Power pointhehd806 grp3

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  • There are difficult global challenges facing the world in the 21st century – increasing international trade, protecting the environment, sharing advances in science and technology, struggles to ensure basic human rights for all. For much of the world’s population it is a day to day struggle to survive. Poverty hunger and disease prevent much of Africa from becoming a part off the developed world. This proposal is expressly written for Caring for Kaela. ABOUT CFKCFK is a Christian relief and development organization created to raise children out of poverty by strengthening individuals with the skills needed to become the solution to their own problems. We strengthen the communities where we work by promoting self-sustained, people-centered approaches to development and building the foundation for peaceful and productive societies. 
  • In post colonial Africa, only Etiopia and Liberia retained their freedom. Chad, like all the other West African countries was given to France. Landlocked, Central Africa Twice the size of TexasArab Muslims in the northChristians in the southCulturally & Geographically DiverseCivil War since independence in 1960Infrastrucurally UnderdevelopedConstant Political Upheaval
  • Part I of this project seeks to build the capacity of civil society actively engaged in civic empowerment to prepare the population for the next presidential elections of 2011 through the development and use of one common national civic education curriculumPart II of this project seeks to disseminate the national civic education curriculum through newspaper publications targeting youths, giving particular attention to Northern Chad and areas with little to no coverage by NGOs working on civic education.
  • Civic Engagement "Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference.” Citation: http://en.wikipedia.org/wiki/Civic_engagementCivitas: An International Civic Education Exchange Program a. “We the People: Project Citizen is a curricular program for middle, secondary, and post-secondary students, youth organizations, and adult groups that promotes competent and responsible participation in government. The program helps participants learn how to monitor and influence public policy. In the process, they develop support for democratic values and principles, tolerance, and feelings of political efficacy.” Citation: www.civiced.orgFacing Our History and Ourselves Community Engagement: “Facing History has been reaching out to those wider communities-providing occasions to study the past, explore new ideas and approaches, and develop practical models for civic engagement that link history to the challenges of an increasingly interconnected world of choices.” Citation: www.facinghistory.orgImplementation of Civitas and Facing Our History in Chad Civitas and Facing Our History promotes civic engagement (main goal voting) by educating the youth in Chad about their history in addition to aiming to advance education for democratic citizenship as well as have a positive impact on participants’ political knowledge, attitudes, values and participation in upcoming elections.  
  • Cross Cultural DimensionsCivil unrest is not a problem What’s going on not only affects the inhabitants but also surrounding countries and nations. Unified systems of govt. will have an impact on solutions across
  • Power pointhehd806 grp3

    1. 1. Promoting Civic Outcomes for Chadian Youth HEHD 806 Terricka Alexander SaMaria Ashford Tanisha English Kawana Woodson
    2. 2.  Landlocked, Central Africa  Culturally & Geographically Diverse  Civil War since independence in 1960  Underdeveloped Infrastructure  Constant Political Upheaval
    3. 3. Historical Violent Exchange of Power TOMBALBAYE (1960) 1st President of Chad Civil War (1965), Overthrown (1975) HABRE (1979) Murdered 10,000s Overthrown by own general (1990) DEBY (1990) Current President Survived 2 Coup attempts (2006,2008) Current Situation 2001 Elections (arrest& murder of opposition) Constitutional Referendum (3rd Term for Deby) 2006 Elections (boycott)
    4. 4. Chadian Youth in Context Geographical & Demographic Diversity Historical Politcal Changes Current Political Instability Chadian Youth The development and implementation of a curriculum to educate Chadian youth about local and political processes and to engage their participation in the upcoming election
    5. 5. • POWER-SHARING – Zimbabwe • 3 main parties, lack of true partnership, no inclusive government, lack of trust – Kenya • 2 new committees, reparations, positive conflict resolution • DECENTRALIZATION – Indonesia • local districts vs. provincial, People’s Representative Council, continuing national and local discussions on goals and processes • PEACE AGREEMENTS – Ghana • Ethinic war, issues of citizenship and nationhood • RESTORATION – Nigeria • Civil liberties regained, political parties legalized, national elections in place
    6. 6.  Target Population: • Age: 16-24 • Capital city of N’Djamena, Northern Chad, & areas of no coverage by NGOs working on civic education  Methodology: • Phase 1: Coordination of Curriculum (Washington, DC)  Fact finding and consensus building • Phase 2: Development of Curriculum (N’Djamena, Chad)  Fact finding, consensus building, & curriculum development • Phase 3: Implementation and assessment of Curriculum (N’Djamena, Chad)  Implementation, project review and assessment
    7. 7. Facing Our History We the People: Project Citizen • Links history & new ideas to civic engagement • learn how to monitor and influence public policy By educating the youth in Chad about their history in addition to aiming to advance education for democratic citizenship participants will be positively impacted in the areas of political knowledge, attitudes, values and participation in upcoming elections.
    8. 8.  Project will:  create pedagogical tools adapted to the Chadian context.  produce a timeline & develop benchmarks  Youth will:  gain knowledge of politics, democracy and civil society.  gain knowledge of social issues.  develop the belief that they can make a difference in their homeland.  participate in project review and assessment.  begin to actively engage in politics and community affairs  Chadians will:  possess increased capacity to monitor election activities.  possess increased awareness and use of fraud prevention safeguards.
    9. 9.         www.caringforkaela.org http://en.wikipedia.org/wiki/Civic_engagement http://en.wikipedia.org/wiki/Chad www.facingourhistory.org International Crisis Group. (2008, September 24). Chad: A New Conflict Resolution Framework. Retrieved December 4, 2008, from http://www.crisisgroup.org/home/index.cfm?id=5694&l=1 http://www.nytimes.com/ref/college/collegespecial2/coll_aascu_defi.html http://www.nytimes.com/ref/college/collegespecial2/coll_aascu_civicresources.html • http://www.apa.org/ed/slce/civicengagement.html • http://www.mc.maricopa.edu/other/engagement/Journal/ • http://en.wikipedia.org/wiki/Civic_engagement • http://www.securitycouncilreport.org/site/c.glKWLeMTIsG/b.2873273/ • http://caringforkaela.org/files/file/08_09_24%20SC%20RES%201834.pdf • Finkel, S. (2002). Civic education and the mobilization of political Participation in developing democracies. The Journal of Politics, 64(4), 994-1020. Gable, E. (2000). The culture development club: Youth, neo-tradition, and the construction of society in guinea-bissau. Anthropology Quarterly, 73(4, Youth and the Social Imagination in Africa, Part 2), 195-203

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