I couldn’t help but stop and wonder. What is this movie teaching – through emotional pain, humiliation and intimate partner violence – to today’s young women and men? Through popular culture, what is it suggesting or potentially normalising?

Four years on, and now joined by a young sister, my son sees and imitates everyone around him – most especially his cousins and grandparents. As social animals, children see, children do. And I wonder, what new role models will they grow to learn from and how many pop culture signals and norms will they be able to decode, unlearn and challenge for themselves?

As violence against girls and women is now broadcast regularly on Twitter, Facebook and in recent elections by candidates proving their ‘credentials’, it’s important to recognise the women who have encountered violence, in all its forms and through courage took personal risks to speak out, in spite of decades of distrustful state and social institutions that systematically failed generations of women. Last year over 19,000 contacts were made with Women’s Aid. At least 1 in 3 women worldwide, or up to one billion women, have been beaten, coerced into sex, or otherwise abused in their lifetimes.

That Ireland ratified the Istanbul Convention on International Women’s Day in March this year is a triumph in perseverance and hope, and it gives me hope that Ireland finally signalled its ‘credentials’ as a small country to unlearn and relearn its role as a guarantor to this and future generations to prevent, protect against and combat gender-based violence in all its forms – physical, psychological and sexual.

By ratifying the Istanbul Convention, Ireland now stands in solidarity with women everywhere in stating that violence against women is no longer a ‘grey’ matter. That fantasy, is over”.

Additional links

Featured photo: © Council of Europe

Event July 10th: Calling all geographers – world hunger & junior cycle resource update

Geographers – we need your help! Join us for a 2-hour workshop reviewing the Living in the Hallow of Plenty activities and ‘hunger map’, produced in 2013 with AGTI members with a focus on hunger, poverty and waste.

Details:

  • Date: July 10, 2019
  • Time: 10am – 12
  • Event address: Concern Worldwide, 52–55 Lower Camden Street, Dublin 2.

This curriculum development workshop is designed to support critical reflection on a resource produced for geography teachers Junior Cycle, set for launch in Sept 2019 and seeks to:

  • Explore different dimensions of world hunger today (definition, measurement, who’s at risk, causes and debates) based on the Global Hunger Index
  • Provide an annotated guide to readings and relevant online sources of information
  • Include a set of suggested activities for introducing and exploring the issue of hunger, food security as starter activities linked to the Sustainable Development Goals agenda (SDG 2 Zero Hunger).

Some key questions guiding the session:

  • How should hunger issues align with the updated Junior Cycle geography specification?
  • What areas are of most interest on issues of hunger, waste, extreme weather and climates, crop failure, consumption and what are the latest trends?
  • What tools and activities would support specification linking in an active and learner-centred approach?
  • Register interest, gain a CPD participation certificate and acknowledgement in the project by emailing tony@8020.ie or registering on Facebook and joining us on the day.

Access the 2013 project resources: www.developmenteducation.ie/resource/living-in-the-hollow-of-plenty-world-hunger-today-and-the-hunger-map and http://hungermap.developmenteducation.ie/

This teaching resource is being produced in conjunction with the Association of Geography Teachers in Ireland (AGTI), Concern Worldwide and 80:20 Educating and Acting for a Better World.

The Change Lab 2019: What does it mean to create and shape art and design curriculum for the 21st century learner?

Exhibition: The exhibition is open to the public from Monday 8 April until Tuesday 16 April 2019 (closed on weekends). Details of exhibition, see NCAD Gallery.

Address: National College of Art & Design, 100 Thomas Street, Dublin, D08 K521, Ireland.

More info: twitter.com/NCAD_Gallery | instagram.com/ncad_gallery | facebook.com/NCADGallery   

80:20 Educating and Acting for a Better World is delighted to take part in the Change Lab 2019 exhibition process in the National College of Art and Design (NCAD) with Fiona King and Tony Murphy of the School of Education, Anne Kelly, NCAD Gallery programme curator, Jones Irwin of Institute of Education, Dublin City University (DCU), educationalist and Development Options associate Gerry Jeffers, Deirdre Hogan of the Ubuntu Network and Tony Daly of 80:20.

The Change Lab is a critical space for learning, thinking and re-imagining the possibilities of how art and design curriculum in second level can be taught through a development education lens as explored by students taking professional masters of education (PME) in art and design as part of the Ubuntu Network’s initial teacher education approach to engage with local and global development issues.

This year’s group involved 17 students in 5 teams to conceive, research and produce original artwork on the theme:

What does it mean to create and shape art and design curriculum for the 21st century learner?

About the five projects

  • In search for a sense of place how do we trace the anatomy of a city back to its beating heart, how can we make connections that go beyond the physical? by Emma Byrne, Kate Cunningham and David Bowe
  • As custodians and educators, we want to encourage, cherish and respect lineage through intergenerational connections. By Robin Edward Leavy, Audrey Noonan and Briona Reynolds
  • In Convenience Store. At What Cost? By Maeve Hitchen, Rachel Foley and Gary Deegan
  • The Worst is yet to come!! Which raises the question, what is being done to preserve the future? By Pierce Healy, Louise Meehan, Kim Fulton and Leanne McCullagh.
  • The exploration of the human trace on the environment was the running theme throughout our work. The absence of the human figure was also evident which made us question the impact of our actions in the world by Ciarán Doyle, Catherine Hanlon, Lauren Sarsfield, and Aisling Flood.

The Change Lab 2019 is part of the first Dublin Learning City Festival which takes place from Monday 8 – Friday 12th April.  The aim of this festival is to establish sustainable intergenerational learning communities in the city and to work towards becoming a Learning City, as defined by UNESCO.