Civic engagement among County Durham’s population is at its lowest level since the 1960s. Stephen Lambert, a North-East college lecturer, argues in favour of citizenship studies for post-16 students and adults so that the next generation is not so apathetic

MORE than 3,000 learners are studying citizenship courses across the country as part of their overall A-level programme, including Newcastle Sixth Form College. This is to be welcomed.

Literacy, numeracy and information technology (IT) – commonly known as functional skills – are taught in our school sixth forms, further and adult education colleges. Yet post- 16 courses in citizenship remain neglected, with the exception of the 300 innovative further education providers across the UK.

Mending a fuse or fixing a plug, citizenship education is a life and social skill that we all need, irrespective of age, social background, sex, race, disability, and ability or attainment.

One crucial aspect of citizenship education is a grasp of political, legal, economic and social processes. For instance, politics is concerned with power in our society.

It affects nearly every feature of our lives.

Decisions not only have to be taken in national, European and local settings, but are also needed in day-to-day social and family relationships.

In essence, this is what politics is all about.

To participate effectively within the various decision-making processes, it’s essential people are suitably equipped with the relevant civic or political knowledge, skills and confidence.

The past 30 years has seen the rapid development of society with the consequences of more centralised political- decision making, despite devolution to Scotland, Wales, and Northern Ireland.

Centralised power has reduced the ability of citizens to actively influence decision-making, let alone understand it. More disturbingly, in the past decade a chunk of the populace feel alienated from the democratic process – youngsters, adults with learning disabilities and mental health issues and the rural poor.

 

About four out of ten registered to vote in the Bishop Auckland and Durham North-West constituencies in the 2010 General Election did not bother. Turn-out in county and town hall elections is even lower, and staggeringly, only 15 per cent of North-East electors turned out to vote for the controversial election for a Police and Crime Commissioner last November.

IF this is bad, consider voting among young people. According to experts Ellam and McBride, only 20 per cent of 18 to 21-year olds voted in the 2005 General Election, and one in ten put a cross on a ballot paper in the last North-East European elections.

We have a democratic deficit on our hands in large parts of County Durham and this requires urgent action.

Such a degree of apathy, it is argued, stems from a lack of confidence in elected representatives’ ability to tackle everyday problems – an issue that’s become more acute in light of the revelations concerning the expenses scandal among some MPs.

Yet, ignorance about the issues at stake, and of people’s own role in implementing change is a major factor in accounting for this disillusionment.

Citizenship education in our schools, colleges and adult education centres can help to create an active and informed electorate.

The maintenance of a successful mature liberal democracy is dependent on citizens exercising a choice between political parties, independent candidates standing for public office and policies.

Civic education can provide an awareness and deeper understanding of the rights and responsibilities of citizens. It’s essential that people in rural and urban areas know how to retain and assert these rights.

It is in sixth-forms and colleges that young adults need to acquire the skills and attitudes which make them better informed. Youngsters need to appreciate and grasp the point of others, to present arguments based on research evidence and to acknowledge and evaluate bias.

It’s vital that by the age of 19 they understand how their local council works, what the political parties stand for, what a councillor, MP, MEP or magistrate does and how the British political, legal and economic system operates.

They need to get involved in their neighbourhoods or communities, charities such as Cancer Research, campaign groups, such as opposition to building on the greenbelt and open countryside, or multi-issue pressure groups such as the Countryside Alliance.

Lessons in citizenship can help challenge voter apathy, low levels of civic engagement and create a politically aware, literate adult community across urban and rural Durham.

Cynics are sceptical about the role of citizenship in the curriculum as there’s a danger of dogmatism or bias. Yet history, which is widely taught in state and independent schools across the North-East cannot avoid value judgements. Bias can’t be eliminated, but it can be recognised. It’s the responsibility of teachers to maintain professional integrity and to encourage an awareness of a diversity of viewpoints on important issues.

Given the Government’s commitment to the Big Society and Labour’s agenda of promoting active citizenship, the issue of declining interest in civic affairs and standing for public office needs urgent attention.

In light of declining participation in community affairs and the democratic deficit, the need for citizenship education could not be greater across County Durham and elsewhere in the country.

• Stephen Lambert, 54, is a lecturer in citizenship studies and politics, at Newcastle Sixth Form College and is a senior Newcastle city councillor. He taught sociology, social care and citizenship at Bishop Auckland College from 1992 to 2005, and was the college’s equality and diversity manager