Young People's Civic Attitudes and Practices: England's Outcome from the IEA International Civic and Citizenship Education Study (ICCS)

2010 ◽  
Author(s):  
Julie Nelson ◽  
Pauline Wade ◽  
David Kerr
Keyword(s):  
Citizenship Education ◽  
Civic Attitudes ◽  
Attitudes And Practices ◽  
Education Study

scholarly journals Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data

2021 ◽  
Author(s):  
Ireta Čekse ◽  
◽  
Reinis Alksnis
Keyword(s):  
Citizenship Education ◽  
Sense Of Belonging ◽  
School Level ◽  
School Factors ◽  
Research Application ◽  
Global Issues ◽  
Civic Knowledge ◽  
Significant Relationships ◽  
Global Problems ◽  
Education Study

In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.

scholarly journals FORMAÇÃO DE PROFESSORES EM EDUCAÇÃO GLOBAL PARA A CIDADANIA EM QUATRO PAÍSES DA AMÉRICA LATINA: COLÔMBIA, CHILE, MÉXICO E PERU

2019 ◽  
Vol 6 (1) ◽  
pp. 104-112
Author(s):  
Alice Maria Mendonça
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Education Study ◽  
America Latina

A Educação Global para a Cidadania (Global Citizenship Education - GCED) é uma das áreas estratégicas do Programa do Setor Educacional da UNESCO para o período 2014-2021. Deste modo, conferiu-se à educação a responsabilidade pela construção de um mundo pacífico e sustentável, onde os conhecimentos, habilidades, valores, atitudes e comportamentos que veicula, permitem aos indivíduos tomar decisões informadas e assumirem papéis ativos a nível local, nacional e mundial. O International Civic and Citizenship Education Study: 2016 (ICCS) permitiu conhecer os resultados do investimento em GCED, em 24 países, relativamente aos alunos, tomando como indicadores os seus níveis de conhecimento cívico, as suas perceções acerca desta temática, bem como os seus comportamentos e práticas cívicas. A presença da GCED nos contextos educativos, leva-nos também a refletir sobre o seu estatuto e caraterísticas intrínsecas pois a complexidade da sua abordagem, requer profissionais com capacidade de analisar problemáticas cuja resolução pressupõe um posicionamento face às práticas de referência, assim como a sua articulação com os pressupostos éticos e políticos em vigor. Por isso, a preocupação e a necessidade de formação de professores em GCED levou-nos também a questionar o modo como esta decorre, nos quatro países da América Latina- Colômbia, Chile, México e Peru – que integraram o International Civic and Citizenship Education Study: 2016. Palavras-chave: Formação de Professores; Educação para a Cidadania; UNESCO; Educação Comparada; Colombia: Chile; Mexico; Peru. 

scholarly journals IEA International Civic and Citizenship Education Study 2016 Assessment Framework

2016 ◽  
Author(s):  
Wolfram Schulz ◽  
John Ainley ◽  
Julian Fraillon ◽  
Bruno Losito ◽  
Gabriella Agrusti
Keyword(s):  
Citizenship Education ◽  
Assessment Framework ◽  
Education Study

scholarly journals Civic and Citizenship Education: From Big Data to Transformative Education

2021 ◽  
pp. 147-160
Author(s):  
Heidi Biseth ◽  
Bryony Hoskins ◽  
Lihong Huang
Keyword(s):  
Big Data ◽  
Civic Engagement ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Citizenship Education ◽  
Transformative Education ◽  
Environmental Challenges ◽  
The World ◽  
Education Study ◽  
Changing World

AbstractThis chapter brings the results from the chapters in this book together to explore how civic and citizenship education can be or is relevant in a context beyond school. We have demonstrated that IEA’s International Civic and Citizenship Education Study (ICCS) provides results based on conventional understandings of democracy but also includes elements allowing us to address issues supporting the need for profound changes in education and, hence, relevant for both policymakers and practitioners working to make education relevant to the world the students are entering. To enable and support our young citizens in their civic actions in a rapidly changing world, we need transformative civic education. A Nordic lens on civic and citizenship education allows questions relevant for an advanced technological future and promoting civic engagement through education for environmental sustainability. How to measure and to teach civic and citizenship education is relevant to the extent that it is addressing the reality in which we live, the societal and environmental challenges we face.

What’s the problem? Investigation of Dutch policy statements in search of causes of stagnating citizenship education

2019 ◽  
Vol 15 (3) ◽  
pp. 197-212
Author(s):  
Anneke Meester-van Laar ◽  
GD Bertram-Troost ◽  
J Hoogland ◽  
DJ de Ruyter
Keyword(s):  
Citizenship Education ◽  
Educational Achievement ◽  
International Association ◽  
Dutch Government ◽  
Policy Theory ◽  
Dutch Policy ◽  
Education Study ◽  
Policy Statements ◽  
The Government ◽  
Insight Into

Based on the findings of the International Civic and Citizenship Education Study, the International Association for the Evaluation of Educational Achievement notes in 2010 that the development of citizenship education is stagnating. In response to this stagnation, some countries, including the Netherlands, are tempted to act more prescriptively in matters of citizenship education. Prior to and in the interest of the search for a solution, we think it is first and foremost important to gain insight into the extent to which the Dutch policy on citizenship education itself contributes to the stagnation. Reconstruction of the policy theory (as a part of document analysis) is used as a method to analyse the various policy statements. Our analysis demonstrates that there are sufficient indications to state that what the Dutch government wants and why is unclear and that there are specific normative beliefs underlying the policy which may conflict with beliefs of the implementers. We assume that the indicators found are not conducive to enable or motivate school leaders to implement the policy as desired by the government.

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