Education for democracy does not require a democratic state. Indeed some of the most innovative non-formal educational initiatives have taken place in authoritarian states. As noted in the introduction, civic education is often a feature of authoritarian states seeking to build social consensus amongst their subjects. Certain societies are indeed guided by the belief that an authoritarian regime, whether established through traditional leadership, in response to crises of war or failed development, or through generally accepted ideological or religious views, is an appropriate way to govern the state. This is not the place for that discussion, but the topic area does not speak to this form of civic education, although many of the programme elements can be used in such static situations.
Fragile or failing and failed states do present particular problems because they introduce levels of personal insecurity and sometimes terror and war which make it difficult to attend to educational programmes. Nevertheless, people living in these circumstances deserve every assistance in managing their lives and in rebuilding their countries. In some cases this effort must wait until there is a level of security stabilization, but if educators are excluded from the planning during this period, institutions and processes could be established which undermine their later attempts.
Civic educators committed to building democratic states will find opportunities for education within those organisations which are allowed to exist or which carve out space for themselves. Such institutions may be faith based, voluntary relief associations, self-helps and cooperatives, or even house bound discussion groups. In some cases, such groups may be present outside the country concerned.
Such educational programmes inevitably co-exist with political action, even if constrained by the context, and this makes them particularly powerful.
Youth programmes are particularly important under these conditions. In some cases, they provide a safe space for youth who would otherwise be prey to the state. But even where youth are involved in some form of direct action against the state, or other civil conflict, education can inform the quality of their life and action and make it more likely that there will be a democratic outcome to these conflictual situations.
