Ubuntu Assembly and Project Report Day
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Ubuntu Assembly and Project Report Day
Hosted by NUI Maynooth
May 15th 2014
Note- this is final version, completed after end of year submitted to Irish Aid
The Ubuntu Network is funded by the Development Education and Civil Society Section of
Irish Aid, Department of Foreign Affairs and Trade, Ireland.
Schedule:
May 15th Morning 10 am Tea/coffee on arrival
Welcome by Gerry Jeffers, Ubuntu Network Chair
10.10-11.30 Feedback on 7 projects carried out in postgrad ITE during
academic year 2013-2014
NUIM Anthony Malone
NUIG Manuela Heinz
TCD Ann Devitt with Jen O’Halloran
UL Joanne O’Flaherty
NCAD Tony Murphy/ Fiona King
UCC and DCU Unable to attend
11.30-12.45 Planning for academic year 2014-2015 with special focus on
Monitoring and Evaluation across the Network
Planning for project funding allocations AY 2014-5
Dialogue Day- date and organisation subcommittee
12.45-2pm Lunch
May 15th Afternoon Welcome by Mella Cusack, IDEA Chair
2- 4.30 Teaching about Controversial Issues
- facilitated by Mary Gannon
Jointly organised workshop with IDEA
28 people registered
Each project has approx. 5 mins to provide a brief outline of the work completed. Try to
address the following 3 key questions from Irish Aid form:
1. Describe the Development Education Approach you used, e.g., in terms of content,
global focus, methodologies, learner outcomes etc.
2. Describe how learning was evaluated
3. Summarise any lessons learned from the implementation of the project.
Project reports NUIM- Anthony Malone The keynote speaker was Dr. Kamugisha Gozibert who heads up Young Scientists Tanzania with Joe Lowry. Student evaluation key findings highlighted the post- primary student led workshops (excellent, enjoyable, impressed. These workshops were seen by many as key feature of the week. Anecdotal evidence that for some students Dev Ed Week highlight of the year. The road ahead is to work with PDE students in terms of their desire to create a better world. One key lesson learned from the week is the importance of the connections with schools and students in schools. Further plans include the possibility of a placement to Tanzania involving PME 1st Yr. and 4th Yr. B.Ed. students, and plans to build credits for Dev Ed Week work into programme. NUIG- Manuela Heinz This Day began 2 years ago with just one day devoted to Dev Ed. Now the programme has evolved to include 2 introductory lectures in Nov/Dec in advance of the Day. This was based on student evaluations which said they found the day was too compact, too much to take on in one day, and they felt they needed previous exposure to global issues before the full day. Additionally students also get input in Education for Social Justice lectures and in some methodologies lectures. 2014 Dev Ed Day was held on Feb 18th, and supported by many NGOs and experts. The format is for small student workshops, max 25 students. All students take 1 workshop morning, and 1 in the afternoon. Examples of workshops included- use of photos and other activities, dealing with controversial topics such as economics and austerity, CSPE orientated. They aim to be more thematic rather than subject-specific. The day was followed up with a lecture by Peadar King on global inequality. Students present a rationale for planning a lesson that addresses Dev Ed issues, along with lesson plans in their portfolio. In terms of lessons leaner, we see the weakest link lies with teaching practice tutors. Providing CPD for this group is this is next step to develop their skills to guide the students. We recognised this and had a workshop facilitated by Mags with tutors. TCD- Ann Devitt and Fiona King The chosen theme for the module was “Who we are is not our circumstance”. Through this we examined how the 3rd world is depicted, how we bring our 1st world perspective, attitudes and values to looking at images and photojournalism from the 3rd world. One lesson we learned was the need more inputs from NGOs and experts- this year we included Liam
Wegimont, Principal of Mount Temple. His presentations to the student group gave
confidence to students that they could bring this into a school situation and be supported by
Principals.
Outcomes:
Design subject specific DE lesson
Create resources to underpin themes
Pilot with peers in pedagogy lecture
Deconstruct and evaluate lesson with their peers
Deliver lesson on TP placement
Reflect on experience in post TP workshops (workshop with Liam)
TCD Student teacher- Jen O’Halloran
Jen presented her Dev Ed scheme of work (a series of
lesson plans) aimed to explore the topic of ethical
consumerism, how the student group would explore it and
discuss their willingness to explore it, so that all involved
participated in it. The lessons centred on:
- Essentially the good and bad of consumer
practices
- Fair trade activism, boycotts etc.
Junior Cycle 12 lessons Fairtrade – complete engagement with the topic
- Section D: Part 4 Expressions of Faith
- Section F Religious Morality in Action
Senior Cycle lessons Ethical Consumerism
What students came to call the “Why” factor – had to continually justify their positions
- Section D Moral Decision making
- Section F Issues of Justice and Peace
UL – Joanne O’Flaherty
A lot of the Dev Ed in UL is sustainable at this stage
and can be seen to be integrated across the PDE,
reflecting 4-component framework, e.g. semester 1
students get introductory lecture to DE concepts to
unpack key concepts; facilitate in designing scheme of
work for JC short course (30% of grade for module);
semester 2 related Dev Ed issues into lessons on
school placement.Therefore the funding this year was focused on monitoring and evaluation. The aim is to develop and validate a psychometric measure, with three input opportunities for PME students at start, mid-point, end of programme. This would enable answering of the question of impact i.e. Are DE interventions having any impact measured quantitatively on a psychometric measure? Test designed is based on work of Muriel Bebeau on moral development- Can professionals move beyond valuing personal values more than professional values? Can their professional values overtake personal values? Broadly based around individuals’ authority, responsibility, agency, and autonomy. The project has adapted Bebeau’s items for student teachers without compromising the validity. Already distributed to student teachers in several colleges. Now working on validating with an expert group, individuals that deliver DE and/or understand the complexity of DE. NCAD- Tony Murphy and Fiona King Art as Activism is an integral part of PDE in NCAD for the past 6 years,. It is clearly defined in the structure for new PME and an integral part of assessment procedure. Each year there is a cohort of about 20 students- all professional artists with background in visual art. The aim is not to add on something new in terms of education, but to reverse that and talk about education as an embedded part of the subject area highlighting the similarities between Art and DE in terms of knowledge, skills, attitudes, and action orientation. Students gain insight and understanding DE as an educational process, how it could be implement into Art education. They look at Art as a practice of social commentary, engaging with social justice themes, and explore Contemporary Art practice and how it engages with human rights’ issues e.g. Guernica by Picasso as an iconic image, used for protest showing is the power of art? Also Picasso also painted the dove of peace symbol Lessons learned underscore the need to start by looking at issues in a local context, what matters in a local context, before moving on to the global.
UCC- May 15th date clashed with Exam Board DCU- work not completed yet- see workshop schedule below:
Evaluation sheets Continuing Professional Development events for ITE staff and teacher educators - Student teachers The 7 projects cater to different numbers of student teachers, hours of DE, compulsory or optional modules. Below is a summary: The final line of this table shows the number of hours dedicated to DE work across 5 PDE programmes.
Ubuntu Framework for Integrating Development Education into Initial Teacher Education and the Professional Diploma in Education How Projects 2013-2014 align with Framework
Planning for academic year 2014-2015
1. Special focus on Monitoring and Evaluation across the Network for yr 2014-5
To adapt to the Project Results Framework as resented in the Irish aid application, Jan. 2014
Dialogue Day- Decision made to hold DD7 on October 3rd 2014
focus on Monitoring and Evaluation
2. Planning for project funding allocations AY 2014-2015
Suggested ideas for possible collaborative projects in 2015-
Links to others e.g. NGOs. KMF productions
Link with upcoming NCCA public consultations on syllabi e.g. Business
Establishment of a Development Education Teachers Association – supporting Ubuntu
graduates
Review of the appraisal criteria- see below
Reviewed Project Appraisal Criteria
Appraisal Criteria Sample Indicators
1. The project builds - Lessons learned from previous projects are reflected
on previous in this project (developmental aspect)
Development - There is a commitment to including DE in the 2 year
Education work in the PME from 2014 as shown in Teaching Council pro-
Dept/ School/ forma documentation
Institution. E.g. a track - Cross programme or cross institutions approaches
record of successful are considered (e.g. within clusters).
delivery of DE - Sharing of common ideas and learning
2. The project works - It involves core staff (i.e. staff already involved in
towards DE that is teaching and learning/research in the department).
sustainable in the long - There is buy-in from colleagues (engaging in capacity
term building, inclusion in module outlines etc.).
- Partnerships with NGOs or others are in place (not
dependent on financial support).
3. DE is integrated - All four components of the model are addressed in
across the PDE the project proposal in a coherent way.
programme in a - Students are required to include a DE perspective in
coherent manner their School Placement teaching/ inquiry projects
- CPD for staff is included
4. The project - Students have opportunity to consider Development
provides opportunity Education as a concept.
for critical DE. - Staff have opportunity to consider Development
Education as a concept.
- Teaching-learning strategies encourage the student
to consider multiple perspectives (northern and
southern perspectives, contesting sides in debates).
- Students are prompted to question assumptions andto be aware of conflicting sources of information,
biases and ideologies.
5. The project includes - A mechanism for establishing a baseline
a mechanism for understanding of student teachers perspectives is
measuring impact of present.
the project on student - A mechanism for assessing the impact of the pilot on
teachers student teachers capacity to teach DE is planned.
6. It facilitates the - There is a commitment to capturing the process and
transfer of learning learning and translating it into an ‘Innovative
between institutions. Pedagogy and Practice’ package (IPP)
- Commitment to engage in Dialogue Days.
Teaching about Controversial Issues
- facilitated by Mary Gannon
This was a jointly organised workshop with
IDEA. In total 31 people registered in
advance. Below are some extracts from the
evaluation sheets as compiled by IDEA:
a) The very high percentage (60 -80%) of
‘excellent’ ratings for content, facilitation,
practical aspects and resources and the fact
that no one rated any of those four factors
below ‘good’.
b) 60% stated that their understanding of
the issues had improved ‘significantly’, which is great for a two-hour session! Many of the
comments here related to the activity exploring the teacher’s stance on issues.
c) Respondent #3 was particularly positive about using this material with student teachers
in preparing them for the unexpected and challenging issues that can emerge as they take
their ‘first steps’ in the classroom.
d) 87% said that they were ‘likely’ to apply their learning to their own practice, which
means that not only was the topic relevant and timely, it also means that it was presented
clearly and manageably and backed up with resource material.Attendance- Ubuntu Assembly Day
1 Tom Roche Just Forests tomroche@justforests.org
2 Audrey Bryan St Patrick’s audrey.bryan@gmail.com
Drumcondra
3 Manuela Heinz NUIG manuela.heinz@nuigalway.ie
4 Anthony Malone NUIM Anthony.Malone@nuim.ie
5 Martin Fitzgerald LIT Tipperary Martin.Fitzgerald@lit.ie
6 Joanne O’Flaherty UL Joanne.Oflaherty@ul.ie
7 Marie Flannery Ubuntu Marie.Flannery@ul.ie
8 Mags Liddy Ubuntu magslid@gmail.com
9 Tony Murphy NCAD
10 Fiona King NCAD
11 Gerry Jeffers Chair
12 Mella Cusack IDEA/WWGS mella.cusack@gmail.com
13 Maria Campbell
14 Peadar King KMF
15 Siobhan Sleeman DICE project
16 Maria Barry Trócaire
17 Ann Devitt TCD
A further 10 people registered with IDEA to attend the seminar with Mary Gannon on
Teaching Controversial Issues
Thank you to all for your attendance and participationYou can also read
