This evaluation reviews the progress of the Australian Government’s civics and citizenship programme, Discovering Democracy, since 1 January 2000. It set out to determine the ways in which the programme has influenced civics and citizenship education curricula across the country; the take-up of programme resources in schools; the effectiveness of programme-related teacher professional development; and the effectiveness of programme-related national activities. Data was obtained from a series of 63 school case studies nationwide, a national survey of primary and secondary teachers, and in-depth interviews with stakeholders.
The evaluation found that all states and territories have provided avenues through which civics and citizenship can be incorporated into the curriculum during the compulsory years of schooling through resourcing of specially designed units and modules linked to professional development. However, there have been differing levels of participation, and different states and territories focus on particular aspects of civics and citizenship and not others. Since its inception, the Discovering Democracy programme has been strongly supported by the development of sets of curriculum resources at both primary and secondary levels. Produced by Curriculum Corporation, the materials relate to State and Territory curriculum frameworks and syllabuses and include print, audiovisual and electronic resources. In every state and territory a professional development officer position has been established, to support and promote Discovering Democracy activities and curriculum changes.
Recommendations from the evaluation include a requirements for explicit linkages to be made to other national programmes including the Commonwealth History Project, Studies of Asia, Australian Studies and Multiculturalism and Reconciliation. As an extension to the programme, funding should be made available to develop civic values curriculum materials covering the early years of schooling. In addition, a single national award programme should explicitly recognize and reward the work of school communities in promoting civic values education. Finally, further consideration should be given to mechanisms by which a civic values education agenda can be successfully incorporated into teacher pre-service education.