NO POVERTY - DevelopmentEducation.ie · NO POVERTY EDUCATIONAL RESOURCE 2 Global Statistics • People living in extreme poverty dropped by more than half between 1990 and 2015 –

EDUCATIONAL RESOURCE FOR TEACHERS AND FACILITATORS

NO POVERTY

Concern Active Citizenship, 2017

NO POVERTYEDUCATIONAL RESOURCE

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Global Statistics • Peoplelivinginextreme

povertydroppedbymorethanhalfbetween1990and2015–from1.9billionto836million

• Globally,morethan800millionpeoplearestilllivingonlessthanUS$1.90aday

• SouthAsiaandsub-SaharanAfrica,accountfor80%ofthoselivinginextremepoverty

• Thevastmajorityoftheglobalpoorliveinruralareasandarepoorlyeducated,mostlyemployedintheagriculturalsector,andover50%areunder18yearsold

• 22,000childrendieeachdayduetopovertyrelatedcauses

• Preventablediseaselikediarrheatakethelivesof2millionchildrenayearwhoaretoopoortoaffordpropertreatment

• Rightnow,30millionchildrenaregrowinguppoorintheworld’srichestcountries

• TheWorldFoodProgrammesays,“Thepoorarehungryandtheirhungertrapstheminpoverty”

• Newthreatsbroughtonbyclimatechange,conflictandfoodinsecurity,meanevenmoreworkisneededtobringpeopleoutofpoverty

• InIreland,almost1in5childrenliveinhouseholdswithincomesbelowthepovertyline

What is Poverty: Thecausesofpovertyarevariedandcomplex,broadlyspeakingthough,povertyiscausedbytheunequaldistributionofandaccesstopowerandresourcesinsociety.Throughsurveysandothermeasureswecanfindouthowmuchpovertyexistsinoursociety,identifywhichgroupsaremostaffectedandmonitorchangesinitslevelanddistribution.

Extreme (Absolute) Poverty:TheWorldBankdefines“extreme poverty”aslivingonlessthan$1.90perpersonperday.10.7percentoftheworld’spopulationareclassifiedasextremelypoor.SubSaharanAfricahasthehighestpercentageofextremelypoorpeople.

Relative Poverty: Apersonisconsideredpoorifeitherincomeorspendingfallsbelowsomeminimumlevelthatrepresentsbasicneedsineachsociety.Thisiscalledthepoverty line.Thepovertylineisnotthesameeverywherebecauseitisrelativetowhatisthenorminaparticularcountry.

Despitethefactthattheglobalpovertyratehasbeenhalvedsince2000,intensifiedeffortsarerequiredtoboosttheincomes,alleviatethesufferingandbuildtheresilienceofthoseindividualsstilllivinginextremepoverty.Inthisresourceyouwillfindwaysinwhichtointroducestudentstotheepidemicofpoverty,itscausesandconsequencesandtheworkConcernWorldwideisdoingtotacklepovertyandsufferinginsomeoftheworld’spoorestcountries.

WHAT ARE THE SUSTAINABLE DEVELOPMENT GOALS? SustainableDevelopmentGoals(SDGs)areanintergovernmentalsetof17goalswith169targetscoveringabroadrangeofsustainabledevelopmentissuesincludingendingpovertyandhunger,improvinghealthandeducation,makingcitiesmoresustainable,combatingclimatechange,andprotectingoceansandforests.

SDG 1 NO POVERTYGoal: End poverty in all forms and dimensions by 2030.

TheSDGsareaboldcommitmenttoendpovertyinallformsanddimensionsby2030.Thisinvolvestargetingthemostvulnerable,increasingaccesstobasicresourcesandservices,andsupportingcommunitiesaffectedbyconflictandclimate-relateddisasters.

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60%ofchronicallyhungrypeoplearewomenandgirls

Girlsmakeupabout54%oftheglobalpopulationofchildrenwho

areoutofschool

Child/Early/ForcedMarriages(CEFM)ismostcommonintheworld’spoorestcountriesandis

oftenconcentratedinthepooresthouseholdswithinthosecountries

Womenmakeupabout43%oftheagriculturallabourforce

indevelopingcountries

1in3womenareexcludedfrommakingeconomic

decisionswithintheirownhousehold

Lessthan20percentoftheworld’slandholdersare

women

Womeninsub-SaharanAfricacollectivelyspendabout40billionhoursayearcollectingwater.This

significantlyimpactswomen’semploymentopportunities

HIVexacerbatespropertyinsecurity,especiallyforwidowswhosehusbandshavediedfrom

AIDS-relatedcauses,butwhomaynothaverightstoinheritorown

theirland

WOMEN AND POVERTY


TEACHER/ FACILITATOR ACTIVITY 1 Maslow’s TheoryNEED:AcopyofMaslow’sTheory(p4),black/whiteboard.

ROOM:Classroomstyle

PREPARATION:FamiliariseyourselfwithMaslow’stheoryandthedifferencebetween‘needs’andwants’.Brainstormonwhattheclassconsidertobeessentialfortheirownsurvival.Discusswherestudentsplacedeachitem.

INSTRUCTIONS:1. Introducestudentstotheconceptofbasichumanneedsanddeveloptheircapacityto

distinguishbetweenneedsandwants.2. ReadaloudcontentprovidedonMaslow’spyramidofneeds.3. DistributeacopyofMaslow’stheory(p4)4. AskthemiftheyagreeordisagreewithMaslow’stheory?5. Remindstudentsoftheconceptsof‘absolute’and‘relative’poverty.6. Askstudentstowritethelistofneedsintothepyramidattheleveltheybelong.7. Brainstormonwhattheclassconsidertobeessentialfortheirownsurvival.Writetheseonthe

boardforalltosee.

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Maslow’s Pyramid of Needs

AbrahamMaslowwasapsychologistwhothoughtthatpeoplegrewanddevelopedwhentheirneedsweremet.Hebelievedthathumanbeingsdotheirbesttoreachtheirfullpotential.Hesetouthisbeliefsintheshapeofapyramid;eachpersonstartsatthebottomofthepyramid.Whenonetypeofneedismetthepersonismotivatedtoreachthenexthighestlevel.Forexampleifapersonhasnofoodtoeattheyarenotconcernedwithwhethertheyarelovedornot.NoteveryoneagreeswithMaslow,doyou?

Write the needs listed to the left of the pyramid into the level of the pyramid to which you think they belong.

MASLOW’S PYRAMID OF NEEDS

• Warmth• Affection• Shelter• Beingmytrueself• Outofdanger• Food• Aprovalfromothers• SelfConfidence• Air• Rest• Respectfromothers• Health• Self-Respect• Property• Belonging• Tolove&beloved• Water• Employment

FULL HUMAN POTENTIAL

SELF-VALUE NEEDS

BELONGING NEEDS

SAFETY NEEDS

SURVIVAL NEEDS

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POVERTY IS ...?Remember–trytothinkofpovertyasbeingmorethanthelackofincomeandresourcestoensureasustainablelivelihood.Itsmanifestationsincludehungerandmalnutrition,limitedaccesstoeducationandotherbasicservices,socialdiscriminationandexclusionaswellasthelackofparticipationindecision-making.Economicgrowthmustbeinclusivetoprovidesustainablejobsandpromoteequality.

THE WEB OF POVERTY Whyaresomanypeoplelivinginpoverty?Aroundtheworld,insocalledrichorpoornations,povertyhasalwaysbeenpresent.Todayhowever,thegapbetweenrichandpoorisatanall-timehigh,withtherichestonepercenthavingasmuchwealthastherestoftheworldcombined.

Povertycanbeacomplexwebofcausesandconsequences,eventakingintoaccounttheindividualhistoriesandcircumstancesofparticularcountriesandregions,therearesignificanttrendsinthecausesofpoverty.

Herearejustsomeoftherootcausesofpovertyinourworldtoday:

To survive, millions of people rely on negative coping

mechanisms: withdrawing children from school, child marriage, eating fewer meals, and selling off their

last precious assets.

TEACHER/ FACILITATOR ACTIVITY 2 Poverty WebNEED:CausesofPovertyinformationcards,scissors,ballsofwool/yarn,cameratodocument

ROOM:Largespace

PREPARATION: CutoutCausesofPovertyinformationcards

INSTRUCTIONS:

• Havethestudentsbreakinto2groupswith12studentspergroup.Distributeasetofinformationcardsandaballofwool/yearntoeachgroup.Eachstudentshouldpickaninformationcardatrandom.

• Intheirgroups,encouragestudentstoreadtheircardanddiscuss.

• Encouragestudenttoexplainwhatisontheircardtotherestofthegroup,intheirownwords.

• Onceeveryonehassharedtheinformationontheircard,explaintothestudentstheywillbetryingtodiscoverifanyofthecausesofpovertyarerelatedtoonanother.Forexample,ifsomeone’slivelihoodwasaffectedbyextremeweatherevents(Climatechange)theywouldhavelessmoneytobuyfood(Hunger).

• Givegroups10minutestothinkandmakealistofconnectionstotheircauses.

• Makealargecircle.Askonegrouptochooseanothergroupwhosecauseisrelatedtotheirs.

• Askonememberofthegrouptotaketheballofball/yarn.Havethatpersonlooptheyarnaroundafinger,thentossitsomeonetheybelievewhosecauseisrelatedtotheirs.

• Eachpersoninturnshouldcatchtheballofwool/yarn,loopitaroundafinger,andthentossittosomeoneelse.Astheballunwinds,itcreatesawebofinterconnection.It’sokayforpeopletogettheballmorethanonce.

• Continueuntileveryonehasgottentheballatleastonceandthewebisnicelyfilledin(oryourunoutofyarn,whichevercomesfirst).

• Remembertostopduringtheactivitytodiscusstherangeofcauses.

• Takeaphotoofthewebanddisplayittohighlighthowinterlinkedthecausesandconsequencesare.

PoorGovernance

Lack of Education

Food Insecurity

Climate Change

Natural Disasters

War and Political Instability

Discrimination and Social Inequality

Greed

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EDUCATIONIfchildrencannotgotoschoolitleavesthemwithoutliteracyandnumeracyskillstheyneedtofurthertheircareers.Theirchildren,inturn,areinasimilarsituationyearslater,withlittleincomeandfewoptionsbuttoleaveschoolandwork.

ILLNESS Beingverysickcanpreventsomeonefromgoingtoschool,workorenjoyinglife.Theburdenofcaringisoftentakenonbyafemalerelative,whomayhavetogiveuphereducationasaresult,ortakeonwagedworktohelpmeetthehousehold’scosts.

DISCRIMINATION Marginalised(sociallyexcluded)groupsandvulnerableindividualsareoftenworstaffected,deprivedoftheinformation,moneyoraccesstoeducation,healthservicesandjobs,orarenotabletomaketheirownchoicesaboutwheretheylive.

CLIMATE CHANGERisingtemperaturesandunpredictablerainmakesitharderforfarmerstogrowkeycrops.Theyareunabletofeedtheirfamiliesorearnaproperincome.

NATURAL DISASTERSFloods,droughtsandcyclonestriggerinfectiousdiseaseepidemics.Naturaldisastersdestroyhomes,schoolsandotherinfrastructures.

WAR AND CONFLICTSPovertyincreasestheriskofcivilwar.Duringtimesofarmedconflict,civiliansarekilled,infrastructuresaredestroyedandgovernanceandeconomicperformanceisweakened,thusincreasingtheriskofconflictrelapse.

HUNGERVerypoorandvulnerablepeoplemayhavetomakeharshchoices–knowinglyputtingtheirhealthatriskbecausetheycannotseetheirchildrengohungry.Malnutritioneffectsdevelopmentandmanyopportunities,suchasgoingtoschoolorwork.

CORRUPTION Theeffectsofcorruptionarepersonalanddevastating.Corruptionandbriberyleavesfamilieswithouthealthcare,peoplewithoutfoodandcleanwater,theelderlywithoutsecurity,andbusinesseswithoutcapital.

LAND DISPOSSESSIONPeoplewholiveandworkonsomeoneelse’slandaremorevulnerabletoevictions.Beinglandlessmakesitmoredifficulttoearnmoney,ploughandfeedthemselvesorcontributetoeconomicgrowth

WHERE YOU LIVESomefamiliesliveinplaceswherethereishighunemploymentandtherearenoschools.

UNFAIR TRADE DEALSPoorgovernmentshavetopayhightaxesbecauseofunfairtradedeals.Iftaxeswereloweredthesegovernmentscouldfundessentialservicessuchaseducationandhealthcarefortheirpeople.

UNEMPLOYMENTIfsomeonedoesnothaveajobtheyarelesslikelytobeabletopurchasefood,medicineorshelter.

CAUSES OF POVERTY INFORMATION CARDS

Discussion point

Without the eradication of poverty, can the SDG’s be achieved?

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BANGLADESH AND POVERTY Povertyisaconstantcompanionof12.9%ofpeopleofBangladesh.FormerlyknownasEastPakistan,Bangladeshwonitsindependenceon16thDecember1971afterabloodyandbitterstruggle.

PovertyismostconcentratedintheruralareasofBangladesh,hencecreatingdisparitiesbetweentheruralandurbanareas.However,urbanpovertyremainsaproblemtoo.28%oftheurbanpopulationlivesbelowthepovertyline.Peoplelivinginurbanareas,likeDhaka,enjoyaslightlybetterstandardofliving,withelectricity,gas,andcleanwatersupplies.

Eveninthemajorcities,however,asignificantproportionofBangladeshisliveinsqualorindwellingsthatfallapartduringthemonsoonseasonandhavenoregularelectricity.TheseBangladeshishavelimitedaccesstohealthcareandtocleandrinkingwater.

RAJSHAHIDHAKA

SYLHET

CHITTAGONG

RANGPUR

KHULNA

BARISAL

Dhaka

WHAT IS CONCERN WORLDWIDE DOING?

ConcernWorldwideisaninternationalhumanitarianorganisationdedicatedtotacklingpovertyandsufferingintheworld’spoorestcountries.Weworkinpartnershipwiththeverypoorestpeopleinthesecountries,directlyenablingthemtoimprovetheirlives,aswellasusingourknowledgeandexperiencetoinfluencedecisionsmadeatalocal,nationalandinternationallevelthatcansignificantlyreduceextremepoverty.

ThehistoryofConcernBangladeshisattheheartofthestoryofConcernWorldwide.ConcernhasworkedinBangladeshsince1972-longerthananyothercountry-andtheworkoftheConcernBangladeshteamshowsacommitmentworkingwiththemostvulnerable.ConcernisoneofveryfewdevelopmentorganisationstacklingextremeurbanpovertyinBangladesh.Throughtheurbanprogramme,Concernhasimprovedthelivesofover24,000streetandsquatterdwellersinthecityofDhaka.Throughlivelihood,healthandeducationinterventions,wehaveprovidedmuchneededsupporttothosewhoneeditmost.

PAPER BAG EXERCISE In the developing world it is estimated that about 250 million children work in order to help support themselves and their families. Some work full-time and some combine work with school.

Manyworkershavenoemployerorregularwage.Insteadtheyworkasstreetvendors:shiningshoes,sellingnewspapersorrecyclingwastematerials.InthecityofDhaka,Bangladeshsomepeopleearnalivingmakingpaperbagsoutofrecycledwastepaper–suchasoldnewspapers–andsellingthemtoshopkeepers.

Paperbagsaremademostlybywomenandchildrenfrompoorfamilieswhothensellthemtoshopkeepers.Theyaresoldinbatchesof20andonaverageachildmakes200bagsinaday.Forthis,thechildwillearnabout15৳-whichisequivalentto17c.

TheobjectofthePaperBagGameistoshowhowpeopleworksohard,yetearnsolittle.Usingrealcost-of-livingpricesandwages,playerscangetanideaofhowtheywouldmanageiftheyhadtosurvivemakingandsellingpaperbags.


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TEACHER/ FACILITATOR ACTIVITY 3 The Paper Bag GameNEED:Lotsofnewspaper,cutintohalf-tabloidsheetsize,apotofwallpaperpasteforeachgroup(Ifmakingamessisaproblem,useagluestick,thoughthisislessauthenticinstyle)Samplepaperbags,50buttons–eachrepresenting1BangladeshiTaka(৳),1photocopyforeachgroupof:

•Howtomakeapaperbag

•Familyshoppinglist

•Willyousurvive?

1setofchancecards,dampclothsforwipingupattheend.

SPACE:Largeroomwithplentyoffloorortablespaceforeachgroup

PREPARATION: Preparesamplepaperbagsforeachgrouptoreferto.Makeademonstrationsetshowingeachstepintheprocess.Foreachgroupmake1photocopyof:

•Howtomakeapaperbag

•Familyshoppinglist

•Willyousurvive?

Photocopyandcutoutthechancecards,prepareyourroomsothateachgrouphaspaste,paper,asamplebag.

INSTRUCTIONS:

1. Morethan6participants,splitintoequal‘family’groups.Twoorganisers–onetoleadthegame,andonetoactasshopkeeper,payinggroupsforthebagstheymake.

2. ExplainthateachgrouprepresentsafamilylivinginacrowdedandpoorsluminDhaka.Thereisahugedemandforpaperbags,whicharemainlymadebywomenandchildrenfromthepoorestfamilies.Theglueismadebyboilingwaterandflour,andaddingananti-fungalchemical.

3. Onaverage,onechildmakes100bagsaday,earningupto15৳perbatch.Forthepurposesofthisgame,thefigurehasbeenroundedupto1৳perbatchof10bags–meaningthathoweverpoortheplayersfeelattheendofthegame,thereal-lifesituationforthebagmakersisevenworse.

4. Tellthegroupsthattheyhavetosurviveforadaybymakingandsellingasmanypaperbagsaspossible.Theyhave40minutes(=3months)

5. Showthegroupshowtomakeabagusingasamplebagsoeveryonecansee,thenaskthemtostartmakingbags.

6. Eachtimeabatchoftenbagsisready,agroupmembershouldtakethemtotheshopkeepertosell,whiletheotherscontinuemakingbagsforthenextbatch.

Shopkeeper duties:Checkthateachbagisproperlymade,andpaysthegroup1৳foreachbatch.

•Handoutthechancecardsrandomlytochangetheconditionseachgroupisworkingunder.

•Eachgroupkeepsitsowncheckedbags.*Withyoungerchildrenitiseasieriftheshopkeeperkeepsthebagsandnotesdownhowmanyeachgroupproduces.

•Notehowthegroupsorganisethemselves.Somewilloperateaproductionlinewitheachmemberspecialisinginonetask;inothergroupsindividualswillmaketheirown.

•Whentheyhavefinishedmakingbags,don’tletthechildrenwashtheirhandsimmediately–pointoutthatbagmakersmaynothavetheluxuryofsoapandwater.

Extra! Extra! Remindstudentstheyhavetopayforrent,food,andothersupplies.Tosendtwochildrentoschooltheymustsave16৳bytheendofthegame.

Extra! Extra! Throughoutthegame,hold“healthseminars”thattheycouldattend.Whetherornottheyshouldsendsomebodywillbeadifficultdecision–theywilllosemanpower!However,notgoinglatermayprovetohavedirecircumstances…familymemberswouldgetsick,andsomeevendied.

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HOW TO MAKE A PAPER BAG

1. Foldthesidesofthepapertothemiddle,overlappingbyabout2cm

4. Foldupthebottomcornerstothecrease.Unfoldthem.

7. FoldtheupperflapAdownonitselftothemiddleline

2. Pasteoneedge.Stickdowntheoverlapingedge

5. Tuckthecornersupinsidethetube.

8. PastetheshadededgeofflapBverycarefully.

3. Turnupthebottomedgeaboutonethirdofthewayupthebag.Creaseitthenunfoldit.

6. Younowhaveatubewithtwoflaps,AandB.

9. FolditoverflapAandstickitdown.

NOTE: IF YOU WANT TO STRENGTHEN THE BAG, STICK A STRIP OF PAPER ACROSS THE BOTTOM.

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Changing the conditions during the game

CHANCE CARDThe shopkeeper has too many bags in stock and is therefore reducing the price he pays. You will be paid 1 ৳ for every 15 bags.

CHANCE CARDThere is a shortage of bags so the price per batch of ten has risen from 1 ৳ to 2 ৳

CHANCE CARDThe shopkeeper has changed the shape of the bags he orders - they now have to be half the size of the ones you’ve been making. Work out how to make them.

CHANCE CARDThe shopkeeper has changed the shape of the bags he orders - they now have to be tall and narrow. Work out how to make them.

FAMILY SHOPPING LISTIMPORTANT: PRICESFORESSENTIALSAREPERPERSON,PERDAY.

ESSENTIALS EMERGENCIES DESIRABLE

Food:• Cookingfuel• Rice• Vegetables• FishCost:15৳

Medicine: • Antibiotics• Painkillers• OintmentforarelativeCost:60৳

Clothes• Shoes• Schooluniform• TrousersCost:0.7৳

Paper:• TomakebagsCost:12৳

Disaster• Dhakaisoneofthemost

vulnerablecitiesintheworldtoearthquakes.Youliveinaslumalongthewater’sedge.Floodingcausesdamagetoyourfamilyhome.

Cost:40৳

Savings• Schoolsfees• HealthseminarCost:8৳

Rent• LivingwithfamilyCost:1৳

Travel• Arelativelivinginruralhas

becomeillCost:15৳

Entertainment• Celebrations• FestivalsCost:3৳

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WILL YOU SURVIVE?

Section Two:

5. Theminimumcost(ofessentials)foronepersoneachdayis:

Foodandfuel: ____________________৳

Paper: ____________________৳

Rent: ____________________৳

Total: ____________________৳

6. Theminimumcost(ofessential)forourfamilyforoneday______________৳

7. Theminimumcost(ofessentials)forourfamilyfor1week______________৳

8. Ifyoufamilyhadworkeda10-hourday,wouldyouhaveearnedenoughmoneytobuyalltheessentialsfor1day?Ifnothowmanywereyoushort?

Ifyouhadmorethanenoughfortheessentials,howmuchmoneywasleftoverforemergencies?

Section One:

1. Weearned__________________________________________________৳in20minutes

2. Wewouldearn__________________________________________________৳in1hour

3. Wewouldearn____________________________________________৳ina10-hourday

4. Wewouldearn__________________________________________________৳in1week

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TEACHER/ FACILITATOR ACTIVITY 4 ‘True’ or ‘False’NEED:Twosignswiththewords‘true’and‘false’,preparedstatementswithanswersandfacts.

ROOM:Largeemptyroom

INSTRUCTIONS:• Hangthesignsatoppositesidesoftheroom• Explainthatyouwillreadoutanumberof

statementsaboutpoverty.Thosewhoagreewiththestatementmovetowardsthesignthatsays‘true’;thosewhodisagreemovetotheoppositeendoftheroom.

• Readoutthefollowingstatementstothewholeclassandgetthestudentstodecideiftheyaretrueorfalse.

• Fromyourownadditionalresearchandaddother

STATEMENTS1.Thelevelofpovertyintheworldhasstayed

roughlythesameforthepastthreedecades.2.Therichest1%ofpeopletodaycontrol40%of

theworld’swealth,whilethepoorest50%ownjust1%.

3.30%ofchronicallyhungrypeoplearewomenandgirls.

4.780millionpeopleintheworlddon’thaveaccesstocleanwater.

5. InAfrica,achilddieseveryfiveminutesfrommalaria.

6.Majorcompaniesdodgemoremoneyintaxeseachyearthantheannualglobalaidbudget.

7. 10millionchildrenaregrowinguppoorintheworld’srichestcountries.

8. InBangladesh,20%ofthepopulationlivesbelowthenationalpovertyline.

ANSWERS 1.False,thenumberofpeoplelivinginpovertyhas

beenalmosthalvedsince1990.2.True.3.False,60%ofchronicallyhungrypeopleare

womenandgirls.4.True.5.False,achildrenadieseveryminuteinAfricadue

tomalaria,apreventabledisease.6.True,majorcompaniesdodge$160bnintaxes

annually.7. False,30millionchildrenaregrowinguppoorin

theworld’srichestcountries.8.False,31.5%ofthepopulationlivesbelowthe

nationalpovertyline.

TRUE

FALSE

WHAT YOU CAN DO TO COMBAT WORLD POVERTY

• ObserveInternationalDayfortheEradicationofPovertyonthe17thOctobereachyear

• EncouragePeertoPeerGlobalPovertyWorkshops

• TrimyourWaste–Foodwasteislinkedtoglobalpoverty.Consumersincreasethedemandforfoodbypurchasingexcressfoodcausingfoodpricestoriseandmakesfoodlessafforableforothers

• BuyFairTradeandotherethicallysourcesproducts–Offeringpeopledecentpricesfortheirproducecanhelptosupportjobs,improvelivingconditionsforproducers,theirfamiliesandthecommunity

• JoinClimateChaos–Climatechangehitsthepoorestpeoplethehardest,thoselivinginvulnerableareaswiththefewestresourcestohelpthemadaptorrecoverquickly.Astheeffectsofclimatechangeworsen,escapingpovertybecomesmoredifficult

• CampaignforsolutionsforPeace-Chaos,violence,anddevastationofwarfareandpoliticalviolenceisoneoftheleadingcausesofpoverty

• WritetoyourlocalTD’s,andaskthemtomakesureIrelandcontinuestoworktowardsachievinganendtoworldpoverty

Want to Learn MORE?Concern Worldwide’s Active Citizenship Team run workshops for students during the academic year. If you are interested in exploring and critically examining global issues in the classroom please contact us on [email protected]

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NO POVERTY - DevelopmentEducation.ie · NO POVERTY EDUCATIONAL RESOURCE 2 Global Statistics • People living in extreme poverty dropped by more than half between 1990 and 2015 –

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