Civic Engagement As an Educational Goal

A modern democratic society depends on the civic engagement of its citizens. Growing cultural pluralism and economic globalization have brought greater complexity to all areas of life. Young people in particular need diverse opportunities in order to enrich their experience, to learn about civic responsibility and to strengthen their communities. Furthermore, the topic is important since it shapes a path to overcome social inequalities in education and to use the untapped potential for— and declining interest in—political participation among youth.

With the 2007 Carl Bertelsmann Prize for Civic Engagement as an Educational Goal the Bertelsmann Stiftung presents approaches in diverse countries and discusses how they meet the challenge to promote civic engagement in schools and early childhood education and care. The report also gives a short overview of the status quo of civic engagement in Germany and suggests some reforms for the future. Civic Engagement as an Educational Goal

www.bertelsmann-stiftung.org/publications

ISBN 978-3-89204-944-9

Bertelsmann Stiftung (ed.)

Civic Engagement as an Educational Goal

Carl Bertelsmann Prize 2007

943_CBP07_Kock.indd 1-2 22.08.2007 15:57:09 Uhr Bertelsmann Stiftung (ed.)

Civic Engagement as an Educational Goal

Carl Bertelsmann Prize 2007 Bibliographic information published by the Deutsche Nationalbibliothek

The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the Internet at http://dnb.d-nb.de.

© 2010 eBook edition (PDF) © 2007 Verlag Bertelsmann Stiftung, Gütersloh Responsible: Michael Seberich with the support of Anna Niemann Copy editor: Birte Pampel, Munich Translation: German Language Services Production editor: Christiane Raffel Cover design: Nadine Humann Cover illustration: Uppercut Images/Strandperle Typesetting and Printing: Hans Kock Buch- und Offsetdruck GmbH, Bielefeld ISBN 978-3-86793-247-9 www.bertelsmann-stiftung.org/publications Table of Contents

Preface ...... 7

Civic Engagement as an Educational Goal— Challenges in Germany ...... 10 Ina Epkenhans, Sigrid Meinhold-Henschel, Jonathan Przybylski and Michael Seberich

Thriving Youth, Flourishing Civil Society— How Positive Youth Development Strengthens Democracy and Social Justice ...... 21 Richard M. Lerner, Amy E. Alberts and Deborah L. Bobek

Finding Good Examples— An International Look at Strategies and Programs ...... 36 Margit Aufterbeck-Martin, Felix Oldenburg, Henning Banthien and Carmen Aldinger

Civic Engagement Doesn’t Exactly Sell Itself— Developments and Initiatives in the United States ...... 88 Michael Seberich

Policies Promoting Civic Engagement in the Federal State of Baden-Württemberg ...... 91 Sigrid Meinhold-Henschel

An Example for Germany— Policies Promoting Civic Engagement in Great Britain ...... 95 Ina Epkenhans and Jonathan Przybylski

5 New Initiatives and Directions for Promoting Civic Engagement Among Youth in Germany ...... 100 Ina Epkenhans, Sigrid Meinhold-Henschel, Jonathan Przybylski and Michael Seberich

The Carl Bertelsmann Prize ...... 106

The Authors ...... 108

6 Preface

A society that is based on the values of freedom, solidarity and good- will needs social capital. The cohesiveness that derives from these values is the prerequisite for a democracy that thrives over time. Social capital is created when citizens are willing to partner with and support each other within social networks. They need a foundation of trust from which civic engagement can evolve. The 2007 Carl Bertelsmann Prize seeks ways to develop this trust as early as childhood and adolescence. Young people who get involved in their communities tend to stay involved, dedicating time, energy and financial resources to communal undertakings as adults. In this context, “civic engagement” denotes voluntary efforts by which young people contribute to democracy and the common good. Indi- vidual engagement, however, needs an institutional framework. Schools and facilities dedicated to early childhood education and care play a particularly crucial role here. This year’s Carl Bertelsmann Prize takes up the topic “Civic Engagement as an Educational Goal,” putting educational policy and the advancement of civil society at center stage. In keeping with its international focus, the search committee investigated innovative policies and third-sector organizations in Brazil, Canada, Estonia, Fin- land, Germany, Great Britain, the Netherlands, New Zealand, South Africa, Sweden, Switzerland and the United States. A committee of academic experts and practitioners supported and directed the selection process. This volume, published in conjunction with the awards ceremony, sets forth the results. In particular, it highlights this year’s winners: Great Britain’s Citizenship Foundation and the curriculum program “Themenorientiertes Projekt Soziales Engagement” (TOP SE, Topic-oriented Project on Civic Engagement) in the state of Baden- Württemberg, Germany.

7 The research leading up to the award demonstrates that civic engagement has already taken root as an educational goal in many localities. It is nurtured by dedicated educators, committed citizens, interested nonprofit organizations and concerned political leaders. As a result of their actions, many nations, states and communities have implemented programs, curricula and statutes that encourage civic engagement at an early age. While legislation does not guarantee bet- ter education, it can open up opportunities that allow all young people, regardless of their background, access to the crucial resource and important educational territory of community involvement. The 2007 Carl Bertelsmann Prize once again impressively demonstrates that it will take more than a one-sided focus on cognitive learning to improve our educational system. Everything we have observed in the past months about the affect of civic engagement on children and adolescents underscores the importance of lessons and experi- ences that touch their lives. The recognition they receive when they get involved in the world around them contributes immeasurably to their development and self-confidence. Their awareness of what they have accomplished leads them in turn to assume responsibility. As this cycle of learning continues, they earn further recognition. Though this is not a new educational concept, many schools and early childhood centers have done little to put it into practice. The deliberate promotion of civic engagement offers the opportunity to anchor this cycle in our educational system. This volume presents examples of international best practice, linking them with findings in the fields of pedagogy, developmental psychology and politics. The reports offer preliminary answers to a wide range of questions. These five key questions frame the investiga- tion: – How many young people participate in their communities, and under what conditions? – What makes it so important to promote civic engagement at an early age? – What role can educational institutions play in improving young people’s opportunities and skills for participation? – What constitutes good practice when it comes to engaging children and youth in civic-minded endeavors? – How can political and educational practice in this area be im- proved?

8 Attaining the educational goal of civic engagement is the joint responsibility of politics, business and the third sector. Without civic engagement, we would have no volunteers, no nonprofit organizations and no foundations, such as the Bertelsmann Stiftung. Without participation by citizens, democracy would stand on unsteady ground. We cannot let that happen. The 2007 Carl Bertelsmann Prize demonstrates ways to create new trust in democracy and the common good. But the excellent policies and programs described in this book are not the real starting point. The real starting point is a change in mind- set—at long last, we must take young people seriously! As we award the 2007 Carl Bertelsmann Prize on September 6, we acknowledge with gratitude the work of the selection committee, our youth advisory board and our research partners, the Institute for Organizational Communication (IFOK) in Berlin and the Education Development Center (EDC) in Boston. Within the Bertelsmann Stif- tung, many colleagues have contributed to making this year’s Carl Bertelsmann Prize a success. We owe special thanks to the Carl Ber- telsmann Prize project team.

Dr. Brigitte Mohn Michael Seberich Member of the Executive Board Project Manager Bertelsmann Stiftung 2007 Carl Bertelsmann Prize

9 Civic Engagement as an Educational Goal— Challenges in Germany Ina Epkenhans, Sigrid Meinhold-Henschel, Jonathan Przybylski and Michael Seberich

In keeping with the longstanding social commitment of its founder, Reinhard Mohn, the Bertelsmann Stiftung is dedicated to serving the common good. The foundation’s work is based on the conviction that competition and civic engagement are essential for social progress. The Carl Bertelsmann Prize honors innovative ideas and exem- plary solutions to pressing social issues in Germany. Named after the founder of the Bertelsmann AG, the W 150,000 prize is awarded annu- ally. Its mandate is to “look beyond the garden gate” in order to learn from the best in the world, and it is exactly this international perspec- tive that sets it apart from other awards. The theme of the 2007 prize is “Civic Engagement as an Educa- tional Goal.” In its international research, the search committee focused on identifying innovative and sustainable strategies for improving the overall structural and socioeconomic conditions for civic engagement among Germany’s children and young people. Why this topic? A modern democratic society depends on the civic engagement of its citizens. Growing cultural pluralism and economic globalization have brought greater complexity to all areas of life. Fur- thermore, the topic is important to Germany in view of challenges such as major social inequality in education, the introduction of all- day schools and the considerable, untapped potential for—and declining interest in—political participation among its youth.

10 The need for action: discourse and discussions in Germany

Growing up in a globalized and pluralistic society

Young people today live in a world characterized by economic globalization, cultural pluralism and an explosion of knowledge (cf. Hein- rich-Böll-Stiftung 2004: 14). Their prospects and living conditions have changed, and, unlike earlier generations, they face a different and often uncertain job market, highly mobile professional careers and insecure social systems (Edelstein and Fauser 2001: 13). One result of these changes is that the discrete phases of childhood, adolescence and adulthood are harder to distinguish. Societal norms— for example, in regard to planning an educational path, embarking on a career, choosing a partner and starting a family—are no longer set in stone (Braun 2007: 6). Young people experiencing these profound changes must seek new ways of adapting to them (Bertelsmann Stiftung 2007: 60). Growing up brings new freedoms, but these entail risks. Individuals are free to make their own decisions about lifestyles and careers; at the same time, they cannot escape those decisions. Therefore, children and adolescents must learn early on the skills, confidence and independ- ence to pursue their own paths in an increasingly complex world.

The complexity of politics

The events of recent decades have made politics an extremely complex, highly abstract arena, one that is increasingly removed from people’s experience and everyday life. As a consequence, young people today have a hard time understanding what politicians actually do. Institutions such as the European Union or the International Mon- etary Fund, which have an impact on the lives of individuals from a great distance, seem more and more remote (Edelstein and Fauser 2001: 13 f.). Many young people fail to see the connection between their daily lives and what goes on in the halls of politics (Schiele 2002: 1 f.). This reinforces their sense of inefficacy and detachment from political processes (Edelstein and Fauser 2001: 14). In Germany, many citizens, and especially the young, distance themselves from politics. In the 15th Shell Youth Study, only 39 per-

11 cent of 15- to 24-year-olds professed an interest in politics, compared with 34 percent in 2002, 43 percent in 1999, 47 percent in 1996, and 57 percent in 1991 (cf. Schneekloth 2006: 104). Germany’s young people, on average, are less interested in political participation than those in other industrialized countries (cf. Oesterreich 2001: 21). If we want to have a vibrant democracy, we must motivate and empower our youth to understand and get involved in the increasingly complex political arena. Until now, however, German schools have not done an adequate job of teaching the political skills needed to participate in a democratic society (cf. BMFSFJ 2005a: 143).

Repercussions of the PISA study

The controversy about education reform in Germany triggered by the PISA study (published by the Organization for Economic Coopera- tion and Development, or OECD, in 2001) continues even today. The Program for International Student Assessment (PISA) provides OECD member nations with comparative data on performance and outcomes in their public schools. The program focuses on assessing the reading proficiency and mathematical and scientific literacy of students approaching the end of compulsory education. Researchers conducted testing in 41 countries with over 250,000 15-year-old students. In Germany, 5,000 students from different types of schools took the test. For the “land of philosophers and poets,” the results came as a shock. In every category tested, Germany’s average lay below the OECD average. In no other industrialized nation did students’ social background have as strong an impact on their success in school. One- fourth of the German students tested failed or barely managed, to reach the lowest proficiency level (cf. Pisa-Konsortium 2002). So far, the debate on education that followed the “PISA shock” has focused one-sidedly on cognitive processes of knowledge transfer and concentrated almost entirely on improving performance in the core curriculum areas (cf. Rauschenbach and Otto 2004; Konsortium Bil- dungsberichterstattung 2006: 77). Though this debate on test outcomes and competencies is important, it largely ignores the signifi- cance of informal and non-cognitive forms of learning. Schools must do more than simply impart knowledge if they want to educate