This document describes primary, secondary and teacher training curricular policy relating to education for citizenship in Cuba, Haiti and the Dominican Republic in order to make practical recommendations for improved design, quality and implementation of these initiatives in the three countries selected. The first chapter describes the Caribbean context of these democratic processes and a review of the literature on the topic. Chapter two describes the methodological issues connected with the study and chapter three examines in detail the public policies relating to education for citizenship in the three countries. Chapter four describes governmental measures supporting the established curricular and teacher training policies and chapter five brings together the viewpoints of the actors involved in teacher training. Finally, conclusions and recommendations are presented that may be useful in supporting national and regional efforts for education for citizenship. (Contains 6 endnotes.) [This document was also produced by the Facultad Latinoamericana de Ciencias Sociales, FLACSO, an international UNESCO academic organization. Translation of this document was performed by Isabel Byron.]