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Policy Brief Series Education and Democracy Government and Civil Society Cooperation on Civic Education Policy: Experiences in the Americas

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Policy Brief Series Education and Democracy Government and Civil Society Cooperation on Civic Education Policy: Experiences in the Americas October 2013 V5 Policy Brief Series Education and Democracy Government and Civil Society Cooperation on Civic Education Policy: Experiences in the Americas Department of Human Development,Oficina de Educación Education andy Cultura Employment SEDIDDHEC/SEDI Programa Interamericáno sobre Educación en Valores y Prácticas Democráticas The Inter-American Program on Education for Democratic Values and Practices is a hemispheric About alliance of ministries of education, civil society organizations, international organizations, universi- The Program ties and private sector organizations working to strengthen education for democratic citizenship through cooperation, research and professional development. Officially adopted at the IV Inter-American Meet- ing of the Ministers of Education on Trinidad and Tobago, in August 2005, its main objective is to promote the development and strengthening of a democratic culture in the Americas through formal and non-formal education. For more information about the Inter-American Pro- gram please contact us at: [email protected] or visit our Web page www.educadem.oas.org Follow us on: Facebook: www.facebook.com/educadem Twitter: www.twitter.com/EDUCADEM Coordination Principal Writers Department of Human Development, Charles N. Quigley, Education and Employment Executive Director Work Organization of American States Alissa Irion, Assistant Director, Editorial Team Civitas International Programs Romina Kasman Contributors and Reviewers Team Graphic Design John Hale, Associate Director Diana Valentina Pernett Jack N. Hoar, Director, Civitas International Programs Editor Mark Gage, Director of Publishing Follow us on mail Facebook Twitter www.educadem.oas.org Government and Civil Society Cooperation on Civic Education Policy: Experiences in the Americas A. Introduction . page 5 Content B. What Kinds of Policies support Civic Education? . .page 6 C. Strategies for Cooperative Development and Promotion of Civic Education Policies . .page 9 D. Case Studies of Government and CSO Collaboration in the Development and Implementation of Public Policy in Civic Education . page 10 E. Lessons Learned from Collaborative Experiences in the Americasn . .page 20 F. Recommendations for Future Collaboration . .page 23 G. Conclusion . .page 24 H. Appendices . page 24 October 2013 Summary 5 At their essence, programs and initiatives in education for democratic citizenship are inspired by the goal of encouraging students to become active participants in their com- volume munities at the level of school, city, nation, and beyond. In keeping with the nature of this objective, these programs should be designed through the collaborative efforts of all sectors of society so that students can be integrated into the social and political fabric of their communities in the most effective and legitimate way possible. The Inter-American Program on Education for Democratic Values and Practices is a hemi- spheric alliance of ministries of education, civil society organizations, international organi- zations, universities, and private-sector organizations working to build human capital and strengthen the capacities of institutions to develop of education for democratic citizenship policies, programs and initiatives. From the Inter-American Program’s perspective, intersec- toral dialogue and cooperation is one of the most comprehensive approaches to formulate and implement legitimate and effective initiatives in the field of education for democratic citizenship. Therefore, through our activities we are committed to continue catalyzing and Policy Brief Series: Education and Democracy Policy promoting discussions about experiences of collaboration between different types of insti- tutions, and in this case, between civil society organizations and government institutions, in order to explore their results, lessons learned and challenges identified. In expanding and illuminating these discussions, we hope to enhance political and social dialogue, as well as to incite stakeholders in civic education to share their recommendations for further action with the OAS and our allies to increase and improve the spaces and mechanisms through which individuals and institutions from different sectors may explore and develop collaborative working models to develop policies, programs, and initiatives in the field. A. Introduction evaluate, and institutionalize civic education pro- grams and policies. In the Americas there are a number of successful examples of ministries of education and other The brief builds upon existing knowledge from re- October 2013 governmental agencies working with civil society search and practice and aims to foster further dis- 5 organizations (CSOs) to create, establish, imple- cussion and research on this topic. It (1) introdu- ment, and evaluate public policies that promote ces sample policies that support civic education, democratic values and practices through civic (2) highlights some the ways in which government education. Although government and civil socie- agencies and CSOs can collaborate to develop volume ty have different roles in policymaking, there are and promote these policies, (3) presents exam- many ways in which both can collaborate and ples and lessons learned from the collaborative coordinate their efforts to achieve better policy experiences of government agencies and CSOs in outcomes. This policy brief seeks to counter the the Americas, (4) provides recommendations that perception that government agencies and CSOs can be applied to guide future collaboration, and must function separately. It also endeavors to (5) suggests next steps to further this discussion. provide information about how government and civil society can work together to further their de- The following subsections of this introduction ad- mocratic aspirations through civic education. dress some prerequisite understandings before proceeding with the discussion of civic education This brief is intended to draw upon previous and policymaking. current experiences to provide a resource for po- licymakers and others interested in public policy 1. What is civic education? Civic education is to use in developing policies that promote demo- devoted to fostering among citizens competent cratic participation in the Americas through edu- and responsible participation in the political life cation. It will explore questions such as the fo- of their communities and nations. This participa- Policy Brief Series: Education and Democracy Policy llowing: In what ways have government and civil tion should be characterized by a reasoned com- society collaborated on civic education programs mitment to the fundamental values and principles and policies? What have been the challenges and of constitutional democracy, including a respect benefits identified by participant institutions/lea- for the rights of individuals and a devotion to the ders? What has been the impact of collaborative common good. Civic education can be conducted efforts on the process of developing policies and in educational institutions and/or for the general on the results of civic education policies and pro- public or selected audiences within the general grams? What can we learn from these experien- public. ces? How can they be improved? 2. What is public policy in a democratic political This brief has been prepared for the Inter-Ameri- system? can Program for Education on Democratic Values and Practices of the Human Development & Edu- a. A public policy is a concept that guides a cation Section of the Organization of American course of action or a procedure used in dealing States (OAS) by the Center for Civic Education with public issues or problems. For example, a (www.civiced.org), a nonprofit nonpartisan orga- nation may establish a policy of requiring that nization based in California whose mission is to civic education is taught at every grade level in promote an enlightened and responsible citizen- its elementary and secondary schools. ry committed to democratic principles and acti- b. Public policies are often embodied in laws, vely engaged in the practice of democracy in the rules, or regulations or agreed-upon procedures United States and other countries. For more than used by government to fulfill its responsibilities forty years, the Center has been working with a to protect the rights of the people and to pro- network of government and civil society partners mote the common good or general welfare. For in eighty-four countries to develop, implement, example, requirements for civic education may 5 be embodied in laws created by national and/ or local legislatures or regulations established by ministries of education. CSOs function within the parameters of available resources and spaces for discourse with public 3. How is public policy created, implemented, institutions. Each country, state, or community and evaluated? Whereas it is the role of gover- has a different political system and institutional nment to adopt policies, these policies can be contexts for public discourse, which affect the role October 2013 created, implemented, and evaluated by gover- of CSOs in policy development and implementa- nmental institutions independently or in concert tion in that locality. The political and institutional 5 with private-sector agencies and institutions, context at a particular point in time affects how such as business and industry, and civil society open the discourse can be and how much oppor- organizations. For example, ministries of educa- tunity for discourse is
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