Transcript ICCS - Coe

IEA Work on
Civic and Citizenship Education
Past, Present and Future
Ralph Carstens
IEA Data Processing and Research Center
Expert Meeting on the
Assessment of Progress in the Area of Citizenship and
Human Rights Education
Council of Europe, Strasbourg – October 15, 2015
Current IEA activities
 TIMSS (since 1995)
 PIRLS (since 2001)
 Extensions to cover countries
where students are still
developing fundamental skills
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SITES/ICILS (since 1998)
CIVED/ICCS (since 1999)
ECES (since 2013)
Early discussions about
investigating VET
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A bit of history on our CCE work
 IEA studies on civic and citizenship education (formal,
institutional)
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1971, part of six-subject study
CIVED 1999
ICCS 2009
ICCS 2016
 All with unique contexts and foci, e.g. anti-war movement,
growing political activism, collapse of communism,
immigration
 New developments conditioning 2016 thinking: globalization,
terrorism, economic crisis, Arab spring, digital citizenship
 2016 is the second cycle of a more sustainable long-running
ICCS study program, based on 2009 framework and metrics
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Long-term purpose and aims
 Investigating ways in which young people are
prepared to assume their role as citizens
 Monitoring trends in civic knowledge, values and
engagement over time
 Reflecting persisting and new challenges of educating
young people in changing contexts of democracy and
civic participation
 From local  global
 From passive  active citizenship
 From transmitting knowledge  guiding student activities
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Assessment FW – Extensions/focus for 2016
 Three areas for broadening the scope:
 Importance of environmental sustainability in civic and
citizenship education
 Social interactions at school
 Use of new social media for civic engagement
 Two areas for more explicit recognition:
 Economic awareness as an aspect of citizenship
 Role of morality in civics and citizenship
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Assessment FW – Content domains 2016
 Civic society and systems: Formal and informal civic
mechanisms and organizations
 Environmental sustainability introduced as new key concept
 Civic principles: Shared ethical foundations of societies
 “Rule of law” introduced as new sub-domain
 Civic participation: Manifestations of individuals’ actions
in their communities
 Civic identities: individual’s civic roles and perceptions of
these roles
 “Global citizenship” introduced as new key concept
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Contextual framework (CF)
 Antecedents, processes and outcomes
 Four levels
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Wider community
Schools/classrooms
Individual learners
Home and peer context
 Simplified affective-behavioral domains
 Engagement: Student dispositions toward civic participation and
expectations of future action, but not actual behavior
 Attitudes: Judgments or evaluations regarding ideas, persons,
objects, events, situations, and/or relationships
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ICCS 2016 parameters
 Design, instrumentation, operations equivalent to 2009
 Students (classrooms) at 8th grade, teachers and school principals
 Comparability through investigating core issues that are common
across various countries (universal principles/policies)
 Europe (16): Belgium (Flemish), Bulgaria, Croatia, Denmark, Estonia,
Finland, North-Rhine Westphalia (Germany), Italy, Latvia, Lithuania, Malta,
Netherlands, Norway, Russian Federation, Slovenia, Sweden
 Asia (3): Chinese Taipei, Hong Kong SAR, Republic of Korea
 Latin America (5): Chile, Colombia, Dominican Republic, Mexico, Peru
 National and regional contexts through adaptation and modules
(intentionally simplified)
 Latin America: Largely repeating 2009 materials
 Europe: mostly new materials given changed stakeholder interests
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Some HRE related aspects (2009)
 National contexts survey data on emphasis given to
the human rights topics (almost everywhere, Ch2)
 Student data on attitudes toward equal rights for
immigrants/ethnic groups as well as gender equality
 Teacher data on taking part in community activities
related to HR organizations as well as (e) teacher
confidence in teaching HR (both Ch6)
 Release item on HR (Ch3)
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More HRE related aspects (2016)
 International and European student module
questions, in particular
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Perceptions of discrimination in European societies
Attitudes towards immigration
Attitudes toward cooperation between European countries
Views on freedom of European citizens to reside and work
within Europe
 “Social interaction at school" with regard to the
importance of school for promoting a peaceful society
 Assessment items related to HR
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Some conclusions
 CCE studies follow “moving target” – challenge to be
forward-looking yet maintain links to the past
 2009/2016 results could contribute to the evaluation
of the Council of Europe Charter on EDC and HRE
 Seemingly high importance for indicators on social
outcomes (of education)
 Examples: legal voting age in Estonia, 17th German Youth
Study
 ICCS referenced frequently as an example or blueprint
in monitoring work
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The future?
 Increased interest in data related to civic and citizenship education
 Global competency (PISA)
 Socio-emotional skill development (OECD)
 Digital citizenship/21st century skills
 Particularly strong interest in the context of post-2015 education
goals (GCED, ESD, HRE)
 Target 4.7 now adopted at UN GA in New York
 Cooperation with UNESCO re identifying conceptual notions and indicators
 Current discussions in various networks and with IGOs/NGOs:
 UNESCO (also regional offices), OECD, CoE, EC, EI, UNICEF/SEA-PLM,
SREDECC-PADCCEAL, LMTF 2.0 on GCED plus other
 Focus on global citizenship in a future cycle of ICCS or a follow-up
implementation of ICCS 2016 (ICCS+)
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Thank you for attention!
Contact: [email protected]