Voter Education in the IEC Portfolio Committee Presentation 20 May 2003

1994 Elections Founding elections - attracted international attention. Budget for voter education generous. IEC did not run its own voter education activities - contracted civil society organisations. Political parties were able to secure funds for their own voter education campaigns. Voter education virtually reached all South Africans

1999 Elections The 1994 euphoria had diminished The IEC largely depended on funds allocated by Treasury for its voter education programmes - budget had shrunk IEC approached donors to help financially The delivery model was based on the use of NGOs, CSOs, FBO, etc. trained by the IEC Quality of the training could not be guaranteed Generally, the model did not succeed

2000 Elections IEC designed, implemented and monitored its own delivery systems IEC contracted co-ordinators drawn from local communities on a short term basis A national curriculum of voter education was developed Co-ordinators were trained on content and methodology of the IEC Voter education strategy: – face-to-face (workshops, door-to-door and one-on-one discussions) –awareness campaigns (visits to imbizos, taxi ranks, sporting events, etc.)

Activities Since 2001 A search for opportunities to entrench knowledge, skills, values and attitudes for the development of an electorate that participates effectively and efficiently in electoral processes. Also a search to promote a general public that contributes positively to an environment conducive to free and fair elections.

Initiatives in Preparation for 2004 DD0001: The Schools Voter Education DD0002: Voter Education for By- elections DD0003: Voter Education for the Deaf and the Blind DD0004: Electoral Democracy Development DD0005: Multi Media Education

Schools Voter Education (1) Objectives: –increase the number of new registrations –educate learners about their political rights and responsibilities within the new democratic order –motivate learners to enroll as voters and participate in electoral processes

Schools Voter Education (2) Scope: –grades 7, 8 and 9 of the General Education and Training band of the school curriculum Approach: –2001/2 participatory development of curriculum, learner support materials (LSM), sampling schools and printing of LSM for pilot phase –2002/3 teacher in-servicing and pilot phase with 16 weeks learner programmes

Schools Voter Education (3) Approach (cont.) –2003/4 main project implementation - Phase 1- Democracy Education over 28 weeks Phase 2 - Voter Education over 36 weeks –2004/5 project evaluation over 3 year process, stakeholder assessments and future planning –2005 and beyond - Formal education sector GET and FET bands Negotiate an in-class slot in schools

Voter Education for By-elections (1) Objectives: –explain why the affected communities have to vote again? What is a by-election? –encourage the electorate to get involved and register to vote and/or check their details on the voters’ roll –explain what the electorate needs to do to prepare itself for by-elections –explain how voting will work, when and where

Voter Education for By-elections (2) Scope –only those wards in which a vacancy has occurred and a by-election proclaimed Approach –keep programme in place for 10 days and conclude 2 days before the day of the by- election –engage municipal field co-ordinator and field workers

Voter Education for the Deaf and the Blind (1) Objectives –to address concerns of the Deaf and the Blind –to provide for continuous targeting in the sector –to increase the number of registered voters in the sector –to encourage the practice of updating the voters’ roll

Voter Education for the Deaf and the Blind (2) Scope –focus on the Deaf and the Blind Approach –built upon the existing network and relations since 1999 –enlist CSO working with the sector to offer specialised voter education –develop specialised materials –meet at least once-a-year to review progress

Multi Media Education (1) Objectives –to build upon partnerships created in the 2000 elections w.r.t. the provision of voter and/or democracy and human rights education –contribute to the development of community radio as a viable accessing knowledge and disseminating information –encourage youth to partake in human rights and democracy education programmes

Multi Media Education (2) Scope –continuous voter education programmes on community radio and SABC education programmes Approach –development of radio training programmes for elections broadcasting (July 2003) –review and evaluation of voter education projects on community radio –interventions on other media when opportunities arise

Electoral Democracy Development (1) Objectives –support the registration and voting –encourage the understanding of elections as they pertain to all spheres of government Scope –preparation of the general public for registration and therefore voting (why?) –provision of interventions necessary for the electorate to participate in elections (how, when and where?)

Electoral Democracy Development (2) Approach –information and education using print and electronic media (drama, comedy, Youth Magazines Programmes, talkshows, etc.) –fieldwork during August, September and October 2003 (12 weeks) –voter/balloting education during January and February 2004 (8 weeks) –targeted balloting education, if and where necessary in March 2004 (4 weeks)

END.