Transcript University Curriculum for Human Rights & Democratic Citizenship

MAKING CITIZENS IN
SOUTHEAST EUROPE
THROUGH CE & HRE:
Results of a CIVITAS BiH
pilot-study
Prof. Vedrana Spajić-Vrkaš
Faculty of Humanities & Social Sciences
University of Zagreb
The objectives of the study
• To provide empirical data on the
outcomes of CE & HRE in SEE with a
view to:
• improve the quality and position of CE &
HRE in the national formal education
systems
• promote regional cooperation in the
development of theory, policy and
practice of CE & HRE
The characteristic of the study



The type of the study: pilot; explicatory
Methodology: quantitative
Research instrument: questionnaire
(developed by the CIVITAS BiH Regional Steering Committee on the basis of a
questionnaire originally designed by the IOC for HR&DC, Faculty of Humanities and
Social Sciences, University of Zagreb)
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

Coordinator: CIVITAS BiH
Donor: US Democracy Program and US Embassy in BosniaHerzegovina
Participating countries: Albania, Bosnia and Herzegovina,
Bulgaria, Croatia, Kosovo, Macedonia, Montenegro, Romania,
Serbia, Slovenia (
Total sample: 2,314 secondary school students (grammar &
vocational) (200-250 per country)
The origin of the questionnaire

The regional questionnaire was based on the following two
research instruments:
– the questionnaire on the university students knowledge in, and attitudes
about democracy, citizenship and human rights developed by the
Research and Training Centre for Human Rights and Democratic
Citizenship of the Faculty of Humanities and Social Sciences University of
Zagreb in 2006
– The questionnaire designed for the CIVITAS B&H study on civic
knowledge and attitudes of the secondary school students in Bosnia and
Herzegovina in 2007, which was designed in two forms – initial and final,
and was accompanied by the questionnaires for teachers and school
principals)


The BiH version of the students’ questionnaire was
significantly modified by the members of the CIVITAS Steering
Board in a three-day working session held in Promorsko,
Bulgaria in May 2008
The agreed upon version was edited by Ms. Arlene Benitez
from the Centre for Civic Education, Calabasas, USA
Vedrana Spajic-Vrkas
4
The content of the questionnaire


Dependent variables:
– knowledge and understanding
– attitudes towards school subject
– civic and political culture
Independent variables:
– gender
– school type
– average school grade
– Plans for future education
– level of education of both parents
Knowledge & understanding


25 multiple-choice questions measuring
knowledge and understanding of:
– individual rights and freedoms
– citizenship
– democracy
– governance
– cultural pluralism
– civil society
– international and European organizations
Scores: 1 item – 1 score (max 36 scores)
Examples of questions on
knowledge & understanding
2. When we say that someone possesses civic virtues, we primarily mean that:
–
–
–
–
He/she
He/she
He/she
He/she
is the member of an NGOs, and not of a political party
cares for the community interests
behaves in a civilized manner
has the rights of a citizen
12. For each description on the left side select and write a matching number from
the list on the right side:
–
–
–
–
Focus is on individual freedoms ____
The ruler is above the law ____
The government is centered in one leader or party ____
Focus is on citizens’ participation ____
1.
2.
3.
4.
5.
6.
Anarchy
Democracy
Tyranny /dictatorship
Liberalism
Totalitarianism
Federalism
21. When a minority group is expected to accept the culture of a dominant group
in the society, it is called:
–
–
–
–
Assimilation
Discrimination
Acculturation
Cohesion
Vedrana Spajic-Vrkas
7
Attitudes towards the school
subject

8 open and multiple-choice questions, and the
Likert-type scales measuring:
– satisfaction with the four dimensions of the school subject
(the content, teacher’s approach, textbooks, classroom
atmosphere)
– acquired knowledge about a selected list of topics
– acquired civic skills
– student-centeredness of instruction
– the use of selected teaching and learning methods
– classroom atmosphere
– suggestions for improvement of civic education
An example of question measuring an
attitude towards school subject
32.
To what extent has learning about democracy, human
rights and citizenship in school helped you personally to
develop or acquire the following: (In each row mark only one
answer)
N
ot
at
all
A
litt
le
So
m
e
w
ha
t
A
lot
Ve
ry
m
uc
h
1
Interpreting political events on the basis of truthful information
1
2
3
4
5
2
Making decision independently
1
2
3
4
5
3
Cooperating with others to solve the problem
1
2
3
4
5
4
Accepting responsibility for own decisions
1
2
3
4
5
5
Critical approach to social events
1
2
3
4
5
6
Understanding that individual engagement is important for
social change
1
2
3
4
5
7
Taking part in activities that contribute to wellbeing of others
1
2
3
4
5
8
Better understanding own responsibilities towards school
1
2
3
4
5
9
Understanding that truthful evidence is crucial to expressing
Vedrana
Spajic-Vrkas
one’s
point
of view
1
2
3
4
5
9
Civic and political culture

10 Likert-type scales measuring:
– The level of being politically informed
– The sources of political information (radio, television,
newspaper, school subject, Internet, friends, family)
– Actual civic and political paticipation
– Anticipated civic and political participation as adult
– The importance of selected political practices for
democracy
– Personal values
– Political and socal trust
– Social distance towards national and religious groups in
the region
– The importance of EU membership for a transitional
country
– The effects of EU membership
An example of the political
culture questions
43.a
nonmemb
ers
To what extant do you agree that the outcomes of
integration of your country are (or will be) the following:
(In each row mark only one number!)
1.
Disag
ree
comp
letely
Disag
ree
Neith
er
Agree
Comp
letely
agree
The society becomes more democratic
1
2
3
4
5
2.
Living standard of citizens improves significantly
1
2
3
4
5
3.
The sovereignty of the national government is limited
1
2
3
4
5
4.
The number of unemployed is reduced
1
2
3
4
5
5.
National treasures are in the hands of foreigners
1
2
3
4
5
6.
Better relations with other countries are established
1
2
3
4
5
7.
Social differences between citizens become deeper
1
2
3
4
5
8.
The judicial system is more just and effective
1
2
3
4
5
1
2
3
4
9.
Vedrana Spajic-Vrkas
National identities are jeopardized …………..
11
5
The sample
Total: 1,466 respondents
The structure of the national samples:
gymnasium - 30%
vocational school – 70%
-
Albania
189
Bosnia and Herzegovina
213
Croatia
247
Montenegro
202
Romania
213
Serbia
200
Slovenia
202
Total
1466
Formal provisions for learning
citizenship
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Albania – CE is an umbrella term for certain objectives from grade 1 to
10: in grades 1-4 it is part of the course on Social Education; from grades
5-9 it makes a separate subject of CE, and in grade 10 it is taught as part
of the course on Knowledge on Society
Bosnia and Herzegovina – separate subject on Democracy and Human
Rights which is mandatory for all secondary schools, except for schools
with syllabuses in Croatian language in which it is made a mandatory part
of the course on Politics and Economy
Croatia – mandatory part of Politics and Economy in secondary school;
cross-curricular theme or extra-curricular activity from 1-8 grades of
elementary school Montenegro - civic education is, in elementary
education, a mandatory subject, and in general secondary education the
so-called obligatory elective subject
Romania - compulsory CE in grades 3 and 4, and grades 7 and 8 of
elementary schools, while in secondary schools it is optional CE or HRE
programme
Serbia – CE is included as a compulsory elective school subject in grades
1 and 2 of both primary and secondary school
Slovenia - mandatory Civic Education and Ethics is taught in grades 7
and 8 of, while the optional course on Civic Culture is taught in grade 9
Civic and political
knowledge and
understanding of the
secondary school
students in 7 countries of
SEE
Knowledge and understanding:
average scores: 4 countries
Country
Average score
(max score = 36)
Bosnia & Herzegovina
18,89
Croatia
16,98
Serbia
15,76
Slovenia
16,45
Knowledge about democracy
(% of correct answers)
0
20
40
60
80
100
Meaning of
government is limited
Meaning of
separation of power
Albania
Function of the
ministries
BiH
Croatia
Montenegro
Importance of party
pluralism in
democracy
Key characteristics
of democratic
elections
The primary role of
ombudsman
Romania
Serbia
Slovenia
Knowledge on the role & rights of the citizen
(% of correct answers)
0
20
40
60
80
100
Primary role of citizen in
democracy
Primary role of civil society
Albania
Best protection of political rights
by gvt
BiH
Croatia
Montenegro
Category of right to assembly
Romania
Serbia
Slovenia
Meaning of right to employment
Meaning of freedom of religion
Knowledge about international and European
organisations & instruments
(% of correct answers)
0
20
40
60
80 100 120
International legal instrument for
HR protection
European Court of Human Rights
Albania
BiH
Croatia
Main mission of OSCE
Montenegro
Romania
Main mission of UNESCO
Serbia
Slovenia
Main mission of IMF
Main mission of WTO
Knowledge on concepts defining majority-minority
relations
(% of correct answers)
0
20
40
60
80
Minority must accept dominant
culture
Our culture is superior to X
culture
Albania
BiH
Croatia
X culture is a threat to our culture
Montenegro
Romania
Serbia
X culture has no true values
X culture contributes to our
culture
Slovenia
Attitudes and opinions of
the secondary school
students about school
subject in which CE is
taught
Satisfaction with the selected dimensions of school subject
(means)
0
1
2
3
4
5
Albania
BiH
Montenegro
content of school subject
teacher approach
textbooks
Romania
Serbia
Slovenia
atmosphere in the classroom
Satisfaction with the selected dimensions of school
subject
(% of 'a lot' & 'very much')
0
20
40
60
80
100
Albania
BiH
Montenegro
content of the school
subject
teacher approach
textbooks
Romania
Serbia
Slovenia
atmosphere in the
classroom
(% of ‘a lot’ & ‘very much’)
How much have students learned
about selected topics in
democracy and citizenship
0
20
40
60
80
100
What is the citizen
What is democracy
What is the role of the government
How the government may misuse its power
Why is it important to know citizens' rights
and responsibilities
Why is it important to respect the laws
What are my rights and responsibilities in
school
Albania
BiH
Croatia
What are my rights and responsibilities as
citizen of my country
Montenegro
Romania
How are the rights protected in a democratic
way
Serbia
Slovenia
What are the virtues of a democratic leader
Why is participation in decision making
important for democracy
How to cooperate with others to improve
community life
Why is media freedom important in a
democratic society
Why is it important to protect minority rights
in my country
How to resolve conflicts in a non-violent
How often is CE student-centered
(% of 'often' & 'very often')
0
20
40
60
80
100
Checking students' understanding of
key concepts
Connecting topics with students
everyday life
Respecting students' opinions
Encouraging students to discuss
Albania
BiH
Presenting topics from different
perspectives
Encouraging students to express their
opinions
Croatia
Montenegro
Romania
Serbia
Promoting critical thinking
Sharing opinion with students when
assessing
Using various learning resources
Regularly giving feedback to students
Slovenia
How often are selected methods used in CE
(means)
5
Albania
4
BiH
3
Croatia
2
Montenegro
1
Romania
Serbia
0
Discussion
Project
work
Roleplaying
Teacher's
lecture
Debate
Analysis of Learning
video
through
materials
Internet
Writing
essays
Voluntary Analysis of
work in the newspaper
community
article
Slovenia
Total
How often are selected methods used in CE
(% of 'often' & 'very often')
0
20
40
60
80
Discussion
Project work
Role-playing
Teacher's lecture
Debate
Albania
BiH
Croatia
Montenegro
Analysis of video materials
Learning through Internet
Writing essays
Voluntary work in the community
Analysis of a newspaper article
Romania
Serbia
Slovenia
How often does a particular type of classroom
atmosphere prevail during CE
(means)
0
1
2
3
4
5
Motivating
Relaxed
Competitive
Albania
Cooperative
Inquiry-oriented
BiH
Croatia
Montenegro
Busy
Friendly
Romania
Serbia
Slovenia
Boring
Tough (authoritarian)
Uncontrolled
How often does a particular type of classroom
atmosphere prevail during CE
(% of 'often' & ' very often')
0
20
40
60
80
100
Motivating
Relaxed
Competitive
Cooperative
Inquiry-oriented
Albania
BiH
Croatia
Montenegro
Busy
Friendly
Boring
Tough
Uncontrolled
Romania
Serbia
Slovenia
How much have students developed selected civic skills
through CE
(means)
0
1
2
3
4
5
Interpreting political events by
truthful information
Making decision independently
Cooperating with others to solve
the problem
Accepting responsibility for own
decisions
Albania
BiH
Croatia
Critically approaching social events
Montenegro
Romania
Understanding importance of
engagement for social change
Participating in activities
contributing to wellbeing of others
Understanding own responsibilities
towards school
Understanding that evidence is
crucial for one's point of view
Serbia
Slovenia
How much have students developed selected civic skills
through CE
(% of 'often' & 'very often')
0
20
40
60
80
Interpreting political events on
the basis of truthful information
Making decision independently
Cooperating with others to solve
the problem
Albania
Accepting responsibility for own
decisions
BiH
Croatia
Critically approaching social
events
Montenegro
Romania
Understanding importance of
engagement for social change
Serbia
Slovenia
Participating in activities that
contribute to wellbeing of others
Understanding own
responsibilities towards school
Understanding that evidence is
crucial for one's point of view
Suggestions for improvement of CE in schools
(% of all answers)
0
10
20
30
40
50
Increase number of hours per week
Reduce lectures and increase active
methods of learning
Link instruction with voluntary
work in the community
Integrate civic values into other
subjects and school
Albania
More use of modern media and
Internet
Croatia
Discuss socially important and
controversial themes
Serbia
Establish better cooperation with
local community
Run projects that link schools
together
Empower students to have more
influence in school
BiH
Romania
Slovenia
Civic and political culture of
the secondary school
students in SEE
The level of being informed about political events
in one's country
(means)
0
1
2
3
4
5
3,4
Albania
BiH
2,9
Croatia
3,3
3,5
M ontenegro
2,9
Romania
Serbia
3,2
Slovenia
2,8
The contribution of different sources of information to students' knowledge
about political events in their countries
(% of 'a lot' & 'very much')
100
80
Albania
60
BiH
Croatia
40
Montenegro
20
Romania
Serbia
0
Radio
TV
Newspaper
Specific
school
subject
Internet
Slovenia
Discussion Discussion
with friends with family
Actual civic & political participation
(means)
0
1
2
3
4
5
Voluntarily helped a disabled
or elderly neighbour
Gave money to charity
Voluntarily worked in the
community
Participated in making
important decisions in family
Participated in making
important decisions in school
Albania
BiH
Croatia
Montenegro
Joined a local protest or
signed a petition
Romania
Serbia
Contacted a local politician
Participated in media or online
discussion
Openly objected teacher for
unfair treatment of you
Openly objected teacher for
Slovenia
Actual civic & political participation
(% of 'at least once a month' & 'at least once a week')
0
20
40
60
80
100
Voluntarily helped a disabled
or elderly neighbour
Gave money to charity
Voluntarily worked in the
community
Participated in making
important decisions in family
Participated in making
important decisions in school
Albania
BiH
Croatia
Montenegro
Joined a local protest or
signed a petition
Romania
Serbia
Contacted a local politician
Participated in media or online
discussion
Openly objected teacher for
unfair treatment of you
Openly objected teacher for
unfair treatment of others
Slovenia
Civic & political participation as adults
(means)
0
1
2
3
4
5
Join a political party
Run for a public office
Sign a petition or join a protest
organized by a civil society organization
Establish an NGO
Contact local politician in office about
important social problem
Albania
BiH
Croatia
Montenegro
Notify or write to newspaper about the
case of corruption
Romania
Serbia
Get involved in media discussion about
social problem
Openly object to superior at work for
unfair treatment of yourself
Openly object to superior at work for
unfair treatment of a colleague
Teach your children that truth and
honesty are the supreme values in life
Slovenia
Civic & political participation as adults
(% of 'probably will' & 'definitely will')
0
20
40
60
80
100
Join a political party
Run for a public office
Sign a petition or join a protest
organized by an NGO
Establish an NGO
Contact local politician in office about
important social problem
Albania
BiH
Croatia
Montenegro
Notify or write to newspaper about the
case of corruption
Romania
Serbia
Get involved in media discussion about
social problem
Openly object to superior at work for
unfair treatment of you
Openly object to superior at work for
unfair treatment of a colleague
Teach your children that truth and
Slovenia
How much is it important for democracy
(means)
0
1
2
3
4
5
When citizens support every
decision of the government
When everyone looks after their
own interests
When political parties hold different
views on social problems
When media are free to publish
whatever they like
When people join political parties to
get to power
Albania
BiH
Croatia
Montenegro
When citizens are politically literate
Romania
Serbia
When people join NGOs to better
control the government
When government consult religious
leaders in decision-making
When government limits the free
flow of market goods
When there is one candidate for
Slovenia
How much is it important for democracy
(% of 'important' & 'very important')
0
20
40
60
80
When citizens support every
decision of the government
When everyone looks after their
own interests
When political parties hold
different views on social problems
When media are free to publish
whatever they like
When people join political parties
to get to power
Albania
BiH
Croatia
Montenegro
When citizens are politically
literate
Romania
Serbia
When people join NGOs to better
control the government
When government consult
religious leaders in decision-making
When government limits the free
flow of market goods
When there is one candidate for
presidential elections
Slovenia
Personally important values
(means)
0
1
2
3
4
5
Personal freedom
National identity
Religion
Family
Justice
Material safety
Protection of socially disadvantaged
Friendly relations between nations
Friends
Albania
BiH
Croatia
Montenegro
Well-paid job
Romania
Home privacy
Serbia
Tradition
Leisure time
Belonging to the European culture
Protection of minorities
Social status
Freedom of media
Equality of all people
Slovenia
Political & social trust
(means)
0
1
2
3
4
5
State government
Parliament
Local government
Public media
Domestic courts
Own religious institution
Albania
NGOs
Multinational companies
BiH
Croatia
Montenegro
European Union
NATO
Romania
Serbia
Slovenia
Intl financial institutions
International courts
Teachers
Friends
Parents
The importance of EU membership for a transitional
country
(means)
0
Albania
BiH
Croatia
Montenegro
Romania
Serbia
Slovenia
1
2
3
4
5
The effects of EU membership on one's country (means)
0
1
2
3
4
5
Society becomes more democratic
Living standard improves significantly
Sovereignty of national gvt limited
Number of unemployed reduced
National treasures in hands of foreigners
Better relations with other countries
Social differences between citizens
deeper
Judicial system more just and effective
Albania
BiH
Croatia
Montenegro
National identities jeopardized
Quality of education much better
Romania
Serbia
Slovenia
Material interests prevail in life
Corruption in public offices halted
Politicians more responsible
Foreigners owners of big companies
Rights of workers better protected
Security of citizens improves
The effects of EU membership on one's country
(% of 'agree' & 'completely agree')
0
20
40
60
80
Society becomes more democratic
Living standard improves significantly
Sovereignty of national gvt limited
Number of unemployed reduced
National treasures in hands of foreigners
Better relations with other countries
Albania
Social differences between citizens deeper
Judicial system more just & effective
BiH
Croatia
Montenegro
National identitiesjeopardized
Quality of education much better
Romania
Serbia
Slovenia
Material interests prevail in life
Corruption in public offices halted
Politicians more responsible
Foreigners owners of big companies
Rights of workers better protected
Security of citizens improves
Summary of findings 1





National samples are not equalised satisfactorily, especially in
reference to the male-female and gymnasium-vocational
school ratios, which makes the comparison of data
problematic.
There are important differences in approaches to CE & HRE
among the countries studied which makes it difficult to speak
of a regional approach to CE & HRE.
These differences are the outcomes of different educational
traditions, especially in reference to whether and to what
extent schools are seen as tools for the “creation” of citizens
and of democratic development.
CE & HRE are used as generic terms that stand for different
conceptualizations and practices of learning citizenship.
All national curricula and/or legal and strategic documents
refering to education stress the importance of promoting
active and responsible citizens through education but fail to
promote it in practice.
Summary of findings 2

Students’ knowledge and understanding
– students, in general, demonstrate a moderate level of
knowledge on HR, democracy and citizenship
– Although students from some countries score better on
some questions than their peers from other countries, no
national sample is significantly better or worse than others
on all questions.
– Majority of students in all national samples are familiar
with the basics of democracy but are far less
knowledgeable about the international and European
organizations, the concepts defining majority-minority
relations and, surprisingly, the role and the rights of
citizens
Summary of findings 3

Students’ opinions and attitudes about school subject through they
learn about HR & citizenship
– Students do not associate such learning solely with a specific subject but
with other school subjects, and extracurricular activities in primary and
secondary school, as well.
– The level of satisfaction with the content of school subject, teacher’s
approach, textbooks and the atmosphere in the classroom during
instruction differs considerably among the countries surveyed
– However, it seems that in all national samples the respondents are, in
average, slightly more satisfied with secondary than with elementary school
in all four dimensions, and more with the teachers’ approach and class
atmosphere than with the content of the school subject and the textbooks.
– The difference between the most and the least learned topics confirms the
dominance of the “know-what” type of knowledge over the “know-how”
and “know-why” approaches. The findings indicate that, despite differences
among the national samples, secondary schools prepare their students
more for a “thin democracy” and a duty-based citizenship than for a “thick”
or participatory democracy and engaged citizenship.
Summary of findings 4

It seems that students still learn more about than
for human rights, democracy and citizenship in
school:
– They are instructed a lot about the importance of citizens’
participation in decision-making but they gain less
knowledge on how to cooperate with other citizens to
improve the community life.
– They are well instructed about democracy but not so well
on how to protect their rights in a democratic way.
– They learn a lot about the role of the government but far
less on how the government may misuse its power or how
to recognise a true democratic leader.
Further remarks on the quality
of citizenship education




Quality civic and human rights education and training support
students in their development towards knowledgeable, participative
and responsible citizens. An empowered citizen is an autonomous
citizen, i.e. the citizen who is aware of his/her rights, who knows
how to protect those rights and who can actively share such
knowledge with other citizens to improve their democratic
community and process.
In order to promote such learning, schools need to reduce teachercentred or content-centred instruction and introduce more studentcentred approaches. This means, in particular, encouraging student
to participate actively in learning and decision-making while paying
respect for their opinions and nurturing their critical thinking skills.
Without mutual respect and critical reflection, the participation of
students slips into manipulation and tokenism in the context of which
the authority of a canonised knowledge and its disseminator is far
more important than the autonomy of an individual.
Further remarks on student’s
assessment of teaching
approaches


In order to see whether teaching about human rights and citizenship promotes students’
voices, the respondents were asked to assess a selected list of items that describe
various aspects of student-centred instruction. The findings from almost all national
samples show that teachers often or very often encourage their students to express their
opinion and to discuss, that they respect students’ opinions and connect topics with
everyday life of their students. Yet, they are less ready to promote critical thinking
among their students, as well as to share their opinion with their students when
assessing, and to use various learning resources other than textbooks in instruction.
These findings suggest that the principle of student-centeredness and, especially, the
practice of students’ participation in secondary schools across the region might serve the
goals other than students’ emancipation and empowerment.
The data on learning methods generally support such conclusion. The teacher’s lecture
combined with discussion and, to a lesser extent, with debate and project work, is still a
dominant teaching approach. Other methods, including role-playing, learning through
Internet and the analysis of video materials are far less frequently used in schools in
most of the countries. Surprisingly, the potentials of voluntary work in humanitarian and
other civil society organizations for developing an active and socially responsible citizen
still remains largely unrecognised across the region. It would be desired that students
would more frequently be involved as trainers and resource persons in the learning
process, particularly when they can present their own experiences in democratic
inclusion and participation, show their motivation for social and political work or transmit
their skills to their peers.
Further remarks on students’
assessment of class atmosphere

The atmosphere in which students from all the national samples
learn about human rights and citizenship seems to be friendly and
relaxed. At the same time, in half of the samples it is reported by
roughly one third of respondents as boring, as well as less frequently
inquiry-oriented and motivating. When these data are combined with
the data on teaching methods and on student-centeredness, the
results suggest that a relaxed and friendly atmosphere during
instruction in civic and human rights education might lead, at least in
some schools across the region, to understanding of citizenship as a
non-problematic topic in the context of which it is less important to
critically examine the rules than to obey them. Such a practice has
more to do with an authoritative dissemination of knowledge about
human rights, democracy and citizenship than with its construction
through experience, inquiry and interaction which is the reason why
such instruction primarily promotes a passive type of citizens instead
of an engaged one
Further remarks on students’
suggestions how to improve
teaching

Consequently, when asked about what should be
done to improve learning for human rights and
citizenship in schools, the majority of respondents
in all national samples opted for:
– more discussion on socially important and controversial
issues in the classroom
– less teachers’ lecturing and more active methods of
learning
– more voluntary work in the community as an integral part
of the civic and human rights education programmes
– more use of modern media, including Internet
– more students’ influence on school policy and practice.
Further remarks on students’
civic and political culture

Students’ civic and political culture
– The concept of political culture has been defined and
operationalized in research in many different ways. One simple
but widely accepted definition is that it refers to values, attitudes
and beliefs of citizens regarding a political system they live in,
which underpin the operation of that system. The core
dimensions include citizens’ political knowledge and information,
political and social trust, value orientation and participation.
– For the purpose of this research we have expanded the content
of some of these dimensions and added new ones. Apart from
political information, political and social trust, value orientation
and actual participation, we make an inquiry on the sources of
students’ political knowledge, their assumptions regarding their
civic and political participation as adults; their distance towards a
selected list of national and religious groups and their attitudes
to the importance and outcomes of the membership in the
European Union for democracies in transition.
Further remarks on students’
civic and political culture




Students in all samples are in average moderately informed
about political events in their countries.
Television seems to be the most influential source of political
information, followed by newspaper, Internet and the family.
The contribution of school subjects varies among the national
samples but, in average, school impact is rather moderate and
lags behind the impact of television, newspaper or Internet.
This generation of students seems to be a generation of
passive citizens. They seldom participate in civic or
(quasi)political activities, including decision-making in their
schools.
The data on students’ participation as adults suggest that they
might become more engaged in typical civic activities in the
future.
Further remarks on students’
civic and political culture

The most preferred values across the region are: family, justice, personal
freedom, home privacy, friends, equality of all, leisure time and, to some
extent, well-paid job, while the least preferred, although still high in rank, are
belonging to the European culture, freedom of media and the protection of
minorities. In addition, to over three fifths of the respondents in each national
sample the most important values are national identity, tradition and religion.
Many of the values preferred the most across the region belong to, what
Ronald Inglehart calls, post-materialist and self-expressive value categories.
However, when these findings are contrasted to the patterns of students’ civic
and (quasi)political actual participation, as well as to their social and political
trust, it seems that such value orientation is more an expression of the
respondents’ need for privacy and social insularity than of their preference for
a non-conventional type of citizenship. Thus, it remains unclear whether the
secondary school students from the region perceive themselves as citizens at
all. The findings disclose that a substantive majority of them in all the
national samples is attached solely to their small, private worlds in which they
act as members of the family or a group of friends and neighbours.
Further remarks on students’
civic and political culture


Our thesis on the lack of awareness of their roles as democratic citizens
among the respondents from all national samples becomes plausible when
data on political and social trust are analysed. With some exceptions,
students across the region generally express a low level of trust in all national
and local democratic institutions. Their distrust in domestic institutions is even
greater than it is in the European and international political, legal and
financial organisations and institutions, as well as in media and the civil
society organisations. Religious institutions and teachers are generally more
trusted but are still kept at the moderate level. On the contrary, a substantive
majority in all national samples trust a lot or very much only to parents,
themselves, and friends, i.e., to the actors of the so-called personal and
interpersonal sphere.
Majority of respondents across the region do not trust their neighbours,
either. When asked how much they would like to have as a neighbour the
members of national and religious groups with a minority status in their
countries or those who are the citizens of neighbouring countries located in
the Southeast and Central European regions, it happens that the majority of
students in each national sample feel distanced from all out-groups, being
they national/ethnic or religious. With some exceptions, social distance
towards other religious groups seems to be higher than towards other
national groups.
Further remarks on students’
civic and political culture



The last issue examined in this section was the European integration. This issue was seen as an
important part of studying political culture of the secondary school students in the region for
two reasons. First, citizens’ opinions about the integration reflect particular understanding and
beliefs that have an important impact on national political leaders and, thus, can significantly
underpin the operation of the political system. Second, since all countries in transition seeking
the EU membership are expected to prepare their younger generations for living in an
integrated Europe, they can make this process more successful if the attitudes and opinions of
younger generations towards EU are understood and taken as the basis of preparation.
When asked to assess the importance of membership in the European Union for their country
the results show significant differences among the national samples. In average they range
from somewhat important to important. In some countries two opposing groups were identified
that can be described as the “Eurosceptics” and the “Eurooptimists”.
When these data are compared with the students’ assessment of the impact of integration for
their respective countries, it was found that students’ assessments should not be solely seen as
informed by opposing views on integration. In fact, it seems that a considerable number of
respondents in almost all national samples chose a moderate position. With the exception of
one national sample which demonstrates a high level of Eurooptimism on almost all the items,
majority of respondents in the remaining national samples do not believe that their respective
societies would become, inter alia, much more democratic, that living standard would improve
significantly; that corruption in public offices would be eliminated and that the politicians would
be much more responsible to public in the process of decision-making. Surprisingly, a
considerable number of respondents in each national sample does not agree that the
sovereignty of national governments would be limited, that national treasures would be in the
hands of foreigners and that the foreigners would become the owners of big companies. The
changes on which the students across the region agree the most refer to the improvement of
education and the establishment of better relations with other countries.
Conclusions




The results of the presented regional pilot-study show that the current systems of civic
education as well as their results, reflected by the responses of participating students in
the respective countries of Central and South Eastern Europe can be considered
inadequate.
Despite the limitations of this pilot research – in its approach, scope, methodology and
contents, it provide relevant insights and allows for some relevant conclusions.
In all studied countries there are the need and a lot of space for improvement in the field
of human rights and citizenship education. However, the governments and (political and
economic) elites seem to lack the interest and political will needed to adequately fund,
expand, improve and develop the civic and human rights education for active democratic
citizenship – possibly fearing its impacts on their monopolies of power, as they are aware
that the increased active and actual democratic participation of the people would
decrease their actual social power and increase their political and public responsibility.
Knowledge and skills can be acquired and developed in the process of life-long learning
particularly by inclusion, equal and active participation of all individuals in actual social,
economic and political decision making processes at all levels – from local to national,
but also in the international community.
Conclusion



In all studied countries there are the need and a lot of space for improvement in the field
of human rights and citizenship education. However, the governments and (political and
economic) elites seem to lack the interest and political will needed to adequately fund,
expand, improve and develop the civic and human rights education for active democratic
citizenship – possibly fearing its impacts on their monopolies of power, as they are aware
that the increased active and actual democratic participation of the people would
decrease their actual social power and increase their political and public responsibility.
The authors suggest that if the political will exists within societies certain important
results in developing the adequate civic and human rights education for active
democratic citizenship can be achieved with minimal investments and without substantial
financial and organizational resources – possibly just by the stimulation, inclusion and
coordination of all relevant actors, from individuals, particularly educators and
social/political activists, associations and organizations of civic society and companies to
public and state institutions, particularly educational institutions at all levels and media.
In this context, an important role shall be played by political institutions and politicians
that shall contribute to the development and application of the highest human rights,
ethical and moral standards.
Knowledge and skills can be acquired and developed in the process of life-long learning
particularly by inclusion, equal and active participation of all individuals in actual social,
economic and political decision making processes at all levels – from local to national,
but also in the international community. These considerations shall be included in
educational strategies, policies and legislation of the countries of the region that
hopefully will determine civic and human rights education as important social and
political goals and priorities that shall contribute to the future peace, stability, inclusion
and integration, democratic and sustainable development in the region and in respective
countries.