If the world was a village

Global Citizenship

Some Facts

One in four of the world’s people today One in four of the world’s people today lives in a state of absolute poverty.lives in a state of absolute poverty.

35,000 children die everyday because they 35,000 children die everyday because they are poorare poor

130 million children do not attend primary 130 million children do not attend primary school, 70 per cent of them girlsschool, 70 per cent of them girls

1.3 billion people have no safe water or 1.3 billion people have no safe water or sanitationsanitation

If the World Were a Village

61

13

12

8

5

1

Food in the Global Village

30 have enough to eat30 have enough to eat 50 do not have a reliable source of food50 do not have a reliable source of food 20 are severely undernourished20 are severely undernourished

Education in the global village

38 school aged villagers38 school aged villagers 31 go to school31 go to school 1 teacher1 teacher

What does this mean to me?

How does this effect us in the classroom?

‘‘good cause’ approachgood cause’ approach

‘‘meeting the educational needs of young meeting the educational needs of young people growing up in society’people growing up in society’

How do we as teachers respond to the challenges, responsibilities

and opportunities of living as a global citizen?

Principles of Global Citizenship

The importance of reaffirming or developing a sense of identity and The importance of reaffirming or developing a sense of identity and self-esteemself-esteem

Valuing all pupils and addressing inequality within and outside schoolValuing all pupils and addressing inequality within and outside school Acknowledging the importance of relevant values, attitudes, and Acknowledging the importance of relevant values, attitudes, and

personal and social educationpersonal and social education Willingness to learn from the experiences of others around the worldWillingness to learn from the experiences of others around the world Relevance to young people’s interests and needsRelevance to young people’s interests and needs Supporting and increasing young people’s motivation to effect changeSupporting and increasing young people’s motivation to effect change A holistic approach to Global Citizenship – that it should be an ethos A holistic approach to Global Citizenship – that it should be an ethos

permeating all areas of school lifepermeating all areas of school life

National Priority 4

Values and CitizenshipValues and Citizenship

““To work with parents to teach pupils respect To work with parents to teach pupils respect for self and one another and their for self and one another and their interdependence with other members of interdependence with other members of their neighbourhood and society and to their neighbourhood and society and to teach them the duties and responsibilities of teach them the duties and responsibilities of citizenship in a democratic society.”citizenship in a democratic society.”

Priority 4 is made up of the following ‘outcomes’

1.1. Increased respect for self and othersIncreased respect for self and others

2.2. Increased awareness of interdependence Increased awareness of interdependence with other members of their with other members of their neighbourhood and society and increased neighbourhood and society and increased awareness of the duties and awareness of the duties and responsibilities of citizenship in a responsibilities of citizenship in a democratic society.democratic society.

What does global citizenship look like?

N.P.4Values andCitizenship

International Education

SustainableDevelopment

Education

Global Education

Anti-RacistEducation

EnvironmentalEducation

Health Education

HumanRights

Education

EnterpriseEducation

The key elements for responsible Global

Citizenship

Knowledge and understanding•Social justice and equity•Diversity•Globalisation and interdependence•Sustainable development•Peace and conflict

Values and attitudes•Sense of identity and self-esteem•Empathy•Commitment to social justice and equity•Value and respect for diversity•Concern for the environment and commitment to sustainable development•Belief that people can make a difference

Skills•Critical thinking•Ability to argue effectively•Ability to challenge injustice and inequalities•Respect for people and things•Co-operation and conflict resolution

The player

This player earned around £1400 today for kicking

this ball. (He scored a goal, with great skill)

How much did this player earn today?

The football

The football is made of rubber and synthetic leather. It is top quality and would cost …..

…in the shops£60

Omar

The football was sewn by Omar with great skill. He works

in this stitching centre.

Omar’sStoryHow old do you think Omar is?

How much did he get paid to make the football?

14

50p

Where does Omar live?

They produce 35 million footballs a

year.

75% of the world footballs are made in this area.

Writing time

A Premier league football player can earn £10, A Premier league football player can earn £10, 000 a week (the really big stars earn a lot more).000 a week (the really big stars earn a lot more).

A football maker in Pakistan can earn £14 a week A football maker in Pakistan can earn £14 a week as long as they work 13 hours a day for 7 days a as long as they work 13 hours a day for 7 days a week.week.

The reason that football makers earn so little is The reason that football makers earn so little is because they are caught in a ‘because they are caught in a ‘vicious circle’vicious circle’..

The ‘vicious circle’

This British company supplies footballs. It gets them made…

…and then sells them to clubs and sports shops at a

profit. The less it pays for the footballs the more profit it will make…

…so it searches the world for a place to make them cheaply.

The factory owner in Pakistan wants

the work – but if he charges too much

he won’t get it.

He also wants to make as much

profit as he can. So he pays his workers very

little.

They can’t leave because they need the work. If they don’t have

jobs they will starve.

The footballs are shipped to the UK. They have been well made. The

British company is happy.

Important point

It’s not just British companies. All rich It’s not just British companies. All rich countries get things made in poor countries get things made in poor countries where wages are lower.countries where wages are lower.

Not just footballs, but clothing and Not just footballs, but clothing and shoes and many other items.shoes and many other items.

www.makepovertyhistory.org

www.sendmyfriend.org

Dear Teacher

I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers; children poisoned by educated physicians; infants killed by trained nurses; women and babies shot by high-school and college graduates.

So I am suspicious of education.

My request is: help your students to become more human. Your efforts must never produce learned monsters, skilled psychopaths,educated Eichmanns.

Reading, writing and arithmetic are important only if they serve to make our children more human.