GENERATION CITIZEN INTERNATIONAL CIVIC EDUCATION ANALYSIS AND RECOMMENDATIONS LANDSCAPE ANALYSIS

INTRODUCTION the organization was originally inspired because of Scott Warren (CEO of GC) witnessing the motivation of Traditionally, representative democracy has been individuals in emerging democracies to fully participate understood as a system where elected representatives in the political process. act on the behalf of the citizens to ensure accountability and governance in the system. This system allows This project’s aim is to explore the ecosystem of citizens to play a more active role, mostly as voters. Yet, international civics education programs, analyzing with emerging times and newer democracies, a richer their efficacy in helping to form more engaged and conception of citizenship is required. (Barber, 1989). informed citizens, primarily in emerging democracies. This conception of citizenship is related to being a more The landscape analysis also aims to determine whether active participant in the democratic decision-making GC has an opportunity to utilize its framework to work process. Thus, determining the prominent factors for internationally. making citizens active drivers of change has never been more crucial to understand. RESEARCH METHODOLOGY Going back long period of time, research points to the importance of education for being active citizens. A combination of methods was used, including Beginning in the 1960’s, research began to point conducting semi-structured interview with implementer towards the linkage between how civic education in (grassroots) organizations, reviewing online databases particular helps citizens to acquire political knowledge, for implementer and funding organizations, and skills and attitudes (Hahn, 2010). This linkage has conducting literature reviews. These methods helped been gaining attention among both well-established in creating a list of countries and funder organizations, and newer democracies. This has resulted in interest which, in turn, allowed for the identification of the to support educational programs pertaining to civics organizations (based on the scope) that are working in education or shifting of the focus from traditional civics the similar space. education curriculum to a more active civics approach Major databases for identifying countries and (Quingly, 2000). organizations:

With the continuous change and evolving nature of • National Endowment for Democracy (NED) civics education, it has become paramount to look at different frameworks in promoting civics education • International Association for the Evaluation of globally. In this context, conducting a landscape analysis Educational Achievement (IEA) report of the international civic education space would help Scope: The landscape analysis or market mapping for in understanding the current government atmosphere GC was narrowed down to specific aspects in different countries, the existing civic education gap and the potential for Generation Citizen (GC) to move 1. Organization’s function: Is it a funding forward in the international context. organization or an implementer organization?

2. Topic: Areas of interest within civic education (both OBJECTIVES in formal and informal education)

Generation Citizen, to date, has been a completely 3. Beneficiary: Students below the age group of 18 or domestic organization, focusing on educating young adults people in the US to be engaged and informed citizens by bringing civics back into the classroom. However,

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INTERNATIONAL CIVIC EDUCATION SPACE: 1968, respectively (Mozaffar & Scarritt, 2005). In the CURRENT PERSPECTIVES wake of democracy’s third wave that swept through Africa after 1989, and earlier in Zimbabwe (1980) Before we delve deeper into understanding the and Senegal (1983), the reintroduction of competitive international civic education space, it is incumbent to elections led to the resurgence of political parties in all understand a few key terms. African countries (Mozaffar & Scarritt, 2005).

Latin America, during the last twenty years, has also DEFINING EMERGING DEMOCRACIES experienced significant political change. Before 1978, only Colombia, Costa Rica and Venezuela elected Citizens are the most distinctive element in their leaders through competitive and free elections democracies. All regimes have rulers and a public (Reflection on the IEA study, 2007). The early 1980s realm, but only true democracies cater to informed marked a return to democratic rule for the majority of and engaged citizens (Schmitter & Karl, 1991). All Latin American nations, which had experienced periods democracies have ‘emerged’ at one time or another, of military rule such as Argentina, Bolivia, Brazil, Chile, and yet over time many have slipped in and out of Dominican Republic, Ecuador, El Salvador, Guatemala, alignment with democratic principles of government Honduras, Nicaragua, Panama, Paraguay, Peru, and (Mason, 2009). Accordingly, in the contemporary Uruguay (Reflections on the IEA Study, 2007). context we can refer to ‘emerging democracies’ as those states that have established a form of Thus, with the exception of Cuba, all Latin American democratic government and are actively working nations have held competitive elections since their most toward establishing and strengthening the institutions recent democratic transition. Civil freedoms, human that support a democratic way of life e.g. civil society, rights, and democratic institutions have expanded the rule of law based on a written constitution, free, in most countries. However, the impact of recent open, and regular elections, protection of minority presidential elections in Bolivia, Ecuador, Nicaragua and rights, etc. (Mason, 2009). There are various examples Venezuela on democratic institutions is still an open of emerging democracies where the nature and extent question (Reflections on the IEA Study, 2007). to which democratic institutions have formed and developed is varied. Hence, even though we have a generic idea of the definition of “emerging democracies”, the terminology In many parts of post-colonial Africa, for example, is still at an evolving stage. ‘Definitions of citizenship political parties are indispensable fixtures in modern are very country-dependent’ so, corresponding notions democracies, but their formation and development are of ‘active citizenship’ can be expected to be equally anything but inevitable or uniform. Some authoritarian dependent on the contexts that construct it (Kennedy, regimes proscribed political parties altogether, 2007). while others prescribed a limited role for them (Mozaffar & Scarritt, 2005). Gambia, on the other hand, remained a multiparty democracy for 29 years after independence in 1965 before a military coup overthrew the democratic government. The country returned to multiparty democracy in 1997 (Mozaffar & Scarritt, 2005).

Botswana and Mauritius remain uninterrupted multi- party democracies since independence in 1966 and

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DEFINING ACTIVE CITIZENSHIP to their sense of empowerment and agency, connecting AND ACTION CIVICS them to adults and peers who model civically engaged behavior, and enabling them to use their knowledge and In a crude manner, the term `civics’ often is associated skills to achieve concrete results (Levinson, 2009). more with education that stresses knowledge about civics, while ‘citizenship’ is associated with attempts GC works to ensure that every student in the to promote education through (via participation) and United States receives and effective action for (via active engagement) civic education (Morris & civics education, which provides them with the Cogan, 2001). However, ‘Active Citizenship’ was first knowledge and skills necessary to participate in formally used when developing the proposals for the our democracy as active citizens. It is this mission European Commission Lisbon 2010 Strategy towards that GC is exploring promoting in other countries as well. developing a competitive ‘knowledge society’ and ‘greater social cohesion’ (Hoskins & Mascherini, 2009). EXPERIENTIAL CIVICS EDUCATION In this context, Active Citizenship was described as way of empowering citizens to have their voice heard within According to a report by Center for International Private their communities, creating a sense of belonging and Enterprise, the underlying reason why many citizens a stake in the society in which they live. (Hoskins & in emerging democratic, market systems do not Mascherini, 2009). participate in the political system or the formal economy is that the institutional structures or the “rules of the Joel Westheimer and Joseph Kahne also describe in game” prevent them from doing so (Catherine Kutcha- their influential article, “What Kind of Citizen” ideals Helbling, 2000). Furthermore, programs for preparing of both “participatory” and “justice-oriented” citizens. future citizens must be sensitive to the role of local Participatory citizens believe that “to solve social circumstances and multiple civic identities as they problems and improve society, citizens must actively seek to foster understandings and attitudes necessary participate and take leadership positions within for effective civic participation (Mason, 2009). Thus, established systems and community structures,” experience is critical to the development of democratic while justice-oriented citizens believe that one must attitudes and behavior, but this does not mean that it “question, debate, and change established systems is necessarily outside the reach of the advocacy groups and structures that reproduce patterns of injustice over that conduct training in democracy (Finkel, 2000). time” (Levinson, 2009). In this context, civic education exposes individuals It is thus important to understand the measure of to both curricular instruction and group-related civic attitude, which then becomes a core determinant mobilization appeals. This combination of influences in fostering civic engagement. People’s decisions to appears to be highly capable of effecting substantial participate in civic life are, at least partly, determined short-term change in the individual’s propensity to by their civic attitudes: whether they believe that engage the political system (Finkel, 2000). individuals can influence government (political efficacy), that they themselves can influence government Secondly, the results suggest that the effectiveness (individual efficacy), that one has a duty to participate of adult civic education in developing democracies (civic duty), and/or that one is part of a civic community depends crucially on the advocacy of NGOs and other (civic identity) (Levinson, 2009). groups that conduct the civic education training, rather than the state institution itself (Finkel, 2000). This also That is why guided experiential civic education, also makes the landscape analysis even more important for known as action civics, can motivate students to the emerging democracies. become civically engaged in the future by contributing

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In non- democratic nations, which do not provide formal Such groups and networks, moreover, can be important channels of political participation, civic competence can conduits of political information, as well as re-enforcers be defined in terms of informal behaviors that include of “social capital” and pro-democratic qualities such as covert acts of advocacy, collaboration, and community tolerance and trust (both interpersonal and institutional) building (Youniss, et al., 2002). (Finkel, 2003). Thus, the messages delivered via civic education may resonate with the mobilization A study by Finkel & Ernst, 2005 found that students and learning processes that also take place within developed political tolerance and trust, in addition social-network and associational contexts to promote to other civic skills and values, when teachers used democratic attitudes, values, and behavior (Finkel, interactive and participatory teaching methods such 2003). as role-playing, simulations, mock trials and elections. Such methods were shown to promote positive civic Moreover, findings by Finkel & Ernst indicate that values and attitudes more effectively than classroom civic education changes the structure of students’ discussions and opportunities for students to express orientations: creates a “democratic values” dimension, opinions on controversial political issues (Mason, comprised of political tolerance, trust, civic duty, and 2009). approval of legal political behaviors (Finkel & Ernst, 2005). This dimension coalesces more strongly, and Additionally, a steady stream of findings over the past in greater distinction from a “political competence” several decades have demonstrated that variables such dimension which is comprised of knowledge and civic as the individual’s perceptions of current economic skills among students exposed to civic education than conditions, assessments of governmental competence, among those with no such training (Finkel & Ernst, and experiences with governmental authority can also 2005). affect democratic orientations such as tolerance, social and institutional trust, and political efficacy (Finkel, Thus, under the right pedagogical and “classroom 2003). climate” conditions, civic education can be an effective agent, not only for increasing democratic values and Nevertheless, there is also substantial evidence that skills, but also for facilitating the integration of these attitudes such as political tolerance, traditionally viewed orientations into a more general democratic belief as deeply rooted and relatively impervious to change, system (Finkel & Ernst, 2005). can be influenced by new information and efforts at political persuasion, as well as by short- term economic, These findings resonate with the variety of existing political, and contextual factors (Finkel, 2003). Clearly, programs that are ongoing in the form of new primary such a view of how attitudes form and change would and secondary school curricula on democracy, to local lead one to harbor greater hopes for the potential of NGO programs providing instruction about the social civic education to foster pro-democratic orientations and political rights of women, to voter education, to (Finkel, 2003). neighborhood problem- solving programs bringing individuals and local authorities together (Mason, Recent academic research has emphasized on how 2009). Furthermore, they provide us evidence on how active mobilization efforts by parties, secondary groups, conducting civic education experientially has helped and social networks can stimulate individual political citizens to be an active agent of change in the social behavior in fledgling as well as established democracies transformation process. (Finkel, 2003). These perspectives showcase the prominent role that secondary associations and other civil society groups play in conducting adult civic education.

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EXISTING STUDIES ON INTERNATIONAL an opinion in class had a positive impact (Torney-Purta, CIVIC EDUCATION PROGRAMS Lehmann, Oswald, & Schulz). Across all countries, between 27 and 39 percent of the students say that Over the last decade, numerous studies have been they are ‘often’ encouraged in their schools to make up conducted on varying aspects of civic education such their own minds, encouraged to express their opinions, as an IEA Civic Education Study (2000, 2008); Levinson free to express opinions that differ from those of other (2007) study civic education curriculum implemented students and of the teacher, and are likely to hear in schools of Mexico; Project ‘Education for Democratic several sides of an issue (Torney-Purta, Lehmann, Citizenship’ in 1997 by Council of Europe and many Oswald, & Schulz). others (Hahn, 2010). The IEA study also noted that civic curricula in most Also, many programs have been ongoing in emerging countries included national history, human and citizens’ democracies. United States Agency for International rights, and environmental concerns; but civic education Development (USAID) data suggest that the United generally had a low, sometimes precarious, status States alone spent between $30 million and $50 million in schools, with many teachers reporting a lack of a year on civic education abroad between 1990 and materials and limited training (Youniss, et al., 2002). 2005 (Finkel & Smith, 2011) In some countries, young adults were unlikely to vote or participate in other conventional political activities. The IEA Civic Education Study tried to identify and Youth demonstrated gaps both in their understanding of examine, through a comparative framework, the ways the pivotal ideas of democracy, and in their knowledge in which young people are prepared to undertake their of existing political structures (Torney-Purta, Lehmann, role as citizens in democracies. One focus of the study Oswald, & Schulz). is the school setting. This is not limited to the formal curriculum in any particular school course, but includes However, civic engagement showed a differentiated several subject areas across the curriculum (Torney- pattern. Young people in some countries appear ready Purta, Lehmann, Oswald, & Schulz). to take advantage of several avenues for participation— conventional activities in the political system, social The instrument included a test of civic knowledge, movement groups in the community and joining with measures of support for democratic values (including others to solve problems in school. However, the more tolerance and support for women’s political rights), pessimistic view reveals in some countries a marked support for the national and local government, and disinclination toward such participation and a lack of participation in political activities (Torney-Purta, the necessary infrastructure for engagement (Torney- Lehmann, Oswald, & Schulz). Purta, Lehmann, Oswald, & Schulz). No country’s 14-year-olds achieved high scores on Another study on the impact of adult civic education on all of these factors. There were substantial gender political participation in two developing democracies, differences, with males scoring higher on civic the Dominican Republic and South Africa, showed that knowledge and on participation in political discussion, democracy training has significant effects on local-level and females scoring higher on support for democratic participation in four of the seven programs examined values (Torney-Purta, Lehmann, Oswald, & Schulz). in the two countries (Finkel, Civic Ed. in Developing Another major finding from this study was that stress Democracies, 2000). on rote learning and on patriotic ritual in the classroom The effects remained significant in multivariate tended to be negatively related to civic knowledge and models, and in models that attempted to control for democratic attitudes, while the opportunity to express the self- selection processes that are inherent in the

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implementation of civic education programs (Finkel, findings also suggest that civic education in developing Civic Ed. in Developing Democracies, 2000). They democracies may be viewed as a combination of both lend additional credence to the growing claim that “formal indoctrination” and direct experience (Finkel, democratic political culture can change significantly Can Democracy Be Taught?, 2003). in response to short-term stimuli (Finkel, Civic Ed. in Developing Democracies, 2000). Findings have demonstrated consistent positive effects of civic education among adults in developing A study by Finkel and Ernst (2005), found that high democracies, as workshops that use more active, school students who receive civics instruction on at participatory teaching methods, and programs that least a weekly basis are far more likely to identify emphasize community decision making and group correctly key South African political leaders and problem solving exert significantly greater impact to possess basic knowledge of the South African on individual attitudes and subsequent political constitution than students who receive civics instruction participation than more traditional “chalk and talk” less often or not at all (Finkel & Smith, 2011). instructional programs (Finkel & Ernst, 2005).

Among adult populations, the study shows rather large For example, the Kenyan National Civic Education effects of civic education on political participation, Programme (NCEP) consisted of some 50,000 discrete especially at the local level: adults in nine programs workshops, lectures, plays, and puppet shows, and in the Dominican Republic, Poland, and South Africa community meetings conducted by nearly 80 Kenyan were nearly twice as likely as control group members to NGOs between late 2001 and December 2002. These attend municipal meetings or participate in community activities aimed to promote civic skills, democratic problem-solving activities (Finkel & Smith, 2011). values, and engagement in the democratic regime Evidently, conducting adult civic education through among ordinary Kenyan citizens—specifically to prepare “advocacy NGOs” and other civil society organizations them to exercise the vote, to provide input to an ongoing augments the normal mobilization processes taking constitutional reform process, and “to contribute to the place within these groups (Finkel & Smith, 2011). consolidation of a mature political culture in Kenya” (Finkel & Smith, 2011). Studies have also shown that civic education programs that use active methods—not only role playing but also These findings all suggest that democratic transitions other types of simulations, group decision-making can be accompanied by relatively rapid changes in exercises, and the like— will exert more potent effects political orientations, as the new regime demonstrates on individual orientations. Likewise, more intensive positive performance, and citizens learn from new programs featuring more frequent sessions should yield leaders, institutions, and other democratic systems more powerful effects than one-time exercises (Finkel, (Finkel & Smith, 2011). Can Democracy Be Taught?, 2003). A strong difference, for example, is seen between those who have ties to Consequently, the landscape analysis allowed us to existing civil society groups and those who do not. have a more wide-ranging overview of the existing local conditions and contexts, as we seeked to answer how In South Africa, exposure to civic education had no GC can move forward. effect at all on the level of local participation by those who reported belonging to no civil society organizations (Finkel, Can Democracy Be Taught?, 2003). In contrast to the theoretical view that “democratic norms are not learned through formal education and indoctrination but through experience with the democratic process,” the

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IMPLEMENTATION ORGANIZATIONS root organizations, pre-dominantly in Africa and Latin America along with few countries in Asia; Canada and The landscape analysis on international civic education Ireland. Additionally, we spoke to two organizations space was conducted to try and understand the existing who have a regional network, to better understand civic education space in selected countries and to the broader landscape. The following map shows the determine GC’s potential to play an effective role in the organizations the countries belong to and number of space. organizations interviewed in each country. As mentioned in the methodology, using the major database of National Endowment of Democracy (NED) and peer contacts, we sent out emails to 60 grass-

COUNTRY MAPPING

Countries: Afghanistan (1), Argentina (3), Botswana (1), Burkina Faso (2), Canada (1), Ecuador (1), Gambia (1), Guatemala (1), India (2), Ireland (2), Kenya (1), Latin America (2), Madagascar (1), Mexico (1), Nepal (1), Niger (2), Nigeria (3), Pakistan (2), South Africa (4), Tunisia (1), Uganda (1), Zimbabwe (3).

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The organizations who responded to the email, we and effective to their and our work. The interviews conducted Skype calls and interviewed individuals who were conducted using the qualitative questionnaire held a senior position. We asked about their programs, developed for this purpose. In totality, we spoke to 37 funding sources and how GC could be most useful grass root organizations, spread across 21 countries.

The questionnaire for implementer organizations focused on five thematic areas:

Current Government How conducive is the government towards implemention of programs Receptiveness by Civil Society Organizations (CSO), in context of civic education?

Organization's What are the different focus area of your work? Focus Area

Existing Program Are the programs focused on schools, universities or communities? Focus Area

Target Audience What is the age group focus? Is it school students or youth?

Ways to collaborate What products of GC can be most useful or what kind of partnership is with Generation possible with the interviewed organizations? Citizen

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CURRENT GOVERNMENT RECEPTIVENESS government because the youth were in vulnerable areas and situations, as local authorities were not taking care of them. Search for Common Ground, Niger worked to enhance the leadership and engagement of youth in the community through strength capacity, training programs and advocacy campaigns. With the intervention from Search for Common Ground, they targeted in creating a yes more positive engagement amongst the youth.

maybe When the chairman of the local government came for 43% 52% no a function, he said “Today, I am very happy to be in the same room with a group of youth who were considered a violent enemy”.

According to ABSE, Burkina Faso:

5% “Civic education became a priority for both the government and civil society after the 2014 uprisings”.

Using qualitative analysis, current government These accounts show how different events, small or big, receptiveness measures whether a country’s have led to a more positive atmosphere in implementing government has allowed international organizations to civic education. collaborate with implementer organizations and whether implementer organizations have been allowed to build programs to foster the civic education space.

52%, or 11 respondents, said that their countries were more receptive towards work being conducted by 52%, or 11 respondents, international organizations/implementer organizations in civic education. 5 belonged to African region (South said that their countries Africa, Tunisia, Nigeria, Niger, Burkina Faso), 2 in Latin were more receptive America (Argentina, Mexico), 2 in Asia (India, Pakistan) towards work being and 2 developed nations (Canada, Ireland). conducted by international According to Youngstars Foundation, Nigeria: organizations/ “The new government has a basic understanding that implementer organizations there is a need for civic education. They are especially passionate in bringing about more honesty and integrity in civic education in the nation.”

According to the director of Search for Common Ground, Niger:

In 2013, in two districts of Niger, youth groups were forming to develop a more violent strategy against the

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ORGANIZATION’S FOCUS AREA In our literature review, we touched upon what action civics and active citizenship in emerging democracies There were 15 organizations that claimed civics meant and how the definition can be varied in different education to be a key focus area. Another 11 cultural and political contexts. Thus, under the organizations had focus on civic participation and overarching umbrella term of civic education, these focus citizen involvement. The remaining 11 organizations areas play a prominent role in defining action civics. They had focus area varying from voting rights, peacebuilding also help us define civic education in a global context. It efforts, democratic governance, youth involvement, varies from civic participation, education (in-school and leadership and education. These remaining 11 out-of-school settings), maintaining peace in democratic organizations had civic education part of their program transition societies, citizen involvement and so on. The focus. landscape analysis has permitted us to establish a wider- The organizations with a key focus in Civic Education range definition to civic education. included: EXISTING PROGRAM’S FOCUS AREA AND Country Organization TARGET AUDIENCE

Argentina OAJNU Out of the 35 grassroots organizations, 17 programs were implemented in schools, 4 in universities, and Argentina Poder Ciudadano 16 programs were focused on work in communities. Additionally, 2 programs focused on communities, but Burkina Faso ABSE their method of implementation was online. Throughout Canada Youth Ottawa the interviews, it became evident that emerging democracies in Africa and Latin America, potentially Gambia Future in our hands because of their overall young population, focus their programs on youth within the communities rather than India YLACS solely school students.

Madagascar Youth First/GC Another reason that was readily mentioned in justifying a focus on communities, rather than just schools, was the Nepal Sambhawana heightened drop out rate amongst the school students, thus making it even more necessary to focus on the out- Nigeria CHRICED of-school youth. These programs range from promoting South Africa Civics Academy collective action using community based projects, training programs on various issues not just limiting to citizenship, South Africa CLASI but to varied socio-economic rights. A significant amount of training programs are awareness based, trying to South Africa EdTech sensitize people about the constitution, their rights, Tunisia Impact Foundation especially where new constitutions have been framed in recent times. Zimbabwe ZIMCET Apart from these, there are a number of programs that Chitungwiza Community focus on youth engagement, youth participation and youth Zimbabwe Development Network leadership. This brings us to the next thematic area where 22 programs focused on youth above the age of 18 years, whereas 11 organizations focused on students below the age of 18 years old.

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WAYS TO COLLABORATE WITH GENERATION Democracy Coaches, to help them facilitate discussion CITIZEN in the classrooms is also a key interest for the organizations. On asking the interviewed organizations, on how can GC be most helpful and effective in their community, the 17 organizations wanted to look for collaboration or responses can be tied down into few sections: partnership with GC either by conducting a preliminary pilot project, or building a program around their community. However, they could not give a more direct Others 17 response on how they would want to take it forward. There was no clear response towards whether they Monitoring & will be willing to buy products suited to their work. 4 Evaluation Nevertheless, they showed positive response when asked to work together towards joint funding proposals.

Platform to Exchange Experiences 12 There was also significant positive response to create a platform to exchange experiences within different international organizations in the civic education space. Facilitation/Capacity Building 14 Interesting ideas emerged such as:

• Using digital technology to create webinars/ Curriculum Suport 16 workshops for capacity building. This may include teacher workshops on how best to use an action civics curriculum.. Model Replication 7 • Conducting a boot camp/ training program in a country with similar organizations, and providing Out of 37 grass-root organizations, 28 organizations them with facilitation techniques amongst their have shown keen interest in working or applying GC communities products for their work. Out of the 28 organizations, when asked about where all GC can be most helpful, • Creating Civic Education Clubs within universities, 16 organizations were very much interested in getting especially for the organizations more broadly curriculum support and modifying GC curriculum to focused on youth the country’s curriculum, so that they could implement • Creating an exchange program between high school within the schools/community. They were also willing to students in the US and in their respective countries buy GC curriculum if it was modified to the local cultural to learn about the different community issues and and political context. the action civics framework

14 organizations are also looking for capacity building • Holding an International Youth Leadership and facilitation techniques. On mentioning about how Conference, comprised of organizations and young GC conducts their programs using the democracy coach people focused on international civics education model, they were most keen to obtain the guidance and build a strong internal capacity for the same. Many of these organizations are youth centered and newly established. Helping them with capacity building programs, potentially through using the guidebook for

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FUNDING ORGANIZATIONS organizations, table below provides a list of 20 foundations/government agencies where GC can apply The second part of the landscape analysis is to for funding either separately or through partnership with determine the type of funding available across different the implementer organizations. regions of the world, in the area of civic education. By assessing the funding available to the interviewed

Name Country Focus

Charles Stewart Mott Foundation Central & Eastern Europe

Hewlett Foundation Africa, Asia, Central & South America, Europe, Mexico

Spencer Foundation International Latin America & Caribbean, Africa, Asia, Central & Eastern Europe, National Endowment for Democracy (NED) Eurasia, Middle East & Northern Africa Tajikistan, Pakistan, Africa, West Bank, Azerbaijan, Kyrgyzstan, IREX Moldova, Philippines, Turkmenistan, Ukraine, Uzbekistan, Vietnam, Kazakhstan, Egypt, Romania, Lebanon, Russia International Youth Foundation Latin America, Africa, Middle east, North Africa, Sub- Saharan Africa

Intern American Foundation Latin America

United Nations Democracy Fund Latin America, Europe, Asia, Sub-Saharan Africa

Open Society Foundation Czech Republic, Hungary, Italy, Slovakia, Spain, and Turkey

The German Marshall Fund of the US Belarus Afghanistan & Pakistan; Asia, Europe & Eurasia, Latin America & USAID Caribbean; Middle East; Sub-Saharan Africa Brazil, Eastern Africa, Indonesia, Mexico & Central America, Middle Ford Foundation East & North Africa, Southern Africa, West Africa, China Kellogg Foundation United States, Mexico, Haiti, northeastern Brazil and southern Africa. East Africa, Southern Africa, South East Asia, Central America, South Hivos Foundation America, India, West Asia Global Innovation Fund Asia, Africa, Middle East

Result for Development Africa

US Embassy Worldwide

Canadian Embassy Worldwide

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These foundations key focus areas are civic have similar values and belief systems in promoting engagement, citizen participation, and education in active citizenship. The recommendations have been general. Accountability Lab and International Youth categorized into two aspects: possibility for direct Foundation have shown keen interest in GC work and intervention and secondly, programs that would promote building a partnership with them would be one of the active citizenship indirectly. first steps as well. They have also expressed interest in starting a new program with separate funding strategies Direct Intervention: Is based on two factors: in specific countries. Due to the limited time, the • Accessibility: This is based on two-fold approach: other funding organizations could not be interviewed Having a conducive government atmosphere, and on a one-one basis. So, their level of interest in access to funding possibilities in the region for funding programs that GC would like to conducted partnership. internationally is to be further researched. • Specificity:This factor looks into the type of intervention is the organization seeks. Generation RECOMMENDATIONS Citizen is open to creating products that are suitable to local context and providing technical support in Generation Citizen is looking to expand its framework having direct intervention. of action and provide support to organizations that

Based on these filters, the following 8 organizations are looking for direct partnership in the following fields:

GC Products

Country Organization Org. Key Area of Focus Model Curriculum Capacity Replcation Support Building South Africa CLASI Constitution-based Education Yes

Tunisia Impact Foundation Civic Education Yes Yes Yes

Pakistan Rabbt Civic Education Yes Yes Yes

South Africa Civics Academy Civic Education Yes

South Africa EdT ech Civic Education Yes

Burkina Faso ABSE Civic Education Yes Yes

Nigeria CHRICED Civic Education Yes

Canada Youth Ottawa Civic Education Yes Yes

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CLASI, South Africa and Impact Foundation, Tunisia products if need be. Since lot of organizations are newly are also willing to work on joint funding proposals. established with limited experience, there appears to be Additionally, 6 out of 7 implementer organizations increase demand for facilitation and capacity building. belong to Africa region, where most of the funding Even though GC does not provide specific training and organizations are looking to invest. Further information capacity building programs, It would be worthwhile to is given in Appendix I. Organizations expressing interest see how it can be shared using digital technology, so as in curriculum support have said yes to buying specific to be more feasible.

Removing one of the aspects of the accessibility factor (conducive government atmosphere), these 9 organizations are also willing to have a direct intervention by working with GC. In this scenario, GC could move forward with those organizations who already receive funding from international organizations, acting as a yardstick for GC to work with in the future.

GC Products

Country Organization Org. Key Area of Focus Model Curriculum Capacity Replcation Support Building Guatemala ADESJU Youth Participation

Zimbabwe Chitungwiza Civic Education

Gambia Future in our hands Civic Education Yes Guayaquil Corp. Ecuador Citizen Involvement Yes Youth Forum Uganda Open Space Centre Youth Participation Yes Yes

Nepal Sambhawana Civic Education Yes

Madagascar Youth First/GC Civic Education Yes Yes Yes

Zimbabwe Youth Forum Youth Participation

Zimbabwe ZIMCET Civic Education Yes Yes

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Indirect Intervention: Implementer organizations have also shown keen focus in creating a more engaging platform to share experiences regarding the civic education space.

GC Products

Platform to Country Organization Org. Key Area of Focus exchange Others experiences Burkina Faso ABSE Civic Education Yes

Ireland ChangeX Social Innovation Yes Civic ed. clubs in Zimbabwe Chitungwiza Civic Education Yes communities South Africa CLASI Constitution-based Education Yes

South Africa EdTech Civic Education Yes Collaborate

Ireland Forogie Citizen Involvement Yes

Gambia Future In Our Hands Civic Education Yes Collaborate Network partnership Tunisia Impact Foundation Civic Education Yes through civic clubs in universities Latin American Youth Latin America Democratic Governance Yes Collaborate Network for Democracy Pakistan Rabbt Civic Education Yes Develop web based Nigeria Youngstars foundation Democratic Governance Yes content How to further Madagascar Youth First/GC Civic Education Yes sensitize people/ get local govts. on board Canada Youth Ottawa Civic Education Yes Collaborate

To create a more engaging platform, the different understand how to disseminate knowledge with the key ideas have already been mentioned in the previous organizations. This step would be crucial as all countries section. The first step should be to bring together do not have same level of internet access or digital organizations from specific country or region, and help technology knowledge and give us a clear estimate on establish virtual exchange of ideas. This will allow us to the required amount of funding.

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NEXT STEPS

I. Build framework of action with a target audience focus on both students (below 18 years) and youth (18-35 years).

II. Build partnership with funding organizations, starting with Accountability Lab and International Youth Foundation.

III. Create an African Regional profile with country focus on South Africa, Tunisia, Nigeria and Burkina Faso; so as to better understand the local context and curriculum.

IV. Build partnership with local organizations in specific countries to create MoU and joint funding proposals.

V. Create an informal or formal network of all organizations doing work in the civics education arena.

VI. Create a price estimate for GC products (curriculum/model replication/ facilitation) and estimate of how much GC resources will be used in carrying out a program with an international implementer organization.

VII. Establish which organizations have worked well with which funding organizations, so that GC can start the branching out process with well-established organizations.

Join us at GenerationCitizen.org 17 WORKS CITED

Adler, R. P., & Goggin, J. (2005, July). What Do We Mean By “Civic Engagement”? Journal of Transformative Education, 3(3), 236-253.

Barber, B. R. (1989, October). Public Talk and Civic Action: Education for Participation in a Strong Democracy. Social Education, 3.

Catherine Kutcha-Helbling, P. (2000, November 13). Background Paper- Barriers to Participation: The Informal Sector in Emerging Democracies. Background Paper- Barriers to Participation: The Informal Sector in Emerging Democracies. Center for International Private Enterprise.

Cogan, J. J., & Morris, P. (2001). The development of civics values: an overview. International Journal of Educational Research, 35, 1-9.

Elklit, J., & Reynolds, A. (2000). The Impact of Election Administration on the Legitmacy of Emerging Democracies: A New Research Agenda. The Helen Kellogg Institute For International Studies. The Helen Kellogg Institute For International Studies.

Elklit, J., & Reynolds, A. (2010, September 06). The Impact of Election Administration on the Legitimacy of Emerging Democracies: A New Comparative Politics Research Agenda. Commonwealth & Comparative Politics, 40(2), 86-119.

Finkel, S. E. (2000, October 12-14). Civic Education and the Mobilization of Political Participation in Developing Democracies. Civic Education and the Mobilization of Political Participation in Developing Democracies.

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Kennedy, K. J. (2007). Student Constructions of ‘Active Citizenship’: What does Participation mean to Students? British Journal of Educational Studies, 55(3), 304-324.

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Morris, P., & Cogan, J. (2001). A comparative overview: civic education across six societies. International Journal of Educational Research, 35, 109-123.

Mozaffar, S., & Scarritt, J. R. (2005). The Puzzle of African Party Systems. Party Politics, 11(4), 399-421.

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Youniss, J., Bales, S., Christmas-Best, V., Diversi, M., McLaughlin, M., & Silbereisen, R. (2002). Youth Civic Engagement in the Twenty-First Century. Journal of Research on Adolescence, 12(1), 121-148.

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DATABASE-INTERVIEWED ORGANIZATIONS

No. Name Contact Email Id Website PAKISTAN United States Education sameea 1 Sameea Najam http://www.usefpakistan.org Fund @usefpakistan.org Imran Sarwar/ Co- imran.sarwar 2 Rabtt http://rabtt.org founder/CEO @post.harvard.edu INDIA Sukhmani Grover/ 3 Haiyya [email protected] http://haiyya.in/#page-top Program Manager aparajitabharti 4 YLACS Aparajita/Co-Founder http://ylacindia.com @gmail.com NEPAL Anita Thapa/Co- anita 5 Sambhawana http://sambhawana.org.np founder @sambhawana.org.np SOUTH AFRICA Mira Dutschke/ http://www.civicsacademy. 6 Civics Academy [email protected] Programme Officer co.za Dylan Wray/Co- 7 Shikaya [email protected] http://shikaya.org founder Mangi Tshikomba/ 8 EdTechdojo.co.za [email protected] http://edtechdojo.co.za Co-founder South African Youth Meetali Jain/Project 9 Constitutional Literacy and [email protected] http://www.clasi.org.za Director Service Project (CLASI) BURKINA FASO Centre d’information et de K.Augustin Some/ [email protected], 10 documentation citoyennes http://www.centrecitoyen.net/ Founding Coordinator [email protected] (Cidoc) Association Burkinabe Aristide Jean fzongo 11 pour la Survie de l’Enfance François ZONGO/ http://www.abse.bf @abseburkina.org (ABSE) Executive Director CANADA Jason Collard/ 12 Youth Ottawa [email protected] http://youthottawa.ca President

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DATABASE-INTERVIEWED ORGANIZATIONS

No. Name Contact Email Id Website IRELAND Niamh McKenna/ 13 ChangeX [email protected] http://www.changex.org Head of Impact Sarah Haslam, Senior [email protected], Training Program, 14 Foroige sarah.haslam@foroige. https://www.foroige.ie Training Learning & ie Development ZIMBABWE Mavis Kalumbu/ zimcetprogrammes2 15 ZIMCET http://zimcet.weebly.com/#/ programme officer @gmail.com https://www.facebook. Eddington Chitungwiza Community chitungwizacommunity com/Chitungwiza- 16 Shayanowako/ Development Network @gmail.com Community-Development- Director Network-184656611635237/ Ashton Bumhira / Facebook page, Skype 17 Youth Forum Zimbabwe Facebook Page Founder id: ashton.bumhira UGANDA balirunojoel@ https://openspaceuganda. Joel Baliruno/ gmail.com/ 18 Open Space Centre wordpress.com/ President openspaceuganda@ ?s=space+center+ugan gmail.com NIGERIA Anthony Abu/ Programme aabu@nigerianwomen http:// 19 Nigerian Women Trust Fund Coordinator/Women trustfund.org nigerianwomentrustfund.org Fund Kingsley Bangwell/ http://www. 20 Youngstars foundations [email protected] Team Leader youngstarsfoundation.org/ Armsfree Ajanaku/ chrcenigeria@yahoo. 21 CHRICED Media Comm http://www.chricedng.org com Manager

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DATABASE-INTERVIEWED ORGANIZATIONS

No. Name Contact Email Id Website MADAGASCAR Tomarielson http://www.youthfirstmada. 22 Youth First [email protected] Espérant/Founder org/youth-first/our-activities/ NIGER Leadtots and Human Kenan Caleb/Project [email protected] 23 http://leadtots.org Development Services Director [email protected] Search for Common Aboubakar Moutari/ 24 [email protected] https://www.sfcg.org/ Ground Program Director BOTSWANA Organization For Youth and Rebaone Mmereki/ 25 [email protected] Elections Founder TUNISIA Adel Dhahri/ Adel.dh http://www.impact 26 Impact Foundation President & CEO @impact-foundation.tn foundation.tn/ AFGHANISTAN Justice and Civil Society Nasir Mudabir/ mudabir.nasir https://www.facebook.com/ 27 Support Organization Founder @gmail.com jcssongo/info?tab=page_info LATIN AMERICA Centro de Investigación y Capacitación de Emprendedores Sociales Michael Hierro/ 28 [email protected] http://www.juventudcuba.org (CICES Asociación Civil): Program Coordinator Latin American Youth Network for Democracy ARGENTINA

29 OAJNU Maria/ Secretary [email protected] http://www.oajnu.org Inaki Albisu Ardigo/ ialbisu@ project manager: poderciudadano. 30 Poder Ciudadano http://poderciudadano.org Justice and Citizen org – comunicacion@ Action poderciudadano.org 31 SUMANDO Argentina Sabrina Frydman [email protected] http://www.sumando.org.ar

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DATABASE-INTERVIEWED ORGANIZATIONS

No. Name Contact Email Id Website ECUADOR Guayaquil Corporation Lic. Juan Carlos forodelajuventud@ 32 Youth Forum Macias yahoo.es KENYA Centre For Partnership and Jared Akama center4partnership 33 Civic Engagement Trust - Ondieki/Executive @gmail.com http://cepacet.org CEPACET Director [email protected] REGIONAL Brittany Danisch/ National Democratic Senior Program 34 [email protected] www.ndi.org Institute Manager for Citizen Participation GUATEMALA Daniel Basilio Mérida [email protected], http://adesjuchiantla. 35 ADESJU de Paz./Coordinador [email protected] blogspot.com/ General MEXICO Greta Lucero Ríos Ollin, Jovenes en [email protected], greta@ 36 Téllez Sill, Director http://ollinac.org Movimiento AC ollinac.org General GAMBIA Bubacarr Camara, [email protected], http://www.fioh.org/?page_ 37 Future In Our Hands Lead, Community bubacarr.camara id=17 Development Unit @fioh.org

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