Every election obviously has a timetable. While voter education may be an ongoing activity, there will be a moment when an election is declared and a date set. Educators should have a calendar of election milestones and tailor their programme to accommodate these dates. With this in mind, a detailed implementation plan for the voter education programme should be developed and attached to the election calendar. Ideally, the election calendar should be fixed prior to the initiation of the voter education programme. In some developing countries and transitional societies, this will not always be possible, however. In this case, educators outside the election authority will want to maintain open and routine communication with election officials to stay on top of new deadlines or changes to previously set timetables.
The election calendar should include all dates that are stipulated in law or through regulations. Educators will then need to consider these milestones to determine which directly affect voters and to assess necessary educational demands and implications.
The educational programme has to prepare people to participate in the electoral process. Different people participate at different times and, in some cases, in different ways. In theory anyway, the educational programme may address all these preparations. While voter education and information are typically aimed at the general electorate (see The General Electorate), it is important that it also be aimed at high impact groups (see High Impact Groups) and at assisting smaller target groups in their participation (see Marginalized Voters and Groups with Special Needs).
Educational Demands
Amongst the occasions that may be of particular interest to voters and that may require their participation will be:
- the formation or registration of political parties
- the nomination of candidates and party lists, which may require such public
activities as primaries or signature collection
- the demarcation of electoral boundaries
- the registration of voters and inspection and ratification of voters lists
- the establishment of polling stations
- application periods for special voting services such as absentee or mobile
voting
- the voting period, which may include opportunities for early voting as well as
on election day
- the complaints process, either though election commissions or the courts
It is possible for educators to make use of the public moments in the election to increase the effectiveness of their programme. By enhancing these moments they obtain news coverage, public debate, and also prompt voters to identify their own educational needs. This may encourage them to take part in voter education programmes.
Educational Implications
The first of these is obviously the announcement of the election date. This inevitably triggers frenetic activity by parties, raises public consciousness of the election, and starts discussion in the media and in social settings of the contest. Such an announcement, especially in situations where it is anticipated that a substantial voter education programme will be needed, could be combined with display and broadcast materials setting out the requirements for eligibility to vote, including registration processes.
From that moment onward, there will be similar, if slightly less significant, moments. If these are factored into the calendar, it will be possible for the education team to develop programmatic interventions suitable to obtain publicity, to multiply the impact of the programme, and to develop the synergy which is necessary in order to increase impact, reduce effort and limit costs.
