The document discusses a proposed project to promote civic outcomes for Chadian youth. The project would develop a curriculum to educate youth about local politics and processes to engage them in upcoming elections. It aims to positively impact youth's political knowledge, attitudes, values and participation. The curriculum would be created in Chad and cover history, democracy, and social issues. Youth would gain understanding of their role in politics and community affairs. The goal is for youth and Chadians overall to be more informed and active citizens.

1. Promoting Civic Outcomes for Chadian Youth
HEHD 806
Terricka Alexander
SaMaria Ashford
Tanisha English
Kawana Woodson

2. 




Landlocked, Central
Africa
Culturally &
Geographically
Diverse
Civil War since
independence in
1960
Underdeveloped
Infrastructure
Constant Political
Upheaval

3. Historical Violent
Exchange of Power
Current Situation

4. Chadian Youth in Context
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. •
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. 
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. By educating the youth
By educating the youth
in Chad about their
in Chad about their
history in addition to
history in addition to
aiming to advance
aiming to advance
education for
education for
democratic citizenship
democratic citizenship
participants will be
participants will be
positively impacted in
positively impacted in
the areas of political
the areas of political
knowledge, attitudes,
knowledge, attitudes,
values and
values and
participation in
participation in
upcoming elections.
upcoming elections.

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. 






•
•
•
•
•
•

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

10. 






•
•
•
•
•
•

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