R7476 Post Primary Resource - Trocaire

ETHIOPIAHELP MAKE

POVERTY HISTORY

Post Primary School Teachers’ ResourceReligious Education and CSPE/Citizenship Education

TrócaireLentenCampaign 2005

The Irish Catholic Agency for World Development

R7476 Post Primary Resource 15/12/04 2:34 pm Page 1

Lenten Campaign2005

Easter is central to all that it means to be a Christian. It is therefore Christianity’s mostancient and important annual feast. By the 3rd century a preparatory season of fortydays - Lent - was joined to this holy time. It was designed to help people prepare for the

celebration of Easter by asking them to reflect on their lives and make practical changes tothe way that they live. “What a Christian should be doing at all times should be done nowwith greater care and devotion,” Pope St. Leo told Christians of the 6th century beginningtheir Lenten observance. The Catholic Church celebrates the Lenten season from AshWednesday to the Mass of Holy Thursday. It is a time when we are asked to focus on thepriorities of life and to give special thought to repentance and to things that really matter.This Lenten call asks us to reflect deeply upon our own lives and also to live in solidaritywith those who are poor and exploited. This action for justice leading from reflectionremains a central part of the Lenten season and a core element of the life of a Christian.This action for justice is also a core element of Trócaire’s work.

Focus of this year’s Lenten campaign - EthiopiaThis Lent, our action for justice particularly focuses on Ethiopia. The extracts from the letterbelow will help you to begin to create a picture in your own mind of this amazing andcolourful ‘land of the burnt faces’, a land that has suffered much in the past and is stillsuffering today. This resource explores the reasons why people continue to go hungry inour world of plenty and through the Millennium Development Goals offers ways in whicheach one of us can stand by our brothers and sisters all over the world to help make hungerand poverty a thing of the past.

LENT 2OO5 Stand by me.

Goal 1: Eradicate extremepoverty and hunger

WHAT ARE THE MILLENNIUMDEVELOPMENT GOALS?

2

Badada Kule, 16, from Dirre,southern Ethiopia.

Goal 2: Achieve universalprimary education

Goal 3: Promote gender equality and empower women

Goal 4: Reduce child mortality

Goal 5: Improve maternal health

Goal 6: Combat HIV/AIDs,malaria and other diseases

Goal 7: Ensure environmentalsustainability

Goal 8: Develop a globalpartnership for development

�Letter from Ethiopia

The Ethiopian famine and Live Aid response initiated by Bob

Geldof was really what spurred me into the development world,

and what drew me to the Horn of Africa in 1988. 16 years later,

as the Trócaire representative for Ethiopia with my husband, I’m

meeting up with old contacts, revisiting once familiar places and

hearing people’s stories from that time to this.

I am struck by how much progress has been made since my last

visit to Tigray in the mid-90s. The new road system connects parts

of the region that took hours to reach before. There are new

factories – textiles and cement for example – in and around

Mekelle. People are producing more from their land than was

possible before. Huge investments have been made in schemes –

large and small – to capture the volumes of rain which fall very

quickly and unreliably in the region. It’s clear from the number of

uniformed children I see in towns that many more children now

attend schools which are run in two shifts. Across the country,

‘early warning’ systems have been established to anticipate and

mount timely responses to food shortages. Despite the tension

between Ethiopia and Eritrea over the border dispute, this is a

very different world from 1984.

So why, in 2005, are nearly 2 million people in Tigray, northern

Ethiopia, facing severe food shortages? What has gone wrong?…

Beverly JonesTrócaire Representative in Ethiopia

We now invite you to explore this resource with your students and to find out for yourself theanswer to Beverly’s questions. Throughout these pages we help you to identify many of the realreasons for hunger in our world and in Ethiopia particularly. We explore the lives of those whosuffered the severe famine of 1984/85 in Tigray, Northern Ethiopia. We also introduce you toBadada and the problems she and her family face as pastoralists in the land of Ethiopia.

‘One kind of friend . . . will stand by youin your day of trouble’ Ecclesiasticus 6:8

(SEE PAGE 11 FOR MORE DETAILS ON THE MDGs)


ETHIOPIAIn contrast to its international image as a land of desert and famine,

Ethiopia is an incredibly diverse country in terms of its geography,people, culture and wildlife. Ethiopia,

meaning ‘land of burnt faces’ was named bythe Greeks, who saw the country as a far offrealm, populated by remarkable people andremarkable animals.

The country is also known as the ‘cradle ofhumanity’ as some fascinating prehistoric findshave been unearthed in the region. The mostfamous of these is named ‘Lucy’; she dates toat least 3.2 million years ago and is thefossilised remains of a very remote ancestor.

Ethiopia is Africa’s oldest independent countryand one of its poorest. However, it is uniquein Africa as it is almost the only country in thecontinent to have avoided colonisation(except for a five year occupation by Italybetween 1936 –1940 under the reign ofMussolini). As a result its culture has remainedintact, untainted and undiluted by outsideinfluences.

The country retains its owndistinctive languages and script, its own food and drink, its own church and saints and even itsown calendar and clock.

However Ethiopia has become synonymous for its periodic droughts, famine and disease and forits long civil war and subsequent border war with Eritrea. Drought, famine, war and corruptionhave brought millions to the brink of starvation in the 1970’s, 1980’s and 1990’s. The same ishappening again today. Almost two decades after Live Aid, hunger and poverty still paralyseEthiopia.

3Lenten Campaign2005

FACTS Ethiopia IrelandSize 1,098,000 sq km 84,431 sq km

Population 70.7 million 5.5 million

Currency Birr Euro/Sterling (NI)

Religions Christianity, Islam Christianity

Major Languages Amharic, Tigrinya, Orominga, Somali, English, GaeilgeAfanoramo

Life expectancy 46 years 76 years

! did you know’ Coffee originated in Ethiopia. The word comes from

KEFA - the name of a province in southern Ethiopia.

’ Ethiopia has a rich bio diverse wildlife. Many species arefound nowhere else in the world.

’ The oldest tools in the world were found in Ethiopia.

’ There are 64 different languages spoken in thecountry and at least 80 different ethnic groups

’ Ethiopia is famous as the country of ‘13months of sunshine’. The Ethiopian year isbased on the Julian calendar which has 12months of 30 days each and a 13th monthcalled Pagume which has 5 days (or 6 in aleap year.)


InOctober1984, TV news programmes showed images of starving Ethiopians caught upin a famine that would leave more than a million people dead. The pictures prompteda burst of ‘giving’ in the west. One of the main activities was a 16-hour concert called‘Live Aid’, organised by Bob Geldof featuring U2, Queen, Madonna and many others.As the music played, one third of the world’s population watched andthey were encouraged to donate money. Over €80 million was raised. It also prompted the creation of Comic Relief, Sports Aid and others. To this day, Ethiopia remains in the minds of many and represents themassive suffering which many Africans experience.

4 Lenten Campaign2005

�famine grows as crops fail�

‘Trucks takeIrish aid tofamine area’

‘Calamity looming now in east of Ethiopia’

What images do youremember from 1984?Did you watch the LiveAid concert?

How did you feel aboutEthiopia at the time?Did you takesome action to support the worldwide efforts?

’ What can you find out about the1984/85 events in Ethiopia from theinternet?

’ Is there anything in the media at themoment to mark the event? What is themedia saying?

’ Bring in some newspaper clippings andtogether with your family informationcreate a collage ‘Ethiopia 1984 to 1985Remembered’.

‘It’s not about charity,it’s about justice’

Pope John Paul II

. . . . . . . . . .CHRONICLING 1984/1985 . . . . . . . . . . .Do you have any images of the famine in Ethiopia or Live Aid?

Why not interview your Mum, Dad or your older brothers or sisters at home; then bring yourinformation together as a class.

‘There’s a world outside your window,

and it’s a world of dread and fear’

– Band Aid’s ‘Feed the World’

‘A disaster begun by naturebut compounded by man’– Michael Buerk, BBC

‘Something unimaginablethat we allowed happen’– Bob Geldof

StudentPage1984/85 REMEMBERED


families andsupporters a lot ofthe time and not tothe people really inneed. The systemwas responsible.

There was also aproblem withwater. We had totravel so far tofetch water andlined up for hours.Then it was not clean. So not only was there a foodproblem but the lack of water also caused many to die.

’ What, according to the Elders, are the causes for thehunger in 1984?

’ How do these compare to what the media is saying?

Lenten Campaign2005

‘There is still an impact with us today. We lost all. Itstarted with drought in 1982-83, then our cropsfailed and our cattle died. We lost our sources offood and life.

During the famine, there was food aid but the poordid not get it. There was a war going on in Ethiopiabetween the government and rebels here in Tigray.The government was only interested in the armedstruggle and not in the poor. They worsened ourpain.

To get the food, you had to go to town and have apass to be allowed access to the distributioncentres. Many of us did not have a pass so we couldnot get food. Some who made it to the distributioncentres didn’t even get food there and were sent toother parts of Ethiopia by the government. Whathappened was the food aid went to government

Hello. My name is Shinun Negese. I’m 15 years old andcome from Tigray in Ethiopia. It was the area mostaffected by the famine in 1984. I have 5 otherbrothers and sisters and my mother is a widow.

After that difficult time, my Mum wanted to make usstronger in the face of hunger. We experiencedrought so often here, it is part of our lives and sowe must try to prepare for it and learn how to bestcope with it. Mum received help and support fromREST, (the Relief society of Tigray) a localorganisation supported by Trócaire.

We now have quite a big farm and we all help out. Wehave one cow and one ox. Mum makes the most useof the animals. She uses the dung as fuel, so wedon’t need firewood and she also uses it as compostfor our vegetables. Most Ethiopians will grow somewheat, barley or teff. We have a plot for thesecrops but they often will not survive a drought.That’s why we have a big vegetable plot as well. Wegrow carrots, garlic, lettuce, cabbage, sweet potatoand even some fruits like lemons, papaya andavocado.

It means we have to do a lot of work at home whenwe finish school. Our jobs include hoeing, weeding,

fetching water andpreparing food at home.It’s important workbecause it makes us feelsafe and secure. In 2002,there was a bad droughtin Tigray. Much of thewheat, barley and teff didnot survive but ourvegetables kept us in foodsupplies and we did notneed food aid. Otherfarmers did not have sucha variety of food to fallback on and 1.8 millionpeople in our area neededfood aid that year.

5

Elders from Tigray

Left: Shinun's brother, Yusuf (10),working in their vegetable patch

To find real solutions to hunger, it is essential to address the real causes. Read Shinun’s story below and find outwhat solutions his family has found to fight off hunger.

TIGRAY

StudentPage TIGRAY THEN AND NOWTigray, in the northern part of Ethiopia is the area where the famine hit hardest in 1984/85.

It is a barren, rocky desert region. Only 20-30% of the land area is suitable for farming. This, in a country where 80% of the people are dependent on the land as a source of life and income.

Below, you will read two very different stories from Tigray. The first is an account from the Elders of the regionas they remember the famine of 1984/85. The second is a story of a woman and her family who survived thefamine and who has now created a life of possibilities for her and her children.

’ As you can see from Shinun’s story, hunger is a constantthreat in Ethiopia. Over the next while, you will examinesome of the reasons why this is so. For the moment, havingread Shinun’s story, can you identify a number of ways inwhich Shinun and his family have learned to cope with thethreat of hunger?


Lenten Campaign20056

HUNGER: REAL REASONS

Time:

To allow students explore some of the causes of hunger in Ethiopia and worldwide

30 minutes

Photocopy Page 7, one for each student.Read the teacher notes below. (For the follow-up activity, photocopy the notes below, one foreach student.)

The students complete the exercise on page 7 in pairs. As a class, discuss the answers.Answers: 1=E, 2=F, 3=C, 4=B, 5=G, 6=A, 7=D

To give the students a deeper understanding of the root causes of hunger, use the informationbelow as a home exercise. Encourage the students to choose one statistic and to create a posteraround it.

Aim:

Preparation:

Process:

Follow-up:

Politics/PoliciesSome policies adopted by governmentsmay serve to exacerbate problems in thatcountry. Currently, in Ethiopia the stateowns all of the land. In a country where80% of the population rely onagriculture, this policy is key. There needsto be an environment where an opendebate around land rights can take placein Ethiopia.

AIDHunger is both a cause

and a result of poverty. 1.2million people died during the

famine of 1984/85 in Ethiopia.In 2004 an estimated 8.5 millionEthiopians, mostly from theOromia region, have dependedon food aid. Specifically,pastoralists* were reliant onfood aid worth $69 millionbetween June & December2004. Yet, still Ethiopia has anoutstanding debt of $4.6billion! At the beginning ofthe 21st century, more peopleare poorer and more vulnerablein parts of Africa today than adecade ago.

DebtDebt cancellation does work: in 10countries that have had debt cancellation,spending on health has increased by 70%& spending on education has increased by30%. Ethiopia has a debt burden of $4.6billion. In October 2004 Ethiopia receiveddebt relief of $758 million from the “ParisClub” – this club is a group of westerncreditor nations. This is only a portion ofthe total debt & complete eradication

of debt is necessary toachieve sustainable

development.

WarArmed conflict violates the right to foodby destroying crops, food stocks, livestock,and farm equipment. The 1998 - 2000 warbetween Ethiopia and Eritrea aloneresulted in 100,000 deaths and millions ofdollars diverted from much neededdevelopment into military activities andweapons procurements.

$24 billion per annum would eliminatestarvation and malnourishment, yet in theyear 2000 alone world military spendingcame to a total of $1.3 trillion.

Health –

HIV/AIDS

Hunger breeds HIV/AIDS and

HIV/AIDS breeds hunger.

The estimated population living with

HIV/AIDS in Ethiopia is 3 million.

The estimated number of children

with HIV/AIDS in Ethiopia is 230,000.

It is no coincidence that the countries

worst hit by famine are among those

worst hit by HIV/AIDS and vice versa.

TradeCAP Common Agricultural Policies

can cause hunger in the developing

world. Farming subsidies can lead to

food being “dumped” in the

developing world. Subsidies mean

that European food is sold in

developing countries at less than

their cost price. Almost 80% of

Ethiopians depend on

agriculture for their

livelihood. The

CAP system is

now under

review.

DroughtDrought coupled with severe poverty, or war, or

HIV/AIDS, can be the cause of many of the problems of

developing countries. Drought was traditionally an

occurrence that only came about in Ethiopia every 8

years. But during the 90’s droughts became more

prevalent. Now drought occurs at least every two years.

It should also be pointed out that much of the research

available now points to links between the occurrence of

drought and global warming.

"yw#

o

$

%

L€

*Pastoralism: a social and economicsystem based on the raising andherding of livestock.


3.WAR

6. DROUGHT

4.POLITICS/

POLICIES


HUNGER: REAL REASONS Match the Pieces to the

BubblesSee example 3=C

5. HEALTH– HIV/AIDS

1. TRADE

7. AID

2. DEBT

AFailing rains mean that crops fail; peoplestruggle for access toclean and safe water;livestock die due tolack of water.

BCurrently all land inEthiopia is owned by thegovernment. 80% of thepopulation of 70 millionrely on agriculture fortheir livelihood.

CThe UN Security Councilcurrently invests an annualamount of $200 million ayear in peacekeeping forEthiopia and Eritrea.100,000 people diedin the 1998-2000 war.

D1.2 million peopledied during thefamine of 1984. In2004 an estimated8.5 millionEthiopians werereliant on food aid.

ECoffee is one of Ethiopia’sbiggest income earners.However, world coffeeprices are at an all timelow because of unfairtrading structures.

GThe estimated populationliving with HIV/AIDS inEthiopia is 3 million. Thehighest infection ratesare concentrated in the15–24 age group.

FEthiopia has a debt burdenof $4.6 billion. In November2001 Ethiopia qualified fordebt relief from the HighlyIndebted Poor Countries(HIPC) initiative.


8

Local Problems - Local Solutions.

1. CAPTIONING THE PHOTOGRAPHS

The task of this group is to suggest

captions, which will elicit a variety of

responses e.g. hope, despair, charity,

pity, shock. Suggest what caption would

be used if the photograph was used in

the following contexts: tabloid

newspaper, school text book,

encyclopaedia. Discuss how photographs

and captions are used in the media e.g.

newspapers, advertising, etc.

2. QUESTIONING A PHOTOGRAPH

Mount each photograph in the middle

of a large sheet of blank paper.

The group leader notes down the

questions, which the members feel the

photograph raises. Some of the

questions may be directly related to the

photograph, others only indirectly. The

group then reports on their work to the

rest of the class.

3. RANKING

Rank (from 1 – 12) the photographs

that you have in order, according to

agreed criteria, e.g. which you like /

dislike most, which say most about an

issue, etc. Then prepare some feedback

for the rest of the class.

4. SPEECH BUBBLES

Discuss and agree on three

things that particular people in

the photos might be thinking

or feeling. These are written

on slips of paper and placed

beside the photograph. After

class discussion, the most

probable thoughts or feelings

for each person can be written

on speech balloons cut out on

paper and fixed in the

appropriate places.

5. TELL A STORY

Choose four photographs from the set of 12. Then use these photographs to tell a

story, ordering them so that they correspond with the beginning, middle and end

of the narrative. Allow plenty of time for discussion on the story before the

activity is presented to the class.

Aim:

Time:

Preparation:

Process:

Follow-up:

ALTERNATIVE EXERCISE Divide the students into groups of five and give each group a copy ofone of the stories from Page 9. Invite the students to read the story and to then compare Badada’s lifeto their own (similarities and differences).

Divide the class into 5groups and ask them to

read ‘Badada’s story’ and ‘A Day in the Lifeof Badada’ before they begin this activity.Provide each group with a set of the 12photos. Alternatively display the poster thatcame with this resource showing images ofBadada. Give each group 15 minutes tocomplete one of the photo activities below.

Ask each group to electa spokesperson that will

report back to the class on the work thatthe group has completed.

To allow the students to explore imageryand stories from Ethiopia and to develop

an understanding of life for an Ethiopian girl their age.

40 minutes

Copies of the photos from the enclosedLENT 2005 CD ROM (the photos for this

section are on the CD ROM under the headline ‘ PhotoActivity ‘ and need to be printed off from the CD ROM forthis class). For this activity you will need 5 copies of each ofthe 12 chosen photographs. Laminated photos will lastlonger. Photocopy Page 5, one for each group and aphotocopy and cut up of the ‘Photo Activity’ below.

Lenten Campaign2005


a Day in theLife of Badada5 am: Gets up just before dawnbreaks. Starts the day by milking thethree cows that are milked everymorning. The milk is used fordrinking, for flavouring food, for teaand for making butter.

6 am: Breakfast. This is usually haricotbeans mixed with milk. The beansgrow near the village. But almost nocrops will grow here. The earth is verydry and though some have tried toplant maize, it usually dies.

Morning: Most of the women putbutter in their hair so that it will be shiny for the day. This isthe local cosmetic.

Badada leaves her younger sister Dansa to school which islocated just at the outskirts of the village.

In Borana culture, there is a fair division of labour among thefamily. Badada will have different tasks each day as the jobsare rotated among the family members. Some days she is incharge of the firewood. Collecting the firewood is a difficultjob as its 2 – 3 hours walk away. It is then quite heavy carryingit home to the village. Other days Badada is on water duty soshe has to go to the deep wells to fetch water. This will takemost of the morning. On other days, she is in charge of the

�Life of a Pastoralist� ‘Water created everything’ is an old saying of the semi-nomadic Borana tribe who live inDirre, Southern Ethiopia. Old men say that “If the cattledon’t survive we don’t survive.”

The term Nomads is derived from the Greek nemo (topasture) and refers to the lifestyles of groups characterizedby the lack of a permanent residence or settlement. Theyare found all over the world, but there is a certainconcentration of them in East Africa and the Middle East.Most nomads are hunters or those who live on tamedanimals, which they follow to the locations where food andwater for the animals is to be found at different seasons.Examples of the hunting nomads are the Inuit people ofthe Arctic in Greenland, Canada and Siberia. So too are theAborigines of Australia and the Bushmen in South Africa.Nomads who live on tamed animals include the Samipeople who breed reindeer and the Borana of East Africa.

Life can be very hard for pastoralists,who often are forcedto leave their families andcommunities behind and go withtheir cattle to search for newpasture and water supplies. They cansometimes be away for long periods,up to one year, but it is only inextremely harsh times that familiesand communities uproot and move.

Badada�s StoryMy name is Badada Kule. My first nameBadada means ‘prosperity’ in my locallanguage of Afanoromo while myfamily name Kule means ‘clean water’.I am 16 years old and belong to theBorana tribe of Ethiopia. I was born andlive in the village of Godalakule, a smallrural village in the south of the country.My family has lived here for all of mylife and we live from our cattle andgoats. The Borana tribes don’t own landthat is planted with crops as others do,but we live with our herds taking themto grass and water. Our culture hasalways revolved around our cattle. In

our areas no one owns land but the whole Borana tribeuse the land all around us for grazing our cattle. There areno walls or fences where we live but vast open spaces,which are often very dry for long spells.

I live in a small house in the village with my grandmotherJatan. She raised me from when I was very young and nowI support and help her in her old age. This is quite commonin Borana culture and we live right next door to myparent’s house. I am not married yet but hope to getmarried some day. However such things are meant to bekept private!

cattle. She will then have to take them to graze or to water.This is her favourite job because of the closeness the Boranafeel to their cattle. The family have 4 cows, 4 calves, 4 goatsand 2 chickens.

Afternoon: Badada often walks 10 miles to the local market tosell milk and eggs. She has regular customers in the market.This money helps the family to buy things. Today she boughtwire with the money, to strengthen the corral for the animalsnear her home where the animals are kept at night time. It canbe dangerous for the smaller ones with snakes and wild catsaround so they are always put into the corral at night.

Badada’s problemsShe is often stressed during the dry season. Cattle are sufficientfor a good life but water and grass are totally essential. Yearsago, her grandmother tells her that they had a very prosperouslife and before that for generations, life was great. In recentyears all is difficult and challenging. Drought killed manyanimals and with this has come hunger for the family. Rainfallhas been decreasing and this causes great suffering for her andfor her family. In 2000, they lost 27 cattle during the baddrought that struck Ethiopia. It will take the family years tobuild up to those levels again. Now in their herd, they have 4large cows with their calves and they also mind some othercows for friends living in the town and in payment for this,they keep the milk from these animals.

People worry about another drought like in the year 2000. Allin the village lost cattle and so few animals survived. If it werenot for relief rations, many people also would have died. Therewas no food so aid kept them alive. All were hungry and hadto depend on others to let them live.


DIRRE


1W

ATE

RIn

the

pas

tora

list

area

of

Dir

re, w

ater

for

cat

tle

rem

ains

a c

onst

ant

prob

lem

. So

me

of t

he s

ourc

es a

rein

acce

ssib

le a

nd t

here

is n

o su

rfac

e w

ater

in t

he w

hole

regi

on.

For

cent

urie

s th

e Bo

rana

tri

be h

ave

surv

ived

by

usin

g w

ater

fro

m t

ulas

or

“dee

p w

ells

” an

d th

is i

s ke

y to

thei

r ve

ry e

xist

ence

. Th

e w

ater

is

used

for

ani

mal

s an

ddr

inki

ng.

Thes

e ‘t

ulas

’ ne

ver

go d

ry,

but

whe

re t

here

is

crit

ical

dr

ough

t,

the

volu

me

of

wat

er

real

ly

decr

ease

s.Re

curr

ing

drou

ght

has

been

a r

eal

prob

lem

in

Dir

re.

Som

eof

the

ir ‘t

ulas

’ are

old

and

if t

hey

are

dam

aged

by

catt

le o

rov

erus

ed t

hen

man

y fa

mili

es c

ould

lose

all

that

the

y ha

ve.

2D

ROU

GH

T A

ND

CA

TTLE

DY

ING

5 ye

ars

ago

Sout

hern

Ethi

opia

had

a s

ever

e dr

ough

t an

d m

any

peop

le a

ndca

ttle

mov

ed n

ear

to o

ne o

f th

e de

ep w

ells

in

Dir

re.

This

‘tul

a’ c

ould

not

pro

duce

for

all

and

80%

of

catt

le d

ied

as a

res

ult.

Wit

h th

e lo

ng a

bsen

ce o

f ra

in,

past

ures

als

ofa

iled

and

the

anim

als

died

of

fa

tigu

e an

d w

eakn

ess.

Past

oral

ists

who

wer

e to

tally

dep

ende

nt o

n th

eir

catt

le a

lso

face

d de

ath

as t

heir

cat

tle

died

all

arou

nd t

hem

. M

any

ofth

e fa

mili

es s

uffe

ring

onl

y ha

d ca

ttle

as

a w

ay o

f lif

e as

the

irla

nd h

ad n

o cr

ops

or o

ther

sou

rces

of

livin

g.

3ED

UCA

TIO

N F

OR

NO

MA

DIC

PEO

PLE

Man

y pa

stor

alis

tsfi

nd i

t re

ally

dif

ficu

lt t

o se

nd t

heir

chi

ldre

n to

sch

ool.

Dur

ing

the

day

mos

t of

the

you

ng p

eopl

e ar

e to

o bu

sylo

okin

g af

ter

the

catt

le a

nd b

ring

ing

them

to

wat

er a

ndpa

stur

e. S

ome

of t

he e

stab

lishe

d sc

hool

s ar

e al

so v

ery

far

from

the

are

as w

here

peo

ple

have

the

ir c

attl

e. T

here

is a

lso

the

diff

icul

ty o

f fi

rew

ood

and

wat

er a

nd t

he m

ain

chor

e fo

ryo

ung

girl

s is

the

col

lect

ion

of w

ater

for

the

hou

seho

ld f

rom

the

spri

ngs

or w

ells

. Thi

s ca

n be

up

to a

s m

uch

as a

tw

o ho

urw

alk

each

way

eve

ry d

ay.

So w

hile

fam

ilies

app

reci

ate

and

unde

rsta

nd t

he i

mpo

rtan

ce o

f ed

ucat

ion,

it

can

be v

ery

diff

icul

t fo

r su

ch f

amili

es t

o co

mbi

ne a

lif

e ba

sed

arou

ndth

eir

catt

le w

ith

educ

atio

n in

sch

ool.

AIn

Bor

ana

cult

ure

the

loss

of

catt

le i

s a

trau

mat

icev

ent.

One

loca

l res

pons

e w

as “

Busa

Gon

ofa”

whi

chm

eans

sel

f-he

lp. T

his

has

evol

ved

over

cen

turi

es a

ndis

an

inte

gral

par

t of

Bor

ana

cult

ure.

It

is a

sys

tem

of

help

for

thos

e w

ho e

ncou

nter

dee

p tr

oubl

e su

ch a

s at

tim

es o

fdr

ough

t an

d fa

min

e. I

f so

meo

ne l

oses

man

y ca

ttle

the

nth

eir

clos

e re

lati

ves

and

clan

will

con

trib

ute

a nu

mbe

r of

catt

le i

f it

is

decl

ared

tha

t it

is

not

the

faul

t of

the

ow

ner

who

lost

so

man

y ca

ttle

. The

tri

bal B

oran

a la

w s

tate

s cl

earl

yth

at t

he l

east

am

ount

to

be g

iven

to

such

a p

erso

n to

get

them

bac

k on

the

ir f

eet

is 5

cat

tle.

BW

ith

the

help

of

a Tr

ócai

re p

roje

ct r

un b

y a

loca

lgr

oup

calle

d A

ctio

n fo

r D

evel

opm

ent,

pa

stor

alis

ts’

com

mun

itie

s be

gan

to s

et u

p no

n-fo

rmal

sch

ools

. The

uniq

ue t

hing

abo

ut t

hese

sch

ools

is t

hat

they

onl

y op

erat

eat

nig

ht t

ime

whe

n th

e ca

ttle

are

hom

e an

d w

hen

the

youn

g pe

ople

of

the

villa

ge h

ave

som

e sp

are

tim

e. T

his

isw

hen

the

real

act

ion

arou

nd t

he v

illag

e be

gins

. Und

er la

mp

light

, stu

dent

s le

arn

Hyg

iene

(di

seas

e pr

even

tion

), Sc

ienc

e,A

fono

rom

o la

ngua

ge a

nd M

aths

. Sc

hool

las

ts f

or a

few

hour

s in

a m

ud b

uild

ing

loca

ted

just

nea

r th

e vi

llage

.

CTh

e ke

y to

suc

cess

is

thro

ugh

a sy

stem

cal

led

Abb

aH

erre

ga.

This

is

a lo

cal

trib

al w

ay o

f op

erat

ing

the

‘tul

as’

and

ensu

ring

tha

t ev

eryo

ne i

n th

e co

mm

unit

ypr

otec

ts t

he ‘

tula

s’ a

nd a

lso

wor

ks t

o m

aint

ain

them

. A

pers

on i

s ap

poin

ted

by t

he c

omm

unit

y to

loo

k af

ter

the

‘tul

as’ a

nd h

e de

cide

s ho

w m

any

catt

le d

rink

eac

h da

y an

dse

ts a

rot

a fo

r th

e w

ork.

If y

ou d

on’t

do

the

turn

at

the

wor

kbo

th g

etti

ng w

ater

and

mai

ntai

ning

it,

the

n yo

u do

n’t

get

acce

ss t

o th

e w

ater

, so

you

r ca

ttle

will

suf

fer.

Mos

t pe

ople

brin

g th

eir

catt

le e

very

tw

o da

ys f

or w

ater

to

the

‘tul

as’ a

ndth

en g

ive

half

a d

ays

wor

k to

the

kee

ping

of

the

wel

l.

PROBLEM

SOLUTIO

NPHOTO

PROC

ESS:

Div

ide

the

stu

den

ts in

to g

rou

ps

of

3 an

dp

rovi

de

each

gro

up

wit

h t

he

info

rmat

ion

. Stu

den

ts m

atch

the

pro

ble

m, a

so

luti

on

, an

d a

ph

oto

.

FOLLOW

ON:

Stu

den

ts p

ick

a p

rob

lem

eac

h a

nd

th

ink

of

oth

er s

olu

tio

ns

to s

har

e w

ith

th

e cl

ass.

AIM:

to e

ngag

e th

e st

uden

ts w

ith

som

e of

the

pro

blem

sth

at o

ccur

in E

thio

pia

and

pres

ent

them

wit

h w

ays

in w

hich

they

are

tac

kled

loca

lly.

TIME:

40 m

inut

es

PREP

ARAT

ION:

Pho

toco

py

this

pag

e, o

ne

for

each

gro

up

of

3 st

ud

ents

. If

tim

e al

low

s, c

ut

up

eac

h b

ox,

incl

ud

ing

th

e p

ho

tog

rap

hs

and

pla

ce in

an

en

velo

pe

for

each

gro

up

. Th

e p

ho

tog

rap

hs

are

also

ava

ilab

le in

co

lou

ro

n t

he

CD

-Ro

m u

nd

er t

he

hea

din

g ‘F

ind

ing

So

luti

on

s’

i ii iii


*An

swers:1 =

C/W

ell, 2 = A

/Cattle, 3 =

B/N

igh

t Scho

ol


Local Problems, Global Solutions:A Challenge forHumanity

In December 2000, a United Nations “Millennium Summit”was held to address the issues facing the developing world,including Ethiopia. 189 world leaders agreed to 8 targets toimprove life for billions of people around the world. Thesehave become known as the Millennium Development Goals(MDGs). They call on governments in the developed and thedeveloping world to take action now to ensure that theseimportant Goals are reached by the target date of 2015.

Lenten Campaign2005

TEACHER’S PAGE

While all of the Goals are interrelated, Goal 1 isperhaps the most prominent and emotive ofthem all. A look at the finer details of this Goalreveals the specific targets of Goal 1 for 2015:Halve the proportion of people living on lessthan a dollar a day and those who suffer fromhunger.

Worldwide, 1.2 billion people struggle to live onless than a dollar a day, while 800 million gohungry each day.

For Ethiopia, meeting the MillenniumDevelopment Goals by 2015 will be a difficultundertaking. It is ranked 170th out of a list of177 countries in terms of human development.In 2004 an estimated 8.5 million Ethiopians willhave depended on food aid, due in part toincreasingly regular droughts and the legacy ofthe long war with Eritrea.

There is little doubt that this reliance on foodaid is not sustainable in the long term. Lastingstrategies for coping with hunger are needed, asis an understanding of the ways in which foodinsecurity and poverty are interlinked.

Achieving any one of the MDGs will help toachieve the rest. However, it is difficult forEthiopia to think of long-term developmentwhen the country is crippled by the burden ofdebt. Ethiopia's annual debt repaymentsamount to US$76.5 million, while it spends onlyUS$73 million on health. Meeting Ethiopia’sdevelopment needs can only happen after thedebt crisis is addressed.

This is a problem facing many countries in thedeveloping world, which have to pay outUS$350 billion in debt repayments each year.Compare this to the US$12 billion per year itwould cost to eradiate hunger worldwide, and itbecomes clear that urgent action is needed.

Goal 2: Achieve universalprimary education

Goal 3:Promote gender

equality andempower women

Goal 4:Reduce child

mortality

Goal 5:Improve maternal

health

Goal 6:Combat HIV/AIDs,malaria and other

diseases

Goal 7:Ensure

environmentalsustainability

Goal 8 aims to create a “global partnership fordevelopment”, with specific targets to, amongother things: deal with developing countries’ debtproblems, give more generous Overseas Aid andtackle the inequities of the global trading system.

While the above targets are the responsibility ofdeveloped countries, like Ireland and the UK,developing countries have also undertaken toensure that there is good governance and thatgovernment spending really benefits the poor. The idea of a “global partnership” is an importantone, as it will take a united, global effort toachieve the Millennium Development Goals.

It is Goal 8, more than any of the other Goals,which contains the key to questions like how theMDGs will be financed. Africa is not poor byaccident – unjust systems like unfair trade anddebt regimes (leaving more money being paidout in debt repayments than a country receives inaid) have made Africa poor and are keeping itthat way.

The partnership called for by this Goal mustinvolve not just governments around the world,but also ordinary people, working together to callfor change. It is widely acknowledged that theworld has the financial resources to meet theMDGs, but that the political will is lacking.

Until the MDGs become “vote-getters”, we willnot see change. Public pressure is a crucialingredient.

What you can do…Trócaire has launched a public campaign – KeepOur Word – to raise support for the Goals and toask our governments to keep their promises onthe MDGs. For information on this campaign andothers, and for ideas for action, see pages 13 &14.

Goal 1:

11

Develop a globalpartnershipfor development

Eradicate extremepoverty and hunger

Goal 8:

WHAT ARE THE MILLENNIUM DEVELOPMENT GOALS?

189 World Leaders at UN summit, 2000.


Trócaire believes that the Millennium Development Goals are an important step towards the creation of a just world and theimprovement of life for billions of people. If the Goals are to be achieved, they will need the support of ordinary people allacross the world. Trócaire has launched the Keep Our Word campaign (www.KeepOurWord.org) to build support for theMDGs and to remind our governments of the promises they have made. Find out below who else is supporting the Keep OurWord campaign…

ACTIVITY 2 : Celebrity Spotting…So far, over 13,000 people have signed up to show their support for theKeep Our Word campaign. Below you can see a few of our better-knownsupporters.

• Read each person’s mini-biography.

• Which Goal or Goals do you think they might most support, based onwhat you know about each person?

• When you have decided, draw the icon to match your choice in theblank space provided.

• With your class: Explain the reasons behind your choices.

Pamoja groupStudents from thePamoja Human Rightssummer school, August2004. The school washeld simultaneously inMaynooth and Nairobi,Kenya and involved 40students in each country. The school looked atthe topics of Education and Gender Equality,and drew up a joint Kenyan-Irish YouthDeclaration on the right to education forall. This declaration has now been endorsedby 50 schools from all over Ireland. (seewww.pamoja.ie for more details.)

John and PatHumeJohn and Pat Humeare well known inIreland and beyondin relation to themovement for civilliberty and equalityin the north.Natives of Derrycity they havehelped to give theNorth West regionof Ireland profile interms of localdevelopment, investmentand civic pride. Theyhave an equally strongfamily interest ininternational affairs andworld development.

Local Problems, Global Solutions: A Global ResponsibilityMDGs – as easy as ABC? On this page, we will look at what each of the Millennium Development Goals actually means.After all, our governments committed to reaching them by 2015, so if we are going to make sure they keep their word,we need to know exactly what they promised!

ACTIVITY 1: MDG Mix ‘n’ MatchMatch each Millennium Development Goal with the appropriate icon.

Lenten Campaign2005

StudentPage

MILLENNIUM DEVELOPMENT GOAL

ICON

Goal 1: Eradicate extreme poverty and hunger Goal 2: Achieve universal primary education Goal 3: Promote gender equality and empower womenGoal 4: Reduce child mortality Goal 5: Improve maternal health Goal 6: Combat HIV/AIDs, malaria and other diseasesGoal 7: Ensure environmental sustainability Goal 8: Develop a global partnership for development

A B C D E F G H

BonoProfession: Africa campaigner and musician.Biography: Bono, also known as Paul Hewson, was born in Dublin in1960. As lead singer of U2, he has long shown an interest in thedeveloping world. He took part in Live Aid in 1985,at the height of the Ethiopian famine. Since then, hehas been outspoken on many of the issuesconcerning poor countries. In 2002, he founded anorganization called DATA (Debt, AIDS, Trade, Africa)to campaign on a global level.

Sharon Ní BheoláinProfessions: Newsreader with RTE.Biography: Sharon Ní Bheoláin was born in Dublin, and began herworking life as a teacher. She has been working as ajournalist with RTE since 1994. As well as a keeninterest in current affairs, Sharon is involved a numberof causes, including animal welfare and championingthe importance of blood donation. As well as all ofthis work, Sharon is also a new mother.

Patrick David NolanProfession: actor.Biography: Pat Nolan was born in Dublin. An experiencedfilm and theatre actor, he has played school principal BarryO’Hanlon in RTE’s Fair City since the show began.

12

Nigel WilliamsProfession: Northern Ireland Commissionerfor Children and Young People.

Biography: Nigel Williams is from Limavadyin Co. Derry. Since 1988, he has worked withvarious children’s charities. As Children’sCommissioner, his job is to speak out onbehalf of children in Northern Ireland, andto make sure their rights are respected.Nigel is married with four children.

Seamus HeaneyProfession: Poet.Biography: Seamus Heaney was born in 1939, into alarge family in Co. Derry. He began his career as ateacher of English. His poetry deals with subjects likenature, the earth, family and the conflict in NorthernIreland. Seamus Heaney won the Nobel Prize forLiterature in 1995.


Some of the different global organisations supporting the MDG CampaignYou have heard about what different public figures in Irish society are doing to help publicise the MillenniumDevelopment Goals – Now, read what you can do…in and out of school.

To be perfectly honest, it is going to take ALL THE WORLD shouting about the MDGs to make a real differencethat will be noticed. Here you can learn about the different initiatives – from the United Nations to youngpeople’s groups around the world – that are involved in calling for change.

You can also participate in on-line actions and forums by visiting some of these key websites and their relatedlinks. Enjoy the e-surf…..!


WEBSITE 1 : www.keepourword.org

Log on to www.keepourword.org, Trócaire’s own website onthe MDGs. Sign our on-line petition and help us reach ourGoal of 250,000 signatures. Send the petition to 10 of your

friends! Go to ‘Campaigning Tips’ and see what else you cando to get local support for the MDGs.

WEBSITE 3 : www.millenniumcampaign.org

Join the official United Nations campaign and learn all aboutMDG campaigns from other parts of the world.

Send information on the MDGs to up to 20 friends andfamily members. Take part in a Poll on what is the most

effective way of campaigning.

Receive regular information from the UN on the MDGs

WEBSITE 4 : www.bbc.co.uk/worldservice/trust/2o15Research the MDGs through the BBC’s site – read

perspectives from around the globe and hear stories fromPeru to the Punjab.

Make a map of the calendar of key dates of eventshappening in 2005, watch the short film ‘Africa 2015’ andview pictures from communities most affected if the Goals

were to be achieved.

WEBSITE 2 : www.makepovertyhistory.org

Check out www.makepovertyhistory.org Watch the 3 short films highlighting MDGs 1 and 6.

Discuss the themes portrayed in each.

Sign up to the ‘Get Involved’ Page if you want to keepup to date with the campaign in 2005


g

“In the world of today and in the fast approaching worldof tomorrow, we are not citizens of any one country, weare all global citizens. Our real choice is between aglobalisation that benefits only some or a globalisationthan benefits everyone. Which is it to be? The decision is all of ours to make.

How? Do we buy Fair-traded products? Do we ask ourbusinesses and politicians to help poorer countries? Do welearn about those less well-off nations in school and on ourtravels abroad? Do we become part of the solution in ourdaily lives? Do we Support the Millennium DevelopmentGoals? Our answer, to all these questions, is Yes.”

Pat and John Hume

g


IDEAS FOR ACTIONHow do you think you can play a part?

lmml

If you have already signed the Keep Our Word online petition, pass it on to your friends,get your family interested in signing, organise an event when your whole school cansign the petition. For a step by step guide to building public awareness of the MDGs and support for www.KeepOurWord.org, contact Trócaire for a free copy of Chinya.(Particularly suitable for CSPE.)

1

2

3

The Keep Our Word/Make Poverty History Postcards

Organise An Event

To get as many people as possible involved in sending a message toour world leaders, postcards are being sent from all corners of theglobe. If you, your friends or family don’t have access to theInternet, ask them to sign a postcard! Get your whole school to signup and send the cards to Trócaire to deliver.

The inspiration for Live Aid in 1985 was Ethiopia. In 2005, we have the opportunity to look again atEthiopia and the prospects it faces. Music has moved on but, if anything, our need to do something hasgrown more urgent. We don’t need to send food (our governments already do that) – we need to ask our governments to create the conditions so that people can grow their own food.

l Why not get together with friends to run a ‘Battle of the Bands’ or ‘DJ-athon’ in support of Ethiopia?

l How about contacting your tuck shop and the staff in school to supply Fair Trade tea, coffee and snacks during school? (see http://www.fair-mark.org/pages/1/index.htm for details).

l Organise a group to speak at a school assembly to explain the 8 Millennium DevelopmentGoals or on Ethiopia. Trócaire could supply you with a presentation to help you do this.

l Form a ‘Peace and Justice’ Group in school to help organise events and signings.


Lenten Campaign2005

FOOD FOR THE JOURNEYA Pilgrimage for Justice and the Millennium Development Goals

15

Preparation: • 8 posters/sheets with a Millennium Development Goal on

each (see page 12).

• Students reflect on the MDGs and write ways they cancontribute to achieving these goals on a piece of paper tobring on their ‘pilgrimage’ (see page 14 for action ideas).

• Students choose or write a short prayer of hope followingtheir reflections on the MDGs.

Ways to use this prayer service:• In a classroom or prayer room setting as a mental

journey.

• In the school grounds or locally as a physical journey.

• Spread over the Lenten season as a weeklyreflection.

INTRODUCTION:To be a pilgrim is to go on a spiritual journey. We move out from familiar places to take a path of discovery, where we areopen to new possibilities. Our journey for justice can bring about change; change in our own minds and hearts which can leadto action. This action can then help change the hearts and minds of those who have the power to change the world.

Our pilgrimage reflects the journeys made by many in search of food and water, from the days of famine in the bible and ourhistory books to the present day in countries like Ethiopia. It also reflects the journey made by Jesus in the desert which weremember during the Lenten season. We now make our journey as a sign of solidarity with the people of Ethiopia and with allpeoples who go hungry in our world of plenty.

REFLECTION 4– As Pilgrims we Learnfrom each otherAs pilgrims, moving out, intoand through our world, welearn from each other, witheach other and about eachother. Our knowledgeallows us to grow intolerance and dignity and toreach an understanding ofeach other so that we cancontribute to the creation ofa better world.

Reading: Luke 6:47-49

“We need to inform andeducate our conscience, andhave the courage to stand byit, even if we stand alone.We cannot rest content withsituations where we findourselves……failing to say ordo things which we know tobe our duty.” The work ofJustice – the Irish Bishops’Pastoral 1973

Display MDGs 2 and 3

Education is a right not aluxury. We pray that peopleeverywhere speak out aboutthis right so that thedecisions of this world canbe made by the many andnot by the few.

Lord Hear our Prayer

REFLECTION 1- As Pilgrims weCelebrate God’sgenerosity.We begin our journey bycelebrating God’s generosity.As creator of the universe,God shows love for theworld in the abundance andvariety of food and cropsprovided for and health andwell-being. God, from thevery beginning of time, andwith each new day, desiresthe good things of creationto be shared fairly by all.

Reading: Psalm 104:13-15

“God destined the earth andall it contains for all peopleand all nations so that allcreated things would beshared fairly by humanity.”Gaudium et Spes, 1965

Display MDGs 1 and 7

We pray that peopleeverywhere learn to sharemore and want less.

Lord Hear our Prayer.

REFLECTION 2- As Pilgrims we Carryonly what we need.As pilgrims we take onlywhat we need for thejourney. Carrying more thanwe need will weigh us down.Taking more than we needwill mean that others haveless. The way of the worldsuggests that greed is good,but the way of justice calls usto take another path – apath that leads to a betterlife for all.

Reading: Luke 10:3-7

“Never has the human raceenjoyed such an abundanceof wealth, resources andeconomic power, and yet ahuge proportion of theworld’s citizens are stilltormented by hunger andpoverty.” Gaudium et Spes,1965

Display MDG 8

We pray for us, that we maybe happy with what wehave. We pray for ourleaders, that they may usetheir power to help thosewho do not have at all.

Lord Hear our PrayerCONCLUSIONStudents are invited to form a circle and to share theirreflections on what they can do to contribute to the MDGs.Alternatively students may simply be invited to place theirreflections in a basket which can symbolise the commitment of the group to working for justice in our world.

Concluding Prayer; students prayers of hope.

REFLECTION 3- As Pilgrims we Sharewhat we HaveAs companions on ourjourney we become aware ofothers’ needs and concerns.We respond gladly, sharingwhat we have to benefit thewhole group. We aremotivated by the knowledgethat all are equal in dignityand have value in the sightof God.

Reading: James 2:15-16

“We are one humanfamily…this onenessexpresses itself in all therichness and diversity of thehuman family: in differentraces, cultures, languagesand histories. And we arecalled to recognise the basicsolidarity of the humanfamily as the fundamentalcondition of our lifetogether on this earth.”Pope John Paul 11, WorldDay of Peace, 1987

Display MDGs 4,5 and 6

Our health is a gift fromGod. We pray that we mayhelp those who are sick inour lives and that the worldtakes more care of thosewho suffer from illness anddisease.

Lord Hear our Prayer


Designand Print| Genprint

Curricular links with Religious Education, CSPE and Citizenship Education

CSPE The country focus of Ethiopia provides an ideal lens through which you and your students can explore a number of theCSPE concepts. In addition, the strong campaigns component presents numerous possibilities to your students for takingaction as global citizens. Below are some suggestions as to how this pack links with CSPE. They are not exhaustive andthe pack contains many other options according to the needs of you and your students.

Concepts Acvitivies Page

Interdependence 4

Human Dignity

5

Rights & Responsibilities

6 & 7

Development

8 - 10

Interdependence 11 - 14

Chronicling 1984/85: The International response to the crisis in Ethiopia.

Tigray: Then & Now’. Looking at how hunger deprived people of their dignity in1984 and how Ethiopians today are working towards maintaining their dignity andthe dignity of their families.

‘Causes of Hunger’. Hunger is a basic need and a basic right. This activity examinessome of the causes of hunger and highlights where a number of responsibilities liefor governments and global citizens.

Badada’s Story and Problems & Solutions. Through Badada’s eyes, the students canexplore what development means for pastoralists in Ethiopia, some of the challengesthey face and solutions they use to further the development of their tribe.

Activities relating to the Millennium Development Goals will establish the linkbetween the challenges facing millions in the developing world and how we canplay a part in creating a more just and equal world. These pages also suggest anumber of possibilities for Action Projects.

RELIGIOUS EDUCATIONTrócaire’s Lenten Resource on Ethiopia is suitable for use withall religion classes. It provides a concrete example of faith andjustice in action through the work of Trócaire and its partnersin Ethiopia. It also challenges each one of us to ask thequestion posed by Pope John Paul 11 when he asked, “Howwill history judge a generation which had all the means tofeed the population of the planet and yet refused to do so?”The suggested actions and prayers give students theopportunity to reflect on and respond to this question.

For teachers of the Junior Certificate Religious EducationSyllabus the following links can be made:Section B Part 3 Discipleship, Page 15Section C Part 3, Pilgrimage, Page 15Section E Part 5, Prayer, Page 15Section F Part 1, Action and Consequence, Pages 4-7, 13-15Section F Part 4, Moral Vision, Page 11

RELIGIOUS STUDIES NIKey Stage 3

The Life and Ministry of Jesusc. Jesus and his followers – identify the outcasts and poor ofsociety and explain how Christians respond. Pages 4-12

The Christian Church c. Worship, prayer and their effects – plan a school assemblyincluding different types of prayer. Pages 13-15

GCSE - AQA Syllabus

Option 2A Effects of Christianity on Behaviour,Attitudes and Lifestyles

Christian Responsibility• Differences between rich and poor, including issues of

development, disease, population, debt and long term/short term aid.

• A study of the Christian motivation and the work of onevoluntary agency e.g. Trócaire. Pages 2-15

Option 2B Effects of the Roman Catholic Traditionupon Aspects of Christian Lifestyle andBehaviour

Christian Response• Justice and Reconciliation – World poverty, differences

between rich and poor, issues of development includingexploitation of workers.The work of Trocaire. Pages 2-15

GCE Religious Studies AS/A2 level (CEA –Exam Board)

Module 3 - area of study c: Philosophy of Religion andReligious Ethics• Social and global issues in ethics – the just distribution

of the world’s resources.• The demands of social justice• Human Rights in a world of plenty. Pages 8-14

Trócaire Resource Centres

�Maynooth, Co. Kildare. (01) 629 3333 � 12 Cathedral Street, Dublin 1. (01) 874 3875

� 50 King St., Belfast, BT1 6AD. (028) 90 808030 � 9 Cook St., Cork. (021) 427 5622

CITIZENSHIP EDUCATION NIKey concepts Resource Links

Diversity and inclusion Life of a Pastoralist, pages 8-10

Human rights and social responsibilities Local problems, Global action, pages 13, 14

Equality and justice Securing a global partnership for development,pages. 13,14

Democracy and active participation Local problems, local solutions, page 3

USEFUL WEBSITESwww.KeepOurWord.org

www.trocaire.org

www.newint.orgwww.AllAfrica.com/Ethiopiawww.addistribune.com www.irinnews.org

The Irish Catholic Agency for World Development


Documents

R7476 Post Primary Resource - Trocaire