Development Education Tells A Story Of Rights And Entitlements

The Right To Development

In December 1986, the General Assembly of the United Nations adopted a Declaration on the Right to Development. In its 10 Articles, the Declaration attempts to provide a human rights framework for the realisation of full human development for all citizens throughout the world.

The introduction to the Declaration asserts that ‘...the right to development is an inalienable human right and that equality of opportunity for development is a prerogative both of nations and of individuals who make up nations.’

Article 8 declares that all states should encourage popular participation in all dimensions of international human development and human rights.

Development education is a key element in encouraging and supporting such popular participation in Ireland.

The Right To An Education In Development

In the 2002 review of Ireland Aid, development education is described as having:

‘... a crucial role to play in enlarging public understanding of development issues, both global and local. It seeks to challenge attitudes which perpetuate poverty and injustice and through education to empower people to act to bring about more equal development.’

Development Education has increasingly become a vibrant and positive strand of education for effective citizenship in Ireland.

For DCI, Development Education is:

‘...an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live.... It seeks to engage people in analysis, reflection and action for local and global citizenship and participation.... It is about supporting people in understanding and acting to transform the social, cultural, political and economic structures which affect their lives at personal, community, national and international levels’

Development Education has 4 key elements:

• Attitudes and values – about oneself and others, about social responsibilities, about learning, behaviour, beliefs, subject knowledge and about society here in Ireland and internationally
• Knowledge, Ideas and Understanding – factual information about the shape of our world, ideas about why it is shaped the way it is, about connections between wealth and poverty, progress and inequality, about relationships internationally etc.
• Skills and Capabilities – skills that help us understand and engage with our world – analytical and communication skills, interpersonal and social skills, the ability to link knowledge and understanding with action etc.
• Behaviour, Experiences and Action – social relationships, personal behaviour, opportunities to participate meaningfully, competence at carrying out tasks, fulfilling potential, linking ideas, action and behaviour.

Development Education offers Irish people the opportunity to participate in learning about, discussing and debating as well as engaging with our right to full human development as well as our responsibility to ensure the human development of others especially those who are ‘at risk’ or excluded.

Development Education focuses on development issues here in Ireland and puts them in the context of development issues throughout the world

Development Education . . . in more detail

Development Education seeks to work at four different, but clearly interrelated levels. These are described, with some examples, below.

At the outset, development education could be described as education for world citizenship, development and democracy.

Accordingly development education is a process by which people, through personal experience and shared knowledge:

• gain experience of, develop and practice dispositions and values which are crucial to a just and democratic society and a sustainable world
• engage with, develop and apply ideas and understandings which help explain the origins, diversity and dynamic nature of society, including the interactions between and among societies, cultures, individuals and environments
• engage with, develop and practice capabilities and skills which enable investigation of society, discussion of issues, problem-tackling, decision-making, and working co-operatively with others
• take actions that are inspired by these ideas, values and skills and which contribute to the achievement of a more just and caring world
  

The Values Of Development Education Explored

• a general concern for the well-being of others and the planet
• a positive awareness of the different ways in which we each relate to the world about us – increasing understanding of how I fit in at different levels
• appreciation of human interdependence – individuals, countries, communities and economies are inter-connected
• appreciation of the needs and rights of others – an equal recognition of the needs and rights of others
• ability to recognise and value diversity at a more advanced level – diversity enriches us all and defines who and what we are
• valuing the environmental ethic – wanting to effectively protect and appreciate the environment
• valuing difference and disagreement – disagreement is positive and necessary as it makes us all think about our values and beliefs
• valuing responsibility – I can make a difference...
• wanting to know more at a deeper level – I want to understand better…
• a strong sense of belonging – I am not just Irish but also European and a world citizen...
• a sense of involvement – I am already involved, I have the chance to choose
  

The Skills Of Development Education Explored

... a general capacity to investigate and engage with ...

Communication skills:

• ability to communicate with others by various means, listening, speaking, writing, arguing
• expressing one’s own views cogently and understanding those of others
• ability to understand that others have different, sometimes conflicting and even possibly irreconcilable ideas and needs

Intellectual skills:

• being able to find and interpret information and ideas
• understanding that the way we see the world is particular and specific and that other cultures and societies have different worldviews
• being able to organise ideas and thoughts as well as information. Being able to extract key ideas and concepts from a range of information etc.
• developing language skills in specific areas and not just generally
• understanding how what we do has results for others and that this has implications for us in our actions etc.

Social skills:

• being able to effectively interact with others
• enjoying human interaction and seeing its value
• taking responsibility, making decisions, including others, increased ability to interact across cultures

Action skills:

• developing an ability to participate with others and within groups
• developing skills in trying to influence and change things
• understanding the impact and appropriateness of different types of action
• understanding that not all action is positive

• understanding of the basic geography of the world – local, national and international
• understanding of the world beyond Ireland and especially the Third World – Europe, the Americas, Africa, Asia etc.
• understanding the nature and consequences of having an ethnocentric view of the world and how this has shaped Europe (and Ireland’s) worldview
• knowledge and ideas about how other places and people are different in key dimensions of life and how this enriches us
• understanding and valuing differences within the values base and practice of different cultures, religions and communities
• valuing disagreement and debate, appreciating other worldviews
• understanding the common human and cultural heritage of all people in relation to development as well as those dimensions that are different
• knowledge of our international links in economics (trade, investment, jobs etc.), culture (music, literature, dress, language, beliefs etc.), politics (UN, instruments and documents, courts etc.), environment (climate, emissions, pollution, etc.)
• understanding of and familiarity with the principles of human rights as well as with specific aspects relating to development
• understanding of and familiarity with the overall importance and role of the environment in development as well as detailed understanding of some key issues such as climate change, water issues, deforestation etc.
• knowledge of the nature and consequences of international inequality, of its human dimensions and of how it is sustained