By Jane Goddard

It’s been an exciting privilege to have been a part of the local schools’ engagement with Manly-Manado over the past five years. This unique community movement has entered the classrooms of many local primary and high schools and had lasting impact. Over the past five years, thousands of local children and youths have engaged personally with this community movement.

They have engaged through lessons in their classrooms, experiential learning experiences offered by Manly-Manado volunteers, community events and through initiating their own funds and awareness raising events. Through their engagement, student’s eyes have been opened to the plight of the world’s poor and they’ve been able to connect personally with those living in poverty in Manado. It has been through their connection with individuals and families in Manado that they have been able to see the impact an individual and a whole community can have in responding to the needs of others.

One of the guiding beliefs of Manly-Manado is that poverty can be overcome through education, reflection and action. As a teacher, I have witnessed the exciting transformation of many students’ hearts in response to the issue of global poverty, as it has been presented through Manly-Manado. I have witnessed children and youth empowered to take action against poverty and initiate fundraising events in order to help provide micro loans for families in Manado.

For example, students at Mackellar Girls Campus, Balgowlah Boys Campus and St Paul’s College, in response to their engagement with the Geography Case Study based on Manly-Manado, have initiated annual fundraising events and engaged in a community poetry competition and sponsored walk. Students have also shared their understanding with their families and church groups.

I also think of one student I’ve taught, a Year 8 student, who has for the past two years initiated a Christmas collection in her street to raise money for the provision of micro loans to poor families. This action was inspired by her desire to make a difference in the lives of others.  She has since sought to become an advocate for children in poverty, especially children who are victims of slave labour and human trafficking.

The Geography Case Study that was put together as a teaching tool for teachers to use in local high school classrooms was excitingly shared with teachers at the annual NSW Geography Teachers Association meeting in 2008.  Since that time, the case study has been shared with teachers around Australia via the Global Education website. It has been a privilege to hear the stories of how students have engaged with the learning content from the Case Study.

The movement has not only impacted students within schools. Staff and parents have also engaged with Manly-Manado and through their engagement had their hearts transformed. The movement has truly had a wonderful and lasting impact on our local community. It’s hard to measure the impact on the youth, but I know that it has offered many young individuals a sense of hope in being able to address the needs of the World’s poor.