Popular Baccalaureate
The Popular Baccalaureate began in the 1990s in Argentina, offering alternative education and training spaces, focused on social groups with low levels of literacy or excluded from the traditional formal education system. Each Baccalaureate decides jointly between students and teachers what are the objectives to be achieved, the content to be provided and the pedagogical tools to be used. Many of the Baccalaureates work in cultural centers, recovered factories or spaces. Some of them have been recognized by the State and have official titles.
Institutional design
Formalization: is the innovation embedded in the constitution or legislation, in an administrative act, or not formalized at all?
Frequency: how often does the innovation take place: only once, sporadically, or is it permanent or regular?
Mode of Selection of Participants: is the innovation open to all participants, access is restricted to some kind of condition, or both methods apply?
Type of participants: those who participate are individual citizens, civil society organizations, private stakeholders or a combination of those?
Decisiveness: does the innovation takes binding, non-binding or no decision at all?
Co-governance: is there involvement of the government in the process or not?
- Formalization
- not backed by constitution nor legislation, nor by any governmental policy or program
- Frequency
- regular
- Mode of selection of participants
- open
- Type of participants
- citizens civil society
- Decisiveness
- democratic innovation yields a binding decision
- Co-Governance
- yes
Means
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Ends
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