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”The clanging chimes of Doom”…Oh no, wait, that’s just Bono

284184-band-aid-30Thirty years on and Geldof is back. Again.

He’s back with Ultravox’s Midge Ure and they’re asking, “how can they know it’s Christmas time?”: surely a progression from wondering “do they know it’s Christmas time at all?”.

Band Aid returned on our tellyboxes on Saturday night on X Factor, no less, and it has returned with a (media frenzied) bang.

We are all familiar with the original 1984 version, deved_1342706871which raised millions for famine relief in Ethiopia. It didn’t come without its criticisms (never mind the fact that the album cover isn’t even close to being code compliant when checked with the Dóchas Code of Conduct on Images and Messages by Dóchas!).

Criticisms even came from Bob himself:

“I am responsible for two of the worst songs in history. One is ‘Do they know it’s Christmas’ and the other one is ‘We are the World’.” More…

Notes from Kampala: despite Ebola ‘Africans’ do know it’s Christmas…again

Photo: DTKIC? by  fauxto_digit (Flickr, 15 December 2006) CC BY-NC-ND-2.0.

Photo: DTKIC? by fauxto_digit (Flickr, 15 December 2006) CC BY-NC-ND-2.0.

Bob is back. Sir Bob I mean.

And so is Christmas!

And so is Band Aid.

Is it really 3 decades since celebrities across the globe revealed to an unsuspecting world that “there won’t be snow in Africa” and “do they know it’s Christmas” anyway (my emphasis)?

What’s ironic to me is that 30 years on, Africans still don’t appear to know its Christmas. More…

Ebola in Sierra Leone: the cost of living on the margins

Photo: Messages along the streets to raise awareness by  Medici con l'Africa Cuamm (Flickr, BY-NC-SA 2.0).

Photo: Messages along the streets to raise awareness by Medici con l’Africa Cuamm (Flickr, BY-NC-SA 2.0).

In the second of a series of blogs about the impact and consequences of Ebola in Sierra Leone, Africa Research Institute researcher Jamie Hitchen, back in London following a year spent working in the country, focuses on new economic hardships. You can read the first blog, on health care, here. More…

Issue 19 of Policy and Practice out now: Finding the ‘Historically Possible’


The autumn 2014 issue of Policy and Practice: A Development Education Review is out! Policy and Practice is a bi-annual, peer reviewed, open access (free) journal published by the Centre for Global Education (Belfast).

Issue 19′s theme is titled: Finding the ‘Historically Possible’: Contexts, Limits and Possibilities in Development Education.

An article on the audit of development education resources in Ireland, produced by developmenteducation.ie in spring 2013, is featured in the online journal, which weighs in on the main findings of the audit and the many implication for development educators in Ireland. The audit can be accessed at www.developmenteducation.ie/audit

You can access the article here: Twelve Years in the Making: An Audit of Irish Development Education Resources by Tony Daly and Ciara Regan.

The journal typically contains a range of critical dispatches, reflections and case studies on development education both in and outside of Ireland.


Content listing of articles in issue 19:

Editorial by Fionnuala Waldron


Critical Literacy: Theories and Practices in Development Education by Vanessa de Oliveira Andreotti

Introducing Corporate Power to the Global Education Discourse by David Monk

Towards Compassionate Global Citizenship: Educating the Heart through Development Education and Cognitively-Based Compassion Training by Caroline Murphy, Brendan Ozawa-de Silva and Michael Winskell


Integrating Development Education into Business Studies: The Outcomes of a Consultative Study by Siobhán McGee

Twelve Years in the Making: An Audit of Irish Development Education Resources by Tony Daly and Ciara Regan

Opening Eyes and Minds: Inspiring, Educating and Engaging Third Level Students in Global Education by Joanne Malone, Gráinne Carley and Meliosa Bracken

Getting to the Bottom of Extractive Capitalism: A Case Study of Open Pit Mining in Cajamarca, Peru by Lynda Sullivan


Foodbanks are an Important Barometer of Contemporary Poverty: Development Educators Should Take Notice by Stephen McCloskey

Resource reviews

You, Me and Diversity: Picturebooks for Teaching Development and Intercultural Education by Marie Moriarty

Development Education in Policy & Practice by Anne M. Dolan

Beloved Land: Stories, Struggles and Secrets from Timor-Leste by Paul Hainsworth

An exemption for business from the ESD strategy? On the silence of the business sector and local government

Photo: Global Water Partnership exhibition booth at the World Water Week 2013 by Global Water Partnership (3rd September 2013) (CC BY-NC-SA 2.0 license).

Photo: Global Water Partnership exhibition booth at the World Water Week 2013 by Global Water Partnership (3rd September 2013) (CC BY-NC-SA 2.0 license).

The National Strategy on Education for Sustainable Development for Ireland 2014-2020, published over the summer of 2014, includes a range of opportunities and recommendations for development educators which are well worth exploring. But what about education and the “business” of sustainable development?


Developing a strategy that aims to crisscross all education sectors in Ireland – both formal and non-formal education – is bound to have its limits.

That being said, it’s disappointing that industry – multinational corporations, small and local businesses etc. – have been entirely left out of the strategy when the impact and influence of business on delivering sustainable development on the ground is at its most active. More…

Development Education and the National Strategy on Education for Sustainability Development in Ireland 2014 – 2020

Photo: IMG_6072 by  lusciousblopster (20th June 2012) at Bike Week 2012, Dublin (CC BY-NC-SA 2.0 license).

Photo: IMG_6072 by lusciousblopster (20th June 2012) at Bike Week 2012, Dublin (CC BY-NC-SA 2.0 license).

Definition of Education for Sustainable Development

Education for sustainable development develops and strengthens the capacity of individuals, groups, communities, organizations and countries to make judgements and choices in favour of sustainable development. It can promote a shift in people’s mindsets and in so doing enable them to make our world safer, healthier and more prosperous, thereby improving the quality of life. Education for sustainable development can provide critical reflection and greater awareness and empowerment so that new visions and concepts can be explored and new methods and tools developed (UNECE 2005, 1; UNECE, 2009, 15).

- National Strategy for ESD in Ireland (2014)

Following a public consultation last autumn, the Department of Education and Skills (DES) published the long awaited national strategy on Education for Sustainable Development (ESD) in July.

The strategy has implications across all education sectors in Ireland for both formal (primary, post-primary, higher education) and non-formal education (youth, community, adult education).

The DES has taken note of the many development education opportunities that already link to sustainable development. Even cursory glance at the submissions from the DE sector reveals a strong presence in the consultation and longstanding levels of interest from development educators in sustainable development (our submission can be accessed here). More…

Celebrity activism: Stars combat global warming

Celebrities doing their bit for the planet?

As brought to you by British satirical comic, the Viz.

Stars save planetMORE: blog on the main arguments for and against celebrity activism: ‘Sometimes I wonder if I am making it worse, or making it better’ by Ciara Regan, 25th June 2012.

Notes from Hong Kong: a stunning answer to the cynics

Photo: Hong Kong's Umbrella Revolution by Pasu Au Yeung (20th September 2014) (Flickr, CC BY-SA 2.0).

Photo: Hong Kong’s Umbrella Revolution by Pasu Au Yeung (20th September 2014)
(Flickr, CC BY-SA 2.0).

It is genuinely humbling to walk from the ferry terminal towards Admiralty to the epicentre of the Umbrella Movement’s occupation site in Hong Kong.

Amidst the upmarket hotels, limousines, banks and giant billboards glorifying global overconsumption are literally thousands and thousands of posters, post-its and slogans demanding, in stark contrast, democracy, equality, care and tolerance.

As you walk along the normally frenetic overpasses (now ‘occupied’ and therefore closed to traffic), there are storyboard posters apologising for the ‘inconvenience’ to others caused by this particular struggle for democracy.  There are elaborately constructed barriers carefully structured to prevent easy dismantling.

Photo: Students hold a cram class at the Admiralty sit-in (13 October 2014) by staff reporters, South China Morning Post

Photo: Students hold a cram class at the Admiralty sit-in (13 October 2014)
by staff reporters (South China Morning Post).

You then begin to encounter students reading or working on laptops at ‘study centres’ built across the motorway divide (with signs requesting you to ‘protect the students, do not photograph faces’) and hundreds of sleeping bodies recovering from confrontations with police the previous night. More…

News: Using the guidelines for producing development education resources


This week we launched the Guidelines for Producing Development Education Resources, with its own dedicated section online developmenteducation.ie/guidelines.

Following the publication of Audit of Irish Development Education Resources research in April 2013, which looked at DE resources produced in Ireland over the period 2000-2012, the opportunity to develop a set of supportive strategies for resource producers was identified in the report.

By the autumn the guidelines had moved from an idea into action with the formation of the guidelines coordinating committee in December (the programme of activities delivered since the audit can be found here).

As a joint project with Dóchas (the Irish Association of Non-Governmental Development Organisations) and the Irish Development Education Association (IDEA) the development of the guidelines involved the constituent members of both organisations and the management committee members of developmenteducation.ie.

Over 40 individuals and organisations across all education Phases_imagesectors (primary level, postprimary education, adult education and the youth sector) and organisations of varying sizes took part in the public consultation in spring 2014. The finalised guidelines document almost doubled in size from the consultation document as a direct result of the comments from development educators during the consultation period.

The guidelines have been designed to act as a supportive  and practical tool for anyone to use – whether a teacher, a youth worker or development education workers – rather than as a prescriptive set of instructions.

We hope that they reflect the vibrant ideas, long experience and professionalism of development educators that have been central in preparing the final document.

Some of the key supporting characteristics of the guidelines include:

  • To recognise that anyone can produce a resource
  • To reflect on the target audience, potential and actual impact of a resource. Make evaluation a permanent feature of resource development (before, during and after production)
  • To learn from others: knowing resources already developed can assist in seeing ‘what’s out there’ already. Education practitioners have a lot to contribute to the development of a resource and can field test take-up
  • To use a range of tips, suggestions and examples in project planning
  • To consider the four key dimensions of development education as potential indicators for building a resource: i) knowledge and ideas, ii) values and perceptions, iii) capabilities and skills, iv) experiences and actions
  • To make decisions about content, context and driving narrative or voices (what perspectives are presented – i.e. African, Latin America, privileged, European, Male, official position, female, economic, child etc. )
  • To make decisions about educational approaches and learning outcomes – choosing appropriate indicators to fit the overall outcome of the resource.

Thinking about producing a resource and the Irish Aid annual grants scheme 2015

As clarified in the Irish Aid 2015 FAQ document:

“Yes, a proposal for the development of a resource is deemed eligible for funding in the 2015 grant round.”

The guidelines are offered as a tool for considering the production of a resource and could be used in supporting internal decisions and partnerships about what you may want to concentrate a resource on, whether it is a set of educational posters, a digital resource, video, print resource or otherwise and how to go about doing this.

The deadlines for the annual grant round are as follows

  1. Deadline for requesting an “Eligibility Criteria Form” is 5pm Monday 20th October. You must do this via the Irish Aid website Contact Form
  2. Deadline to return this completed form is Thursday 23rd October
  3. Deadline for the final application is Thursday 27th November at 5pm.

More information can be found at https://www.irishaid.ie/what-we-do/who-we-work-with/civil-society/development-education-funding

In the next fortnight develpmenteducation.ie will present a range of the resources that have been produced since the audit was published, which can be used for researching broadly what the DE resource landscape looks like and deciding what theme or sector you may wish to concentrate resource production efforts on.

In the meantime the audit can be read online at developmenteducation.ie/audit


Note: with the support of Dóchas, IDEA, developmenteducation.ie and Irish Aid print copies of the guidelines are also available. Contact us for a copy.



Youthwork news: One World Week 2014 events, opportunities and deadlines


Key Deadlines:

Friday, October 10th                                Mini Grants Application Deadline

Friday, October 17th                        Climate Change Challenge Weekend Application Deadline

Monday, October 20th                    Film Competition Submission Deadline

**More info below or visit http://www.oneworldweek.ie**

It is time for One World Week 2014

The World Young People Want – Connected, Respected, & Empowered

One World Week is a week of youth-led awareness raising, education and action that takes place throughout Ireland during the third week in November every year. During One World Week, young people learn about local, national and global justice issues and take action to bring about change.

 Time to Get Involved! More…