Educating for a Just and Sustainable World 

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External Publications

Development Education

Editors: Gerard McCann, Nita Mishra, and Pádraig Carmody (Bristol University Press, 2022). 

This open access book examines the unique implications of the pandemic in the Global South. With international contributors from a variety of disciplines, it investigates the pandemic’s effects on development, medicine, gender (in)equality and human rights among other issues.   

You can find the whole book at the website below:


Resource has been designed by Tools for Solidarity to create awareness about poverty, global injustice and environmental issues. The resource is for primary school children aged 8-11 years and addresses the following thematic areas:

 - World Around Us 

 - Personal Development and Mutual Understanding 

 - Myself and the Wider World 

 - Environmental Awareness and Care 

The Global Learning Programme has achieved unprecedented success in its reach to schools across the United Kingdom, with over 10,000 schools registered, and more than 40,000 teachers and 500,000 pupils involved. A high proportion of schools that engaged with the programme had not been involved with global learning previously, and there is a high percentage of positive impact recorded in schools all across the UK.

Each of the programmes, in England, Northern Ireland, Scotland and Wales, has a range of case studies and other evidence from schools on their websites. Here is gathered together a small selection of these and a range of quotes that show glimpses of what has been achieved, the diversity of the schools we have worked with, and the benefits and impact of global learning.

The United Nations Sustainable Development Goals have given us a universal set of global objectives, and an agreed framework within which to build a better and more equal society for all. We all have a responsibility to become leaders and champions of these goals so that we can work towards ending poverty, protecting the planet and ensuring equality and prosperity for all.

Developing this toolkit has been an exciting and rewarding process for Global Action Plan and we would like to sincerely thank Irish Aid’s WorldWise Global Schools Programme for supporting this project.

A report on Development Education by CADA. The Coalition of Aid and Development Agencies (CADA), in Northern Ireland is an umbrella organisation of those overseas aid agencies with an active presence in Northern Ireland. CADA is a network of international development non-governmental organisations, of which there are currently 19 member agencies, which, are collectively supported by more than 400,000 people across Northern Ireland who donate their money and time to campaign, fundraise and volunteer.

"We aimed to address contemporary development issues with a focus on the needs of educators in the new EU member states, as well as drawing material from contributors in those countries.We hope this book will be used by academics, researchers, NGO practitioners and students aspart of development education work, we hope it will further their understanding of key development issues facing the global community, and more so, we hope to encourage citizen action to bring about a fairer more equitable world." 

The Development Education Research Centre, in partnership with UCL’s Institute for Global Health, Medsin, the student movement for global health, and the London International Development Centre, has just launched a new publication that explores the benefits and challenges of incorporating global perspectives in undergraduate medical education. 

This is a new thematic dossier published by DEEEP, the European Union development education network. It explores the impact of the economic crisis on development education with articles from Spain, UK, Italy and Greece, that present the current situation and challenges faced by development education. 

This article is part of a collection of research reports and publications by DEEEP which aim to contribute to innovation in development education theory and practice. This article was written by Tobias Troll and Amy Skinner of the DEEEP Project. 

Human Development Report