Criterion #6 – Civic Engagement (10 points)

In their annual report and verbal presentation, how effective were the students in demonstrating that:They understand the importance of civic engagement in a democratic society, and that each citizen in a democratic society can exercise their freedom by registering to vote and participating in public elections?

Interpretation: In order to be good citizens in a democracy, it is important that each person be educated and informed about the public issues affecting their professional and personal lives. Also, in order to be responsible commercial and social entrepreneurs, it is important that these individuals know how local, state and national laws affect their business, as well as WHO is passing such laws (i.e., politicians). It is also important that students understand the importance of their involvement in the larger community, and that those who benefit from democracy have a civic duty to participate in the process.

One organization that is very interested in civic engagement is Campus Compact, which is a coalition of nearly 1,000 college and university who are committed to fulfilling the public purposes of higher education. As the only national association dedicated to this mission, Campus Compact is a leader in building civic engagement into campus and academic life.  According to the Campus Compact website (http://www.compact.org/students): “This generation of students is more involved in public and community service than has been true for decades. Indeed, students are not passive or disengaged. They have an active interest in global equity and in local community-development issues. They have an extraordinary sensitivity to multicultural issues and the importance of learning how to work with those different from themselves. Those who are privileged are uncomfortable with that privilege, and many students actively seek to improve the conditions of others.”

In completing their activities, SAGE teams should demonstrate their involvement in public and community service, and to show how their activities have instilled in them a greater sense of civic duty and responsibility. Some skills that students can acquire through civic engagement include political knowledge, public problem-solving, collective action and organizational skills.

While student interest in public and community service is high, by the time they reach voting age (assuming they live in a democratic country), many don’t vote. This comes at a time when their governments are failing to solve major problems, such as poverty, health care, unemployment, environmental degradation and drug trafficking. Voter turnout has declined almost everywhere, including in the U.S. (where in 2004’s election, only 55% of America’s voting-age population actually voted). While it is true that social entrepreneurs are filling an unmet need that historically has been viewed as government’s responsibility, it is still government’s responsibility to translate the will of its citizens into public policy.

SAGE believes that voting-age citizens who fail to vote in a democracy should not complain if their government is not serving them in the manner they deem appropriate. But stronger participation yields stronger government, and that is why we encourage high school teams to undertake projects that increase their knowledge about the importance of civic engagement.

Sample Web Sites

http://www.civicyouth.org/research/products/youth_index.htm
http://www.compact.org/students
http://www.civicmind.com
http://www.actionforchange.org/dialogues/defining.html

Sample Activities

(1) Do a web search and come up with at least three definitions for the term “civic engagement”; (2) some SAGE students may run for school office; (3) attend a city council meeting and give a report about what you learned to fellow SAGE students; (4) invite your Congressman, county supervisors, mayor,  or city council members to make a presentation to your class about current issues faced by business and social entrepreneurs in your community.