How our children become politically fit

In no other country do citizens have the opportunity to vote as frequently as in Switzerland. Although we therefore like to call ourselves the world champions of direct democracy, pupils perform worse in the area of political knowledge in an international comparison than those in some other countries.

So what would it take for the voters of tomorrow to have the necessary skills? This question should concern us all, because ultimately democracy is the key to peaceful and free coexistence.

A school and class council provides children with a simple political tool.

The foundations for political education are laid in nursery schools. This does not mean civics as a school subject. Rather, it is the simplest rules in a community that are learnt from kindergarten age: constructive cooperation, mutual consideration, active listening, letting others finish what they have to say and so on.

These are, of course, behaviours that are also in demand and valued later in professional life, in politics and in our society in general. These are learnt through free play and in guided sequences by the teachers.

The right to participation

Further skills that promote political understanding, such as argumentation, negotiation and judgement, are added over the course of the school year. Everyday situations with a strong connection to the pupils' world are suitable for learning such skills.

At a comprehensive school in our municipality, the staff have introduced a school and class council. With this forum, the schoolchildren can be involved in decisions, giving them the simplest political tools. It is not uncommon for the school's own rules to be defined. Due to the democratically organised decision-making chain in these bodies, the new rules are often implemented without resistance. The right to participation has led to a better school climate in the school in question.

The school should be neutral in terms of party politics and religion. However, this does not mean that it has to be value-neutral.

At secondary school level, a class and school council still makes sense. Political debating gains in importance at this age. Here too, everyday life offers an inexhaustible pool of controversial topics. This is a challenging and delicate task for teachers, as the school should be neutral in terms of party politics and religion. However, this does not mean that it has to be value-neutral. Teachers should convey values and are also allowed to express their own opinions. This can succeed if the Beutelsbach Consensus is adhered to.

A sound theoretical knowledge of political processes, rules and duties is essential. This knowledge can be acquired using historical or everyday topics as examples. Ideally, however, lessons should not only take place in the classroom. Extracurricular places of learning increase vividness and are of great importance for political learning. A visit to a municipal assembly, a court or a political institution such as a parliament provides lasting impressions and creates a link between theory and practice.

Eligible to vote at 16!

At the end of compulsory schooling, many pupils turn 16. Wouldn't it be a responsible gesture of inclusion if young people were able to make political decisions at this age? In my view, lowering the voting age would be a vote of confidence in our young people, the future of tomorrow. Political education in the post-compulsory school years would suddenly take on a completely different meaning and scope.

Back to my question: How can we improve the political knowledge of children and young people at school? The curriculum appears to be inadequate in the area of political education. In addition to an expansion of the targeted competences of the pupils, the cantonal timetables must also be expanded so that the time resources for their acquisition are guaranteed. It is precisely in this area that the most varied requirements exist throughout Switzerland.

In my view, lowering the voting age would be a vote of confidence in our young people.

In most cantons, political education is anchored in the curriculum as a transversal module. The canton of Aargau, on the other hand, has a separate school subject. In small Switzerland, however, we cannot afford to have such different requirements. Cantonal differences should be standardised.

Political education is not just a matter for schools

I also consider the subject-specific and didactic knowledge of teachers in the field of civic education to be crucial. It must be an integral part of the initial and further training of teachers so that they have the necessary skills and are able to meet the high demands placed on teaching.

I am convinced that political education will be given the necessary priority if these demands are realised. However, schools alone cannot achieve the desired development; their influence is too small for that. Political socialisation is also a social task and is influenced to a significant extent by parents, friends and the media. You, dear parents, contribute to your children's better understanding of political issues through your own behaviour and engagement with them.