IEA International Civic and Citizenship Education Study (ICCS) 2009 in European Countries The International Association for the Evaluation of Educational Achievement

IEA and its studies IEA is the oldest research organization conducting international comparative studies on education - more than 30 research studies in 53 years Characteristics of the IEA studies: - operate on the national and international levels - focus on output of educational systems (achievement and attitudes) - ask about factors that influence them Studies in civic education: - First study 1971: does school make a difference? - Second study 1999/2000: school in interaction with other social agents - Third study 2009: school in the world and preparation for citizenship The International Association for the Evaluation of Educational Achievement

Management of ICCS Institutions - IEA Secretariat - IEA Data Processing and Research Center - Australian Council for Educational Research (ACER) - National Foundation for Educational Research (NFER) - Laboratorio di Pedagogia Sperimentale (LPS) at Roma Tre University Structure Joint Management Committee – International Study Center (ACER) – Project Advisory Committee – Sampling Referee – National Study Centers The International Association for the Evaluation of Educational Achievement

Focus of ICCS Preparing young people to undertake their roles as citizens Two dimensions of civics and citizenship - Student knowledge and understanding - Attitudes, perceptions and activities Reporting - International comparisons - Variations within countries - Factors explaining variations The International Association for the Evaluation of Educational Achievement

Focus of the European Module Positioned against the background of the international core assessment Targeted at specific European aspects related to civics & citizenship -Student knowledge about the European Union (EU) and its institutions, laws and policies -Attitudes, perceptions and activities related to European aspects The International Association for the Evaluation of Educational Achievement

Outputs Assessment framework (December 2008) Initial findings (June 2010) International report (November 2010) European report (November 2010) International database and user guide (March 2011) Latin American report (March 2011) Asian report (May 2011) Technical report (May 2011) ICCS Encyclopedia (June 2011) The International Association for the Evaluation of Educational Achievement

Participation 38 educational systems participated in ICCS 24 in European Module: Austria – Belgium (Flemish) – Bulgaria – Cyprus – Czech Republic – Denmark – England – Estonia – Finland – Greece – Ireland – Italy – Latvia – Liechtenstein – Lithuania – Luxembourg – Malta – Netherlands – Poland – Slovak Republic – Slovenia – Spain – Sweden – Switzerland Two European ICCS countries, Norway and Russian Federation, did not participate in the European Module The International Association for the Evaluation of Educational Achievement

Sample Random samples - Schools (3,000 schools) - Teachers (35,000 teachers) - 8 th Grade students (75,000 students) The International Association for the Evaluation of Educational Achievement

Data gathering from students International test of knowledge and understanding (three proficiency levels: from knowledge of fundamental principles and broad concepts, to application of knowledge and evaluation or justification of policies) International questionnaire about attitudes, behaviors and background European test of knowledge and understanding European questionnaire about attitudes and behaviors The International Association for the Evaluation of Educational Achievement

Contextual data gathering Teachers and principals - questionnaire about aspects of civic and citizenship education - questionnaire about school characteristics and climate National centers - questions about policy and practice The International Association for the Evaluation of Educational Achievement

Status of education for citizenship Civics and citizenship are priority in educational policy Different approaches to citizenship education including -teaching as specific subject -integration into other subjects -implementation as a cross-curricular theme 11 of 24 countries have a specific subject concerned with civic and citizenship education The International Association for the Evaluation of Educational Achievement

Major topics Broad range of topics in the curriculum including: -human rights (18 countries) -understanding different cultures and ethnic groups (16 countries) -environment (14 countries) -parliament and government systems (14 countries) -voting and elections (11 countries) -regional institutions (10 countries) The International Association for the Evaluation of Educational Achievement

Aims of civic and citizenship education Most important aim according to teachers and principals: - development of knowledge and skills Not frequently indicated aims: -preparing for future political participation -development of active civic participation The International Association for the Evaluation of Educational Achievement

Knowledge for citizenship Overall, European countries scored above international mean, within highest proficiency level 3 or 2 Widespread student knowledge of basic facts about the EU Lower levels of detailed knowledge about the EU and its laws and policies Widespread knowledge about the Euro and euro zone but: Considerable variation between and within participating countries The International Association for the Evaluation of Educational Achievement

Highest and well-performing countries Finland – Denmark Sweden – Poland – Ireland – Switzerland – Liechtenstein – Italy – Slovak Republic – Estonia – England – Slovenia – Norway – Belgium (Flemish Community) – Czech Republic The International Association for the Evaluation of Educational Achievement

Some correlates of civic knowledge Test language, gender, socioeconomic background, media use and discussions with parents Expected further education, perceptions of openness in classroom, discussions and experiences with voting The International Association for the Evaluation of Educational Achievement

Values and trust Overwhelming majorities of students tended to agree with statements reflecting basic democratic values and liberties but: Young people supported restrictions on media and giving more power to security agencies as reactions toward terror threats Majority of students trusted national government and parliament as well as European institutions but: Less than 40% of students expressed an interest in political parties Considerable differences between countries The International Association for the Evaluation of Educational Achievement

European citizenship and identity Overall, students had a strong sense of European identity More positive country attachment related to stronger sense of European identity Most students in EU countries were proud their country is an EU member but: General interest higher in domestic political issues than in foreign issues or international politics The International Association for the Evaluation of Educational Achievement

Intercultural relations in Europe Students held positive attitudes toward ethnic or racial groups and immigrants Positive attitude toward equal rights of other Europeans living within a student’s country were associated with positive attitude toward equal rights for ethnic or racial groups and immigrants Students supported the principle of free movement for citizens to live and work anywhere in Europe but: Some students supported specific restrictions on movement of citizens in Europe (significant differences within and between countries) The International Association for the Evaluation of Educational Achievement

Some correlates of values and attitudes Gender (in general, girls held significantly more positive attitudes than boys), immigrant background, attitudes toward learning other European languages Selected country characteristics The International Association for the Evaluation of Educational Achievement

Engagement and participation now and in future Widespread participation at school, not very common participation in wider community but: On average only 25% discussed political and social issues with friends on weekly basis About 80% of students expected to vote as adults in local or national elections but: Expectations to vote in European elections were much lower Only minorities of students expected more active participation (joining political party, standing as candidate in local elections) The International Association for the Evaluation of Educational Achievement

Some correlates of expected participation Self-beliefs (self-efficacy), attitudes toward various civic institutions Civic knowledge, engagement at school, attitudes toward civic institutions and interest related to expected voting behavior but: Current participation in wider community is a positive predictor of expected active participation Economic background not directly linked to expected participation The International Association for the Evaluation of Educational Achievement

Possible implications – education Attention to students with low levels of civic knowledge as well as to students with rather negative attitudes toward equal opportunities and freedom of movement Attention necessary to focus on civic learning, broadening from knowledge and related skills to participatory skills and strategies The International Association for the Evaluation of Educational Achievement

Possible implications – research Overtime comparisons with attention to the changes in societies Broader understanding of citizenship: - economic issues - civic/citizenship related entrepreneurship - civic/citizenship related conflict resolution Broader teacher and school instruments on information specifically related to the European context The International Association for the Evaluation of Educational Achievement

Possible implementation 2015 or 2017 to be decided by the 52 nd IEA General Assembly, October The International Association for the Evaluation of Educational Achievement

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