CDEC - poverty symposium, 27 June 2014
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This document discusses poverty in the UK and education for global learning. It notes that poverty has doubled in British households over the past 30 years, with 1 in 3 people unable to properly heat their homes or eat healthily. The director of CDEC advocates for global learning in schools to build understanding of interdependence and empower students to take action on poverty. CDEC's EU-funded project aims to increase teacher confidence in global topics and student understanding of links between Europe, developing regions, and poverty's causes to motivate collaborative action for a fairer world.
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- 1. Educating for Equity: global learning, poverty and schools Katie Carr – Director, CDEC
- 3. Poverty hits twice as many British households as 30 years ago • 33% of households endure below-par living standards, compared with 14% in early ‘80s • Defined as going without three or more ‘basic necessities of life’ (such as being able to adequately feed and clothe themselves and their children, and to heat and insure their homes) • One in three people cannot afford to heat their homes properly • 4 million adults and children are not able to eat healthily.
- 6. http://www.pagetutor.com/trillion/index.html What does one million dollars look like?
- 7. http://www.pagetutor.com/trillion/index.html What does one trillion dollars look like?
- 8. About CDEC Our vision is for young people to have the skills and confidence to be able to face the challenges of today, to develop understanding and respect other people and places, and to make informed choices that have a positive impact on society and the world around them.
- 9. Global Citizenship School Linking, with partners local and global Outdoor and environmental learning Diversity and multiculturalism Sustainable Development Fairtrade Pupil Voice and taking action Funded projects CPD / training Classroom resources Creative Classrooms
- 10. • A 3-year EU funded development education project, led in UK by CDEC, and delivered in Czech Republic, Poland and Ghana • Objectives: – To build teachers’ confidence in incorporating global learning into their lessons, so that – Children understand interdependence between European countries and the Global South, in the context of food, trade and the causes of poverty, and – they feel empowered to take collaborative meaningful action towards making the world a fairer place. • Participatory and experiential learning, critical thinking Global Literacy for a Fairer World
- 11. Agree Disagree Poverty isn’t just about money, it’s about other things too If you are poor, you are likely to be more unhealthy There is no real poverty in our country Pupil Audit Activity (Concept Line)
- 12. I know about... I care about... I am taking action... I am enabling others to take action
- 13. • Sign a petition on a website that campaigns against poverty • Persuade family and friends to buy Fairtrade items • Write to supermarkets to ask them to make sure that all producers get a fair price for their goods • Find out about the reasons for poverty (in this country and in other countries) • Invite our MP and other local people to an assembly about poverty • Get to know pupils who live in a poorer country • Tell important people, like the Prime Minister, to change trading rules • Give old computers to schools in poorer countries • Give money to charity • Do a sponsored walk to raise money How can we make a difference to poverty in the world?
- 14. Wellbeing Self-efficacy A person’s belief that their efforts and actions can bring about desired results Social Capital “the web of cooperative relationships between citizens that facilitate resolution of collective action problems” (Classroom) practice that assumes individuals are empowered to take responsibility, individually and collectively, and to make informed choices that have a positive impact on society and the world around them
- 15. So, what is Education for Equity? katie@cdec.org.uk (+44) 15394 31602 www.cdec.org.uk