...engaging students in learning through social change.

...supporting teachers to implement key aspects of the Tasmanian and national curricula for primary & secondary.

Imagine the difference it would make if every school student was an active community leader. ruMAD? supports over a thousand schools nationally in making this vision a reality.
 

Key features | Benefits of ruMAD? | Program to date | Levels of 'MADness' | ruMAD? in Tasmania | School Support | Funding | Origins of ruMAD?

ruMAD? is owned by the Education Foundation (a division of the Foundation for Young Australians) and delivered in Tasmania by the Tasmanian Centre for Global Learning on behalf of and in partnership with the Education Foundation.

ruMAD? is an award-winning national educational program that engages students in learning by: harnessing their passions and concerns; allowing them control within a structured process; and connecting them to the community.

ruMAD? is a flexible framework easily integrated into any school curriculum, focussing on student engagement, organisation and decision-making, and specifically designed to bring greater equity into the classroom and school. (It is not an extracurricular activity. Click here for further details on how the ruMAD? Program fits closely with the Tasmanian Curriculum)

ruMAD? is based on a belief that young people can make real change happen in the world.

ruMAD? encourages young people to gain the confidence, skills and inspiration to work for a fairer world by initiating, researching, planning, organising, activating and evaluating real-life projects in their local community.

ruMAD? empowers students to take responsibility for their learning through an inquiry approach, designed to assist them to develop a deeper understanding of the community issues they tackle. It is an example of a ‘thinking curriculum in action’.

The ruMAD? process starts with students identifying shared and important values as a group, and community issues that are inconsistent or in conflict with those shared values. Students then explore possibilities for action through various levels of involvement in social change projects, and lead the planning and implementation of their chosen projects.


Key features of ruMAD?

• Values-focused and inquiry-based
• Student-led, participatory and democratic
• Authentic learning based on real-life issues
• Encourages social change over charity (sustainable)
• Provides visible outcomes for students and the community
• Supports learning outcomes for teachers and schools

Benefits of ruMAD?

ruMAD? makes a difference…

To students by:

• engaging them in issues of social justice, the environment, tolerance and cultural diversity;
• challenging them to act as change-makers in their community;
• helping them express their views, become critical thinkers and develop life, learning and leadership skills; and
• improving engagement, motivation, behaviour, self-confidence, literacy and numeracy skills.

To teachers by:

• providing a structured process to engage students in inquiry-based learning;
• supporting them with training, curriculum materials, resources, mentoring and community networks; and
• facilitating improved communication and teacher/student relationships.

To schools by:

• improving student engagement in learning;
• assisting with the implementation of key components of the Tasmanian Curriculum;
• providing opportunities for local, state and national recognition;
• setting the scene for new community partnerships; and
• placing them at the heart of the community.

To communities by:

• connecting them to young people and schools;
• inspiring greater social cohesion and building capacity; and
• creating real and lasting change.

The Program to date

• Since the inception of the Program, over 50,000 young people in 150 schools around Australia have participated - 13,500 in Tasmania.
• During the past six years, over 1,300 ruMAD? Youth Ambassadors have trained to spread the word to other young people in Tasmania about how they can make a difference.
• In 2010, 30 Tasmanian schools participated in some aspect of the Program (2005, 14 schools).
• During the past 3 years, 3 Tasmanian schools have had ruMAD? teachers for 1 day a week.

MAD activities reflect the great diversity of student interests. In Tasmania these have included: raising awareness and funds for developing countries (for projects such as poverty reduction, education, water, landmine victims, street children, and fair trade); environmental clean-ups; tree planting; energy and water conservation; promoting organ donation; celebrating Indigenous culture; improving mental and physical health for youth; animal welfare; caring for children with disabilities, the sick and elderly; and creating local opportunities for rural youth.
 

If you are interested in being involved in ruMAD? in Tasmania contact:
Helen Hortle, Jeremy Picone or Karen Reid
Tasmanian Centre for Global Learning 
4 Battery Square, Battery Point, 7004
Ph 03 6223 1025 or 0400 824 261
Email rumad@afairerworld.org

Levels of MADness

There are five ways that schools can be involved, starting with a small commitment through MAD Day and building up to major change…

MAD Day: Students take on a one-day activity that gets everyone thinking about making a difference. For example, students might brainstorm the things they are most concerned about and think of a positive action they could take. Schools already implementing a MAD Project or MAD Foundation use a MAD Day to celebrate their achievements.

Rokeby High has now held two MAD Days. Students decided that they should be a day for the community to come together in celebration and to help those less fortunate. Students designed, created and organised activities, including community stalls, international cuisine, fashion parades, drama performances, music, and fair-ground stalls. In 2009, an evening art auction was also held, supported by many artists who donated artwork, raising $3,800 for local and global projects.

Read more about Rokeby High's ruMAD? experience!

MAD Project: These require a longer-term commitment with more detailed research, planning and involvement. The project may be developed and implemented over a whole year or on an ongoing basis. Projects make a significant difference in their school or in the local or global community.

Gagebrook Primary School has been running MAD Projects across all grades for a number of years. In 2010, the students chose pet safety (Prep to Grade 2), local and global poverty (Grades 1 to 4), and homelessness (Grades 5 and 6). Initial research involved guest speakers, visits to organisations and events, reading and writing activities. Students used their new understanding to make a difference by: creating and distributing a pamphlet and lobbying the local council (pet safety); working at the local community house and holding a Free Rice Day (poverty); and creating an amazing “Homelessness Road Show” which was taken to 6 other schools!
Read more about Gagebrook Primary's ruMAD? experience!

ruMAD? Youth Ambassador: At the annual Fairer World Festival (previously the Youth Action Conference), students celebrate their MAD achievements and learn about being an ambassador for community action. A key aim of the Festival is for students to make contact with others working for a fairer world.   

In 2010, two Conferences were held in Tasmania: Rokeby High hosted 180 students from 16 southern schools and in the north Trevallyn Primary hosted 158 students from schools travelling from as far as Ulverstone.
NEWS: In 2011, the conferences were combined with the Justice Action Day to create two day Festivals in both the north and south catering to up to 1000 students each day!
Read more about the Festival and being a Youth Ambassador.

MAD Student Foundation: Students commit to raising funds and granting monies to community organisations within their local communities and ensure that their money is truly making a difference. Foundations are yet to be implemented in Tasmania.

Melbourne Girls’ College established the first MAD Student Foundation in Victoria in 2001. The girls raised $2,500 through sausage sizzles and other events. These funds were matched by Charles Lane and The Myer Foundation. By 2003, the Foundation had developed such a profile that the school was inundated with community applications for funding. (Foundations have not yet been introduced to Tasmania.)

ruMAD? Social Enterprise: Introducing students to social enterprise. (NEW - details coming soon!)

ruMAD? in Tasmania

ruMAD? is only delivered in Tasmania by the Tasmanian Centre for Global Learning.

ruMAD? can be used by educators for delivering key components of the Tasmanian Curriculum, the National Statements of Learning for Civics and Citizenship, and the National Framework for Values Education in Australian Schools.  It has been endorsed by the Education Department of Tasmania:

“The ruMAD? Program … provides a best practice framework for education in values and responsible citizenship, allowing significant connections to be made with the Tasmanian Curriculum Framework.”
Memorandum of Understanding, Tasmanian Department of Education and the Tasmanian Centre for Global Learning signed 2008

“I want schools to be connected to their local communities. I see the Tasmanian Centre for Global Learning as a key player in advancing this agenda.”
The Hon David Bartlett, former Premier and Minister for Education

The Australian Education Union has also given its support:

The Union believes that ruMAD? is a valuable educational program that will greatly benefit Tasmanian students, teachers and the wider community.  The Tasmanian Centre for Global Learning has our full support in bringing the program to Tasmania.
Chris Lane, State Manager

The Centre introduced the program to Tasmania in 2005. Since then more than 13,500 students have been involved in MAD activities. Read more on-line about MAD Activities and case studies from MAD Schools in Tasmania.

 

School Support

The Tasmanian Centre for Global Learning is able to provide a number of levels of support to member schools implementing the ruMAD? Program. The Centre’s focus in recent years has been to facilitate funding for teachers in schools. In 2010, Rokeby High School and Gagebrook Primary School had dedicated ruMAD? teachers for 1 day a week. Other support provided to all schools registered for ruMAD? includes:

• Professional development: Teacher training sessions held regionally or at individual schools. Download latest PD flyer

• Curriculum materials: Suggestions for lessons, MAD ideas and resources.

• ruMAD? School Coordinator, Education Officer and Program Manager: The Centre staff are available as mentors, to provide training, resources and ideas.
  

• Global Learning Resource Library: Built up over 26 years the library has books, kits, DVDs, magazines, posters and games on a wide range of global issues.  Staff can research and recommend resources to suit teachers' needs.
  

• A Fairer World (www.afairerworld.org) has pages about ruMAD? in Tasmania – information, resources and stories of local schools' MAD activities. There are also sections on social issues and taking action.

• A Fairer World Youth (youth.afairerworld.org) provides resources specifically for young Tasmanians.

• The national ruMAD? website (www.rumad.org.au) provides training videos, curriculum materials and inspiring stories of MAD activities from around the world.
  

• Networks: The Centre has extensive networks with other organisations working for a fairer world. These include:

Amnesty International (Tas)	Migrant Resource Centre
Anglicare Tasmania	Mines Victims and Clearance Trust
Anti-Poverty Week	National Industry Association for Disability Services
Australian Education Union (Tas)	Oaktree Foundation
Australian Sustainable Schools Initiative	Office of the Anti-Discrimination Commissioner
Australian Volunteers International	Otesha Project
Bahay Tuluyan	Oxfam Australia
Brightside Farm Sanctuary	Red Cross Australia
Caritas Australia	RESULTS International (Australia)
Fair Trade Association of Australia & NZ	Students Against Racism
Foundation for Young Australians	Sustainable Living Tasmania
Global Poverty Project	Tasmanian Council of Social Service
Hobart Dogs’ Homes	TEAR Australia
Hobart Peace Coalition	United Nations Association of Australia
Hobart Women’s Health Centre	Vision Generation
Human Rights Week	Women’s International League for Peace & Freedom
International Campaign to Abolish Nuclear Weapons	Working It Out
Justice Action Network	World Vision Australia
Local councils (youth development)	Youth Network of Tasmania
Make Poverty History

 

Funding

ruMAD? in Tasmania is currently partially supported by the Tasmanian Government through the Education Department. Since 2005, the  Tasmanian Program has been funded by a number of other organisations including the Tasmanian Community Foundation,  the Elaine Haworth Trust (managed by the Perpetual Foundation), Hobart Rotary Club, Vodafone Foundation, and the Sidney Myer Fund. This funding allows the Centre to provide schools with training, support and curriculum resources. The ruMAD? Conferences have received funding or in-kind support from many sponsors. For current Festival sponsors see our supporter page.

Origins of ruMAD?

ruMAD? was developed and piloted in Victoria in 2001. The Tasmanian Centre for Global Learning delivered the first pilot at five schools in Tasmania in 2005. This was funded by a grant from the Tasmanian Community Fund.

The program was written by Dr David Zyngier, a lecturer and researcher in the area of student engagement, particularly for at-risk students, and Claire Brunner, a youth facilitator who has worked with young people from juvenile justice to the National Youth Round Table and Youth Summit 2020. Dr Zyngier, a former school principal, challenges educators to look at their teaching practice and how they, and their students, get connected to the real world.

From author Dr David Zyngier…

I have found that students most at-risk of failure, from socially, culturally and economically disadvantaged conditions are the least likely to be exposed to intellectually challenging and relevant material. My considerable experience and research has shown that these students are more likely to be engaged through ‘productive and reciprocal pedagogies’ that draw on students ‘real life’ concerns and enable them to have more control of their lives and be connected to a more participatory social vision of society. The ruMAD program is firmly grounded and based on these pedagogical understandings.

The program has other benefits as has been shown by a number of external evaluations. As well as promoting resilience, leadership skills, self esteem and literacy among students, the program is most effective in fostering school-community partnerships and curriculum development.

Zyngier and Brunner were assisted in the development of the Program by a taskforce including representatives from Victorian curriculum associations, the Victorian Department of Education and Training, the Catholic Education Office and the independent education sector, teacher unions, Australian aboriginal and ethnic organisations, the Victorian Council of Social Service and the Victorian Local Governance Association.

A number of external evaluations of the Program are available including by the University of Melbourne (2004), the Australian Youth Research Centre (2008, which includes a Tasmanian case study), and Community Focus (2010, which evaluates the program at Gagebrook Primary in Tasmania).

The ruMAD? Program at Rokeby High is to appear as a case study in the book Schools, Communities and Social Inclusion to be published by Palgrave Macmillan in 2011.