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Download ‘Schools for the World’ Map - Edmund Rice Education

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Download ‘Schools for the World’ Map Please click the below links to download the map files. NOTE: Version 1 is…

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UN resources

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IfItWereMyHome.com is your gateway to understanding life outside your home. Use our country comparison tool to compare living conditions in your own country to those of another.

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If flame is a necessary part of our life for the moment but we need to douse it as soon as possible, then not building new bonfires is a sensible first step.

Source: Build Nothing New That Ultimately Leads to a Flame | The New Yorker

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Edmund Rice International- Care of Earth

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If flame is a necessary part of our life for the moment but we need to douse it as soon as possible, then not building new bonfires is a sensible first step. Source: Build Nothing New That Ultimately Leads to a Flame | The New Yorker

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Niall Leahy, a Jesuit from Ireland explains what Integral Ecology is (also see Chapter 4 of Laudato si)

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POST BY AWentworth

Niall Leahy is a Jesuit from Ireland who is studying for an MA in Integral Ecology at the London Jesuit Centre. Here he explains what Integral Ecology is.

If you want to know what integral ecology is then don't waste your time reading this blog post and just read Pope Francis's encyclical Laudato Si'. To cut to the chase then read Chapter Four, called (drum roll...) 'Integral Ecology'. It does exactly what it says on the tin.

Still here? Then here are a few thoughts about what awaits.

Pope Francis is encouraging us to 'zoom out' and get some sense of the context in which we live. Trying to look at the big picture is a difficult task so he helps us along by offering a number of different ways of seeing and understanding the world, e.g. theological, environmental, economic, social, cultural, patterns of daily life, personal dignity. Each of them represents a specific way of connecting people or a different 'ecology'. The Pope is therefore helping us to become more conscious of the many different ways in which we are all connected to one another.

The Pope also says that in our present day the patterns of connecting people to each other do not make it possible for everyone to live well. (And by "everyone" he means everyone, including future generations). Using the language of Catholic Social Teaching, not all of the present interconnections are serving the 'common good'.

One last point. Pope Francis is not saying that there is one perfect ready-made, one-size-fits-all, (deep breath...) socio-eco-agri-economic-cultural-political system that can be rolled out tomorrow all over the world which will solve all our problems. It is precisely that kind of thinking that got us into this crisis in the first place. In fact he wants us to respect our local circumstances and cultural heritages and build from the ground up in a way that integrates every important aspect of life.

And that, in a nutshell, is integral ecology.

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POST BY AWentworth If you want to know what integral ecology is then don't waste your time reading this blog post and just read Pope Francis's encyclical Laudato Si'. To cut to the chase then read Chapter Four, called (drum roll...) 'Integral Ecology'. It does exactly what it says on the tin.

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An environmental charity with a unique approach - we use the law to create powerful change and a future where people and planet thrive together.

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Your support will help us secure a brighter, greener future

We are Europe's pioneering environmental law charity. We take governments to court and win. We force polluting industries to shut down. We protect irreplaceable habitats and vulnerable species.

Now more than ever the planet needs protection. By choosing to support us you are changing the system - for good.

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ClientEarth is a charity that uses the power of the law to protect the planet and the people who live on it. We are lawyers and environmental experts who are fighting against climate change and to protect nature and the environment.

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Biodiversity is collapsing worldwide. Here's why.

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explained

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What is the Paris Agreement?

The Paris Agreement is a legally binding international treaty on climate change. It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France, on 12 December 2015. It entered into force on 4 November 2016.

Its overarching goal is to hold "the increase in the global average temperature to well below 2°C above pre-industrial levels" and pursue efforts "to limit the temperature increase to 1.5°C above pre-industrial levels."

However, in recent years, world leaders have stressed the need to limit global warming to 1.5°C by the end of this century.

That's because the UN's Intergovernmental Panel on Climate Change indicates that crossing the 1.5°C threshold risks unleashing far more severe climate change impacts, including more frequent and severe droughts, heatwaves and rainfall.

To limit global warming to 1.5°C, greenhouse gas emissions must peak before 2025 at the latest and decline 43% by 2030.

The Paris Agreement is a landmark in the multilateral climate change process because, for the first time, a binding agreement brings all nations together to combat climate change and adapt to its effects.

How does the Paris Agreement work?

Implementation of the Paris Agreement requires economic and social transformation, based on the best available science. The Paris Agreement works on a five-year cycle of increasingly ambitious climate action -- or, ratcheting up -- carried out by countries. Since 2020, countries have been submitting their national climate action plans, known as nationally determined contributions (NDCs). Each successive NDC is meant to reflect an increasingly higher degree of ambition compared to the previous version.

Recognizing that accelerated action is required to limit global warming to 1.5°C, the COP27 cover decision requests Parties to revisit and strengthen the 2030 targets in their NDCs to align with the Paris Agreement temperature goal by the end of 2023, taking into account different national circumstances.

Nationally Determined Contributions (NDCs)

In their NDCs, countries communicate actions they will take to reduce their greenhouse gas emissions in order to reach the goals of the Paris Agreement. Countries also communicate in their NDCs actions they will take to build resilience to adapt to the impacts of climate change.

Long-Term Strategies

To better frame the efforts towards the long-term goal, the Paris Agreement invites countries to formulate and submit long-term low greenhouse gas emission development strategies (LT-LEDS).

LT-LEDS provide the long-term horizon to the NDCs. Unlike NDCs, they are not mandatory. Nevertheless, they place the NDCs into the context of countries' long-term planning and development priorities, providing a vision and direction for future development.

How are countries supporting one another?

The Paris Agreement provides a framework for financial, technical and capacity building support to those countries who need it.

Finance

The Paris Agreement reaffirms that developed countries should take the lead in providing financial assistance to countries that are less endowed and more vulnerable, while for the first time also encouraging voluntary contributions by other Parties. Climate finance is needed for mitigation, because large-scale investments are required to significantly reduce emissions. Climate finance is equally important for adaptation, as significant financial resources are needed to adapt to the adverse effects and reduce the impacts of a changing climate.

Technology

The Paris Agreement speaks of the vision of fully realizing technology development and transfer for both improving resilience to climate change and reducing GHG emissions. It establishes a technology framework to provide overarching guidance to the well-functioning Technology Mechanism. The mechanism is accelerating technology development and transfer through its policy and implementation arms.

Capacity-Building

Not all developing countries have sufficient capacities to deal with many of the challenges brought by climate change. As a result, the Paris Agreement places great emphasis on climate-related capacity-building for developing countries and requests all developed countries to enhance support for capacity-building actions in developing countries.

How are we tracking progress?

With the Paris Agreement, countries established an enhanced transparency framework (ETF). Under ETF, starting in 2024, countries will report transparently on actions taken and progress in climate change mitigation, adaptation measures and support provided or received. It also provides for international procedures for the review of the submitted reports.

The information gathered through the ETF will feed into the Global stocktake which will assess the collective progress towards the long-term climate goals.

This will lead to recommendations for countries to set more ambitious plans in the next round.

What have we achieved so far?

Although climate change action needs to be massively increased to achieve the goals of the Paris Agreement, the years since its entry into force have already sparked low-carbon solutions and new markets. More and more countries, regions, cities and companies are establishing carbon neutrality targets. Zero-carbon solutions are becoming competitive across economic sectors representing 25% of emissions. This trend is most noticeable in the power and transport sectors and has created many new business opportunities for early movers.

By 2030, zero-carbon solutions could be competitive in sectors representing over 70% of global emissions.

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The Paris Agreement is a legally binding international treaty on climate change. It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France, on 12 December 2015. It entered into force on 4 November 2016.

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Aim Hi Course  Understand the Climate Crisis and How to Male a Difference 

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Aim Hi Course  Understand the Climate Crisis and How to Male a Difference 

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a four-lesson course for anyone interested in learning more & sharing their knowledge on the climate crisis

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Understand the

climate crisis

(and how to make a difference)

Understand clear explanations of key climate crisis concepts and feel empowered. In 4 short lessons, we will inspire you and show you how you can make a difference.

Supported and made possible by...

Outcomes

At the end of this course, you will be aware of the gravity of what we face, but rather than feeling anxious and hopeless, you will feel energised and empowered.

We believe that if we're going to face this crisis together, everyone needs to understand it, and feel enabled to weave their understanding into everyday conversations, actions and future plans.

Four live lessons (+ optional Q&As)

Carbon, tipping points and our simplest solutions.

Nature, soil and the future of food.

Population, pollution and finding a balance.

How do we fix this? Making the impossible possible.

Not for profit

We are running this course as a not-for-profit project. At AimHi, our mission is to make world class live learning accessible to everyone, and this is why most of our live lessons are free. If you want to help us to make this course free for everyone, then please donate to AimHi so that we can make it happen!

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Understand the climate crisis (and how to make a difference) Understand clear explanations of key climate crisis concepts and feel empowered. In 4 short lessons, we will inspire you and show you how you can make a difference. Supported and made possible by...

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LABC is a company based in Torino (IT). LABC is a learning community, aiming to share and build upon the experience of professionals in the field of individual and community wellness, group-work, education and training, reintegration into labour market, project management.

LABC is enriched by pan-European collaborations, always adopting and promoting the principles of:

- collaborative learning: we exchange, improve and share experiences, resources and skills, in order to optimize international and intermodal collaborations, develop and transfer of methodologies and praxis

- generativity: we establish, support and guide the ability to create, generate and produce new psychological, social and educational tools, models and praxis, with the aim of spreading them freely throughout the community

LABC is active and experienced in:

# care work, individual and community well-being through a widespread range of activities, including group work sessions, supervisions, training, consultancy on management, organization of public events, lectures and seminars

# Education and Research by designing learning methodologies and implementing training materials and tools dedicated to improve the awareness of participants and recipients on topics of particular interest in psychological, educational, social and environmental fields.

Website: www.labcentro.it

mail projects@labcentro.it

facebook: www.facebook.com/LABCsrl/

linkedin: https://www.linkedin.com/company/labc-srl

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LABC is a company based in Torino (IT). LABC is a learning community, aiming to share and build upon the experience of professionals in the field of individual and community wellness, group-work, education and training, reintegration into labour market, project management.

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advice on effective lobbying

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Influencing your MP

An MP has tens of thousands of constituents, and many political issues competing for their attention. How can we make them pause to look at the bigger picture and recognise that climate change should be high on their priorities?

There are different ways of raising the issue. One is a mass email campaign or petition. On a national issue, these have to get to a significant size to have much of an impact. But on related local issues, a much smaller petition can be effective.

Personal letters or emails are good - see below for a template.

But one of the most effective things to do is actually to go and see your MP, ideally with a group of constituents. Below are some tips for doing this. You can also contact Hope for the Future for support. They are a small organisation that specialises in supporting MP lobbying, originally focusing on church congregations, but now offering their expertise more broadly - contact hopeftf@gmail.com

Note that a lot of the advice on this page can apply to other decision-makers you might want to influence, such as local councillors.

Finding others to join with you

There is an easy way to do that right now, by joining with others in the Speak Up Week of Action. Diversity can be a good way of breaking through some of the stereotypes that your MP might hold - if your group has younger and older members, people whose line of work is affected by government policies on climate, people who are coming from a faith perspective, etc. it is harder for this to be seen as a 'niche' interest!

Do your research about your MP

It's important to understand their perspective: if you can approach from an angle they are already sympathetic with, there is a much higher chance of getting your message across. You can find out what they have been saying in Parliament at www.theyworkforyou.com, Google for media appearances, and some MPs' Twitter accounts are also very informative.

Do they have an official position within the government? Are they on any Select Committees? Where do they stand on divisive issues such as Brexit? What are their passions? Many MPs have particular issues that they push for change on within Parliament simply because they believe in them. Have they made any statements on environmental issues such as fracking or aviation expansion? While it may

MPs may be more willing to talk about locally relevant issues, both because they may feel that they have more direct influence and also if they feel they can gain popularity with constituents by taking a stand.

Do you want to arrange a visit to their office or invite them to attend an event?

While the former is more simple to arrange, the latter can have the advantage of allowing you to set the stage. Is there a local project that you would like to show off, a thriving green business, or a school which has installed solar panels? An event with a more 'social' feel, such as a tea-party, can give a relaxed feel and help disarm the MP. If the MP gets something in return for their time such as a photo appearance in the local paper, that can help build a positive relationship. Finding out about their interests may help spark some ideas.

What are the key messages to get across?

There is one overriding one: that urgent action is needed on climate change, that the policies in place are not sufficient, and that the government needs a clear plan of action in line with the Paris agreement on climate change.

But because there are so many different areas in which action is needed to achieve what we need to overall, there are choices to be made about what other areas to highlight. The particular interests and concerns of those in the group will influence this, but you should also take a step back and think strategically: are there areas of discussion which will make your MP more inclined to listen to you - for example growing the green economy or (especially for Labour MPs) the union-supported campaign for a million climate jobs? Or areas where they might be able to be influential?

Know your facts

It's good to be well-prepared. If you have lots of information at your fingertips, then only a tiny proportion will actually be used in the meeting (it's supposed to be a discussion, not a lecture!). And you are there as a constituent, not an expert. But persuasive statistics can be vital both in making a case and keeping a conversation going.

For example, if your MP says that the government has been doing brilliantly on renewables, because lots of solar energy has been installed, you can agree that there has been a lot of progress since the price of solar energy has dropped dramatically, but you're concerned that this is now grinding to a halt: since the government cut subsidies dramatically, 12,000 jobs were lost in 2015, a third of the total, and installations in the first quarter of this year to have fallen by 75 percent of the previous level. A useful reference might be the overview we put together of the government's first year in office and the cutbacks to climate action.

Or if your MP feels that renewables can never be more than a tiny proportion of the UK's energy supply, you could point to all the other European countries who are somehow managing to achieve much more than we are (useful comparison here). The Climate Coalition's conversation starter also has some useful positive facts about the potential of renewable energy (you may need to reduce the size of this document to read it).

When preparing, it's important to think about the counter-arguments which are likely to come up, and responses to these.

Plan together

Who is going to ask what question? What are your individual strengths? For example one person might be an 'expert', another good at staying calm under pressure, another be someone the MP might not see as a 'usual suspect'.

During the meeting

Listen first. Don't leap in with the most controversial issue, try and find some common ground and build on that. Can you frame it so the MP can be your ally?

Then try and make your arguments using their language and values. Acknowledge concerns they raise (e.g. about the cost of renewables) rather than dismissing them out of hand. Then you can present alternative viewpoints.

Climate change is a life-and-death issue and an urgent one. It can be incredibly frustrating when people don't 'get it'. But to persuade you need to be persuasive, hectoring or getting angry will simply turn people away from what you are trying to get across to them. Your passion when talking climate change important, but one must not be so passionate that the message is lost.

Make the MP feel that they would not be going out on a limb by doing the action you are asking for or supporting your campaign. We like to know that people like us already agree with an argument - give them examples.

Tips for Conservative MPs

Conservative MPs may acknowledge the need for climate action but argue that we are doing enough already. But as well as the references above on us falling back on climate action and the potential to do much more, it's important to note that the independent Committee on Climate Change (chaired by a Conservative peer, Lord Deben) found that on current policies the UK would only get half way towards the emissions cuts needed under the Climate Act by 2030.

What messages are most likely to get through? There's a report here on convincing the centre-right to act on climate change

Tips for Labour MPs

Read up on Labour's policies on energy and climate change in their manifesto.

Opposition MPs also need to be holding the government to account right now, both in general terms - calling for a plan to transform the economy and invest in clean energy so we can meet our commitments under the Climate Act, and challenging specific policies. For example the Labour Party supports a ban on fracking. But is your MP on board with other issues such as the need to limit aviation expansion and scrap plans for a new London runway?

After the event

Write a thank you letter. Send photos to local journalists and the MP.

I can't meet my MP on this occasion, but I'd like to write to them.

A small pile of personal messages will have more impact than an inbox full of click and send template emails. The latter's fine, especially if campaigns get really big numbers of responses, but if you can, it's worth putting effort into the former.

If your MP is not sympathetic, will one letter change their mind? It's very unlikely. But we do know that for many MPs, it does not appear to them that climate justice is an important issue to their constituents. Why are so many backbench Conservatives so against wind turbines that they have managed to block future support for the cheapest form of clean energy? Arguably because the minority of their constituents who dislike this technology are extremely vocal. We need to be vocal too!

So it's worth following up on previous contacts, sending a personal letter referencing this.

Remember to be polite. Facts are important but so is the personal touch. Remember, if you don't agree with your MP's political stance more generally, this is not the place to air your views! People are generally more convinced by arguments that chime with their values - you might find this report on convincing the centre-right to act on climate change of interest. But your letter doesn't have to be perfect. What's important is that it lands in your MP's inbox or in-tray as a genuine message from you, their constituent, (hopefully alongside many others!) and is the start of a conversation.

A suggested template is below:

Dear____________MP

I am writing to you because of my concern that the UK is going in the wrong direction on climate change.
Say what has moved you to write - this might be a general concern for your children or grandchildren's future, recent news about the impacts of climate change (from the Arctic to the Great Barrier Reef, to new global temperature records there are unfortunately no shortage of these), or one particular policy issue you are concerned about. Explain why you think the UK's current action on climate change is insufficient (the Committee on Climate Change report may be useful as well as our own briefing here, and another summary here). And include something positive, for example the falling cost of renewable energy, the potential for climate jobs to regenerate your local area!
As my MP, I am asking you to call for stronger action on climate change. Please:

(call for action) forward my letter to Greg Clark, the Secretary of State for Business, Energy and Industrial Strategy / raise these issues in Parliament / meet me and others to discuss our concerns / (for a Labour MP) challenge the government more strongly and support positive solutions such as the Campaign against Climate Change's One Million Climate Jobs campaign.

Best wishes

______________

You can email your letter, send it to your MPs constituency office, or to: Their Name, House of Commons, London, SW1A 0AA

What else can I do?

Could you get others to join you in writing letters? Here's a guide to running a letter-writing session (focused particularly on churches but applicable to many other settings).

Or how about holding a stall on your high street or at a local fair where people can fill in and customise postcards to their MP?

Request postcards from the Campaign against Climate Change by emailing info@campaigncc.org. (download here)

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Influencing your MP An MP has tens of thousands of constituents, and many political issues competing for their attention. How can we make them pause to look at the bigger picture and recognise that climate change should be high on their priorities? There are different ways of raising the issue.

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Global Classrooms Partners – Edmund Rice Education Australia

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The Global Classroom Partners Program links young people from around the world to learn from, with and about each other, while exploring some of the worlds most pressing issues. Groups of students (with their teacher) under take two lessons than have two video conferences with a global classroom pa…

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Global Classrooms Partners

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Introductory Zoom oartners and facilitator 

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Zoom # 1 - Who am I Who Are We EREBB GCP

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Setting Up Partnership - What to tell your Partner school

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Setting Up Partnership - What to tell your Partner school

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Sharing and Celebrating the Partnership 

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Sharing and Celebrating the Partnership 

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Some ideas

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Find out how to create a screen recording and capture sound on your iPhone, iPad or iPod touch.

How to record your screen

1. Go to Settings > Control Centre, then tap the Add button next to Screen Recording.

2. Open Control Centre on your iPhone, or on your iPad.

3. Tap the grey Record button , then wait for the 3-second countdown.

4. Exit Control Centre to record your screen.

5. To stop recording, open Control Centre, then tap the red Record button . Or tap the red status bar at the top of your screen and tap Stop.

Go to the Photos app and select your screen recording.

Some apps may not allow you to record audio or video. You can't record your screen and use screen mirroring at the same time.

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Record the screen on your iPhone, iPad or iPod touch

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Find out how to create a screen recording and capture sound on your iPhone, iPad or iPod touch. Go to Settings > Control Centre, then tap the Add button next to Screen Recording. Open Control Centre on your iPhone, or on your iPad. Tap the grey Record button , then wait for the 3-second countdown.

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How to add Poll to Microsoft Teams Meeting

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Canva
Mentimeter
Jamboard
answergarden
miro
padlet
b.socrative
funretrospectives
artsteps
survey monkey
wordwall.net
quizz

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Free interactive presentation software. Live polls, quizzes, beautiful real-time charts & word clouds. No installation, no download, easy to use.

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Teaching tools: for racial justice and key global dates

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The Wallplanners are FREE, we simply ask that you cover postage costs. This educational tool helps you engage students in global days and celebrations throughout the school year. Key dates are accompanied by fun challenges, facts, and discussion questions that inspire global citizenship and critical thinking.

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History of the Olympics | National Geographic

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A sper fast Spanish sport

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A Passion for Pelota in Basque Country, Spain

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More than just a game, football brings people together

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Nothing brings people together more than a World Cup

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Christmas Truce of 1914, World War I - For Sharing, For Peace

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How sport can help

Community sporting programmes can also be immensely powerful in supporting development and promoting the UK's influence. From the favelas of Brazil to the cities of China, international sporting programmes from the UK - including British Council rugby and football projects - have given hope, inspiration and life skills to young people across the world.

Try Rugby is a programme developed by the British Council with Premiership Rugby. It uses rugby coaching to engage with young people, helping tackle health, education and social issues in a growing range of countries. It also generates good will and influence for the UK. In Brazil the programme is capitalising on the interest in the game generated by the 2016 Olympics, which will for the first time feature Rugby Sevens.

Premier Skills is a partnership between the English Premier League and the British Council to train football coaches. In eight years it has reached some 500,000 people across 25 countries. It has become a tool for international development, promoting inclusion, rights, role models and people-to-people engagement, as well as tackling specific issues like violence against girls. Programmes of this type also help the UK be seen as a dynamic country and to build future long term economic opportunities, e.g. via training provision, promotion and the marketing of UK sports industry services. Last month it was announced Premier Skills would be expanded further in China. This will help to position the UK as partner of choice as China undertakes a massive campaign to promote football and sport as part of its drive towards consumer-led growth.

Recent research for the British Council by the Youth Sports Trust also showed evidence that sport promoted inclusion, diversity, community cohesion and women's rights. For example, the London 2012 Olympic legacy programme 'International Inspiration ', run by the British Council with UNICEF, UK Sport and the Youth Sport Trust, trained girls around the world as peer leaders to help change attitudes towards gender equality through sports events. The programme reached over 15 million young people in 21 countries and inspired 55 significant national policy changes, including increasing sport on school curricula in 19 countries.

In 1969 Honduras and El Salvador even fought the so-called 'Football War', after some violent World Cup football matches

Sport programmes can create positive pathways for young people, giving skills, confidence, and self-respect. Sport generates role models, meaning, identification and status. It reduces violence and promotes community cohesion, as well as having direct economic benefits. It can therefore play an influential role in places affected by instability or extremism.

Of course sport is not always a force for good. It has been blighted by drugs, cheating, and hooliganism. In 1969 Honduras and El Salvador even fought the so-called 'Football War', after some violent World Cup football matches. Yet as a safe outlet for passions, aggression and tribalism, it is more often a positive force. In that sense sport is perhaps better seen as a continuation of foreign policy by other means - as Orwell said: 'War minus the shooting'.

War minus the shooting

Sport, then, can deliver international development, education and influence. Yet these benefits are not yet sufficiently recognised or supported in mainstream public policy. The Sport White Paper that the Department for Culture, Media and Sport is currently preparing offers one opportunity for these positives to receive deserved attention. Further study of the growing evidence for what UK sport is contributing to people's lives around the world and how it supports the UK's global standing can only help it achieve more in the future.

As Bill Shankly famously said of football, but perhaps could equally be applied to the international role of all sports: 'Some people believe [it] is a matter of life and death... I can assure you it is much, much more important than that.'
John Dubber, Head of Policy and External Relations and John Worne, Kings College London. Alasdair Donaldson, Editor

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Playing the game: The soft power of sport

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Community sporting programmes can also be immensely powerful in supporting development and promoting the UK's influence. From the favelas of Brazil to the cities of China, international sporting programmes from the UK - including British Council rugby and football projects - have given hope, inspiration and life skills to young people across the world.

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Comprehensive guide to making the SDGs relevant, lived realities in Uk schools today

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The Sustainable Development Goals: A guide for teachers

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Consider the relevance of the SDGs for learners, schools and the wider community; and explore how a global citizenship education approach can underpin good practice. Support young people to take ownership, have agency and build empathy; assess learners' progress; and investigate the links with educational priorities such as values, pupil leadership and voice, curriculum development and collaborating with the local community.

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Download the full grid with all icons, in png and vector formats.

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One Girl. Among Many.

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Malala Yousafzai & Stephen Do Card Tricks

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Girls from around the world are using the words of Nobel Peace Prize winner Malala Yousafzai to campaign for education as part of Plan's Because I am a Girl campaign.

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The United Nations Declaration of Human Rights

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The United Nations Declaration of Human Rights

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Advocacy and Social Justice learning models written by Edmund Rice European Province 

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Advocacy and Social Justice learning models written by Edmund Rice European Province 

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Prayer

Prayer of Thanks for Blessed Edmund Rice

O God, we thank you for the life of Edmund Rice.
He opened his heart to Christ present in those oppressed by poverty and injustice.
May we follow his example of faith and generosity.
Grant us the courage and compassion of Edmund as we seek to live lives of love and service.
We ask this through Christ our Lord.

Amen.

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Advocacy and Social Justice - Edmund Rice England

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O God, we thank you for the life of Edmund Rice.He opened his heart to Christ present in those oppressed by poverty and injustice.May we follow his example of faith and generosity.Grant us the courage and compassion of Edmund as we seek to live lives of love and service.We ask this through Christ our Lord.

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A Pope for Social Justice

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Oscar Romero and Catholic Social Teaching 

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Oscar Romero and Catholic Social Teaching 

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In this section, you can find a more detailed study of the six central themes of Catholic social teaching that are focused on in the website.

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Poster containing the Themes of Catholic Social Teaching

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An introduction video from a variety of ER schools that is used in our induction session for Year 7.

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a video presentation to describe the work of ERI, the Human Rights Council and mechanisms of the United Nations and all about the declaration of Human Rights

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Young leaders from our senior schools train to run 'camps' - week-long summer holiday clubs for disadvantaged youngsters across the UK. There are 8 camps currently running in England. Eddie Rice camps are an international phenomenon though; they're everywhere.

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History

The Edmund Rice Camps are based on the example and spirituality of Blessed Edmund Rice. They invite young people to engage in voluntary work and to contextualise it with a programme of daily Reflection and Evaluation.

The first Edmund Rice Camp was held in Australia in 1979. There have been Edmund Rice Camps in England since 2001 and now camps are held annually in Stoke, Liverpool, Salford and Wirral. There are Edmund Rice Camps running all over the world, from Australia to New Zealand, Africa to North America.

The success of the Camps is founded on a principal of one Leader to every child. In this way our young service users are guaranteed the time and attention that ensures they have a positive experience with us.

All Camps are sponsored and supported by the Congregation of Christian Brothers.

Leader Profile

All our Camps are organised and run by young adult leaders aged 17 and above. Volunteers are recruited from Christian Brothers schools as well as other groups and ministries with links to the Edmund Rice Network.

Volunteers are selected for their enthusiasm, commitment and desire to work with vulnerable children. Academic excellence is not a prerequisite; we want a diverse mix of young people on Camp!

Each Camp also contains a number of older, more experienced Leaders acting as mentors, coordinators and supervisors. The total number of volunteers on Camp is usually around 25.

All volunteers are expected to partake in detailed Reflection sessions at the end of each day. Camp does not end when the children go home!

Children's Profile

The average number of children on camp is 20-25. The age of participants is recommended as 7-11. However, exceptions may be made at either end of the scale where a Coordinators sees fit.

Local feeder primary schools are invited to select children who would benefit from a structured week of fun activities during their holidays. The reasons for their selection, unless absolutely necessary, are unknown to the volunteers on Camp.

Academic performance, disciplinary records, and popularity in school should have no bearing on whether a child is invited to Camp.

As is the case for Leaders, a short Reflection plays an important part of the children's day on Camp.

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The Edmund Rice Camps are based on the example and spirituality of Blessed Edmund Rice. They invite young people to engage in voluntary work and to contextualise it with a programme of daily Reflection and Evaluation. The first Edmund Rice Camp was held in Australia in 1979.

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We work closely with the Westcourt Centre, an Outreach and Social Justice Centre based in a former Christian Brothers School and funded by the brothers to today. Many school groups from England have visited and worked with the Westcourt Centre looking at social justice issues in and around Belfast such as Homelessness and access to education for marginalised young people.

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About the Westcourt Centre

Situated in the former St. Mary's Christian Brothers Grammar School in Barrack Street, Belfast, the premises have been synonymous with the provision of education since 1929 and was listed as a 'Building of special architectural or historic interest' by the Department of the Environment in August 2015.

Westcourt is a sub-committee of The Congregation of Christian Brothers of Northern Ireland (Registered Charity No: NIC102236). The charity owns and operates the centre, which is committed to providing an accessible community facility with a particular focus on young people who do not attend mainstream schools.

As part of the Edmund Rice Network, Westcourt is committed to working towards social justice by giving voice and support to people on the margins.

The centre attracts people from all sections of the community regardless of religious belief, social or ethnic background, disability, gender, age or political persuasion.

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Situated in the former St. Mary's Christian Brothers Grammar School in Barrack Street, Belfast, the premises have been synonymous with the provision of education since 1929 and was listed as a 'Building of special architectural or historic interest' by the Department of the Environment in August 2015.

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The Life Centre, Cherry Orchard, Dublin 

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The Life Centre, Cherry Orchard, Dublin 

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Looks like we should all get tapping on our computers and brush up on or technological skills in order to to fill the tech gap in the market guys!! http://www.irishtimes.com/.../fi.../2012/0220/1224312049446.html

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Looks like we should all get tapping on our computers and brush up on or technological skills in order to to fill the tech gap in the market guys!! http://www.irishtimes.com/.../fi.../2012/0220/1224312049446.html

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What does this Outreach Centre do?

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Mary Rice Centre is a faith based organization under the Management of the Congregation of Christian Brothers, which started in the year 2007. The Centre supports children with disabilities through basic learning skills, prevocational and vocational skills, therapy services and outreach program. It also supports the parents of the children through skill training and income generating activities in bead work, tailoring and dressmaking.

The Centre is situated in Mugumoini location in Langata sub - county opposite Langata view apartments.

OUR VISION

A society that respects, appreciates, understands and recognizes the dignity of persons with disability.

MISSION

To enhance the dignity of excluded and marginalized persons with disability through the provisions of basic holistic, social, educational and therapeutic services and empowering the families as challenged by the gospel of Jesus Christ and inspired by the spirit of our founder Edmund Rice.

OUR VALUES

OBJECTIVES

EDUCATION

Basic learning skills in number work activities and language

Pre-vocational and vocational skills in beadwork, painting and drawing

Activities of daily living such as feeding, toileting, bathing and grooming

OCCUPATIONAL THERAPY

PARENTS EMPOWERMENT PROGRAMME

To offer skill training to parents such as beadwork, tailoring and dressmaking

To organize workshops and seminar for raising awareness in the area of disability.

To monitor and evaluate the Income Generating Activities

To guide parents identify markets where they can sell their products.

OUTREACH PROGRAM

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Mary Rice Centre is a faith based organization under the Management of the Congregation of Christian Brothers, which started in the year 2007. The Centre supports children with disabilities through basic learning skills, prevocational and vocational skills, therapy services and outreach program. It also supports the parents of the children through skill training and income...

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Human Rights NGO working with our network and the UN in Geneva and New York

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Climate Changemakers - Worlds Largest Lesson

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Imagine what we could do if we all understood the climate and environmental crisis. Make a difference by joining our campaign. Write a 100 word message and explain why it matters to you.

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Explore global issues from climate change to hunger, imagine how you would like to change the world and find out how young people from across the globe are making a difference.

This resource contributes to the development of pupils' core skills, enabling them to think critically, to consider how to resolve problems, to take informed and reflective action and to develop personal leadership skills. During the course, pupils will analyse global issues, and will plan, implement and evaluate action.

This course can be linked to a variety of curriculum areas, including English, Social Studies, Geography, Modern Foreign Languages, Maths, History and Art and Design. It can be used with or without an overseas partner school.

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Education for Sustainable Development and Global Citizenship resource

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Explore global issues from climate change to hunger, imagine how you would like to change the world and find out how young people from across the globe are making a difference. This resource contributes to the development of pupils' core skills, enabling them to think critically, to consider how to resolve problems, to take informed and reflective action and to develop personal leadership skills.

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The Global Learning Wallplanner lays out Global Days and celebrations across the school year, to help educators engage their students in Global Learning and Global Citizenship.

Through discussion questions, facts, and challenges students will expand their understanding of a range of cultures and of global challenges, past and present, and learn the importance of values in creating a more compassionate, sustainable future.

The theme of the 2020-21 Global Learning Wall Planner is ' Values for a Connected World ' with each month focusing on a different value, and exploring its importance in relation to addressing contemporary global issues.

The content is designed to be easily adapted and is therefore suitable for both primary or secondary students.

Download your free PDF of the Global Learning Wallplanner below.

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Global Learning Wallplanner 2020-21 - PDF | Global Dimension

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The Global Learning Wallplanner lays out Global Days and celebrations across the school year, to help educators engage their students in Global Learning and Global Citizenship. Through discussion questions, facts, and challenges students will expand their understanding of a range of cultures and of global challenges, past and present, and learn the importance of values in creating a more compassionate, sustainable future.

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George Floyd: Why are there huge protests in the US and around the world?

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People have been taking to the streets in America, and elsewhere in the world, after the death of George Floyd. Here’s what’s happening and why.

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Teaching tools: for racial justice and key global dates

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The Wallplanners are FREE, we simply ask that you cover postage costs. This educational tool helps you engage students in global days and celebrations throughout the school year. Key dates are accompanied by fun challenges, facts, and discussion questions that inspire global citizenship and critical thinking.

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Anti-Racist Art Teachers - Black Artists

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Engaging children with artists who look like them, have similar experiences, and come from similar backgrounds is a great source of inspiration and empowerment. By reflecting their own identities, experiences and motivations (mirrors) and also providing insight into the identities, experiences and

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Tower Hamlets Schools Library Service and Global Learning London (formerly HEC Global Learning) have always placed racial justice at the heart of what we do. Black perspectives and the global dimension to the curriculum are at the core of our collection and balanced representation is at the core of our event planning.

We have published a dedicated diversity booklist for primary and secondary schools. In the addition, all of our THBA, Teen, TakeOff and Must Read booklists contain lots of new books by UK and international authors featuring diverse themes and characters.

Diverse Fiction, including Black and Asian perspectives

Teachers have a crucial role in educating children about the racial injustices of the past, and which continue to manifest in the present, enabling an understanding of the issues at stake and nurturing within all children a pride in their heritage. One of the ways in which we can support this is by recommending high-quality fiction so that children can find themselves in books and stories as well as use story to learn about the experiences and lives of others.

These are a selection of over 150 books suitable for children and teens in primary and secondary schools, categorised by the continent and country in which the book is set and by the race/ heritage of the main character(s) For more, or to discuss your requirements, please contact the Schools Library Service.

Updated 5th October 2022 (3rd revision)

Feedback Form

Fighting Racism list

A quick suggestions list of fiction and non-fiction for teachers.

Reading Agency : BLM book lists

The Reading Agency has brought together a series of book lists for children and young people of all ages to share black stories and promote black voices.

All books featured in the book lists are by black authors and/or illustrators and exemplify the principles of the Black Lives Matter movement.

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Tower Hamlets Schools Library Service and Global Learning London (formerly HEC Global Learning) have always placed racial justice at the heart of what we do. Black perspectives and the global dimension to the curriculum are at the core of our collection and balanced representation is at the core of our event planning.

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Calculate your carbon emmissions today!

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Calculate your environmental footprint and learn how you can reduce your impact with WWF’s Footprint Calculator.

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Greta & other Inspiring Climate Activists

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Greta & other Inspiring Climate Activists

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It’s not just Greta Thunberg: why are we ignoring the developing world’s inspiring activists? | Chika Unigwe

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Young people from the global south have been tackling the climate crisis for years. They should be celebrated too, says writer Chika Unigwe

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Home learning activities for pupils aged 7-11.
Do you ever think about how much rubbish you throw away every single day or what happens to your old clothes?

Every second, the equivalent of one truck of textiles is burned or sent to landfill. This resource focuses on questions like these and the progress that has been made to reduce waste around the world. Even small actions can make a difference.

Learning objectives: To learn about global challenges linked to reducing waste and things you can do to address the issue in your home and community.

Subject links: Maths, Personal, Geography, Design Technology.

Materials: You will need paper, pens, plastic bottles and materials for recycling.

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Home learning activities for pupils aged 7-11. Do you ever think about how much rubbish you throw away every single day or what happens to your old clothes? Every second, the equivalent of one truck of textiles is burned or sent to landfill.

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Everyday Africa is a collective of photographers working to broaden perception of Africa beyond the headlines. We are the first of The Everyday Projects, an ever-growing global community of photographers who strive to make images that convey a more accurate view of daily life than what is commonly s

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Advocacy toolkit & Educational Resources

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Human Rights Education Resources | The Justice Desk

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Students Engagement & Commitment to the SDGs 

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Students Engagement & Commitment to the SDGs 

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Video of School Council Conference 2019

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Comprehensive guide to making the SDGs relevant, lived realities in Uk schools today

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The Sustainable Development Goals: A guide for teachers

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Consider the relevance of the SDGs for learners, schools and the wider community; and explore how a global citizenship education approach can underpin good practice. Support young people to take ownership, have agency and build empathy; assess learners' progress; and investigate the links with educational priorities such as values, pupil leadership and voice, curriculum development and collaborating with the local community.

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Article on the interconnectedness of the 17 SDGs 

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Article on the interconnectedness of the 17 SDGs 

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"It's all connected." We know that already, those of us who work on making the world a more sustainable, resilient, fair and prosperous place for all.

And we know that the 17 Sustainable Development Goals, adopted by all nations in 2015, are "indivisible" - a highly integrated web of challenges. We only succeed, as an intelligent species that controls the destiny of a whole planet, if we achieve all the goals together.

But exactly how is "everything connected"? And how do we know which connections are the important ones, the ones we simply must keep in mind, while others can rest a bit in the background?

Enter the International Council for Science, an umbrella organization whose members are the world's national scientific bodies. ICSU (the U is a holdover from an older name) is the closest thing we have to a "United Nations for Science," in the general sense. And it has just put out a very useful and important study: "A Guide to SDG Interactions: from Science to Implementation."

Before you start worrying about being overwhelmed by complexity, let me reassure you: this ICSU report is not an encyclopedic study of how "everything is connected to everything else." The report picks four SDGs, as case studies and examples, and then provides a very clear conceptual roadmap for understanding how those goals and their targets are linked to others in the SDG system.

The report even scores those linkages, using an easy-to-understand scale: plus 3 to minus 3, where plus 3 means that two objectives are "indivisible" and utterly dependent on one another, a plus 2 means that one goal or target "reinforces" the other, and so on. A score of minus 3 for a pair of goals means that making progress in one can "cancel" progress in the other - and perhaps cause things to get worse.

You can search the report or scan the infographics to find out how your favorite SDG or specific target shows up in this fascinating mapping exercise. Consider one of my favorites, SDG 14, which the ICSU authors take on as the fourth case study. (As any regular reader of this column knows, I am trying to get everyone to think about the ocean these days.) The authors assess SDG 14, the "oceans goal," as having its strongest linkages to issues of poverty, food, economic growth, cities, production and consumption and climate (SDGs 1, 2, 8, 11, 12 and 13). At the "deep dive" level, they find 97 relevant systemic interactions among the SDG Targets: 61 positive, one neutral and 35 negative.

But here is an important point: "negative" does not mean "incompatible." The authors are explicitly not saying that a score of minus 3 means you can't possibly achieve the first goal without destroying the possibilities to achieve the other.

Here's how they put it in the "Key Findings" section:

This analysis found no fundamental incompatibilities between goals (i.e. where one target as defined in the 2030 Agenda would make it impossible to achieve another). However, it did identify a set of potential constraints and conditionalities that require coordinated policy interventions to shelter the most vulnerable groups, promote equitable access to services and development opportunities, and manage competing demands over natural resources to support economic and social development within environmental limits.

In other words, achieving some of these goals and targets at the same time is hard, but not impossible. In some cases, they require extra effort to manage the interactions so that they become synergies instead of zero-sum games. Business-as-usual will not work in those minus 3 situations.

Achieving some of these goals and targets at the same time is hard, but not impossible.

Here's an example of what a minus 3 linkage means. Meeting the resilience targets for climate action in SDG 13 in the wrong way could make it very hard to reach some of the marine conservation targets under SDG 14. If you just build sea walls instead of protecting and restoring salt marshes, changing urban land use patterns and doing ecosystem-based management in off-shore areas, you might keep out sea level rise - but you'd be degrading life in the sea. It is a much better solution, from a systems perspective, to take the more integrated approach.
A systems-based, sustainable development approach is usually a more challenging planning exercise than just building a big sea wall. But the sustainable approach brings multiple benefits: protection from the effects of climate change, secure livelihoods for people working in fisheries, and healthy ecosystems that support nature as well as tourism and other economic activities. Using a true sustainable development approach can turn that minus 3 into a plus - if the right decisions and actions are taken.

Of course, the difference between building an expedient but damaging sea wall and pursuing a more synergistic, sustainable approach comes down to who is deciding and how the resources are allocated. The ICSU report highlights these crucial dimensions of power, money and social engagement by pointing squarely at SDG 16 (good governance) and SDG 17 (about forming partnerships and securing the financial and technical means to implement the other goals).

These two goals are truly the beating heart of the SDG system. As the ICSU report notes:

[SDG 16 and 17] are key to turning the potential for synergies into reality.... For many if not all goals, having in place effective governance systems, institutions, partnerships and intellectual and financial resources is key to an effective, efficient and coherent approach to implementation.

I hear the word "leadership" in that last sentence, a word that is often strangely missing from both scientific and U.N. documents. Because clearly, we will not achieve SDG 16 and 17 without good leaders. That makes leadership itself a crucial - and deeply inter-connected - element of the 2030 Agenda.

Clearly, we will not achieve SDG 16 and 17 without good leaders. That makes leadership itself a crucial - and deeply inter-connected - element of the 2030 Agenda.

This is a report that I will read slowly, absorbing over time and using as a reference in my consulting work. It is full of useful nuggets of analysis, case studies and practical solutions to complex problems, such as the one above.
This timely report provides guidance for anyone who has struggled with the question, "What does integration mean in practice?" Let it stimulate your thoughts, help you make connections - and then go lead (or participate in) some system-smart change effort that is more likely to create multiple benefits for your organization, your community and your piece of the planet.

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With the SDGs, everything is connected | Greenbiz

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"It's all connected." We know that already, those of us who work on making the world a more sustainable, resilient, fair and prosperous place for all. And we know that the 17 Sustainable Development Goals, adopted by all nations in 2015, are "indivisible" - a highly integrated web of challenges.

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Download the full grid with all icons, in png and vector formats.

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Click on and learn about each of the 17 SDGs

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Website of resources, lesson plans and videos all about the SDGs

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We promote use of the Sustainable Development Goals in learning so that children can contribute to a better future for all. From citizenship and justice to climate change and the environment, inspire children to make a difference!

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Overcoming the World's Challenges - The Global Goals

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The climate crisis. Ensuring no one goes hungry. Human rights abuses. Extreme poverty. Problems of this scale can be overwhelming, but the Global Goals(also known as the Sustainable Development Goals or SDGs) are the solution to tackling them.

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Department of Economic and Social Affairs Sustainable Development

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In this massive open online course, learn all about the 17 Sustainable Development Goals.

In September 2015, the world's leaders signed on to this new agenda, answering the call for a global vision of important social, economic and environmental needs to support the planet and its people in long-term prosperity and survival. The goals include a set of key areas of focus, as well as detailed targets to put our planet on track for this continuing sustainability through 2030 and beyond.

Sustainable development is not just a problem for future generations. It is a shared global responsibility now and forevermore to be thoughtful stewards of our entire world - from developed countries to developing countries, from high-level policymakers to individuals.

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Free Course on the Sustainable Development Goals - SDG Academy

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In this massive open online course, learn all about the 17 Sustainable Development Goals. In September 2015, the world's leaders signed on to this new agenda, answering the call for a global vision of important social, economic and environmental needs to support the planet and its people in long-term prosperity and survival.

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1. Home

2. Resources

3. Global learning resources

This template project will help you support the development of pupils' core skills such as citizenship, critical thinking, problem solving, creativity and imagination through the study of gender equality.

You can use the project with a range of subjects across the curriculum, including English, citizenship, geography or history.

These materials can be used with or without a partner school, and instructions are provided on how to best use the resources.

Downloads

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Home Resources Global learning resources This template project will help you support the development of pupils' core skills such as citizenship, critical thinking, problem solving, creativity and imagination through the study of gender equality. You can use the project with a range of subjects across the curriculum, including English, citizenship, geography or history.

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image Edmund Rice looking out of window 

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image Edmund Rice looking out of window 