Civic Education Handbook - WordPress.com€¦ · Web viewRefer to Chapter 4, page 27 of the Civic Education Handbook Refer to Chapter 5, page 35 of the Civic Education Handbook 3

NationalElectionWatch

Civic Education Manual

A civic education manual for the Civic Education CampaignNational Election Watch

A project funded the UNDP Election Basket Fund

**Please note: This manual is a training document largely based on information provided in the Civic Education Handbook produced by NEW. Copies of the Handbook can be obtained by contacting [email protected]. Both the Handbook and Training Manual

were made possible through funding by the UNDP Election Basket Fund.

2

For a document to flourish, a critical mass of the population must embody the values that underpin democracy, such as respect in the rule of law, belief in political tolerance, and confidence in the political system. The population must also have knowledge about its institutions, practices and basic rules which are the foundation of democracy.

Voter education should be an active and sustained campaign of civic education that goes beyond how to vote, addressing the key issues of the benefits of citizen participation and development. It should be sustained between elections to educate people on the issues of good governance and democratic leadership(Final Report 2007/08 Electoral Process)

Recognizing this gap, NEW has mobilized and designed a Civic Education Campaign aimed at utilizing its strength of district capacity and network of organizations to ultimately change the attitude of Sierra Leoneans. This is seen as part of NEW’s commitment to capacity building of civil society in Sierra Leone. It is NEW’s goal that this project will result in a strong, well-informed and alert population capable of making informed decisions and positively participating in the democracy.

mailto:[email protected]

Table of Contents

Guidelines for training sessions 4Overall outline 4Duration 4Resources 4

Module 1: Understanding the concepts of democracy and good governance 5Objectives 5Introduction 5The role of civil society in democracy and good governance 7Closing up the session 7

Module 2: Understanding accountability and its relevance to good governance 8Objectives 8The concept of accountability 8Closing up the session 10

Module 3: Understanding electoral processes and elections 11Objectives 11The electoral system 11Closing up the session 12

Module 4: Citizenship and participation 13Objectives 13Patriotism, Citizenship and Participation 13Closing up the session 14

Summary of Key Learning Points 15Module 1: Democracy and good governance 15Module 2: Accountability and its relevance to good governance 15Module 3: Understanding electoral processes and elections 15Module 4: Citizenship and participation 15

3

Guidelines for training sessions

These training sessions should be highly interactive and participatory and should not have a formal teacher/student atmosphere. The facilitator should be more in the background but firmly guiding the discussions. Have participants seated in a circle around the room. Distribute paper and pens to participants to makes notes of their discussion in group activities to then present back.

NOTE: Throughout this document, text in italics are the questions to be directed at the participants. Text in bold are instructions for the trainer regarding the activity.References (such as1) throughout this document are references to the Civic Education Handbook which the facilitator can direct participants to.

Overall outline

Module 1: Understanding the concepts of democracy and good governance(1 hour 15 minutes)

Coffee break: 15minutesModule 2: Understanding accountability and its relevance to good governance

(50 minutes)Module 3: Understanding electoral processes and elections

(50 minutes)Lunch break: 1 hour 30 minutesModule 4: Citizenship and participation

(55 minutes)

Duration

5 hours 35 minutes

Resources

Paper and pensChalk board and chalk/flip chart and markers if available Handouts:

List of institutionsCode of Conduct

1 Reference area

4

Module 1: Understanding the concepts of democracy and good governance

Objectives

At the end of this training, participants should: Have a strengthened understanding of democracy and good governance Know the characteristics/pillars of good governance and their relevance in democracy Know the role of civil society in democracy and good governance Have an understanding of the relationship between leadership and democracy

Introduction

Notes for the Trainer Activities

Activity 1

Duration: 5minutesResources: Chalk board and chalk/flip chart and markers if available Activity type: Discussion

Activity 2


Activity 3

Duration: 15minutesResources: Chalk board and chalk/flip chart and markers if available Activity type: Group activity

Activity 4

Duration: 5minutesResources: Chalk board and chalk/flip chart and

Activity 1

Give a general overview of democracy and good governance2. After the overview, ask participants to say one word that immediately comes to mind when they hear the words below.

"What word immediately comes to mind when you hear the words: Democracy Good Governance"

Activity 2

In a plenary, ask the participants to discuss the question below.

“What do the words ‘democracy’ or ‘good governance’ mean?”

Activity 3

In a plenary, ask the participants to discuss the question below.

“Good governance cannot be talked about without discussing its characteristics/pillars. What are these characteristics/pillars of good governance?”

Activity 4

In a plenary, ask the participants to discuss the question below

2 Refer to Chapter 1, page 4 of the Civic Education Handbook

5

markers if available Activity type: Discussion

Activity 5


Activity 6


Activity 7


“How do we, as individuals, organizations, communities, etc, ensure that good governance is practiced in Sierra Leone?”

Then divide the participants into four small groups based on the ‘pillars of governance’ – accountability, transparency, fairness and the rule of law. Ask participants to discuss what their ‘pillar’ is and how it is necessary for good governance. Ask the participants to then present their ideas back to the entire group and invite a short discussion at the end around the ideas that have been presented

Activity 5


“From your understanding of democracy and good governance, do you think they are being practiced in Sierra Leone? If yes – How is it being practiced? If no – How is it not being practiced?”

Activity 6

Ask the participants the question below.

“In what ways does democracy work, or not work, in your personal life, jobs and homes?”

Then divide the participants into small groups of around 3 per group to think about how democracy fits into their every day life. Ask participants to report back to the group and discuss their thoughts

Activity 7

Ask the participants to discuss the question below with the person sitting to their left

“What qualities do you admire most in a leader and how do those qualities affect your life and community?”

Then ask participants to present their views to the whole group to open up discussion

6

The role of civil society in democracy and good governance


Activity 1

Duration: 2minutesResources: None requiredActivity type: Discussion

Activity 2


Activity 3


Activity 4


Activity 5

Duration: 5 minutesResources: Chalk board and chalk/flip chart and markers if available Activity type: Discussion

Activity 1

Briefly introduce the topic of civil society to the participants3.

Activity 2


“What is civil society?”

Activity 3

In a plenary, as the participants to discuss the question below

“Why is civil society important in and for good governance?”

Activity 4


“From your responses, what then can we say are the roles and responsibilities of civil society?”

Activity 5


“How do you think civil societies are performing their roles and responsibilities? Are civil societies performing their roles and responsibilities? If yes – how are they performing these? How do you know? If no – why are they not?”

Closing up the session

(3 minutes) Close up this session by giving a summary of the topics recalling key words that have been used throughout the session and their meaning. Thank participants for their attendance at the session.


7

Module 2: Understanding accountability and its relevance to good governance

Objectives

At the end of this training, participants should: Have a strengthened understanding accountability Have an understanding of the relationship between accountability and good governance Knows the channels of accountability

The concept of accountability


8

Activity 1


Activity 2


Activity 3

Duration: 10minutesResources: Paper and pensChalk board and chalk/flip chart and markers if available Activity type: Discussion

Activity 4


Activity 5

Duration: 5minutesResources: Chalk board and chalk/flip chart and markers if available

Activity 1

Give a brief introduction on what accountability is4.

Activity 2

Ask the participants the question below

“What does ‘accountability’ mean to you and how do you think it is, or isn’t being practiced in Sierra Leone?”

Ask the participants to turn to the person on their right and discuss this word and its importance to them. The, ask the participants to then come back to the group and give their views on the meaning of the word ‘accountability’.

Activity 3


“What can you, as an individual, do to promote accountability within your community?”

Ask the participants to think about this question individually and write down on the paper provided to them two ways they think they could promote accountability in their community.

Collect up the notes and put them in a bowl. As volunteers to come up and pick a piece of paper out of the bowl at random to read out.

Activity 4


“How does corruption negatively affect your life?”

Activity 5

In plenary, ask the participants to discuss the question below

“Why and how would you report corruption? Do


9

Activity type: Discussion

Activity 6


Activity 7


you know the contact named and details to report corruption?”5

Activity 6

Ask the participants to think about the following question

“How can you deal with corruption in a constructive manner?”

Then, send participants off in groups of 3 to do a role-playing activity where one participant can play the role of an individual accused of corruption, another playing the role of the victim of corruption, and another playing the role of the authority in charge of dealing with corruption. The participants should find a way of resolving the issue.

Ask participants to report back on what they thought the best strategies were, the benefits of having a third party involved and how they would go about dealing with this type of issue in the future.

Activity 7


“How does accountability and corruption fit into the bigger picture of democracy and good governance?”




10

Module 3: Understanding electoral processes and elections

Objectives

At the end of this training, participants should:

Be able to explain the electoral system used in Sierra Leone and the institutions involved in this system

Have an understanding of the role that the political parties and electoral system play in democracy

The electoral system


11

Activity 1

Duration: 5minutesResources: Chalk board and chalk/flip chart and markers if available; Handout – list of institutionsActivity type: Discussion

Activity 2


Activity 3


Activity 4

Duration: 15minutesResources: Chalk board and chalk/flip chart and markers if available; Handout – Code of ConductActivity type: Group activity

Activity 1

Begin the discussion by asking participants the question below

“What are the institutions involved in the electoral process?”6

As participants to list the institutions they know are involved and what they do. Discuss with them other institutions that may have been left out.

Distribute the hand out of the list of institutions and the role they play in the electoral system

Activity 2


“What role do citizens play in the electoral system?”

Divide the participants into 3 groups. Ask them to think of one role they, as citizens, can play in the electoral system. Ask participants to come up with a short skit on this role and present it back to the group.

Activity 3


“How does the current electoral system contribute to an effective democracy in Sierra Leone?”

Ask each participant to discuss this question with the person sitting to their right.

Then, ask participants to report back to the group on their thoughts.

Activity 4


“What is the role of political parties and citizens in the electoral system and democracy, and how do each have an impact on each other?”


12

Distribute the handout of the Code of Conduct to participants. Divide the participants into three groups. One group will play the role of political parties, one group will play the role of voters, and one group will play the role of chiefs. Ask the groups to think about the three issues based on the handout – Intimidation and harassment, giving the symbol, and women candidates.

Ask participants to come up with a unified stance on each issue within their small group. Participants then will come back to the entire group and report on what they thought of each issue and why they have taken that particular stance.



13

Module 4: Citizenship and participation

Objectives

At the end of this training, participants should:

Have an understanding of the concept of citizenship and how participants fit into society as citizens of Sierra Leone

Have an understanding of their rights and how their rights are important for democracy Have an understanding of their duties as a citizen and how they fit into the democratic process Have an understanding of the concepts of patriotism and nationalism and how they contribute

to democracy – in the sense of pride for one’s country Be able to identify patriotism in the community and in themselves that can be rewarded

Patriotism, Citizenship and Participation


14

Activity 1


Activity 2


Activity 3


Activity 4


Activity 5

Duration:15minutes

Activity 1

Begin the session with story-telling, using the stories from the handbook7, to give a colorful introduction to patriotism in Sierra Leone.

Activity 2

Begin this discussion by talking about a personal hero. For example:

“I think my mother is a hero because she raised us on her own…” or“I think my friend is a hero because he works hard every day and still makes time to look after his community…”

Explain why these stories who the patriotism of these people. Then ask:

"What stories do you have of heroes in your community?"

Gather up stories from participants on ‘heroes’ taken from their everyday lives that show the patriotism of the people around them.

Activity 3


“What have the heroes we have discussed done for Sierra Leone and why are they remembered as heroes?”

Activity 4

In a plenary, ask the participants to discuss their views on the question below

“Why do you think patriotism is important for the development of Sierra Leone and its democracy?”

Activity 5


“As a citizen of Sierra Leone, you are entitled to


15

Resources: Chalk board and chalk/flip chart and markers if available Activity type: Group activity

certain rights, but you also have certain duties8: How have you seen your rights change and what duties do you carry out as a citizen of Sierra Leone?”

Divide the participants into focus groups. For example, separate women and men, youth from elders. Ask each group to think about how their rights have changed and the duties they have as citizens of Sierra Leone. Ask them then to present this to the group as a whole.




16

Summary of Key Learning PointsModule 1: Democracy and good governance

1. Democracy demands the full participation of the people2. Nobody is above the law, everyone is equal before the law3. Democracy is inclusive of everyone, regardless of religion, sex, ethnicity, status, region or

political party.4. Democracy requires changes in behavior and institutions to be accepted by citizens and

expand citizen access5. The Sierra Leone Constitution of 1991 is a guide for democracy in the country and contains

all the rights necessary for democracy6. Good governance involves those in leadership positions engaging in consultations with the

people, respecting human rights and laws, and distributing resources irrespective of sex, region, tribe or religion. The pillars to good governance include accountability, transparency, fairness and the rule of law.

7. A leader should have the capacity to set direction, must be action-oriented, trusted, respected and accepted by the people

8. Political parties are a group of people with common political aims, opinions and interest seeking to affect public policy and discuss and prioritize the needs of the people and country as identified by their members and supporters

9. Decentralization involves the distribution of power down to the local level to bring decision making closer to the people affected by the decisions.

Module 2: Accountability and its relevance to good governance

1. Accountability is the practice where individuals, organisations, governments and other institutions are responsible for their actions and are required to explain them to others

10. There are several ways in which these entities are held accountable in Sierra Leone and how corruption is monitored and dealt with: The Auditor-General's Office, the Anti-Corruption Commission, the Ombudsman and the National Public Procurement Authority.

11. Reports of corruption remain confidential

Module 3: Understanding electoral processes and elections

1. An electoral system is the way in which the people elect and can be elected to political positions

2. Sierra Leone practices the Simple Plurality or First Past the Post System3. There are numerous bodies that manage the electoral system: The National Elections

Commission, the Political Parties Registration Commission, Partisan Temporary or Permanent Bodies, and other stakeholders.

4. The code of conduct must be subscribed to by all political parties, addressing intimidation and violence, and maintaining communications with other political parties

Module 4: Citizenship and participation

1. A person can be a citizen through birth, marriage or by naturalization2. Every citizen of Sierra Leone has social and economic rights, involving freedom from

discrimination, rights to education, rights to housing and adequate living and rights to healthcare, to name a few

3. Every citizen of Sierra Leone has civil and political rights, involving the freedom of thought, the right to accurate and timely information, the freedom of speech, the right to liberty, freedom of association and religion and the right to a fair trial, among others.

17

4. In addition to rights, citizen has duties, including paying tax, abiding by laws, respecting others' rights, preserving and protecting public property and defending democratic processes and the country

5. Patriotism is about showing love for, and loyalty to one's country and fellow citizens.6. The interest of a patriotic citizen should be in the development of the country7. Nationalism refers to the attitude that members of a nation show through their care and love

for their country

18

This project has been funded by the UNDP-managed Election Basket Fund:

NEW is thankful that the UNDP managed Election Basket Fund supported the Civic Education Campaign project. Indications from surveys conducted show that this project is timely and useful, and with continued sustainability may meaningfully impart on the outcome of the 2012 elections, minimizing the misuse of the youth during the elections.

19

Documents

Civic Education Handbook - WordPress.com€¦ · Web viewRefer to Chapter 4, page 27 of the Civic Education Handbook Refer to Chapter 5, page 35 of the Civic Education Handbook 3