NIMDs approach to Democracy Education Jerome Scheltens Programme

NIMD’s approach to Democracy Education Jerome Scheltens Programme manager NIMD | From parties for parties

On NIMD: • NIMD was founded in The Netherlands in 2000 by then all Political Parties in Parliament • Aim = Supporting democracy by strengthening political parties by working directly with political parties • Via Interparty Dialogue, custom bilateral party support, peer -to-peer exchanges, policy process support, democracy schools Currently working in 25 countries: • 11 in Africa; • 6 in Latin America; • 2 in Europe; • 2 in Asia; • 4 in North Africa & Middle East • Thematic regional/global projects Principles: • Impartiality • Inclusiveness • Equality • Ownership • Partnership • Flexibility & context specificity • Long-term commitment

NIMD & partners in Democracy Education: • Instrument in wider democracy strengthening strategy to enhance democratic culture How? • NIMD providing framework and experience: ‘Democracy Schools’ • Partners help to design curriculum and adapt to local context Where? Democracy education in 7 country programmes: • With community focus: Burundi, Mozambique, Egypt, Georgia, Indonesia • With political party focus: Burundi, Tunisia, Guatemala, Malawi, Egypt (pilot)

Different audience, different approach: Citizens & community leaders Democracy Education Politicians Distinctive for Political Education: Distinctive for Civil Education: • Participants from key political • Participants form civil society at parties large • Works with established political • Works with local political activists, figures & national civil society grassroots campaigners, social leaders entrepreneurs • Addresses key issues of national • Introduces key principles of political policy development. public engagement • Introduces practical knowledge for • Experience of participants becomes key learning resource political engagement and technics • Trust builder that can lead to for political participation opportunities to bring together • Skills and confidence builder for opposing political leaders wide political engagement and monitoring

Characteristics of NIMD’s approach to democracy education • Knowledge, Skills, Values; theory (applied during) & practice (in and outside class, parallel to and after School) • Not ‘Political Studies’, but a ‘Political MBA’ • Approach depends on audience/target group and country context; political, geographical • Local development of curricula;

Characteristics of NIMD’s approach to democracy education • Long term School/Education more sustainable then ‘a’ training; deeper knowledge & experience + cross-party interpersonal relations • Involvement of alumni key in sustaining the process. Community of alumni = an objective in itself • Schools are multiparty and multi stakeholder platforms for safe cross party exchange / interparty dialogue

Elements • Objective & context: - strategy, political manoeuvre space & geography • Selection considerations: - profile criteria & process • Attendance & Commitment, tricks for engagement: - pre, during, -post • Mentor/managers & Teachers/trainers - different roles - local were possible, external where needed • (Guest) speakers - who’s interest? -> not too many foreign politicians please

Elements (2) • Location - Action or Isolation? • Frequency - Frequency: period of the w/m/y -> homework -> location • Learning methodology • Variety in forms • Balance supply & demand • Interactive & instructional • Theory & practice • Peer to peer focus: adult learning styles and methodology: • “BUT WE WANT GROUP WORK”

Elements (3) • Exchange visits & Trips - where is the value, what are the disadvantages • Curriculum - Do democratic skills exist? or only democracy values & knowledge next to political skills bound by democratic borders? - be conscious of over moralizing, 90% of activities within western democracies is political too - Which political skills might we not want to teach them?

Design • Programme design consideration for Donors: - Political programming and education require flexibility and long term investment/ commitment • The To. T-trap (or cascade roll out) - T for Transfer, not for Topic: plan as ‘reverse pyramid’ • Implementing partner identification (e. g. wider frame of activities) - Neutral facilitator (crisis mitigation) -> Diplomatic -> political mover -> advocate -> activist • No short term impact measurement or causalities as indicators for PM&E or Intervention Logframes

Objective & context: discussion Pre-political civil society participants or Current politicians / party agents: “agents of change” or “changing the agents”? (HR / activism) (Politics / Diplomacy)

Objective & context: discussion Top-down or Bottom-up: (Trickle-down or Mass-base) National level to achieve system change or Community levels to seek direct impact on citizens’ daily lives (in terms of efficiency, not principle)

Tunisian School of Politics What? Year-long monthly weekend school aimed at increasing skills and knowledge on democratic practises (values). Run by Tunisian ngo CEMI (EU funded INSPIRED-partner) with financial and strategic support of international partners NIMD & DEMO Finland (EPD-members) and BSo. P (Co. ESchool), and with funding from Co. E (…EU)

Tunisian School of Politics (TSo. P) When? Programme developed just after the “Arab Spring” in 2011, schools 2 classes started in 2012, 3 now 2013. Who? Offer to party leadership to send their ‘promising’ youth members. School makes final selection based on criteria. Why? - Recently established multiparty system. Politicians lack democratic experience. - Grooming new leaders - Enforcing youth voice within all political parties q Results? q q First group graduated in July 2012, of which 20 ANCmembers + other high level Far larger demand than places available TSo. P is now political and diplomatic player

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