Action

Take a decision leading to a more sustainable water management situation within a democratic process:

  1. Set the frame of a situation in which there is a water problem. Each student thinks individually of one possible thing he/she would change to make the situation improve, summarising which stakeholders would be affected by the change.
  2. In groups of 4, the students exchange their ideas and choose one suggested change (consensus).
  3. Each group presents their change-suggestion to the rest of the class, trying to convince them that their idea is the most appropriate. After each group has presented, the three most convincing projects are voted for (majority).
  4. Back in small groups, students think of the best way to combine the three voted solutions.
  5. The results of the discussions are presented in plenary, and either one option is voted for (majority), or elements of all solutions are combined (consensus).
  6. A parallel is made with the solutions implemented “in real life” within the presented situation, or the suggestions made by students can be presented to someone (eg. the local government).

If there is a risk that the students might not be able to think of possible solutions, it is possible to present three possible ways to make situation A evolve to situation B, the students have to choose one for themselves, discuss it in groups of four, present their choice to the class, and vote for one.

Students use the Investigation – Vision – Action – Change Approach (IVAC) to propose and implement changes in a specific situation in order to improve gender equality.

Introduce the Sustainable Development Goals, explaining that these are a set of targets launched in September 2015 with the aim of promoting sustainable development worldwide. One of the Sustainable Development Goals is for everyone to have access to quality education (SDG 4). Get students to consider to whom they might write (e.g. a local or national politician) and then write a letter asking them to support this SDG. In their letter, students should try to quote some of the data from here.

Students should explain why they think this SDG is of particular importance and use examples to extend their ideas. Students should draw on persuasive writing techniques.

Students devise role-plays to show examples of gender inequalities in work illustrating different views and interests of various stakeholders and showing possible actions.

Share and discuss and reflect on actions that can promote gender equity in work environments and within our daily lives (e.g. in family, in school etc.) and how this affects both men and women’s quality of life and life satisfaction.

General idea: The general goal would be to participate in social action aimed at eradicating hunger. However, this depends very much on local opportunities and the age of the students. Rather, we recommend that students design campaigns that may activate their social drive.
Project work: designing a campaign or its details (e.g. poster).

As a group, consider outcomes of some of the other activities designed to find ways of reducing poverty.

Decide how to put one into practice making a plan of action with next steps and agreed time scales.

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Students do research on waste behaviour of students in the school restaurant. The report visually (pictures, short movies etc.). They discuss actions to be undertaken to change the attitude of their fellow students in a polite, respectful way, taking into consideration the PPP. This might be discussions during lunch time, inviting signposts etc. They choose action strategies and do them. After a period of time they repeat the research to detect improvements.

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Building on the ‘Talking the Walk’ activity under Innovation – give the students time to develop their ideas into practical projects for resolving an issue (or adding new value) in their locality. Students follow the IVAC steps:

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