How do Fairtrade Co-operatives Help People?

Transcription

1 This section will explore some of the ways that Fairtrade helps communities in developing countries have a better standard of living. It starts by discussing how Fairtrade farmers work together and are organised into groups or co-operatives. It uses case studies to bring home the real life impact of Fairtrade and focuses on areas that students will be able to relate to in their own everyday lives. These areas are: Water: Having easy access to clean, safe, accessible drinking water. School: Having the opportunity to get a good education. Health: Access to doctors and hospitals, and being able to afford to buy medicine. It is important for students to understand that Fairtrade is different to charity. Charity can help communities too. However, Fairtrade is different because it allows people to use the money that they have earned themselves through trading their products to build a better life for their communities. The money for community projects included in the Fairtrade price is called the Social Premium. How are Fairtrade farmers working together? Farmers who grow or produce Fairtrade products are co-operating to make life better for their families and communities. They work together in lots of ways, for example, at harvest time, when it gets very busy, they may take it in turns to help on each others farms and get the work done quicker, rather than trying to each harvest all of their own crop. They might also share transport, putting all of their bananas or cocoa or whatever they grow in one truck to take it to where it will be sold. One of the very important things that gets checked when a product is labelled as Fairtrade is that farmers work together and are organised into a co-operative or group (where each farmer is a member). This means that, not only can they help each other get the work done when times are busy, they can also make important decisions together, like how they will use the money they earn from Fairtrade to pay for projects that the community needs. In poor countries in places like Africa, Asia and Latin America, many people live without some of the essential things we use every day, such as safe, clean drinking water, electricity, and a doctor s clinic and hospital close by. Fairtrade helps people have a better life in several ways; not only does it mean that farmers get a fair deal and work together, it also means the farmers group or co-operative earns some extra money called a Social Premium. They use this money to improve the lives of people in their communities and provide some of the important things that are missing. Because they are organised into co-operatives or groups, they can meet and talk about how the money should be used, and make a decision together that everyone is agreed on. Below are some examples of how the Social Premium is used. How do farmers use the money they earn from Fairtrade? There are lots of ways a community might decide to use the money they earn from Fairtrade, depending on what they need. For example, in a village in India, where it is very hot but they also get very heavy rain in the monsoon season, the dirt roads may become very muddy and flooded, so farmers might use the money to build some proper tarmac roads. Or, in Ghana in West Africa, where there are often poisonous snakes and spiders creeping around under the leaves on the forest floor in the cocoa farms, farmers may chose to buy rubber boots, to protect themselves so they don t get bitten. Some of the most important things that farmers use the money from Fairtrade for are clean drinking water, health and education. Photo courtesy of: Fairtrade Foundation

2 Clean water Being able to get clean and safe drinking water is one of the most important things for anyone to be healthy and happy. None of us can live without it. However, there are many places in the world where people don t have it. One in eight people in the world don t have access to clean water and over two million people die from water-related diseases every year. For many people in developing countries, collecting water takes up a lot of time and energy every day. They may not have a tap, well or river near to their home and have to travel long distances to collect all the water they need for drinking, cooking and washing. They might get this water from a river that is dirty, so even when they can get water, it might make them sick. Imagine if you had to walk for an hour several times every day to fetch water and you weren t even sure if that water was safe to drink! Fairtrade means communities can have clean, safe water Kuapa Kokoo cocoa farmers co-operative in Ghana has been able to build many wells and bore holes, providing clean drinking water for thousands of people within easy reach of their homes. Everyone in the community has access to this water, whether they are a Kuapa Kokoo farmer or not. Banana farmers from the WINFA Fairtrade Unit in the Windward Isles of the Carribean have planted buffer zones around the farms to help prevent chemicals used in the farming process from contaminating stream and river water. Mountain Areas Fruit Farmers Association in Pakistan has been able to use some of the income from Fairtrade to pay for a covering for an exposed community water storage tank, helping prevent contamination of the water and making it safer to use. These examples are taken from the Fairtrade Foundation: This is why many farmer co-operatives in places like Africa are using some of the money they earn from Fairtrade to make sure their communities can have safe, clean drinking water, close to people s homes. They build wells and put clean water pumps in villages, which everybody nearby can use. This makes a really big difference to people s everyday life. It means that less people get sick from drinking dirty river water and that people don t have to spend so much time everyday, just walking back and forth to collect water. This means that farmers can spend more time looking after their farms. It also means that children, who often have to help collect water before school, can get to school on time and not be so tired before they even start their lessons! So next time you see someone turning on the tap to fill the kettle and make a nice cup of Fairtrade tea or coffee, think about how that Fairtrade cuppa might be helping people in a community far away enjoy clean, safe drinking water! One in eight people in the world don t have access to clean water

3 Education Getting a basic education is essential for anyone, wherever they live, to be able to have a good chance of a decent job and a happy life. However, at least 72 million children in the world do not go to school. There are several challenges which might make it difficult for children to go to school every day and get a good education. Sometimes they have to travel a long distance to get to the nearest school, which can make it difficult to get there and back every day, especially if they have to walk. Sometimes, if a child comes from a poor family, they have to help at home, looking after a younger brother or sister or sick relative, so their parents can work on the farm or go elsewhere to work. In many developing countries parents still have to pay school fees, which poses another barrier to their children s education. Schools in poorer communities in developing countries also face many challenges. The number of students in each class might be much higher than here in the UK, so the teacher can t give each child as much attention. They may not have as many books so they have to share one book between a few students. In places like Africa, where the weather can be very hot, not all schools can afford to have air conditioning or fans, so teachers and students have to work in difficult conditions. We all know how difficult it is to concentrate in class when the summer is at its hottest here in the UK. Imagine having to work in temperatures hotter than that most days of the year! It s very hard to have a good life if you haven t had a good education. If you can t read or write properly this is going to have an effect on the kinds of jobs you can get later in life. Fairtrade can make a big difference here. Farmers in Fairtrade co-operatives can use the money they earn from the Social Premium to build a school or improve the school in their community, or to pay for more teachers so students don t have to be in such big classes. Fairtrade also means that farmers earn a better price for their crop, so they have more income to pay for the things they need, and this makes it easier for them to send their children to school. They will have a better chance of being able to afford the school books or school uniform that their child needs, or pay for the bus fare to get them there. So next time you re at school, enjoying Fairtrade orange juice or banana at lunch time, think about how you re helping children in another country have the chance to go to school and get a good education too! Fairtrade means communities can make sure their children get a decent education The El Arroyense sugar farmers co-operative in Paraguay has been able to improve education facilities in their community by purchasing a computer for members children as well as books and school uniforms. In eleven schools in their region they have also provided a teacher who can give extra curricular support to children with learning difficulties. Kagera Coffee Union in Tanzania has used part of their Fairtrade income to invest in the three schools it runs for children from the coffee farmers villages. Far away from the bright lights of the cities, not many good teachers are attracted to work in the area. But thanks to Fairtrade, KCU has been able to increase teachers salaries and increase the quality of education. Fairtrade income has also allowed them to provide more nutritious school lunches for the students. The Llano Bonito Co-operative (COOCAFE) in Costa Rica contributes a certain amount from every sack of Fairtrade coffee that they sell to Coocafé s Hijos del Campo (Countryside Kids) Foundation, which provides school and university scholarships for promising students or children from poorer families. School is free in Costa Rica but parents have to pay for school uniforms, travel, lunch, and some books, so these scholarships can help families who can t afford these things. These examples are taken from the Fairtrade Foundation: At least 72 million children in the world do not go to school

4 Health Here in the UK, if people are sick they usually have a doctor nearby and won t have to wait too long for an appointment to see them. If someone has a toothache, they can go and see a dentist easily, and, if something more serious happens and they need to go to hospital, they should be able to be driven to one close by or call 999 to get an ambulance if they need one. In many developing countries, these things are not always so simple. In poorer communities, if someone needs a doctor, dentist, or hospital, there may not be one very close by. Getting there could be difficult; they might not be able to afford the bus fare. If they need medicine to make them better they might not be able to afford to buy it, or if they have to pay a fee to see a doctor, they might not have the money to pay for it. Also, in poorer communities, the doctor s clinics and hospitals might face challenges. In the same way that classroom sizes are often large, with many students for one teacher, there may only be one doctor to cover a large area that includes a huge number of people. The doctor may sometimes leave his or her clinic to travel around from village to village, but even then it will be difficult to reach everyone that needs help. As well as helping provide things like clean drinking water and better schools, Fairtrade can really help make a difference to people s health too. The Social Premium that farmers co-operatives earn from Fairtrade can help them improve the medical clinics in their communities, or pay for more doctors who can travel between villages. Also, because Fairtrade means that farmers get a better price, it helps them afford to see a doctor or buy medicine if they or someone in their family needs to. So next time you enjoy a tasty piece of Fairtrade fruit, to keep you nice and healthy, think about how you might be helping someone in a developing country have enough money so that they can see a doctor or buy medicine. That s Fairtrade! Fairtrade means communities can have better health care Banana farmers from the St Lucia National Fairtrade Organisation bought some fans for the local medical centre, which help keep patients cool in the tropical heat. The Homa coffee co-operative in Ethiopia has used income from Fairtrade to build a clinic to serve more than 2,000 people. A trained health expert has been provided by the government to help run the centre. At the Makaibari Tea Estate in India, thanks to the income from Fairtrade, six women workers have been trained in basic midwifery and health education. Interest-free medical loans are available to help people who need to pay for medical treatment. These examples are taken from the Fairtrade Foundation: People in poorer communities can not always afford to buy medicine or pay a fee to see a doctor Photo courtesy of: Fairtrade Foundation

5 Useful Teaching Resources More Fairtrade Producer Case Studies There are plenty of places online where you can find more Fairtrade producer case studies to use in addition to the ones in this pack, for example: The Fairtrade Foundation website at The Co-operative Food website: Other Fairtrade company websites, eg Wateraid s Learn Zone Wateraid s Learn Zone is a free teaching resource for primary and secondary schools. Cross-curricular themes explore global issues around access to clean, safe water, sanitation and hygiene education. There are plenty of ready-to-use activities and a range of media resources from slideshows, films, and games to real people s stories and images. Visit Send My Friend to School s Teaching Resources This site offers lesson plans to help you explore with your class why school is so important, why some children are missing out and how we can act together to make a difference. It includes case studies of real children missing out on education and films so you can meet children from around the world who are speaking up for change. A free teaching pack is also available. Visit

6 1 1 A picture of life in a developing country In this activity students examine photos illustrating different aspects of life in developing countries, and compare them to their own experience of the UK to identify similarities and differences. Resources needed: Photos illustrating life in a developing country. There are some provided here, but you may wish to add your own. A world map or globe. If you wish you can source some photos illustrating life in the UK, or students can just work from their own experience. Time needed: Warm up discussion: 5 minutes. Main activity: At least 20 minutes, but you can take as much time as you like for the class to discuss the photos. Warm up activity: Explain to the students that they are going to look at some photos that illustrate what life is like in developing countries. They re going to compare them to life in their own community, and discuss the similarities and differences. Main activity: The class can discuss the photos as a whole, or work in small groups and then present their conclusions to the rest of the class. Here are some ideas for questions: What do you notice that is similar to life here in the UK and what things are very different? What is the weather like? What difference do you think this would make to working, playing and going to school? What are the market stalls and shops like? Do people grow their own food as well as buying it? What are the roads like? How would this affect people s lives? What are the homes like? Do they seem big or small? Do you think they would suit the weather conditions? Who do you think built them? How do you think children play and enjoy their free time in developing countries? Do they spend a lot of time outside or inside? What about you? Debriefing: Discuss how Fairtrade might help improve some of the conditions illustrated by the photos. You could use ICT to search for further examples illustrating a particular aspect of life in developing countries, such as school, play or water and sanitation.

7 1 1 A picture of life in a developing country These photos are of a shop and a high street in Ghana. Compare these to what your local neighbourhood looks like. The following pictures are of some housing in Ghana and the Dominican Republic. Discuss the similarities The following pictures are of some housing in Ghana and the Dominican Republic. and differences between your home and these houses. Discuss the similarities and differences between your home and these houses.

8 1 1 A picture of life in a developing country These images show a cocoa farmer taking a sack of dried cocoa beans to be loaded onto a truck and a tea plucker at work on a plantation. How does this compare to farming work here in the UK? These photos show children from cocoa farming communities in Ghana. Compare and contrast what life is like for a child in a developing country to what it is like in the UK. How do you think their life compares to yours? Thanks to Robin Graham, the Fairtrade Foundation and Stirling Smith for the use of the photos in this section.

9 2 2 Agree! or Disagree!? This activity, which gets students moving around the room, stimulates discussion on a set of true and false statements about the impact of Fairtrade and co-operatives. Resources needed: You ll need some space in the classroom, for students to move around and gather in the agree, disagree or not sure areas of the room. Three pieces of paper to stick on the wall, one saying agree, one saying disagree and the other saying not sure. Some statements about Fairtrade to read to the class. Some are provided below, but you may wish to add your own. Time needed: The activity is open ended, depending on how many statements you include, but you ll need at least 10 minutes. Main activity: Read a series of statements out to the class. Ask students to move to the area of the room that corresponds to their feeling on the statement, ie whether they agree, disagree or are not sure. Once everyone has chosen their position, ask some of the students in each group to explain their choice. After a brief discussion, see if anyone wants to change position, then give the correct answer. Here are some statements that you could use. It s best to mix up the true and false ones during the activity. True statements Fairtrade Guarantees a better deal for third world producers, (ask students if they remember where this slogan comes from. it s the slogan on the Fairtrade Mark!). Products carry a special mark, so you know they are Fairtrade Pays farmers a fair price for their crops. Helps provide education. Helps provide decent health care. Is a trading partnership between companies in developed countries and farmers in developing countries Is an alternative approach to conventional international trade. Includes thousands of food and non-food products. Products are found in many different countries across the world. False statements Faitrade Exploits producers. Uses child labour. Treats farmers unfairly. Encourages the use of chemicals in farming. Is only found in specialist shops. Is much more expensive than non-fairtrade products. Products only come from Africa. Debriefing: Discuss what happened in the activity. Did most people find the questions easy or difficult? Were they surprised by any of the correct answers? What was the most interesting thing that they learnt? Extension activity: Students can take it in turns to make their own statements and the rest of the class can choose their position and discuss their decisions in the same way as above.

10 3 3 Co-operative Decision Making In this activity students work in teams and role play being part of a co-operative committee, with important decisions to make about how to use the income from Fairtrade to improve life for their community. Resources needed: Case studies provided in this pack. Photocopies of the list of options below, if you plan to use them. Time needed: Warm up discussion: minutes. Main activity: At least 30 minutes. (15 minutes working in groups plus time for each group to report back). Warm up activity: This activity involves groups of students role playing what it is like to make decisions as a Fairtrade co-operative. You can use the case studies from this pack and lists of options provided below if you like, or adapt this plan with different examples and options to suit your group if you prefer. Firstly, discuss co-operative decision making with the class. How do students think Fairtrade co-operatives make decisions? You can discuss mechanisms such as: Elected committees that discuss how to spend the Fairtrade Social Premium. How village groups may be able apply to this committee for projects that are needed in their community, such as a water well. How farmers might vote at an AGM, (Annual General Meeting) on important decisions. How very large co-operatives, such as Kuapa Kokoo in Ghana, which has about 45,000 members, may have a system of village societies with elected representatives who can attend the AGM and speak and vote on behalf of their village. Explain how committee groups often have a chairperson, who is responsible for making sure each person gets a fair chance to speak. You may wish to include this as part of the activity. Next, split the class into Fairtrade co-operative groups. Read through the case studies that you re going to use with the class and discuss any queries they have. Explain to them that each group has to prioritise a list of needs that the co-operative has. As a group they must discuss how best the income from Fairtrade should be spent and come up with an order of priority and an explanation as to why they have reached this decision. They should reach the decision by having a discussion together and then reaching a consensus, or taking a vote. Main activity: Below are lists of options corresponding to some of the case studies in this pack. Each group could work with one list. If you want to extend the activity you could ask the groups to rotate through the different co-operative groups and come up with their priority list for each one. When the groups have reached their decisions ask each group to present back to the rest of the class on what they have decided and why.

11 3 3 Co-operative Decision Making - continued options: Group members could vote anonymously using a ballot box or in an open vote, by a raising their hands. Each group could have a Committee Chairperson, chosen by the teacher or group, or chosen by picking a name out of a hat. If the groups rotate then members could take it in turns to chair the discussions. Debriefing: Discuss how students found the experience of working together as a committee to reach a decision. What was challenging about it? Was there a lot of disagreement? How did groups resolve this? How do students think Fairtrade co-operatives involve farmers in decision making and make sure they have a voice in the organisation? What About Your School? This activity can also be used in the context of a scenario in your own school. Imagine the school has been awarded an extra grant that has to be spent for the benefit of whole school. What would students spend it on? Improvements to the building? New facilities for sport, technology or the arts? Students could work in small groups, as above, and then present their ideas. The class could then have a vote as to how the money should be spent. You may wish to set some criteria, such as the amount of the grant that has been awarded, certain things that are excluded or certain conditions that have to be met. You could make the activity more interesting by making a sudden surprise announcement part way through the group discussions, such as a reduction in the budget or a new requirement.

12 3 3 Co-operative Decision Making - Fairtrade Co-operative Groups Case Study: Carlos from Cuba A farmers meeting room, which could also be used as a leisure space. Improved housing for co-operative members. Savings in case a hurricane ruins the crop and people lose their income until the next crop is ready. Case Study: Markeresho village, Tanzania Improving the school building, for example, by fixing the broken windows and leaking roof. New books for students. New sports equipment for the school. Case Study: Kuapa Kokoo cocoa co-operative, Ghana Training doctors. Water wells. Income generating projects, such as making soap from cocoa husks, so people can make money during the hungry season when there is no cocoa to sell. Case Study: Sivapackiam, Sri Lanka Loans for tea pluckers so they can buy seeds and equipment to grow vegetables to eat and sell. Improve the salary and conditions for all the workers on the tea estate. Electricity and running water for more tea pluckers homes on the estate.

13 4 4 Fairtrade Storyboard In this activity, students use the case studies to produce their own storyboard showing what life might be like for a Fairtrade farmer in a particular country. Resources needed: Fairtrade storyboard example (see What is Fairtrade 3). Case studies, provided in this pack. Time needed: Warm up activity: 10 minutes. Main activity: At least 40 minutes, (enough time for each student to plan the contents of their storyboard and complete their illustrations). Show what life might be like for a Fairtrade farmer Warm up activity: Go through the example non-fairtrade and Fairtrade storyboards in which ever way best suits your group. You may wish to read them all together as a class, or split the students into groups to discuss one of them before going through them together. Explain that the students are going to come up with their own story boards. Main activity: Divide the students into small groups. Each group needs to decide which case study they are going to illustrate. They then need to agree what they are going to include in their storyboard and decide who is going to draw which parts. You may wish to stipulate how many pictures the storyboard should include. The following case studies would work well for this activity, as the producers describe what life was like for the communities before and after Fairtrade improved things: Sivipackiam, the tea plucker from Sri Lanka. Comfort, the cocoa farmer from Ghana and the Kuapa Kokoo case study. Or you could use the following, which describe aspects of a typical day of young people from Fairtrade producer communities: Raymond, Haziza and Evagrace from Markeresho village in Tanzania. Joycelyn Segbedzi and Stephen Amankwah, from Kuapa Kokoo cocoa farming communities, Ghana. The students could do one storyboard, illustrating what they imagine a typical day would be like, or they could do two storyboards; one illustrating life before Fairtrade and one showing how Fairtrade has improved things in the community. Debriefing: Each group could present their storyboards to the rest of the class and describe what they illustrate and why.

14 5 5 Fairtrade Case Study Drama In this activity students use the case studies to produce short drama sketches exploring what life might be like for Fairtrade farming communities. Resources needed: Case studies provided in this pack. Props and costumes, if you wish to use them. Time needed: This activity is open ended and will take more or less time, depending on how long a drama piece each group is going to develop. Warm up activity: Explain to students that they re going to work in groups to produce a short piece of drama that shows what life is like for the communities illustrated by the case studies. The students need to be split into groups and assigned a case study. They should then be given some time to discuss the piece and decide what characters they re going to develop and who is going to play who. Main activity: Here are some examples of scenarios that you could suggest: Raymond, Haziza, and Evagrace could take the audience on a tour of Markeresho village in Tanzania, talking about their school, what they like doing and how Fairtrade and the KNCU coffee co-operative has improved life for their families and communities. Sivapackiam, the tea plucker from Sri Lanka, could feature in a drama piece which shows the audience what life was like on the tea estate before Fairtrade improved things, and how it has changed her community s quality of life for the better. Farmers from Kuapa Kokoo could show the audience how their organisation works and take them on a tour of the improvements that they have been able to make in their villages, thanks to Fairtrade and part-ownership of Divine Chocolate Limited in the UK. Each group should perform the drama it has devised to the rest of the class. Debriefing: After each group has performed, allow others the opportunity to ask questions and discuss what they think life is like in that community Do they think the piece was a true reflection?

15 6 6 Fairtrade Fact Finding Mission Resources needed: In this activity students work in groups and use a range of materials such as leaflets and case studies to find out as much as they can about a type of Fairtrade product and prepare a five minute presentation. The resources and space you ll need depend on how exactly you plan to run the activity. You will certainly need: Case studies, provided in this pack. Some samples of Fairtrade products. Some other information on each Fairtrade product type, such as leaflets or posters, newspaper articles or packaging samples. Steering question sheets, if you want to provide these to support students, (some questions are suggested below). Presentation materials, (flipchart or poster paper, coloured pens or pencils etc). You may need ICT facilities, if you would like students to use the internet to research and compile their presentations. This activity works well if you create tables for each type of Fairtrade product featuring the materials above, (such as tea, cocoa, citrus fruit, all of which have corresponding case studies in this pack). The groups can use these tables to do their research and plan their presentations. Time needed: Warm up discussion: Five minutes. Main activity: 40 minutes, (or enough time for each group to plan and give their short presentation). Warm up discussion: Divide the class into small groups and explain that each group is going to prepare a five minute presentation for the rest of the class on a particular type of Fairtrade product. Discuss some of the steering questions if you wish. Assign them to their product type and table. Main activity: Here are some ideas for steering questions: Which parts of the world does your Fairtrade product come from? What kind of conditions does it need to grow? What is the farming process like? What kinds of things is the product used to make? What are the names of some of the finished products or brands? What is life like for the farmers that grow this product? How has Fairtrade improved things for their communities? What else would you like to know about the product that you haven t found out about yet? Debriefing: Once each group has done the activity and become the experts on this product group they could either: Swap to another product group and research and prepare a presentation on that. Pick one product group as an individual and prepare a written or illustrated presentation by themselves. Have a question and answer session, where the experts get to try and help answer the questions of the rest of the class. Students can do further research as homework if they have questions or ideas that they would like to follow up.

16 7 7 Creative Case Study Presentations In this activity students are invited to present a case study of a Fairtrade producer or community in a creative way, be it a mask, newspaper page, logo, leaflet or something totally different! Resources needed: Case studies, provided in this pack. A range of drawing and craft materials. You could provide some examples of Fairtrade posters, leaflets and products, to inspire students. Time needed: This is an open ended activity and the time needed will depend on what students are going to do or make, but you will need at least 30 minutes. Warm up activity: No warm up activity is needed, just an explanation of what students are going to do. Main activity: Working in small groups, students should choose a case study and use it as inspiration to get creative! They can also use any other materials that you have provided. Students could make any of the following, or they may have their own creative ideas: A mask or costume. A mobile. A local newspaper page featuring interviews and stories about the community. A logo, information leaflet or poster for the co-operative featured in the case study. Debriefing: Students could present their work to each other, explaining what their pieces illustrate and where they got their inspiration. Choose a case study and use it as inspiration to get creative!

17 Co-operatives help people? Student activity and information sheet Get Drawing! Can you remember some of the ways that Fairtrade helps communities have a better life? Pick something you think is really important and draw a picture to illustrate it. My day. Your day. Keep a diary for one school day and one weekend day. Write down all the things you do including what you do at school, at home with your family, any help you give at home and what you do to have fun. What did you have for your meals? What do you enjoy most and not so much about the things you do each day? When you have finished your diary compare it to the diaries of Joycelyn and Stephen from Ghana, What are the similarities and differences between your day and theirs? Do you think their lives are harder or easier, or both in different ways? Who has the most free time? Draw a storyboard of your day if you like. Find Out More About Why So Many Children in the World Can t Go to School Visit the Kids section of and watch the short Send my Friend to School film. You can get involved! In 2000, world leaders made a promise that all children would go to primary school by They have done some work to make this happen, but things are moving too slowly to meet the target. In the Get Info section of the Send My Friend website you can find out more about what s happening. You can also sign up to get updates about future activities and find out how you can get involved in the global campaign to get more children into school. Lovely Latrines! A latrine is a type of outdoor toilet, which means that waste can be disposed of more safely and hygienically. They are used where people don t have plumbing into their homes so the kind of toilets that we are used to here in the UK cannot be built. Latrines can help prevent disease and health problems that are caused by people being exposed to human waste. You can help build some Lovely Latrines by collecting loo-rolls in this online computer game at There are plenty of other games and activities here too. Go Goat Go! Families might use the money they earn from Fairtrade to buy useful animals, such as goats. Find out how buying a goat can help a family have access to food, compost for the vegetable garden and extra income. Visit the Fun and Games section of and play Go Goat Go! as we well as many other great games and activities. Some communities might use the money they earn from Fairtrade to buy animals, such as goats. Co-operatives help people?

18 Co-operatives help people? Water Diary Student activity and information sheet Play the Water Family Game! Keep a water diary for a whole day and an evening. Make a note of each time you turn on the tap, either for drinking or washing, and each time you have a drink of water or squash from a bottle. Write down what you did and what time of day it was (it can be the actual time on the clock or just the approximate time, like when I got up or just after dinner ). When you have finished your diary try and answer these questions: How many buckets of water do you think this all adds up to? If there were five people in your family and each person needed this much water, how many buckets does that add up to? If you could carry one bucket of water on your head each time you went to the nearest place to get water, how many times in the day would you have to go? How much time would you spend travelling to collect water each day if you had to walk for half an hour there and half an hour back each time you needed a bucket of water? Play this online computer game to find out about how you and your family can make best use of precious water in your home and garden. around_the_world. Think about how to make best use of precious water My Water Diary Name:... Date:... Time What I used the water for How much water (eg 1 cup, 1 bucket) Co-operatives help people?