ruMAD?

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...a unique national education framework that helps students identify and act on issues important to them

...a flexible framework easily integrated into any school curriculum

Key features of ruMAD?

Values-focused and inquiry-based
Student-led, participatory and democratic
Authentic learning based on real-life issues
Encourages change not charity
Provides visible outcomes for students and the community
Supports learning outcomes for teachers and schools

The Program to date

Since the inception of the Program over 50,000 young people in 150 schools around Australia have participated.
In 2007, 258 Tasmanian and 200 Victorian students attended ruMAD? conferences to train as Ambassadors for making a difference.
On MAD Day 2006, 58 Victorian Schools, 28 Queensland Schools, 12 Tasmanian Schools and a small number of schools from New South Wales, South Australia, and Western Australia began the process of change-making.

ruMAD? is owned by Education Foundation Australia and delivered in Tasmania by the Tasmanian Centre for Global Learning on behalf of and in partnership with the Education Foundation.

ruMAD? aims to develop student engagement in learning through social action. Students brainstorm their concerns about what is unfair and take positive steps toward driving change by involving parents, local business and community stakeholders in real world action projects.

ruMAD? is based on a belief that young people can make real change happen in the world. It empowers young people to take a self-determining approach by involving them in issues of social justice, responsibility, tolerance and cultural diversity. The program helps students to express their views, become critical thinkers and develop lifelong learning and participation skills by: initiating, researching, planning, organising, activating and evaluating real-life projects in their local community.

ruMAD? is embedded in the formal school curriculum and provides teachers with a structured process to engage students in inquiry-based learning. Teachers benefit from professional development and quality curriculum resources.

ruMAD? benefits schools through improved student engagement, community partnerships and curriculum tools to assist in implementing key components of the Tasmanian Curriculum. Click here for further details on how the ruMAD? Program fits closely with the Tasmanian Curriculum.

By enlisting others (parents, businesses and community organisations) in their projects young people involved in MAD projects build networks that strengthen their communities.

An evaluation of the ruMAD? Program by the University of Melbourne in November 2004, found that the program had made a significant difference; to students, schools and local communities. Students reported that they acquired organisational and leadership skills as well as more self-confidence. Teachers reported that students took greater responsibility for their own learning and acquired a better understanding of the value of giving. Some schools had become more community-minded and had developed strong partnerships with the local community.

Further information can be found below.

If you are interested in being involved in ruMAD? in Tasmania contact:
Helen Hortle 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' | ruMAD? in Tasmania | School Support | Funding | Origins of ruMAD?

Levels of MADness

There are four 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 relatively simple 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 the MAD Day to celebrate their achievements.

In 2007, Exeter High students planned and ran a Make Poverty History Walk. They created banners, wrote pledges on hand-shaped cardboard cut outs and expressed their thoughts about poverty on petitions for which they collected 6,000 signatures! A MAD Assembly, featuring guest speakers, drama and a panel discussion was followed by students staking their pledges in the school oval, symbolising the collective voice of the school. A walk with local politicians and a celebration of the event concluded the day. Click here to read more 2007 MAD Day activities in Tasmania.

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.

Throughout 2007 grade 3/4 students at Gagebrook Primary organised and participated in activities to raise awareness of the impact of landmines on children in Cambodia. Following research of the issues, students simulated life without a limb; wrote and circulated a petition to the Federal Government; arranged the collection of ring pulls to raise funds; and ran a ‘Great Art Auction’. All funds raised during the year were donated to a local landmines charity, MIVAC. Click here to read more MAD Project descriptions from Tasmanian schools.

MAD Foundation: students commit to raising funds and granting monies to worthy community organisations within their local communities.

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.)

MAD Youth Ambassador: students attend the annual Conference where they can celebrate their MAD achievements and learn about being an ambassador for community action. A key aim of the Conference is for students to appreciate that they are not alone in wanting to create a fairer world.

In 2007, two Conferences were held in Tasmania: St Michael’s Collegiate hosted 154 students in the south and Launceston College hosted 104 students in the north.
“I loved all the different workshops and learning so many different things.” (comment from northern participant)
“I think this day is really good, because it opens your eyes about what’s happening in the world.” (comment from southern participant)

Click here to read more about the Conferences.

ruMAD? in Tasmania

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

The program supports the Tasmanian Curriculum, particularly the responsible citizenship strand of the Society and History curriculum. It has been given in-principle support by the Education Department of Tasmania:

“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, 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 5,000 students have been involved in MAD activities. Read more on-line about MAD Days and MAD Projects in Tasmania or download the 2007 Handbook.

School Support

The Tasmanian Centre for Global Learning supports Tasmanian teachers implementing the ruMAD? Program with:

Training: Teacher Professional Development sessions are held regionally or, where there are sufficient numbers, can be provided at individual schools. Weekly sessions are also held at the Centre's resource library in Hobart.

Curriculum materials: Manuals and handbooks with suggestions for lessons, MAD ideas and resources. These include the MAD Day Action Kit, MAD Projects Framework, Hypotheticals and MAD Foundations Manual.

ruMAD? School’s Coordinator and Program Manager: Both teachers, these Centre staff are available as mentors, to provide training, resources and ideas.

Global Learning Resource Library: Built up over 23 years the library has books, kits, videos, posters, games and web bookmarks (‘favourites') on a wide range of global issues.

A Fairer World website: Operated from the Centre the site provides pages specifically for the ruMAD? Program in Tasmania – information, resources and contributions from students about their MAD activities. There are also sections on global issues, taking action and local heroes. In 2007, the Centre launched A Fairer World Youth to provide resources and space specifically for young Tasmanians. The new national ruMAD? website provides a place for students from around Australia to share their inspiring MAD stories.

Networks: The Centre has an extensive network of members comprising community organisations, schools, teachers, returned overseas volunteers and others interested in social justice. Some of these are represented on the Centre’s Management Committee and ruMAD? in Tasmania Advisory Group, including the following:

Oxfam Australia
World Vision
Caritas Australia
United Nations Association of Australia
RESULTS Australia
The Australian Education Union
Australian Volunteers International
Sustainable Living Tasmania
Tasmanian Department of Education
Aboriginal Education Unit
Local Councils (youth development)
Youth Health
Streets Alive Youth Arts
National Industry Association for Disability Services

Funding

Since the Program's start in Tasmania in 2005 it has been funded by a number of organisations: the Tasmanian Community Foundation, the Tasmanian Community Fund and the Elaine Haworth Trust (managed by the Perpetual Foundation). This funding allows the Centre to provide schools with free training, support and curriculum resources. The ruMAD? Conferences have also been supported by the Hobart City Council and the Launceston City Council.

Origins of ruMAD?

ruMAD? was developed with input from 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 Services and the Victorian Local Governance Association.

Over the initial years financial and in-kind support was provided by a range of philanthropic bodies.