This teachers' guide (118 pages including worksheets and assessment sheets) comes with an 18-minute-long video showing how the pack was used in some of the 30 schools involved in developing it. It is a joint project from 5 leading development agencies in the U.K.: ActionAid, CAFOD, Christian Aid, Oxfam and Save the Children. It is co-funded by the Department for International Development (DfID). It focuses on how to facilitate and assess active global citizenship in the classroom. It provides a structure for students to manage their own learning and allows them to move from thinking about issues that are important to them, to planning and participating in action, and reflecting on their on performance and assessing their work. A range of innovative and participatory activities are included to promote a skills-based approach rather than a content-based approach, so they can be used within different subject areas and with all ages. The aim of the guide is to provide an experience of being able to make a difference through action; to develop skills of enquiry, participation and reflection; and to develop an understanding of the world as a global community, and to discuss the political, economic, environmental and social implications of this. The methodology is based on PRA (Participatory Rural Appraisal) with visualization techniques, practical exercises and games.
This paper presents the findings of a research project that examines the use of visual methods of participatory appraisal and how they are used with children in the fields of education and development. The work assesses the role and potential of visual methods for children's education and empowerment. It challenges the ideology that has elevated writing as the central most important form of visual literacy, thereby undermining and marginalising children's communication, expression of ideas and learning.
This article reports on research carried out in case study schools from Tanzania, Ethiopia, Sri Lanka and India, to investigate the use of agriculture as a medium for the development of young learners' basic skills of literacy, numeracy and other life skills. The findings were aimed to provide decision-makers at national and international level with information for future planning and implementation of primary education programmes. PRA methods were used to learn more about the formal environments of primary schools, through facilitating the analysis of the school situation by teachers, pupils and parents.
In 1994 Redd Barna Uganda started developing an approach to community-based planning using PRA (PRAP) that placed children and their issues at the centre of the planning process and that also aimed to recognise differences within communities. This report is based on discussions involving project staff, members of three partner organisations and villagers from seven communities. The discussion reflected on the PRAP process to examine which aspects were proving beneficial and for whom and those that were proving problematic with an aim of identifying areas for improvement.
Strategies for scaling up the work are also examined and prospects for encouraging more community based monitoring of the PRAP process as a strategy for strengthening impact.
This paper presents how a participatory approach was used to introduce to pupils aged 9-11 years at a school in the UK to a new subject - the environment. The session was started by finding out from the children what they already know about the subject, and what more they would like to find out about it. Using the children's understanding of the subject and the issue as a starting point, the children were introduced to what the World Summit and Agenda 21 were all about. The pupils were them divided into two groups and asked to demonstrate what their own local environment looks like, using mapping. Their maps were then explained and discussed. The paper notes that the pupils were able to show their local environmental issues.
Report of a situation analysis of primary education carried out in the District of Sidharthanagar to assess the constraints and opportunities of the system, reasons for the alienation of target children from the basic education system and possible measures to be taken to achieve universal education. PRA exercises were carried out in 4 villages as part of the study to examine the perception of villagers towards various aspects of primary education and the availability, accessibility and applicability of teachers training opportunities.
This video shows Sudanese refugees in a refugee camp discussing gender relations and gender activities of their livelihoods. This is done through explanations by men and women of diagrams drawn on the ground, and by role play and dramatisations. The latter highlights the issue of girlsÆ education, discussing issues such as pregnancy and the effect of domestic work on school performance.