Civic Education Handbook



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National

Election

Watch

Civic Education Manual

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A civic education manual for the Civic Education Campaign

National 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 nationalelectionwatchsl@. Both the Handbook and Training Manual were made possible through funding by the UNDP Election Basket Fund.

Table of Contents

Guidelines for training sessions 4

Overall outline 4

Duration 4

Resources 4

Module 1: Understanding the concepts of democracy and good governance 5

Objectives 5

Introduction 5

The role of civil society in democracy and good governance 7

Closing up the session 7

Module 2: Understanding accountability and its relevance to good governance 8

Objectives 8

The concept of accountability 8

Closing up the session 10

Module 3: Understanding electoral processes and elections 11

Objectives 11

The electoral system 11

Closing up the session 12

Module 4: Citizenship and participation 13

Objectives 13

Patriotism, Citizenship and Participation 13

Closing up the session 14

Summary of Key Learning Points 15

Module 1: Democracy and good governance 15

Module 2: Accountability and its relevance to good governance 15

Module 3: Understanding electoral processes and elections 15

Module 4: Citizenship and participation 15

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 as[1]) 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: 15minutes

Module 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 minutes

Module 4: Citizenship and participation

(55 minutes)

Duration

5 hours 35 minutes

Resources

Paper and pens

Chalk board and chalk/flip chart and markers if available

Handouts:

List of institutions

Code of Conduct

Module 1: Understanding the concepts of democracy and good governance

[pic]

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 |Activity 1 |

| | |

|Duration: 5minutes |Give a general overview of democracy and good governance[2]. After |

|Resources: Chalk board and chalk/flip chart and markers if available|the overview, ask participants to say one word that immediately |

| |comes to mind when they hear the words below. |

|Activity type: Discussion | |

| |"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. |

|Activity 2 | |

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

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|Activity 3 |

| | |

|Activity type: Discussion |In a plenary, ask the participants to discuss the question below. |

| | |

| |“Good governance cannot be talked about without discussing its |

|Activity 3 |characteristics/pillars. What are these characteristics/pillars of |

| |good governance?” |

|Duration: 15minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|Activity 4 |

| | |

|Activity type: Group activity |In a plenary, ask the participants to discuss the question below |

| | |

| |“How do we, as individuals, organizations, communities, etc, ensure |

| |that good governance is practiced in Sierra Leone?” |

| | |

|Activity 4 |Then divide the participants into four small groups based on the |

| |‘pillars of governance’ – accountability, transparency, fairness and|

|Duration: 5minutes |the rule of law. Ask participants to discuss what their ‘pillar’ is |

|Resources: Chalk board and chalk/flip chart and markers if available|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|

|Activity type: Discussion |discussion at the end around the ideas that have been presented |

| | |

| |Activity 5 |

| | |

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

| | |

| |“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. |

| | |

|Activity 5 |“In what ways does democracy work, or not work, in your personal |

| |life, jobs and homes?” |

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|Then divide the participants into small groups of around 3 per group|

| |to think about how democracy fits into their every day life. Ask |

|Activity type: Discussion |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 |

|Activity 6 | |

| |“What qualities do you admire most in a leader and how do those |

|Duration: 10minutes |qualities affect your life and community?” |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| |Then ask participants to present their views to the whole group to |

|Activity type: Group activity |open up discussion |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Activity 7 | |

| | |

|Duration: 10minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| | |

|Activity type: Discussion | |

|The role of civil society in democracy and good governance |

|Notes for the Trainer |Activities |

| | |

|Activity 1 |Activity 1 |

| | |

|Duration: 2minutes |Briefly introduce the topic of civil society to the participants[3].|

|Resources: None required | |

|Activity type: Discussion | |

| |Activity 2 |

|Activity 2 | |

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

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|“What is civil society?” |

| | |

|Activity type: Discussion |Activity 3 |

| | |

|Activity 3 |In a plenary, as the participants to discuss the question below |

| | |

|Duration: 5minutes |“Why is civil society important in and for good governance?” |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| |Activity 4 |

|Activity type: Discussion | |

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

| | |

|Activity 4 |“From your responses, what then can we say are the roles and |

| |responsibilities of civil society?” |

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|Activity 5 |

| | |

|Activity type: Discussion |In a plenary, ask the participants to discuss the question below |

| | |

| |“How do you think civil societies are performing their roles and |

|Activity 5 |responsibilities? Are civil societies performing their roles and |

| |responsibilities? If yes – how are they performing these? How do you|

|Duration: 5 minutes |know? If no – why are they not?” |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| | |

|Activity type: Discussion | |

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.

Module 2: Understanding accountability and its relevance to good governance

[pic]

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 |

|Notes for the Trainer |Activities |

| | |

|Activity 1 |Activity 1 |

| | |

|Duration: 2minutes |Give a brief introduction on what accountability is[4]. |

|Resources: None required | |

|Activity type: Discussion | |

| |Activity 2 |

|Activity 2 | |

| |Ask the participants the question below |

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|“What does ‘accountability’ mean to you and how do you think it is, |

| |or isn’t being practiced in Sierra Leone?” |

|Activity type: Discussion | |

| |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 |

| | |

| |Ask the participants the question below |

| | |

|Activity 3 |“What can you, as an individual, do to promote accountability within|

| |your community?” |

|Duration: 10minutes | |

|Resources: Paper and pens |Ask the participants to think about this question individually and |

|Chalk board and chalk/flip chart and markers if available |write down on the paper provided to them two ways they think they |

|Activity type: Discussion |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 |

| | |

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

| | |

| |“How does corruption negatively affect your life?” |

| | |

|Activity 4 |Activity 5 |

| | |

|Duration: 5minutes |In plenary, ask the participants to discuss the question below |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| |“Why and how would you report corruption? Do you know the contact |

|Activity type: Discussion |named and details to report corruption?”[5] |

| | |

| |Activity 6 |

|Activity 5 | |

| |Ask the participants to think about the following question |

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|“How can you deal with corruption in a constructive manner?” |

| | |

|Activity type: Discussion |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 |

|Activity 6 |of dealing with corruption. The participants should find a way of |

| |resolving the issue. |

|Duration: 15minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|Ask participants to report back on what they thought the best |

| |strategies were, the benefits of having a third party involved and |

|Activity type: Group activity |how they would go about dealing with this type of issue in the |

| |future. |

| | |

| |Activity 7 |

| | |

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

| | |

| |“How does accountability and corruption fit into the bigger picture |

| |of democracy and good governance?” |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Activity 7 | |

| | |

|Duration: 5minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| | |

|Activity type: Discussion | |

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.

Module 3: Understanding electoral processes and elections

[pic]

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 |

|Notes for the Trainer |Activities |

| | |

|Activity 1 |Activity 1 |

| | |

|Duration: 5minutes |Begin the discussion by asking participants the question below |

|Resources: Chalk board and chalk/flip chart and markers if | |

|available; Handout – list of institutions |“What are the institutions involved in the electoral process?”[6] |

|Activity type: Discussion | |

| |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 |

| | |

| |Ask the participants the question below |

| | |

|Activity 2 |“What role do citizens play in the electoral system?” |

| | |

|Duration: 15minutes |Divide the participants into 3 groups. Ask them to think of one role|

|Resources: Chalk board and chalk/flip chart and markers if available|they, as citizens, can play in the electoral system. Ask |

| |participants to come up with a short skit on this role and present |

|Activity type: Group activity |it back to the group. |

| | |

| |Activity 3 |

| | |

| |Ask the participants the question below |

| | |

| |“How does the current electoral system contribute to an effective |

| |democracy in Sierra Leone?” |

|Activity 3 | |

| |Ask each participant to discuss this question with the person |

|Duration: 10minutes |sitting to their right. |

|Resources: Chalk board and chalk/flip chart and markers if available| |

| |Then, ask participants to report back to the group on their |

|Activity type: Discussion |thoughts. |

| | |

| |Activity 4 |

| | |

| |Ask the participants the question below |

| | |

| |“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?”|

| | |

|Activity 4 |Distribute the handout of the Code of Conduct to participants. |

| |Divide the participants into three groups. One group will play the |

|Duration: 15minutes |role of political parties, one group will play the role of voters, |

|Resources: Chalk board and chalk/flip chart and markers if |and one group will play the role of chiefs. Ask the groups to think |

|available; Handout – Code of Conduct |about the three issues based on the handout – Intimidation and |

|Activity type: Group activity |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. |

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.

Module 4: Citizenship and participation

[pic]

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 |

|Notes for the Trainer |Activities |

| | |

|Activity 1 |Activity 1 |

| | |

|Duration: 10minutes |Begin the session with story-telling, using the stories from the |

|Resources: None required |handbook[7], to give a colorful introduction to patriotism in Sierra|

|Activity type: Discussion |Leone. |

| | |

|Activity 2 |Activity 2 |

| | |

|Duration: 15minutes |Begin this discussion by talking about a personal hero. For example:|

|Resources: None required | |

|Activity type: Discussion |“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 |

| | |

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

| | |

| |“What have the heroes we have discussed done for Sierra Leone and |

| |why are they remembered as heroes?” |

|Activity 3 | |

| |Activity 4 |

|Duration: 10minutes | |

|Resources: Chalk board and chalk/flip chart and markers if available|In a plenary, ask the participants to discuss their views on the |

| |question below |

|Activity type: Discussion | |

| |“Why do you think patriotism is important for the development of |

| |Sierra Leone and its democracy?” |

| | |

|Activity 4 |Activity 5 |

| | |

|Duration: 5minutes |Ask the participants the question below |

|Resources: Chalk board and chalk/flip chart and markers if available| |

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

|Activity type: Discussion |but you also have certain duties[8]: How have you seen your rights |

| |change and what duties do you carry out as a citizen of Sierra |

| |Leone?” |

| | |

|Activity 5 |Divide the participants into focus groups. For example, separate |

| |women and men, youth from elders. Ask each group to think about how |

|Duration:15minutes |their rights have changed and the duties they have as citizens of |

|Resources: Chalk board and chalk/flip chart and markers if available|Sierra Leone. Ask them then to present this to the group as a whole.|

| | |

|Activity type: Group activity | |

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.

Summary of Key Learning Points

Module 1: Democracy and good governance

1. Democracy demands the full participation of the people

2. Nobody is above the law, everyone is equal before the law

3. 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 access

5. The Sierra Leone Constitution of 1991 is a guide for democracy in the country and contains all the rights necessary for democracy

6. 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 System

3. 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 naturalization

2. 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.

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 country

7. Nationalism refers to the attitude that members of a nation show through their care and love for their country

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.

[pic][pic]

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[1] Reference area

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

[3] Refer to Chapter 1, page 12 of the Civic Education Handbook

[4] Refer to Chapter 2, page 13 of the Civic Education Handbook

[5] Refer to Chapter 2, page 14 of the Civic Education Handbook

[6] Refer to Chapter 3, page 21 of the Civic Education Handbook

[7] Refer to Chapter 4, page 27 of the Civic Education Handbook

[8] Refer to Chapter 5, page 35 of the Civic Education Handbook

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1.

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.

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