# data[].attributes.body
YouTube video of Junk Kouture regional finals, junk kouture promotes recycling and reusing materials to create outfits, in an increasing fast fashion world.

# data[].attributes.attachment_link.title
Junk Kouture Ireland 2021 | Regional Finals |  Episode #1 South East

# data[].attributes.body
Board game designed to highlight issued faced by farmers in developing countries.

# data[].attributes.attachment_link.readable_text
Resource Title

Summary

Experience the lives of farmers in the Global South by playing the development education game Harvest for the Future.

Description

Aim of the game: You are a small farmer in rural Africa. You must purchase, plant, grow,
harvest and sell your crops at the market before the time runs out and the season is over.

You need:

Game board

3-6 players

Crop Cards

Deck of 36 Chance Cards (four sets)

Deck of 48 Question Cards

Dice

Counters (one per player)

Timer

# data[].attributes.attachment_link.title
Harvest for the Future - board game (post-primary level) - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
You are a small farmer in rural Africa. You must purchase, plant, grow, harvest and sell your crops before time runs out & the season is over

# data[].attributes.body
Short video about the power and impact of having empathy towards others.

# data[].attributes.attachment_link.readable_text
Resource Title

Summary

What is the best way to ease someone's pain and suffering? In this beautifully animated RSA Short, Dr Brené Brown reminds us that we can only create a genuine empathic connection if we are brave enough to really get in touch with our own fragilities.

Description

Published on December 10, 2013

Voice: Dr Brené Brown
Animation: Katy Davis (AKA Gobblynne) www.gobblynne.com

Dr Brené Brown is a research professor and best-selling author of "Daring Greatly: How the Courage to be Vulnerable Transforms the Way We Live, Love, Parent and Lead" (Penguin Portfolio, 2013). She has spent the past decade studying vulnerability, courage, worthiness, and shame.

Find out more about the RSA: https://www.thersa.org
Follow the RSA on Twitter: https://www.twitter.com/thersaorg
Like the RSA on Facebook: https://www.facebook.com/thersaorg

# data[].attributes.attachment_link.title
The Power of Empathy - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
In this beautifully animated RSA Short, Dr Brené Brown reminds us that we can only create a genuine empathic connection if we are brave enough to really get in touch with our own fragilities.

# data[].attributes.headline
Good Health & Well-Being Resource for Teachers

# data[].attributes.subject
Good Health & Well-Being Resource for Teachers

# data[].attributes.body
Booklet for teachers with activities and information on health & wellbeing.

# data[].attributes.body
Educational resource designed to help students prepare for real life global/national emergencies.

# data[].attributes.body
Activity book focused on health and wellbeing of young people.

# data[].attributes.body
YouTube video of TED talk on the solutions to current food and ecological crisis.

# data[].attributes.attachment_link.title
Vandana Shiva - Solutions to the food and ecological crisis facing us today - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
Dr Shiva Vandana is a philosopher, environmental activist, eco feminist and author of several books.

# data[].attributes.body
Resources for climate change & justice including video, photo, newspaper, art mural activities and teacher resource.

# data[].attributes.attachment_link.readable_text
Resource Title

Description
What is climate change and why is it happening? Does climate change impact everyone in the world equally?
This series of resources are divided into three main themes for educators and groups to work on:

1. Climate Change

2. Climate Justice

3. Becoming a Climate Justice Champion!

Each of the activity books includes fully illustrated teacher briefing notes, classroom activities, activity sheets (for display or for printing) and icons with cues to get downloads and see helpful facts.

A vast pool of resources is available to teachers across a range of age groups and learning levels. These include:

Teacher notes.

Religious education teacher notes.

Photo galleries of climate in and outside of Ireland.

Documentary video and animation stimulus materials.

Useful 'How to' guides on using materials such as videos, newspapers etc in the classroom

Photo, newspaper, class art mural and video activities.

Downloadable material (and info on how to download the material for those who would like to use it offline).

Suggested actions that student can take on their journey to becoming activists to think globally and act locally.

A case study of Trócaire's work in Ethiopia for groups to learn about and engage with.

Includes an innovative Webquest activity inviting students to use the whiteboard website to explore a series of tasks, questions and recommended external websites and take group decisions on how they will present their findings.

Download primary school resources:

Download post primary resources:

Other resources:

# data[].attributes.attachment_link.title
Climate Change, Climate Justice: Lent 2015 education resource packs for schools - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
The Climate Change Lenten education campaign is designed for online use (via whiteboards) and offline use (all material downloadable) and is suitable for anyone interested in teaching around climate change issues.

# data[].attributes.body
Educational resource for teachers covering identity & citizenship, prejudice & discrimination and understanding diversity.

# data[].attributes.body
Debunking common myths about freedom of expression, social media and free press.

# data[].attributes.headline
Activism and Marine Conservation Lesson Plan

# data[].attributes.subject
Activism and Marine Conservation Lesson Plan

# data[].attributes.body
Free downloadable lesson plan on activism and marine conservation.

# data[].attributes.attachment_link.description
Artivism is the practice or idea of taking social, environmental or political action through art. In this lesson, students will see how environmental artists have us

# data[].attributes.body
Teaching unit for junior cycle CSPE with links to curriculum about children living in DP.

# data[].attributes.body
Teacher tool kit including links to resources, classroom activity suggestions, and information on climate change & justice.

# data[].attributes.body
Resources about the sustainable fishing practices of the Moken people (life below water & responsible consumption and production).

# data[].attributes.attachment_link.readable_text
Back to all case studies

Myanmar, Thailand

Kabang pulling canoes
© "Moken (Sea Gypsies) Boat called "Kabang" pulling canoes" by ICIMOD Kathmandu is licensed under CC BY-NC 2.0

Oral traditions and expressions, social practices, knowledge and practices concerning nature and the universe

The Moken are an Austronesian people numbering between 2,000-3,000, who live on the Mergui Archipelago in the Andaman Sea, off the coasts of southern Thailand and Myanmar. A sea-based, semi-nomadic people, the Moken have traditionally lived on wooden boats called kabang and relied on sustainable fishing practices for their subsistence. From May to October, during the monsoons, they settle in temporary stilt houses on the eastern coasts of the islands.

The Moken became better known to the wider world after the tsunami in December 2004, which killed hundreds of thousands and devastated the coastal areas of 14 countries. Drawing on their indigenous knowledge of the ocean habitat and oral narratives about past tsunamis, most of the Moken were able to anticipate the coming tsunami in time to escape to higher land.
Further information:
Link to UNESCO article about the Moken and their indigenous knowledge:
http://www.unesco.org/new/en/natural-sciences/priority-areas/links/biodiversity/publications/articles/the-knowledge-that-saved-the-sea-gypsies/

Website established by the Moken Tourism team, and provides news, projects, research on the Moken people:
https://www.mokenislands.com/moken-sea-gypsies-3/

The following links give more information and photos on the Moken way of life:
http://projectmoken.com https://www.survivalinternational.org/galleries/moken-sea-gypsies

The Moken have lived sustainably on the ocean for thousands of years, developing unique skills and knowledge. They are, for instance, able to freedive without oxygen tanks to depths of more than 20 meters, lure fish by blowing bubbles and hunt with handmade spears. Traditionally, the Moken only took what they needed to survive from the ocean and land, and lived nomadically, with few possessions. This way of life reflects SDG 12, which aims to ensure sustainable consumption and production patterns and SDG 14 on the sustainable use of oceans and marine resources.

The Moken's distinct way of life is increasingly threatened by various factors including: uncertain legal status, maritime conservation and development programs, offshore drilling, tourism, property development and industrial fishing. Both the Thai and Burmese governments have tried to settle the Moken permanently in national parks. However, the Moken have struggled to adjust to a settled life in often crowded conditions. The loss of their nomadic way of life could also lead to the loss of their indigenous knowledge about the sea. ( https://www.theguardian.com/global-development/2014/dec/10/indian-ocean-tsunami-moken-sea-nomads-thailand)

How might their way of life and indigenous knowledge and practices be safeguarded (through policy, or awareness raising, etc)?

What can policies and programmes do to support their current way of life, and by who?

What are the Moken suggestions to continue transmitting their knowledge and ways of living?

Do you know of any such examples of indigenous ways of life and traditional knowledge which have been protected?

# data[].attributes.attachment_link.description
Website of the Convention for the Safeguarding of the Intangible Cultural Heritage

# data[].attributes.body
Tree of Justice, is an interactable website for different age groups as an introductory guide to equality and justice. Comes with an educator guide.

# data[].attributes.body
Netflix episode explaining the gender pay gap.

# data[].attributes.attachment_link.title
Explained | Why Women Are Paid Less | FULL EPISODE | Netflix

# data[].attributes.body
Document outlining common misconceptions about women's rights.

# data[].attributes.attachment_link.readable_text
Resource Title

Summary

How much do you know about women's rights in the world today?

Explore 10 common myths about progress on women's rights, the impact of crisis situations on women and representation in politics.

Description

Gender-based inequality is one of the most enduring and deep-seated discriminations. It affects all regions, classes and sectors. In most countries, it is maintained and defended in most of the same ways. One key component of that maintenance is a set of myths that are repeated time and time again."

This pocket-size booklet includes:

Why thinking about women's rights matters

10 short myths about progress on equality, who benefits from feminism, the realities of women's health and the impact of COVID-19.

Links to the Sustainable Development Goals

References per each myth following a fact or fiction approach and an explainer

The 10 Myths About.... series looks to sort facts from fiction on key global development, human rights and justice issues.

# data[].attributes.attachment_link.title
10 Myths About Women's Rights - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
Explore 10 common myths about progress on women's rights, the impact of crisis situations on women and representation in politics

# data[].attributes.body
Teacher tool kit about gender equality with activities.

# data[].attributes.headline
Open Courses: Register for upcoming UDL Course

# data[].attributes.subject
Open Courses: Register for upcoming UDL Course

# data[].attributes.body
This course focuses on equipping teachers to support diverse learners and help reduce inequalities in education.

# data[].attributes.attachment_link.readable_text
Implementation of universal design principles in Teaching & Learning promotes inclusivity and equity while also 'future-proofing' your teaching.

As our classrooms and lecture theatres become increasingly diverse, our practices must also adapt to reflect the changing landscape of higher education. Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, which guides the development of flexible learning environments that can accommodate individual learning differences and cater for the wide range of diversity in our lecture rooms. This CPD course will give you an introduction to the concept of Universal Design for Learning and invite you to review and update your own Teaching and Learning practice.

Reflect on the Diversity of Students in their Institutions

Gain a good understanding of the Universal Design for Learning framework and how it can support diverse learners

Redesign some elements of their teaching and learning practice based on their knowledge of UDL principles

Consider how they will change their practice more broadly in line with a UDL approach

On earning your open badge award for this course, you will have achieved further recognition in the following domains of the National Professional Development Framework for Staff who Teach:

Domain 3 Professional Communication and Dialogue emphasises the importance of excellent, clear and coherent communication skills within the changing learning environment.

Domain 4 Professional Knowledge and Skills ensures the individual remains current in terms of their professional/disciplinary knowledge and can implement teaching, learning and assessment approaches which promote active learning and are underpinned by a strong evidence base.

Domain 5 Personal and Professional Digital Capacity recognises explicitly that we live and work in a digital world, and that teachers must develop digital skills that allow them to harness the potential of technology for learning impact.

Course Developers

This open course has been developed by the National Forum for the Enhancement of Teaching and Learning in Higher Education in partnership with:

Ann Heelan
AHEAD: Association for Higher Education Access & Disability

Dara Ryder
AHEAD: Association for Higher Education Access & Disability

Lisa Padden
University College Dublin

Learn as part of a group in an upcoming facilitator led programme

Facilitator-led courses run at different times throughout the year and result in a digital badge. Some are entirely online, some are blended, and others face-to-face. Additional facilitator training may be provided so that you can later facilitate your own open course.

Subscribe below for updates on this course and we will notify you when registration opens.

More courses you might like

Participants who viewed this open course have also viewed these courses.

Getting Started with Professional Development - PACT

Getting Started with Online Teaching

Getting Started with Personal and Professional Digital Capacity

# data[].attributes.attachment_link.title
Universal Design in Teaching and Learning - Open Courses

# data[].attributes.attachment_link.description
Implementation of universal design principles in Teaching & Learning promotes inclusivity and equity while also 'future-proofing' your teaching. As our classrooms and lecture theatres become increasingly diverse, our practices must also adapt to reflect the changing landscape of higher education.

# data[].attributes.headline
Open Courses: Register for equality workshop

# data[].attributes.subject
Open Courses: Register for equality workshop

# data[].attributes.body
This course centres around equality and takes place at various times throughout the year which can be fully online or a blend.

# data[].attributes.attachment_link.readable_text
The Mentoring for Equality Open Course introduces mentors to the practical steps involved in building relationships with young people. It introduces the basic concepts of equality, diversity and inclusion and walks mentors through the interactive and participatory processes that can be used to enhance positive relationship building. Upon completion of the training the mentor will have a broader understanding of the skills associated with mentoring and communicating effectively with young people.

The course involves learners' participation in training and reflection, as well as engaging in a mentoring relationship with a young person.

Discuss the concepts of equality, diversity and inclusion in STEM

Develop strategies to engage young people through group work/engagement processes

Participate in a mentoring relationship with a young person from a diverse background

Develop knowledge of appreciative enquiry and strengths-based approach to relationship building.

On earning your open badge award for this course, you will have achieved further recognition in the following domains of the National Professional Development Framework for Staff who Teach:

Domain 1 The Self At the core of the domains is the centrality of 'the Self', recognising that the professional and personal values that the individual brings to their teaching are pivotal in their development as a teacher.

Domain 2 Professional Identity, Values and Development in Teaching and Learning focuses on the consideration of professional and/or disciplinary identity in given contexts. The domain supports critical reflection, recognising that an individual's professional identity can change at different stages of their career.

Domain 3 Professional Communication and Dialogue emphasises the importance of excellent, clear and coherent communication skills within the changing learning environment.

More courses you might like

Participants who viewed this open course have also viewed these courses.

# data[].attributes.attachment_link.description
The Mentoring for Equality Open Course introduces mentors to the practical steps involved in building relationships with young people. It introduces the basic concepts of equality, diversity and inclusion and walks mentors through the interactive and participatory processes that can be used to enhance positive relationship building.

# data[].attributes.body
Youtube video of TED talk on the global goals we've made progress on and the ones we haven't.

# data[].attributes.attachment_link.readable_text
Economist Michael Green explores where progress has been made in relation to the Sustainable Development Goals, and where there has been stagnation, or a decline.

He finds that levels of hunger and basic medical care are broadly improving across the globe. Clean water and sanitation has seen some improvement since the SDGs were introduced in 2015, but at much lower levels. However, on SDGs related to personal rights and inclusiveness, we are performing poorly, with many countries either being stagnant or declining in this regard. These are all measured using the Social Progress Index.

While development can often be an overwhelming topic, Green's work is helpful in showing us that progress is happening, and working towards higher standards of living is worthwhile. Meanwhile, he also points out what we can do better, and how we must keep improving.

More of Green's work can be found on the Social Progress Imperative YouTube channel, the Social Progress Imperative website, which offers an interactive map, reports, videos and more data on 180 countries, as well as these TED talks:

# data[].attributes.attachment_link.title
The global goals we've made progress on - and the ones we haven't - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
Economist Michael Green explores where progress has been made in relation to the Sustainable Development Goals, and where there has been stagnation, or a decline.

# data[].attributes.headline
Open Courses: Register for Community Engaged workshop

# data[].attributes.subject
Open Courses: Register for Community Engaged workshop

# data[].attributes.body
Self Study online workshop focused on community engaged learning which aligns with core values of the holistic approach to GCE.

# data[].attributes.attachment_link.readable_text
The Campus Engage Community Engaged Learning course is an introductory course, exploring the basic concepts and practical steps on how to integrate community engaged learning into any teaching curriculum.

Community engaged learning is a form of experiential education with a community engagement for societal impact underpinning. Students gain academic credit for engaging and reflecting on a learning experience or piece of research in partnership with a community organisation. This allows students to explore 'real life' problem solving, their future role as a professional, and how they can contribute to address Irish, EU and international societal challenges.

The course is built around a series of video tutorials, solo and group activities, a selection of academic and grey reading material, and online case studies with community partners, students and academics.
Why you should take this course?

Enhance your teaching by providing students with practical experience of applying academic learning in a real-world setting with community-based organisations.

Contribute to students learning outcomes across citizenship, team work, effective communication, leadership, empathy and enhance their social capital.

Network with community partners to open up new learning and research projects, interdisciplinary funding opportunities, or publications. No prior experience with community organisations is necessary to take this course.

Walk away with a plan and tools to develop learning outcomes, assessment techniques, learning agreements, process guides, and case studies of successful projects.

Become part of a national Campus Engage network of community engaged teaching and research practitioners.

Get recognition of your CEL activities for institutional promotional criteria

Discuss the concept of Community Engaged Learning (what it is and isn't).

Develop strategies for community partnerships.

Prepare a plan for a Community Engaged Learning experience.

Identify opportunities for Community Engaged Learning.

On earning your open badge award for this course, you will have achieved further recognition in the following domains of the National Professional Development Framework for Staff who Teach:

Domain 3 Professional Communication and Dialogue emphasises the importance of excellent, clear and coherent communication skills within the changing learning environment.

Domain 4 Professional Knowledge and Skills ensures the individual remains current in terms of their professional/disciplinary knowledge and can implement teaching, learning and assessment approaches which promote active learning and are underpinned by a strong evidence base.

Enrollment

This open course is offered in two different versions of study, facilitator led or self-study.

More courses you might like

Participants who viewed this open course have also viewed these courses.

# data[].attributes.attachment_link.title
Campus Engage - Community Engaged Learning - Open Courses

# data[].attributes.attachment_link.description
The Campus Engage Community Engaged Learning course is an introductory course, exploring the basic concepts and practical steps on how to integrate community engaged learning into any teaching curriculum. Community engaged learning is a form of experiential education with a community engagement for societal impact underpinning.

# data[].attributes.headline
25 Lesson Plans covering each of the goals

# data[].attributes.subject
25 Lesson Plans covering each of the goals

# data[].attributes.body
Register and download country specific lesson plans on each of the goals along with other resources such as comics and animations.

# data[].attributes.attachment_link.title
The Worlds Largest Lesson - DevelopmentEducation.ie

# data[].attributes.attachment_link.description
Lesson plans: The WLL includes 25 lesson plans covering the various topics included in the goals. Each lesson has a target age range. The lesson include a comprehensive overview of the topic addressed, including learning outcomes, and prep materials needed. The lesson plans include activity ideas, resources for activities and suggestions for further reading and [...]

# data[].attributes.body
Resources about PROMETRA and promotion of traditional medicine in Uganda good health and wellbeing).

# data[].attributes.attachment_link.readable_text
Back to all case studies

Uganda

A herbalist class run by PROMETRA in Buyijja forest, Uganda
© The Cross-Cultural Foundation of Uganda, 2008

Social practices, knowledge and practices concerning nature and the universe

PROMETRA is an international organisation that was established in 1971. With 28 national chapters - mostly in Africa - dedicated to the safeguarding of African traditional medicine and indigenous science through research, training and advocacy.

PROMETRA-Uganda has mobilised traditional health practitioners into groups and associations and brings them together to share, learn and improve their healing practices. Hundreds of traditional health practitioners converge weekly at its training centre to, among other things, study the causes and symptoms of illnesses such as HIV / AIDS or malaria. The centre and its approach has not only strengthened the sustainability of the work of traditional health practitioners, but has also increased public awareness of traditional medicine in Uganda.
Further information:
More information on PROMETRA-Uganda and their work can be found in the following resources (all in English), as well as two examples of their work in fighting HIV and malaria:
http://prometra.org/wp-content/uploads/2017/01/PROMETRA-Uganda-profile-2010.pdf

The 30-hectare plot of land set in a forest which acts as a natural pharmacy and a library of raw materials:https://unitedplantsavers.org/forest-school-for-traditional-health-practitioners-prometra-uganda/

'Drawing on culture to fight HIV/AIDS - six stories - 2008' http://crossculturalfoundation.or.ug/Downloads/drawing_on_culture_to_fight_hivaids.pdf

Medicinal plants used in malaria treatment by PROMETRA herbalists in Uganda
http://prometra.org/wp-content/uploads/2017/03/Medicinal-Plants-Used-in-Malaria-Treatment-by-PROMETRA-herbalists-in-Uganda-2014.pdf

See also the African Union's guidelines on managing traditional knowledge and biological diversity:
https://www.bioversityinternational.org/fileadmin/user_upload/campaigns/Treaty_and_Nagoya_Workshop_2015/AU_Practical_Guidelines_on_ABS-English.pdf

PROMETRA-Uganda promotes sustainable healthcare to all by increasing access and awareness of the diversity of traditional medicine and its uses, and at the same time conserving the very biodiversity from which the traditional medicine come from.

By safeguarding this practice linked to traditional medicine in Uganda, it reflects both SDG 3 in improving access to health care and also SDG 15 by conserving biodiversity, it promotes sustainable use and management of forests preventing biodiversity loss.

One question that arises for traditional practitioners in Uganda relates to relatively high production and processing costs, while only limited financial and managerial support is available. The report below offers some recommendations on how to promote herbal medicine in Uganda.

One can observe that some practitioners choose not to disclose their medicinal knowledge. What could be the reasons?

Do you think that policy support could be an effective measure to safeguard traditional medicine? Can you think of examples from your own context?

Promoting herbal medicine in Uganda.
http://crossculturalfoundation.or.ug/Downloads/promoting_herbal_medicine_in_uganda.pdf

# data[].attributes.attachment_link.description
Website of the Convention for the Safeguarding of the Intangible Cultural Heritage

# data[].attributes.body
Stories, reflections and advice written by queer people to help LGBT+ young people.

# data[].attributes.attachment_link.readable_text
This book is a resource for young people, especially LGBTQ+ young people (or those who think they might be). If you're not LGBTQ+, this book can be for you too. It might help you understand how it feels to be LGBTQ+, what your friends may be going through. Really, this book is for anyone who needs it.

In these pages, we've brought together LGBTQ+ writers and artists to share stories, reflections, and advice that they needed when they were growing up. We didn't really have stories like these when we were at school. It was very lonely at points. Lonelier still within the crowd, in a classroom, in a home. Being LGBTQ+ can feel like that at times: no matter how many people are around you, there's sometimes a sense of feeling miles away from others, distant.

We created this book to try and collapse that distance a little. To reach a hand out in support. Really, just to let you know that we've felt that loneliness too. And when we feel it, we often seek out stories for reassurance that there's others like us. The writers and artists in this book want you to know that there are many others, just like you. That it might not feel like it just now, but there's a whole army of us in your corner, rooting for you.

Glórtha Aiteacha \ Queer Voices was developed with the support of the Community Foundation for Ireland through the Bank of Ireland Begin Together Fund.

# data[].attributes.attachment_link.title
Glórtha Aiteacha \ Queer Voices - ShoutOut

# data[].attributes.attachment_link.description
Stories, reflections and advice from LGBTQ+ writers.