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

2  TIMSS (since 1995)  PIRLS (since 2001)  Extensions to cover countries where students are still developing fundamental skills  SITES/ICILS (since 1998)  CIVED/ICCS (since 1999)  ECES (since 2013)  Early discussions about investigating VET Current IEA activities 2

3  IEA studies on civic and citizenship education (formal, institutional)  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 3 A bit of history on our CCE work

4 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 4

5 Key outcomes (Malak)  1971  Civic values were of importance in education (but not obviously in school)  No country in which students scored above average in all outcome measures  Limited influence of school (positive relation with classroom climate only)  1999  Considerable variation between countries in students’ knowledge, attitudes and behaviors  School is positioned within set of systems and influences on political socialization (factors such as school climate, open classroom discussion, emphasis on voting) 5

6 Key outcomes (Malak)  2009  Identification of significant within-country differences (in knowledge, attitudes and behaviors)  School does not prepare students for active citizenship  Skills as major objective of civic education in school  2016  Preparedness to promote sustainable development, sustainable lifestyles, human rights, gender equality, global citizenship and cultural diversity? 6

7 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 7

8 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 8

9 Contextual framework (CF)  Antecedents, processes and outcomes  Four levels  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 9

10 ICCS 2016 parameters  Design, instrumentation, operations equivalent to 2009  Students (classrooms) at 8 th 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 10

11  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) Some HRE related aspects (2009) 11

12  International and European student module questions, in particular  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 More HRE related aspects (2016) 12

13 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, 17 th German Youth Study  ICCS referenced frequently as an example or blueprint in monitoring work 13

14 The future?  Increased interest in data related to civic and citizenship education  Global competency (PISA)  Socio-emotional skill development (OECD)  Digital citizenship/21 st 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+) 14

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