no poverty - developmenteducation.ie · no poverty educational resource 2 global statistics •...
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EDUCATIONAL RESOURCE FOR TEACHERS AND FACILITATORS
NO POVERTY
Concern Active Citizenship, 2017
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Global Statistics • Peoplelivinginextreme
povertydroppedbymorethanhalfbetween1990and2015–from1.9billionto836million
• Globally,morethan800millionpeoplearestilllivingonlessthanUS$1.90aday
• SouthAsiaandsub-SaharanAfrica,accountfor80%ofthoselivinginextremepoverty
• Thevastmajorityoftheglobalpoorliveinruralareasandarepoorlyeducated,mostlyemployedintheagriculturalsector,andover50%areunder18yearsold
• 22,000childrendieeachdayduetopovertyrelatedcauses
• Preventablediseaselikediarrheatakethelivesof2millionchildrenayearwhoaretoopoortoaffordpropertreatment
• Rightnow,30millionchildrenaregrowinguppoorintheworld’srichestcountries
• TheWorldFoodProgrammesays,“Thepoorarehungryandtheirhungertrapstheminpoverty”
• Newthreatsbroughtonbyclimatechange,conflictandfoodinsecurity,meanevenmoreworkisneededtobringpeopleoutofpoverty
• InIreland,almost1in5childrenliveinhouseholdswithincomesbelowthepovertyline
What is Poverty: Thecausesofpovertyarevariedandcomplex,broadlyspeakingthough,povertyiscausedbytheunequaldistributionofandaccesstopowerandresourcesinsociety.Throughsurveysandothermeasureswecanfindouthowmuchpovertyexistsinoursociety,identifywhichgroupsaremostaffectedandmonitorchangesinitslevelanddistribution.
Extreme (Absolute) Poverty:TheWorldBankdefines“extreme poverty”aslivingonlessthan$1.90perpersonperday.10.7percentoftheworld’spopulationareclassifiedasextremelypoor.SubSaharanAfricahasthehighestpercentageofextremelypoorpeople.
Relative Poverty: Apersonisconsideredpoorifeitherincomeorspendingfallsbelowsomeminimumlevelthatrepresentsbasicneedsineachsociety.Thisiscalledthepoverty line.Thepovertylineisnotthesameeverywherebecauseitisrelativetowhatisthenorminaparticularcountry.
Despitethefactthattheglobalpovertyratehasbeenhalvedsince2000,intensifiedeffortsarerequiredtoboosttheincomes,alleviatethesufferingandbuildtheresilienceofthoseindividualsstilllivinginextremepoverty.Inthisresourceyouwillfindwaysinwhichtointroducestudentstotheepidemicofpoverty,itscausesandconsequencesandtheworkConcernWorldwideisdoingtotacklepovertyandsufferinginsomeoftheworld’spoorestcountries.
WHAT ARE THE SUSTAINABLE DEVELOPMENT GOALS? SustainableDevelopmentGoals(SDGs)areanintergovernmentalsetof17goalswith169targetscoveringabroadrangeofsustainabledevelopmentissuesincludingendingpovertyandhunger,improvinghealthandeducation,makingcitiesmoresustainable,combatingclimatechange,andprotectingoceansandforests.
SDG 1 NO POVERTYGoal: End poverty in all forms and dimensions by 2030.
TheSDGsareaboldcommitmenttoendpovertyinallformsanddimensionsby2030.Thisinvolvestargetingthemostvulnerable,increasingaccesstobasicresourcesandservices,andsupportingcommunitiesaffectedbyconflictandclimate-relateddisasters.
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60%ofchronicallyhungrypeoplearewomenandgirls
Girlsmakeupabout54%oftheglobalpopulationofchildrenwho
areoutofschool
Child/Early/ForcedMarriages(CEFM)ismostcommonintheworld’spoorestcountriesandis
oftenconcentratedinthepooresthouseholdswithinthosecountries
Womenmakeupabout43%oftheagriculturallabourforce
indevelopingcountries
1in3womenareexcludedfrommakingeconomic
decisionswithintheirownhousehold
Lessthan20percentoftheworld’slandholdersare
women
Womeninsub-SaharanAfricacollectivelyspendabout40billionhoursayearcollectingwater.This
significantlyimpactswomen’semploymentopportunities
HIVexacerbatespropertyinsecurity,especiallyforwidowswhosehusbandshavediedfrom
AIDS-relatedcauses,butwhomaynothaverightstoinheritorown
theirland
WOMEN AND POVERTY
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TEACHER/ FACILITATOR ACTIVITY 1 Maslow’s TheoryNEED:AcopyofMaslow’sTheory(p4),black/whiteboard.
ROOM:Classroomstyle
PREPARATION:FamiliariseyourselfwithMaslow’stheoryandthedifferencebetween‘needs’andwants’.Brainstormonwhattheclassconsidertobeessentialfortheirownsurvival.Discusswherestudentsplacedeachitem.
INSTRUCTIONS:1. Introducestudentstotheconceptofbasichumanneedsanddeveloptheircapacityto
distinguishbetweenneedsandwants.2. ReadaloudcontentprovidedonMaslow’spyramidofneeds.3. DistributeacopyofMaslow’stheory(p4)4. AskthemiftheyagreeordisagreewithMaslow’stheory?5. Remindstudentsoftheconceptsof‘absolute’and‘relative’poverty.6. Askstudentstowritethelistofneedsintothepyramidattheleveltheybelong.7. Brainstormonwhattheclassconsidertobeessentialfortheirownsurvival.Writetheseonthe
boardforalltosee.
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Maslow’s Pyramid of Needs
AbrahamMaslowwasapsychologistwhothoughtthatpeoplegrewanddevelopedwhentheirneedsweremet.Hebelievedthathumanbeingsdotheirbesttoreachtheirfullpotential.Hesetouthisbeliefsintheshapeofapyramid;eachpersonstartsatthebottomofthepyramid.Whenonetypeofneedismetthepersonismotivatedtoreachthenexthighestlevel.Forexampleifapersonhasnofoodtoeattheyarenotconcernedwithwhethertheyarelovedornot.NoteveryoneagreeswithMaslow,doyou?
Write the needs listed to the left of the pyramid into the level of the pyramid to which you think they belong.
MASLOW’S PYRAMID OF NEEDS
• Warmth• Affection• Shelter• Beingmytrueself• Outofdanger• Food• Aprovalfromothers• SelfConfidence• Air• Rest• Respectfromothers• Health• Self-Respect• Property• Belonging• Tolove&beloved• Water• Employment
FULL HUMAN POTENTIAL
SELF-VALUE NEEDS
BELONGING NEEDS
SAFETY NEEDS
SURVIVAL NEEDS
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POVERTY IS ...?Remember–trytothinkofpovertyasbeingmorethanthelackofincomeandresourcestoensureasustainablelivelihood.Itsmanifestationsincludehungerandmalnutrition,limitedaccesstoeducationandotherbasicservices,socialdiscriminationandexclusionaswellasthelackofparticipationindecision-making.Economicgrowthmustbeinclusivetoprovidesustainablejobsandpromoteequality.
THE WEB OF POVERTY Whyaresomanypeoplelivinginpoverty?Aroundtheworld,insocalledrichorpoornations,povertyhasalwaysbeenpresent.Todayhowever,thegapbetweenrichandpoorisatanall-timehigh,withtherichestonepercenthavingasmuchwealthastherestoftheworldcombined.
Povertycanbeacomplexwebofcausesandconsequences,eventakingintoaccounttheindividualhistoriesandcircumstancesofparticularcountriesandregions,therearesignificanttrendsinthecausesofpoverty.
Herearejustsomeoftherootcausesofpovertyinourworldtoday:
To survive, millions of people rely on negative coping
mechanisms: withdrawing children from school, child marriage, eating fewer meals, and selling off their
last precious assets.
TEACHER/ FACILITATOR ACTIVITY 2 Poverty WebNEED:CausesofPovertyinformationcards,scissors,ballsofwool/yarn,cameratodocument
ROOM:Largespace
PREPARATION: CutoutCausesofPovertyinformationcards
INSTRUCTIONS:
• Havethestudentsbreakinto2groupswith12studentspergroup.Distributeasetofinformationcardsandaballofwool/yearntoeachgroup.Eachstudentshouldpickaninformationcardatrandom.
• Intheirgroups,encouragestudentstoreadtheircardanddiscuss.
• Encouragestudenttoexplainwhatisontheircardtotherestofthegroup,intheirownwords.
• Onceeveryonehassharedtheinformationontheircard,explaintothestudentstheywillbetryingtodiscoverifanyofthecausesofpovertyarerelatedtoonanother.Forexample,ifsomeone’slivelihoodwasaffectedbyextremeweatherevents(Climatechange)theywouldhavelessmoneytobuyfood(Hunger).
• Givegroups10minutestothinkandmakealistofconnectionstotheircauses.
• Makealargecircle.Askonegrouptochooseanothergroupwhosecauseisrelatedtotheirs.
• Askonememberofthegrouptotaketheballofball/yarn.Havethatpersonlooptheyarnaroundafinger,thentossitsomeonetheybelievewhosecauseisrelatedtotheirs.
• Eachpersoninturnshouldcatchtheballofwool/yarn,loopitaroundafinger,andthentossittosomeoneelse.Astheballunwinds,itcreatesawebofinterconnection.It’sokayforpeopletogettheballmorethanonce.
• Continueuntileveryonehasgottentheballatleastonceandthewebisnicelyfilledin(oryourunoutofyarn,whichevercomesfirst).
• Remembertostopduringtheactivitytodiscusstherangeofcauses.
• Takeaphotoofthewebanddisplayittohighlighthowinterlinkedthecausesandconsequencesare.
PoorGovernance
Lack of Education
Food Insecurity
Climate Change
Natural Disasters
War and Political Instability
Discrimination and Social Inequality
Greed
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EDUCATIONIfchildrencannotgotoschoolitleavesthemwithoutliteracyandnumeracyskillstheyneedtofurthertheircareers.Theirchildren,inturn,areinasimilarsituationyearslater,withlittleincomeandfewoptionsbuttoleaveschoolandwork.
ILLNESS Beingverysickcanpreventsomeonefromgoingtoschool,workorenjoyinglife.Theburdenofcaringisoftentakenonbyafemalerelative,whomayhavetogiveuphereducationasaresult,ortakeonwagedworktohelpmeetthehousehold’scosts.
DISCRIMINATION Marginalised(sociallyexcluded)groupsandvulnerableindividualsareoftenworstaffected,deprivedoftheinformation,moneyoraccesstoeducation,healthservicesandjobs,orarenotabletomaketheirownchoicesaboutwheretheylive.
CLIMATE CHANGERisingtemperaturesandunpredictablerainmakesitharderforfarmerstogrowkeycrops.Theyareunabletofeedtheirfamiliesorearnaproperincome.
NATURAL DISASTERSFloods,droughtsandcyclonestriggerinfectiousdiseaseepidemics.Naturaldisastersdestroyhomes,schoolsandotherinfrastructures.
WAR AND CONFLICTSPovertyincreasestheriskofcivilwar.Duringtimesofarmedconflict,civiliansarekilled,infrastructuresaredestroyedandgovernanceandeconomicperformanceisweakened,thusincreasingtheriskofconflictrelapse.
HUNGERVerypoorandvulnerablepeoplemayhavetomakeharshchoices–knowinglyputtingtheirhealthatriskbecausetheycannotseetheirchildrengohungry.Malnutritioneffectsdevelopmentandmanyopportunities,suchasgoingtoschoolorwork.
CORRUPTION Theeffectsofcorruptionarepersonalanddevastating.Corruptionandbriberyleavesfamilieswithouthealthcare,peoplewithoutfoodandcleanwater,theelderlywithoutsecurity,andbusinesseswithoutcapital.
LAND DISPOSSESSIONPeoplewholiveandworkonsomeoneelse’slandaremorevulnerabletoevictions.Beinglandlessmakesitmoredifficulttoearnmoney,ploughandfeedthemselvesorcontributetoeconomicgrowth
WHERE YOU LIVESomefamiliesliveinplaceswherethereishighunemploymentandtherearenoschools.
UNFAIR TRADE DEALSPoorgovernmentshavetopayhightaxesbecauseofunfairtradedeals.Iftaxeswereloweredthesegovernmentscouldfundessentialservicessuchaseducationandhealthcarefortheirpeople.
UNEMPLOYMENTIfsomeonedoesnothaveajobtheyarelesslikelytobeabletopurchasefood,medicineorshelter.
CAUSES OF POVERTY INFORMATION CARDS
Discussion point
Without the eradication of poverty, can the SDG’s be achieved?
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BANGLADESH AND POVERTY Povertyisaconstantcompanionof12.9%ofpeopleofBangladesh.FormerlyknownasEastPakistan,Bangladeshwonitsindependenceon16thDecember1971afterabloodyandbitterstruggle.
PovertyismostconcentratedintheruralareasofBangladesh,hencecreatingdisparitiesbetweentheruralandurbanareas.However,urbanpovertyremainsaproblemtoo.28%oftheurbanpopulationlivesbelowthepovertyline.Peoplelivinginurbanareas,likeDhaka,enjoyaslightlybetterstandardofliving,withelectricity,gas,andcleanwatersupplies.
Eveninthemajorcities,however,asignificantproportionofBangladeshisliveinsqualorindwellingsthatfallapartduringthemonsoonseasonandhavenoregularelectricity.TheseBangladeshishavelimitedaccesstohealthcareandtocleandrinkingwater.
RAJSHAHIDHAKA
SYLHET
CHITTAGONG
RANGPUR
KHULNA
BARISAL
Dhaka
WHAT IS CONCERN WORLDWIDE DOING?
ConcernWorldwideisaninternationalhumanitarianorganisationdedicatedtotacklingpovertyandsufferingintheworld’spoorestcountries.Weworkinpartnershipwiththeverypoorestpeopleinthesecountries,directlyenablingthemtoimprovetheirlives,aswellasusingourknowledgeandexperiencetoinfluencedecisionsmadeatalocal,nationalandinternationallevelthatcansignificantlyreduceextremepoverty.
ThehistoryofConcernBangladeshisattheheartofthestoryofConcernWorldwide.ConcernhasworkedinBangladeshsince1972-longerthananyothercountry-andtheworkoftheConcernBangladeshteamshowsacommitmentworkingwiththemostvulnerable.ConcernisoneofveryfewdevelopmentorganisationstacklingextremeurbanpovertyinBangladesh.Throughtheurbanprogramme,Concernhasimprovedthelivesofover24,000streetandsquatterdwellersinthecityofDhaka.Throughlivelihood,healthandeducationinterventions,wehaveprovidedmuchneededsupporttothosewhoneeditmost.
PAPER BAG EXERCISE In the developing world it is estimated that about 250 million children work in order to help support themselves and their families. Some work full-time and some combine work with school.
Manyworkershavenoemployerorregularwage.Insteadtheyworkasstreetvendors:shiningshoes,sellingnewspapersorrecyclingwastematerials.InthecityofDhaka,Bangladeshsomepeopleearnalivingmakingpaperbagsoutofrecycledwastepaper–suchasoldnewspapers–andsellingthemtoshopkeepers.
Paperbagsaremademostlybywomenandchildrenfrompoorfamilieswhothensellthemtoshopkeepers.Theyaresoldinbatchesof20andonaverageachildmakes200bagsinaday.Forthis,thechildwillearnabout15৳-whichisequivalentto17c.
TheobjectofthePaperBagGameistoshowhowpeopleworksohard,yetearnsolittle.Usingrealcost-of-livingpricesandwages,playerscangetanideaofhowtheywouldmanageiftheyhadtosurvivemakingandsellingpaperbags.
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TEACHER/ FACILITATOR ACTIVITY 3 The Paper Bag GameNEED:Lotsofnewspaper,cutintohalf-tabloidsheetsize,apotofwallpaperpasteforeachgroup(Ifmakingamessisaproblem,useagluestick,thoughthisislessauthenticinstyle)Samplepaperbags,50buttons–eachrepresenting1BangladeshiTaka(৳),1photocopyforeachgroupof:
•Howtomakeapaperbag
•Familyshoppinglist
•Willyousurvive?
1setofchancecards,dampclothsforwipingupattheend.
SPACE:Largeroomwithplentyoffloorortablespaceforeachgroup
PREPARATION: Preparesamplepaperbagsforeachgrouptoreferto.Makeademonstrationsetshowingeachstepintheprocess.Foreachgroupmake1photocopyof:
•Howtomakeapaperbag
•Familyshoppinglist
•Willyousurvive?
Photocopyandcutoutthechancecards,prepareyourroomsothateachgrouphaspaste,paper,asamplebag.
INSTRUCTIONS:
1. Morethan6participants,splitintoequal‘family’groups.Twoorganisers–onetoleadthegame,andonetoactasshopkeeper,payinggroupsforthebagstheymake.
2. ExplainthateachgrouprepresentsafamilylivinginacrowdedandpoorsluminDhaka.Thereisahugedemandforpaperbags,whicharemainlymadebywomenandchildrenfromthepoorestfamilies.Theglueismadebyboilingwaterandflour,andaddingananti-fungalchemical.
3. Onaverage,onechildmakes100bagsaday,earningupto15৳perbatch.Forthepurposesofthisgame,thefigurehasbeenroundedupto1৳perbatchof10bags–meaningthathoweverpoortheplayersfeelattheendofthegame,thereal-lifesituationforthebagmakersisevenworse.
4. Tellthegroupsthattheyhavetosurviveforadaybymakingandsellingasmanypaperbagsaspossible.Theyhave40minutes(=3months)
5. Showthegroupshowtomakeabagusingasamplebagsoeveryonecansee,thenaskthemtostartmakingbags.
6. Eachtimeabatchoftenbagsisready,agroupmembershouldtakethemtotheshopkeepertosell,whiletheotherscontinuemakingbagsforthenextbatch.
Shopkeeper duties:Checkthateachbagisproperlymade,andpaysthegroup1৳foreachbatch.
•Handoutthechancecardsrandomlytochangetheconditionseachgroupisworkingunder.
•Eachgroupkeepsitsowncheckedbags.*Withyoungerchildrenitiseasieriftheshopkeeperkeepsthebagsandnotesdownhowmanyeachgroupproduces.
•Notehowthegroupsorganisethemselves.Somewilloperateaproductionlinewitheachmemberspecialisinginonetask;inothergroupsindividualswillmaketheirown.
•Whentheyhavefinishedmakingbags,don’tletthechildrenwashtheirhandsimmediately–pointoutthatbagmakersmaynothavetheluxuryofsoapandwater.
Extra! Extra! Remindstudentstheyhavetopayforrent,food,andothersupplies.Tosendtwochildrentoschooltheymustsave16৳bytheendofthegame.
Extra! Extra! Throughoutthegame,hold“healthseminars”thattheycouldattend.Whetherornottheyshouldsendsomebodywillbeadifficultdecision–theywilllosemanpower!However,notgoinglatermayprovetohavedirecircumstances…familymemberswouldgetsick,andsomeevendied.
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HOW TO MAKE A PAPER BAG
1. Foldthesidesofthepapertothemiddle,overlappingbyabout2cm
4. Foldupthebottomcornerstothecrease.Unfoldthem.
7. FoldtheupperflapAdownonitselftothemiddleline
2. Pasteoneedge.Stickdowntheoverlapingedge
5. Tuckthecornersupinsidethetube.
8. PastetheshadededgeofflapBverycarefully.
3. Turnupthebottomedgeaboutonethirdofthewayupthebag.Creaseitthenunfoldit.
6. Younowhaveatubewithtwoflaps,AandB.
9. FolditoverflapAandstickitdown.
NOTE: IF YOU WANT TO STRENGTHEN THE BAG, STICK A STRIP OF PAPER ACROSS THE BOTTOM.
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Changing the conditions during the game
CHANCE CARDThe shopkeeper has too many bags in stock and is therefore reducing the price he pays. You will be paid 1 ৳ for every 15 bags.
CHANCE CARDThere is a shortage of bags so the price per batch of ten has risen from 1 ৳ to 2 ৳
CHANCE CARDThe shopkeeper has changed the shape of the bags he orders - they now have to be half the size of the ones you’ve been making. Work out how to make them.
CHANCE CARDThe shopkeeper has changed the shape of the bags he orders - they now have to be tall and narrow. Work out how to make them.
FAMILY SHOPPING LISTIMPORTANT: PRICESFORESSENTIALSAREPERPERSON,PERDAY.
ESSENTIALS EMERGENCIES DESIRABLE
Food:• Cookingfuel• Rice• Vegetables• FishCost:15৳
Medicine: • Antibiotics• Painkillers• OintmentforarelativeCost:60৳
Clothes• Shoes• Schooluniform• TrousersCost:0.7৳
Paper:• TomakebagsCost:12৳
Disaster• Dhakaisoneofthemost
vulnerablecitiesintheworldtoearthquakes.Youliveinaslumalongthewater’sedge.Floodingcausesdamagetoyourfamilyhome.
Cost:40৳
Savings• Schoolsfees• HealthseminarCost:8৳
Rent• LivingwithfamilyCost:1৳
Travel• Arelativelivinginruralhas
becomeillCost:15৳
Entertainment• Celebrations• FestivalsCost:3৳
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WILL YOU SURVIVE?
Section Two:
5. Theminimumcost(ofessentials)foronepersoneachdayis:
Foodandfuel: ____________________৳
Paper: ____________________৳
Rent: ____________________৳
Total: ____________________৳
6. Theminimumcost(ofessential)forourfamilyforoneday______________৳
7. Theminimumcost(ofessentials)forourfamilyfor1week______________৳
8. Ifyoufamilyhadworkeda10-hourday,wouldyouhaveearnedenoughmoneytobuyalltheessentialsfor1day?Ifnothowmanywereyoushort?
Ifyouhadmorethanenoughfortheessentials,howmuchmoneywasleftoverforemergencies?
Section One:
1. Weearned__________________________________________________৳in20minutes
2. Wewouldearn__________________________________________________৳in1hour
3. Wewouldearn____________________________________________৳ina10-hourday
4. Wewouldearn__________________________________________________৳in1week
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TEACHER/ FACILITATOR ACTIVITY 4 ‘True’ or ‘False’NEED:Twosignswiththewords‘true’and‘false’,preparedstatementswithanswersandfacts.
ROOM:Largeemptyroom
INSTRUCTIONS:• Hangthesignsatoppositesidesoftheroom• Explainthatyouwillreadoutanumberof
statementsaboutpoverty.Thosewhoagreewiththestatementmovetowardsthesignthatsays‘true’;thosewhodisagreemovetotheoppositeendoftheroom.
• Readoutthefollowingstatementstothewholeclassandgetthestudentstodecideiftheyaretrueorfalse.
• Fromyourownadditionalresearchandaddother
STATEMENTS1.Thelevelofpovertyintheworldhasstayed
roughlythesameforthepastthreedecades.2.Therichest1%ofpeopletodaycontrol40%of
theworld’swealth,whilethepoorest50%ownjust1%.
3.30%ofchronicallyhungrypeoplearewomenandgirls.
4.780millionpeopleintheworlddon’thaveaccesstocleanwater.
5. InAfrica,achilddieseveryfiveminutesfrommalaria.
6.Majorcompaniesdodgemoremoneyintaxeseachyearthantheannualglobalaidbudget.
7. 10millionchildrenaregrowinguppoorintheworld’srichestcountries.
8. InBangladesh,20%ofthepopulationlivesbelowthenationalpovertyline.
ANSWERS 1.False,thenumberofpeoplelivinginpovertyhas
beenalmosthalvedsince1990.2.True.3.False,60%ofchronicallyhungrypeopleare
womenandgirls.4.True.5.False,achildrenadieseveryminuteinAfricadue
tomalaria,apreventabledisease.6.True,majorcompaniesdodge$160bnintaxes
annually.7. False,30millionchildrenaregrowinguppoorin
theworld’srichestcountries.8.False,31.5%ofthepopulationlivesbelowthe
nationalpovertyline.
TRUE
FALSE
WHAT YOU CAN DO TO COMBAT WORLD POVERTY
• ObserveInternationalDayfortheEradicationofPovertyonthe17thOctobereachyear
• EncouragePeertoPeerGlobalPovertyWorkshops
• TrimyourWaste–Foodwasteislinkedtoglobalpoverty.Consumersincreasethedemandforfoodbypurchasingexcressfoodcausingfoodpricestoriseandmakesfoodlessafforableforothers
• BuyFairTradeandotherethicallysourcesproducts–Offeringpeopledecentpricesfortheirproducecanhelptosupportjobs,improvelivingconditionsforproducers,theirfamiliesandthecommunity
• JoinClimateChaos–Climatechangehitsthepoorestpeoplethehardest,thoselivinginvulnerableareaswiththefewestresourcestohelpthemadaptorrecoverquickly.Astheeffectsofclimatechangeworsen,escapingpovertybecomesmoredifficult
• CampaignforsolutionsforPeace-Chaos,violence,anddevastationofwarfareandpoliticalviolenceisoneoftheleadingcausesofpoverty
• WritetoyourlocalTD’s,andaskthemtomakesureIrelandcontinuestoworktowardsachievinganendtoworldpoverty
Want to Learn MORE?Concern Worldwide’s Active Citizenship Team run workshops for students during the academic year. If you are interested in exploring and critically examining global issues in the classroom please contact us on [email protected]
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