![]() ![]() Instead, they have mainly focused on the increasing use of formalized language, knowledge, and employment requirements for permanent residence and citizenship since the late 1990s (Goodman, 2014 Joppke, 2007). ![]() Scholars studying the West European civic integrationist turn only rarely extend their analyses to include school policies. Despite claims to the contrary, the analysis shows that Sweden too has experienced a civic turn. Citizenship education in Denmark concentrates on reproducing a historically derived core of cultural values and knowledge to which minorities are expected to assimilate, while the Swedish model subscribes to a pluralist view that stresses mutual adaptation and intercultural tolerance. The analysis shows a growing concern with citizenship education in both countries, yet with different styles and content. But what of other policy spheres that are essential for the formation of citizens? Is there a civic turn in school policy? And does it follow the pattern of residence and citizenship? This article addresses these questions through a comparative study of the EU’s allegedly strictest and most liberal immigration regimes, Denmark and Sweden, respectively. Promotes awareness and respect for human rights, democratic values and norms in the democratic governance and development processes at the national, regional and global levels.The civic integrationist turn usually refers to the stricter requirements for residence and citizenship that many states have implemented since the late 1990’s.Organises public forum to foster popular participation in development policy thinking, dialogue and consensus building on economic and social development issues and fos-ters strategic partnership between non-state and state actors for resolving them.Develops ideas and methods for effective participation of non-state actors in demo-cratic development and accountable governance processes including conflict resolution.Publishes and disseminates research findings so as to enlighten public policy debates and strengthen advocacy for alternative development strategies.Carries out research and analysis of public policies, including monitoring their impact on democracy, good governance and the poor and vulnerable in society.In pursuance of this mission, and working mainly through policy research, dialogue, advocacy, and training, the IDEG: Its mission is to generate knowledge and enhance the capacity of citizens to influence public policy choices, in order to consolidate democratic and good governance in Ghana and the rest of Africa. The Institute for Democratic Governance (IDEG) is an independent, not-for-profit, and non-partisan policy research and advocacy institute established in January 2000. ![]() To support small parties to outline and implement a focused plan of integrated actions aimed at boosting their capacity to mobilize party followers, in particular women and youth, as well as ordinary constituents and promote issue based policies for strength-ening the multiparty system.To convene the small parties and raise their awareness of common challenges, pro-spects and means for increasing their outreach to the electorate and ways of improving election conduct, while averting violence together with the strategies for achieving these goals and.More specifically, the partnerships’ objectives are: Furthermore, the project will seek to strengthen the cross-political cooperation between these parties in search of consensus for reforms, that can open up the space for a stronger political participation. In the partnership’s initial phase, the focus is on building the capacities of selected smaller political parties, thereby helping them to enhance the mobilisation of in particular women and youth and to overcome their structural weaknesses. ![]()
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