WORLD AWARE EDUCATION AWARDS
Recognising excellence in partnership, networking and coordination
for increased and improved global education
with the kind support of
WORLD AWARE EDUCATION AWARDS
1. NAME OF THE PROJECT
Transition Year Development Education
2. BRIEF SUMMARY DESCRIPTION
The course has provided teachers and students with a framework for learning about key development issues. Key principles include using resources already available, promoting inter-school activity and balancing the global issues with awareness and action on a local level. Resources are provided by a number of Irish NGOs and by Irish Aid. Coordination is by Self Help Africa and one lead school, St. Mary’s Academy, Carlow.
A guidelines framework was devised and is in print.
Partners include 12 second level schools, 5 NGO’s and the National University of Ireland Maynooth.
3. WHAT IS THE NORTH-SOUTH/ GLOBAL DIMENSION OF YOUR PROJECT? Please describe
As well as the learning dimension many of the schools participate in Linking with Southern partners and this course provides a foundation for both awareness and preparation for annual student/teacher trips to partner countries.
4. PARTNER ORGANISATIONS
a) LEAD PARTNER
Name: Patsy Toland
Contact details firstname.lastname@example.org / 00353872849244
Type of Organization Development agency with programmes across East Africa.
b) PARTNER 2
Name: Leo Hogan
Contact details email@example.com
Type of Organisation
Second level school
c) OTHER PARTNERS
Concern; Schools Across Borders; 80:20; NUIM; Just Forests; 11 other second level schools (now extended to 30 schools in total for 2008/9 school year)
5. PLEASE OUTLINE BRIEFLY THE FOLLOWING ELEMENTS
OF THE PROJECT1:
a) overall aims
To promote development issues and actions in second level students across Ireland.
b) specific objectives
Produce teacher/student guideline framework.
Provide resources for each participating school.
Provide support for participating teachers.
Run school and inter school workshops.
Whole school development awareness.
Coordinate individual NGO resources and interaction with schools.
Empower student participation in the development and delivery of the course.
d) duration of the project
Pilot phase in 2006/7
First year with 12 schools in 2007/8
2nd year phase with 30 second level schools 2008/9
e) participation of the target group(s)
· in the design of the project
Teachers, NGO personnel and students .
· in the implementation of the project
f) strategies for integrating learning from the project into the educational system (formal and non-formal).
This project uses the Irish second level ‘Transition Year’ as its focus and aims to have the course recognised and validated.
g) evaluation mechanisms (internal and/or external).
External pre and post student and teacher survey was carried out by National University of Ireland Maynooth in 2007/8
h) budget – details of financial sources and summary of income and expenditure.
Irish Aid provide funding for resources, workshop facilitation, etc
2006 - €13K
2007 - €22K
2008 - €37K
Schools covered the cost of teacher release for workshops, etc
NGOs covered the costs of some resources, workshop facilitators, etc
6. DESCRIBE HOW NETWORKING, PARTNERSHIP OR CO-ORDINATION WORKS IN THE PROJECT TO ENHANCE EFFECTIVENESS
The project enhances the level of interaction and coordination between NGOs who usually interact with schools on an ad hoc basis.
Teachers are facilitated to meet regularly – facilitated by NUIM and Self Help Africa.
School interaction is planned and at least 2 full day interschool workshop days happens during the school year. Other informal school to school activities develop eg. inter school debates, etc
7. WHAT IS THE MOST IMPORTANT LEARNING DIMENSION OF THE PROJECT THAT COULD BE USEFUL IN OTHER COUNTRIES?
a. Research already existing resources – much time can be ‘wasted’ developing resources that already exist.
b. Have coordination (team) that reflects the different partners and is aware of their needs.
c. Create opportunities for all participants to input into the course development.
d. Plan regular inter agency support/workshop opportunities – informal support often develops from these eg teacher exchange.
e. Funding to resource the project is needed in the early stages so that finance does not become a block to participation.
f. Research other complimentary projects that will enhance the programme but are not a financial or staffing burden eg. student competitions (debates, art, music, etc).
|Former Statutory Bodies|
1 Please feel free to use existing documentation in response to Part 5 of the application form.