What are the Millennium Development Goals by keara

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									                      “Send my Friend to School” Teachers‟ Pack
                      Global Campaign for Education Action Week
                                  April 24-30 2005

Dear Teacher,

Quality education, especially for girls and women, is the most powerful weapon in the global fight
against poverty, disease, and hunger. That‟s why, when world leaders agreed the eight Millennium
Development Goals (MDGs) to end world poverty, two of the eight goals focused on education for
all. In fact, they made getting more girls into school the very first of all the MDGs to fall due – with a
target date of 2005.

However, the girls‟ education goal will be missed this year. Many countries in Africa, Asia and Latin
America are not on track to achieve the second education goal – universal completion of primary
education by 2015. Some 60 million girls and 45 million boys don‟t go to school at all, while nearly
800 million adults are illiterate. The Global Action Week 2005, organised by the Global Campaign
for Education, highlights the need for immediate action to achieve the 2005 and 2015 education
goals.

This pack includes:
     A lesson plan (section 1) to help your pupils find out more about education and poverty
        throughout the world.
     How to get involved information (sections 2 and 3) to prepare your students to take part in
        the Send my Friend to School Global Action Week 2005.

Send My Friend to School Global Action
Before and during the Action Week, millions of young people, adults and teachers in over 100
countries will be making cut-out „friends‟ from card and paper. Each cut-out „friend‟ will symbolize
one of the 104 million out-of-school children or 800 million illiterate adults in the world.

During Action Week, there will be two main types of events in which teachers and pupils can use
their „friends‟ to lobby politicians for action.

   1. Politicians Back to School events – Invite one or more local politicians, to visit your
      school during Global Action Week (24-30 April). Ask the politician to sign the Global Friend
      of Education Pledge (page 8) to take specific actions in 2005 to achieve the education for
      all goals. Send the Pledges to the national contact (page 10).

   2. Send my Friend to the G8 Summit – you can send your „friend‟ to the national contact
      point (page 10). Friends will then travel to the UK for use at the G8 (Group of 8) Summit in
      Scotland in July 2005.

We hope that you and your pupils will contribute to these exciting events and to unite with millions
of others across the globe in calling for education for all. By doing so, you will be helping children
and young people to understand more about important issues affecting children across the globe,
and learn that they can make a difference.

Yours sincerely,
Kailash Satyarthi, GCE President and Elie Jouen, GCE Chairperson



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                   Section I: Lesson Plan for Send my Friend to School

Objectives:
     Part 1: To get pupils to think about the importance of goals – for individuals, and for countries.
     Part 2: To raise awareness of the problem of extreme poverty and its causes, and introduce
      students to the UN Millennium Development Goals for reducing poverty.
     Part 3: To understand how education fights the causes of poverty and why girls‟ education is
      especially important to break the cycle of poverty.
     Part 4: To prepare pupils to participate in the Global Action Week and explain how to make a
      cut-out „friend‟ and, in so doing, draw on learning and discussions from the lesson.



Part 1)              About Goals_______                                                               _____

Aim: Using examples from sports and from personal life get pupils to think about the uses
of goals, and why countries set goals for themselves.

Tell the group: Today we are going to talk about goals. Sports teams can have goals, people can
have goals for themselves as individuals, and countries can have goals.

Ask: In the game of football (soccer), how do you score a goal?
A goal is scored when a player kicks or heads the ball past the other team‟s goalkeeper, into the net between
the two goalposts.

Ask: In [name of popular local sport – such as cricket, badminton], we don‟t talk about goals, we
talk about ______?
 Prompt students to give you the correct term, e.g. runs, points etc.


    Supporting Notes 1: Fun facts about goals
    The fastest goals ever scored in the football World Cup: In 1993, Davide Gaultieri from the tiny country of San
    Marino scored a goal in the 9th second against England. He broke the 1992 record of 11 seconds, held by Sukur of
    Turkey. In the 2003 Women’s World Cup, Japanese striker Mio Otani scored 3 goals in only 8 minutes.

    The most goals ever scored in a match: A match in Madagascar in 2002 finished 149-0 when one of the teams
    scored own goals for the entire game as a protest. In 1885 a match during the Scottish Cup finished 36-0. The
    winning team might have scored more, but there were no nets in the goals so lots of time was lost retrieving the ball!


Tell the class: Imagine a football match in which there were no goalposts or time limits, no one kept
the score, and the players just randomly kicked the ball in any direction around the field until they
got tired. (Or use example of another sport that is familiar to students, such as a cricket match in
which no one kept score and there was no limit to the number of wickets.) What would be missing?

Ask: Why are goals important – in sports and in our own lives?
There are no right or wrong answers but possibilities include

          goals make things more exciting
          goals inspire people to try harder and achieve more
          goals help the members of a team to work together to achieve the same thing
          we can‟t measure how well we are doing unless we set goals

Ask: Sometimes people set goals for themselves to achieve in their own lives. These can be big or
small – like getting to school on time, being nicer to your little brother, or learning to play a musical


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instrument. Have any of you ever had any goals or dreams? Did you succeed in reaching your goal?
Why or why not?

Write 3 or 4 answers from pupils on the blackboard. If the class is slow to respond, you might want to warm
them up with a light-hearted example of a goal that you had as a child or teenager. In the discussion, you
might want to draw out ways in which the effort of pursuing a goal can be positive, even if the goal itself is
not achieved.


Part 2)           Learning about the Millennium Development Goals____________

Aim: To raise awareness of the problem of extreme poverty and its causes, and introduce
pupils to the UN Millennium Development Goals for reducing poverty.

Tell the class: Sports teams try to score goals, and people set goals for themselves. Sometimes,
countries set goals too. For governments, setting goals can be a way of motivating lots of different
groups to work together to solve a problem – just like a sports team that combines their different
talents and efforts in order to score. Countries often have their own national goals and timelines for
achieving those goals. Sometimes, however, they also come together to agree on shared global
goals and timelines to try to solve problems that affect the whole world. The United Nations is one
forum where they do this.

Ask: Who has heard of the United Nations? What is it? What does it do?
The United Nations was founded in 1945, at the end of a terrible world war, in the hopes that if the
governments of the world met regularly to discuss problems and agree on solutions, it would save future
generations from the horror of war. The UN tries to stop conflicts between countries, and it tries to encourage
countries to work together to achieve progress and better standards of life for all. Today, 191 countries
belong to the United Nations.
    a)
Tell the class: In the year 2000, at the start of the new century, the countries of the United Nations
met in New York and talked about the problem of poverty. They were concerned that despite all of the
progress the world has made over the past 50 years in science and technology, one in every six
people in the whole world still lives in extreme poverty. They believed the problem of poverty could
be solved and they all agreed to eight common goals to tackle the causes of poverty by the year
2015. These goals are called the Millennium Development Goals.

Ask: We‟ve talked a lot about the meaning of goals already – who can tell me what a “millennium” is?
A millennium is a span of one thousand years or a one-thousandth anniversary. It also means “a hoped-for
period of peace, justice and prosperity”.

Ask: Who can tell me the meaning of “development”?
Development is the process of developing. To develop means to bring towards fulfilment, to strengthen,
grow, enlarge or improve.

Ask: If one in six people in the world today lives in extreme poverty, how many people do you think
that is?
There about just over 6 billion people in the world. So if 1 in 6 of them is poor, that‟s just over 1 billion people.

Tell the class: The United Nations defines extreme poverty as living on less than $1 a day. (You may
want to give the group an idea of how much $1 is in euros or what you could buy locally for $1. $1 = €1.30)


Ask: How would you define what it means to be extremely poor?
Write pupils‟ ideas on the blackboard. Encourage them to think about what it is like to be very poor – always
being hungry, being sick, having no place to live, being looked down on by others, being under the thumb of
more powerful people, not having a job, etc.



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Supplementary activity 1: Trobriand Cricket – Different Goals, Different Yardsticks

Note to teachers: For more advanced learners, you may wish to use the example of Trobriand Cricket to
stimulate a discussion on the advantages and disadvantages of goals that are defined at local or national
level, versus goals that are defined at global level.

The Trobriand Islands lie in Oceania, just south of New Ireland Island. Christian missionaries introduced cricket to
the Trobriand Islands to promote what they saw as civilisation. However, the islanders quickly transformed it into a
totally different game. Teams were expanded from the traditional 12 players to as many as 50, depending on how
many men from the host village showed up for the game. Those too old to play were given other roles. Magic spells
and war dances were part of the play. The top score (6 runs) was awarded for hitting the ball over a coconut tree, or
for a lost ball. Most confusing of all to the missionaries, the home team was always the winner. But instead of
getting a trophy, they had to throw a big feast in honour of the other team afterwards. To the missionaries, Trobriand
Cricket seemed like a game without any rules or purpose; they could not see the point of a game in which the winner
was already decided before the start. However, Trobriand cricket was organised around a different set of standards
for measuring success than the missionaries’ version of cricket. The goal was not to score the most runs, but to earn
the most prestige. This example shows that different social contexts may demand different yardsticks for measuring
success. In the case of goals for education and poverty eradication, do you think goals set at the national level are
more useful than goals set at the global level or by the UN, or do you see uses for both?



Tell the class: The Millennium Development Goals set targets for governments to tackle the causes
of poverty. The goals include giving everyone an education; improving the health of children and
pregnant mothers; stopping AIDS and malaria; and giving more people clean water to drink. (Refer to
Supporting Notes 3.)

Ask: Do you think our country is progressing fast enough on the Millennium goals on education?
What about the world as a whole?
Refer to Supporting Notes 3. While the first part of the question demands pupils’ own opinions, the question
about global progress can be answered with the information in Supporting Notes 3, which shows that the first
education goal (raising girls’ enrolment to the same level as boys’ by 2005) has already been missed. With
100 million children not attending school at all and millions more dropping out before they complete primary
school, there also is a clear risk of not meeting the 2015 goal for achieving universal primary completion.

Ask: Do you think our country is progressing fast enough on the other MDGs, for example on raising
incomes, reducing child deaths, stopping AIDS and malaria, beating hunger and clean drinking
water? What about the world as a whole?
Refer to Supporting Notes 3. While the first part of the question demands students’ own opinions, the
question about global progress can be answered with the information in Supporting Notes 3, which shows
that there is still a long way to go to meet the goals.


  Supplementary Activity 2: Our own Millennium Development Goals.

  Note to teachers: More advanced learners could use the chart in Supporting Notes 3 to vote on which of
  the UN’s eight official MDGs would make the biggest impact on helping people to get out of poverty – or
  to make their own list of the 8 priority goals that world leaders should focus on in order to beat poverty .




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Supporting Notes 3:       The Millennium Development Goals
The goals                                         The current situation
1. Eradicate extreme poverty and hunger: reduce by         One in six people in the world today (more than 1
half the number of people living in extreme poverty and    billion) live on less than US$1/ day.
suffering from severe hunger by 2015.                      Source: UNDP
2. Achieve universal primary education by 2015:            104 million children are currently out of school (57%
ensure that by 2015, all children, boys and girls alike,   girls) and one out of three children in the world will
are able to complete a full course of primary schooling.   either never go to school or drop out before finishing
                                                           primary level.
                                                           Sources: UNESCO, ILO
3. Promote gender equality and empower women: get          20 million more girls than boys are out of school at
equal numbers of girls as boys into primary and            primary level. Only half of developing countries have
secondary education by 2005, and at all levels of          equal numbers of girls and boys in primary school, and
education by 2015.                                         only 20% have achieved gender parity at secondary
                                                           level.
                                                           Source: UNESCO
4. Reduce child deaths: reduce the number of children      30,000 children die needlessly every day from easily
who die before the age of five.                            prevented causes such as malnutrition and diarrhoea.
                                                           Source: UNICEF
5. Improve maternal health: reduce the number of           At least one woman dies every minute during childbirth.
women who die during pregnancy and childbirth.             The risk of dying in pregnancy in the world's poorest
                                                           countries is over a hundred times higher than in the
                                                           richest ones.
                                                           Source: WHO
6. Combat HIV/AIDS, malaria and other diseases:            About 40 million people worldwide are living with
halt and begin to reverse the spread of HIV/AIDS,          HIV/AIDS. Over 1 million people die of malaria every
malaria and other diseases.                                year and most of these are young African children.
                                                           Sources: UNAIDS, WHO
7. Ensure environmental sustainability: halve, by          More than 1 billion people have to drink unclean water,
2015, the proportion of people without access to safe      and 2.6 billion people lack even basic sanitation.
drinking water and sanitation.                             Source: UNICEF
8. Develop a global partnership for development.           In 2002, aid to the least developed countries amounted
Address the special problems of the least developed        to less than US $13bn. The World Bank estimates that
countries; deal comprehensively with the debt problems     about $100bn a year in aid is needed to achieve the
of the developing countries.                               MDGs. Under current debt relief initiatives only 10% of
                                                           poor country debt has been cancelled.
                                                           Sources: Trocaire, OECD/DAC, Worldwatch, World Bank



Part 3)          The role of education in ending poverty____________

Aim: To understand how education fights the causes of poverty and why girls‟ education is
especially important to break the cycle of poverty.

Ask: Let‟s review. The Millennium Development Goals (MDGs) are the UN‟s targets to do what? By
when?
To reduce extreme poverty everywhere in the world by the year 2105.

Ask: Who is responsible for achieving the MDGs?
Everyone has a part to play in tackling poverty but governments have the biggest responsibility because:
     as members of the UN, they agreed on and signed the MDGs
     they have the power to make laws and spend money so as to improve the conditions people live in.




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Tell the class: Now we are going to find out about some of the real children whose lives could be
changed by the Millennium Development Goals. Read the Real Life Stories in Supporting Notes 4.


 Supporting Notes 4: Real life stories of girls and women who are missing an education

 Molly Nantongo, from Uganda, is 23 years old. She had to give up school 10 years ago to care for her younger brothers
 and sisters after both her parents died from AIDS. Molly had dreamed of becoming a nurse; now, she is one of an
 estimated 137 million young people who will start adult life without the basic tools of literacy.

 Emilia picks coffee. She lives in Honduras in South America. Falling coffee prices on the world market, combined
 with the high costs of books and uniforms, forced her family to withdraw her from school. Honduras pays over US$100
 million every year to service its debt; more than enough to provide free books and uniforms for children like Emilia.

 Parwati was born into bonded labour in Nepal. She lives in a camp without clean water, toilets, health care or schools,
 and where children as young as five take part in manual work instead of going to school. Nepal is one of 150 countries
 that have pledged to take immediate action to eliminate the worst forms of child labour. Yet, 171 million children are
 still working in conditions that are considered hazardous or exploitative.

Tell the class: The head of the United Nations, Kofi Annan, says that unless we educate everyone,
especially girls, we can‟t beat poverty, disease and hunger. He says, “To educate girls is to reduce
poverty. Study after study has taught us that there is no tool for development more effective than the
education of girls.”

Ask: Do you agree with Kofi Annan? Why do you think he said this? How could education help
people like Emilia, Molly and Parwati to beat poverty, hunger and disease?
See supporting notes 5 in the box below. All of the reasons in the box are backed by extensive research, but
your students will be able to think of other good reasons, too!


 Supporting Notes 5: How education breaks the cycle of poverty

 If people, especially girls and women who are born poor are able to get an education, then later on, their
 children are less likely to grow up poor. Education and literacy have been proven to:

         Enable people to earn more money.
         Give women knowledge and skills to keep their families healthier and better nourished, and healthy well-
          nourished people can work more and earn more.
         Give women confidence to use government services like health clinics and immunisations.
         Enable people to participate more actively in political decision-making.
         Protect youth from HIV/AIDS. Girls and boys who get at least a primary school education are half as likely
          as uneducated youth to get HIV/AIDS.
         Help people avoid being cheated and exploited.
         Change the self-image of groups who are marginalised and looked down on as inferior, and help them to
          realise they deserve as many rights and opportunities as others.
         Empower women and girls to make choices that give themselves and their children a better chance in life.
          For example, educated women marry later and have fewer children, and they make sure that family income
          is spent on children’s health and education.

 Finally, educated parents are more likely to send their own children to school, so that their children are less likely to
 be poor when they grow up.




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Summarise for the class: We have learned about the eight Millennium Development Goals that
governments set themselves to end poverty. We have also found out that these goals are not going
to be achieved, unless governments make a much bigger effort. We have also learned that giving
everyone, especially girls, an education is particularly important to break the cycle of poverty and
achieve the other Millennium goals.

Ask: What do you think governments – our own government in particular – could do to get girls and
boys alike into school and end illiteracy?
Write pupils’ answers on the blackboard, and if possible, keep a written record of the outcomes of the
discussion for later use. This question could provide the starting point for pupils to draft messages or pledges
to write on their Friend or to decide on key issues they want to discuss with politicians during the Action
Week.


Part 4)          Making a Difference - What can we do?______________                                     __

Aim: To prepare pupils to participate in the Global Action Week and explain how to make a
cut-out „friend‟ and, in so doing, draw on the knowledge learnt in the lesson.
Tell the class: We have talked about some of the things that we feel governments need to do to get
girls and boys alike into school and end illiteracy. Now we are going to talk about what we can do, as
ordinary people, to get our government to take those steps.

Ask: How do you think that we can get politicians and leaders to listen to us?
We may not have lots of money or lots of power but we do have a voice. One single voice may be easy to
ignore but when lots of voices speak together, they are louder. One way that young people and adult
learners have managed to get the attention of world leaders is by speaking out strongly on the same issue at
the same time in lots of different countries. Last year, 2 million young people and adults from 117 countries
joined together to speak out on education during one single week – the Global Action Week. As a result,
some great things happened:

   In Kenya, the Minister of Education promised to write to all schools instructing them not to turn children
    away for not having a uniform, so that more children can now go to school.
   In Bangladesh, the Prime Minister said she would expand the government‟s free schoolbook programme
    to every single school in the country.
   In the USA, Senator Hilary Clinton announced that she would introduce a law compelling the US
    Government to give more money to help poorer countries get all their children into school.
Tell the class: During this year‟s Global Action Week people all over the world are telling politicians
how important they think education is to end poverty. They are making thousands of cut-out figures,
each representing a child or adult who needs an education, and sending them to politicians. On the
back of the cut-out they are asking politicians to sign a pledge – or a personal goal – to take action
during 2005 to send every child to school and help every adult learn to read and write.
We have been invited to join up with millions of children and adult learners all around the world in
taking action by doing this activity ourselves.

Read through the instructions below and then in your own words talk your class through making their
friend(s). The pupils can work as a whole, in small groups or individually. If they are making the ‘friend’ as a
class then you will need to have a discussion as a group about who your friend will represent, how you will
decorate your friend and so on. If you need more information on making the ‘friends’ refer back to the
Question and Answer section for educators at the start of this pack.
Step one: Decide who the friend is.
Your friend can be a real person or an imaginary one. If she or he is imaginary, try to make up a story for
your friend: How old are they? Where do they live? What is their name? Why don‟t they go to school – or,
why did they never learn to read and write? If you already know someone who needs an education then base
your cut-out friend on them. Or perhaps the „friend‟ could be based on one of the stories in Box 3.

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Remember, the Global Action Week is focusing on girls‟ education. So we want as many cut-out as possible
to represent girls.

Step two: Making your cut-out shape:
Make the shape of your friend either by cutting around the shape of a person on paper or card, or whatever
material you are using. If you are making a smaller cut-out draw the shape of a person.

Step three: Decorating the front of your friend.
Draw a face on your friend and decorate the front of your friend in the most imaginative way possible.

Now think back to the discussions about how education helps to break the cycle of poverty, and write a
message on the front about the benefits of educating your „friend‟. Your message on the front could use the
Global Action Week slogan “Educate to End Poverty”, or a variation on this message. The examples below
might give you a better idea of what you may write on the „friend‟:
“Educate [Name of your friend] to End Poverty”
“Educate [Name of your friend] to Fight AIDS”
“Educate [Name of your friend] to Stop Child Labour”
“Educate [Name of your friend] to End Child Deaths”
“Educate [Name of your friend] to Give Women Choices” etc

Step four: Filling in the back of your friend
Either write the Global Friend of Education pledge below onto the back of your friend or cut it out and stick it
on the back of your friend. This is for politicians or celebrities to sign when they meet your friend. You can
personalise the pledge by adding more about what you want leaders to do – a starting point could be the
results of the group discussion at the end of part 3 of this lesson plan, about what steps the group thinks their
government should take now in order to get girls and boys alike into school and end illiteracy.


                                The Global Friend of Education Pledge

            „We are sending our friend to you, so that you can send our friend to
            school. Please sign below to pledge your commitment to take action
            in 2005 so that all our friends get a quality education.

            Signed:……………………………………………………..

            (THE SPACE ABOVE IS FOR A POLITICIAN OR LEADER TO SIGN)

            This friend was made by:


            Name: ……………………………………………………...


            Address: …………………………………………………..


            ………………………………………………………………….
            (THE SPACE ABOVE IS FOR YOU TO WRITE YOUR NAME AND THE
            NAME OF YOUR SCHOOL)




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                Section 2: How to Get Involved in Action Week 2005

_____________1. About the GCE and Global Action Week___________________

Who is the Global Campaign for Education (GCE)?
The Global Campaign for Education is a not-for-profit association made up of lots of separate civil society
organisations including non-government organisations, teachers‟ unions, churches and other religious
groups. It has members all across the world and its aim is to ensure that everyone in the world has the
chance of a basic education. In Ireland, INTO works with the Irish Coalition for the GCE. See
www.campaignforeducation.ie

What is the Global Action Week?
By involving as many people as possible, from as many countries as possible, the Global Action Week aims
to build pressure on governments and world leaders to keep their promises on education. In 2003, we
organised the World‟s Biggest Ever Lesson - over 2 million children were taught the same lesson, on the
same day during the Global Action Week. In Global Action Week 2004, nearly 2 million children spoke out
directly to leaders, including 14 heads of state, in over 100 countries. As a result, many governments
announced new actions on education.

What is the aim of Global Action Week 2005?
We want governments to take action on the UN Millennium Development Goals to end poverty, which were
signed by 189 countries in 2000. These goals include getting more girls into school by 2005, and by 2015,
guaranteeing every boy and girl a complete primary education. For more information on the Millennium
Development Goals, see the lesson plan.

    _________________2. About Making Cut-out „Friends‟_______________****

**** For more detailed information on making your ‘friends’ see part 4 of the lesson plan ****

When should we make our cut-out friends?
In most cases, the „friends‟ will need to be made before Global Action Week (April 24-30) so they can be
used for the Politicians Back to School visit to your school. Make sure that you time the activities so that
students have enough time to prepare properly for the visit.

What if we don’t have enough paper to make cut-outs?
The cut-outs don‟t have to be made from paper or card. In fact, they can be made using any locally available
materials, for example, you could use cloth, newspaper, old packaging, or even wood or clay (if the friends
don‟t have to travel far!). If the group make one cut-out friend between them, then it should be possible to
find enough material.

How big should the cut-outs be, and what should they look like?
See the Making your Friend section of the lesson plan for more detailed instructions on how to make the
„friend‟. But it is up to you how you make your „friend‟ – for example, you could make a puppet, or a paper
chain of friends.

Cut-out friends can be as big or small as you like. Life-size cut-outs are good for making a big impact in front
of a crowd or for newspaper photos. Smaller cut-outs are easier to post and transport, if you are going to
send your „friends‟ for use at a state or national event.

Who should the cut-out represent?
Your cut-out could represent anyone you want it to. It could be your sister, your neighbour, or your
grandmother; it could be a made-up person; or it could even be based directly on one of the children‟s stories



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within this pack. As symbols, the cut-outs will be most powerful if each one is linked to the name and the
story of a real person.

We are encouraging as many cut-outs as possible to be girls and women because of the urgent need to get
as many girls as boys in school.

Why are we writing “Educate to End Poverty” on the front of the cut-out?
On the front of the cut-out we are asking pupils to write the “Educate to End Poverty” slogan, or a variation of
this. When „friends‟ are assembled for events, or when politicians are invited into schools, having all of the
cut-outs with the slogan on the front will be a powerful way to communicate our message.

Why are we writing the Global Friend of Education Pledge on the back of the cut-out?
On the back of „friends‟ we are asking you to write the Global Friend of Education Pledge for politicians to
sign. The pledge on the back of the cut-out „friend‟ is crucial for us to able to build extra pressure on
politicians by getting them to make a promise to take action. If we are able to get politicians and decision-
makers to sign pledges then, at a later stage, we will be able to hold them to account and ask them what
they have done to achieve their pledge.

For any advice on making your “Friend” contact:
 Lizzy Noone at Concern, Tel: 01 4177700 or email:
lizzy.noone@concern.net




3. How to get involved in Send my Friend to School Actions_______

3a) Getting involved in the Politicians Back to School event

How can we make the Back to School event work?
The following checklist may help you prepare for taking part in the Back to School event:
    1. Invite your local politician NOW! Remember the sooner that you invite them the more likely they will
       be able to come. UNESCO will be writing to all education ministers across the world encouraging
       them to take part and get other ministers to take part. You may want to mention that UNESCO has
       endorsed this event in your letter.
    2. If you can‟t get your local politicians to come then start thinking who else to invite – maybe it could be
       a local leader or celebrity?
    3. Invite the media to the day.
    4. Follow the lesson plan and activities with the children to make their „friends‟.
    5. Don‟t forget to make sure that you have fully prepared your pupils to talk to the politician. Do they
       know what questions they want to ask? How they will present the issues they have learnt about to
       the politician? Do they know what pledge they want to ask the visiting politician to sign?
    6. Set a deadline for the visiting politician to report back to your class, after the Action Week, on what
       they have done toward their pledge.

What if we did the back to school event last year, can we invite the same politician back?
Yes. Try and get the same politicians back as last year. This can be an opportunity to report on what actions
they have taken since 2004. And when they return to their offices, they will be asked to take a „friend‟ with
them as a symbol of their increased commitment.

What should the pledge say that we ask the visiting Politician to sign?
Firstly, you may want to get them to sign the Global Friend of Education pledge (see later in the Making your
Friend Section of the lesson plan for the pledge). But leave some extra space on the back of the cut-out to


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record any specific promises that the politician makes during their visit. How you decide on what your pledge
says will be up to you and your learners to decide, but it is worth checking with your national coordinating
committee what sort of national pledges and events they have planned (see below if you need to find out
who to contact in your national committee).

Please write the name and address on the „friend‟ in a small, but clearly legible space, somewhere on the
back. That way, you can ask MPs/politicians to write back to you within six months to tell you what they have
done to keep their pledge commitments.

Every politician that signs a pledge will receive a Friend of Education certificate from UNESCO after the
event – you may want to let your visiting politician know about this.


What do we do with the “Friends” and Pledges after the Politicians Back to School activity?


Send your Friends and Pledges before 31st. May to:

Lizzy Noone,
Send a Friend,
c/o Concern,
52-55 Lower Camden Street,
Dublin 2.



To find out more information about events happening in Ireland, you can contact the Irish
Coalition for the GCE through the website address: www.campaignforeducation.ie

To see what‟s happening across the world, visit the International GCE website on:
www.campaignforeducation.org




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