The civic education mandate, while it may come from legislation or a public mission statement, is also likely to stem from or be influenced by comparative international practice and the instruments and principles established by countries in international forums and treaties.
A full discussion of these principles and their relationship to elections is contained in a publication of the United Nations Centre for Human Rights. [1] In its survey of nineteen universal and regional instruments, the publication points out that "countries and peoples across the globe have recognized that free and fair elections are a crucial point on the continuum of democratization and an imperative means of giving voice to the will of the people. [2]
In order to achieve this, the publication draws attention to what it considers common elements of electoral law and procedure that ensure elections are conducted freely and fairly and under the rule of law. In relation to public information and voter education the document reads:
124. Funding and administration should be provided for objective, non-partisan voter education and information campaigns. Such education is especially critical for populations with little or no experience with democratic elections. The public should be well informed as to where, when and how to vote, as well as why voting is important. They must be confident in the integrity of the process and their right to participate in it.
125. Literature should be widely available and should be published in the various national languages to help ensure the meaningful participation of all eligible voters. Multimedia methods should be employed to provide effective civic education to people with various levels of literacy. Voter education campaigns should extend throughout the territory of the country, including to rural and outlying areas. [3]
The Commonwealth Secretariat has been involved in a number of election support programmes throughout the Commonwealth. Between 1993 and 1997 it organised a range of Commonwealth-wide gatherings of Chief Electoral Officers during which they held discussions on best practices. Based on these discussions and draft materials, they produced a document on electoral practice titled Good Commonwealth Electoral Practice [4]. Beyond the importance of the document, the discussions themselves were an important basis for information and experience sharing.
The principles outlined in the document apply not only to local and national elections, but are also intended to assist people in strengthening of their own electoral systems. As such, they are presented as tools rather than an overall prescription. Consider the paragraphs dealing with public education:
42. Appropriate and effective, non-partisan public education programmes, though not always the responsibility of an electoral body, are an essential feature both in countries where a voting "culture" is being developed as well as in established democracies. As such, they should be adequately funded and professionally organised [and] target particular groups (e.g. women, minority groups, the disadvantaged, and school children). Where practicable, national election practices can be built in to school election procedures and election education centres can be established in appropriate locations.
43. The encouragement, in particular, of participation by women in all facets of the democratic process warrants special attention.
44. The cost of public education programmes should be minimised by public service broadcasting facilities being made available at little or no charge. [5]
The Commonwealth document goes further than the United Nations statement in identifying the importance of voter education in "established democracies". Between 1994 and 1997 increasing sensitivity about democratic performance and participation - and especially voter turnout and enthusiasm - between established and emerging democracies made it clear that democracy cannot be taken for granted under any circumstances.
As a result, there is a general, international consensus on the importance of voter education and the necessity for establishing professional, cost-effective programmes in support of elections. This also translates into support for the broader democratisation agenda.
International electoral observer groups inevitably comment on the adequacy of voter education programmes and preparation of voters. These statements extend our understanding of what is required in order to ensure not only free, fair and credible elections but the necessary foundation for democratic decision making and governance in complex settings.
