Increased levels of founding civic knowledge, institutions, values and ideas, including knowledge of global civic documents, values and practices
Enhanced capacity of faculty and students for discernment, analysis, investigation, communication, as demonstrated by rigorous reading lists, multilingual competencies, high proficiency on examinations, collaborative assignments, capacity to critique and be critiqued, to draft ideas for public view, regional and international recognition
Greater levels of competencies in participatory civic skills such as team building, networking, discursive practices, such as opinion writing, dissenting opinion writing, extemporaneous reasoning, and independent learning; and
Change in civic dispositions of faculty and teachers as measured overtime
Measure the capacity of schools to model civic practices and institutionalize them
Do students and teachers know the Basic Law and Declaration of their country? (How do you assess this knowledge at grade appropriate levels?)
Do teachers and students understand and can they articulate (1) the institutions responsible for governing the nation; (2) The powers and authority of these institutions; (3) the values explicit or implicit in institutional functioning
Tell the Story of Your Progress, Challenges and Successes
In-stream measures allow schools, teachers, and students to make adjustments as courses progress. They permit valuable feed-back in a timely fashion and they show a level of care and commitment to civic education as a professional field of endeavor.
Rwanda teaches the need for citizens to know and think about past injustices, stereotypes, and atrocities, for the purpose of recognizing human fragility and the capacity for evil against other humans and hatred of them.
Rwanda teaches civic and human responsibility, whether as on looker, victimized, or perpetuator…