Citizenship education at school in Europe 2017 Eurydice report Isabelle De Coster EACEA A7: Education and Youth Policy Analysis 23 November 2017 – Lithuania

The Eurydice network 38 countries 42 national Units (under ministry's responsibility)

Citizenship education in European and international context Promoting social and civic competences (EU recommendation) Paris Declaration (role of education in promoting citizenship and the values of freedom, tolerance and non-discrimination) ET2020 Working group on citizenship and the common values Reference framework of the Council of Europe on competences for democratic culture 2016 IEA International Civic and Citizenship Education Study (ICCS) Comission Staff Working document accompanying the Rethinking education – communication in 2012: policy guidance on assessment of key competences in initial education and training 2013 European year of Citizens Report on participatory citizenship in the EU – May 2012 David Kerr, Bryony Hoskins submitted to the Commission Political Participation and EU Citizenship: Perceptions and Behaviours of Young People. Evidence from Eurobarometer surveys (Eurydice)

About the report Primary, general secondary and school-based IVET in 42 European education systems Official regulations and recommendations on aspects that can affect citizenship education Differences between countries Official picture shows room for improvement

Main issues for discussion 1. Citizenship competences to be developed at school Teaching approaches Student assessment 4. Preparing and supporting teachers and school heads

1. Citizenship competences to be developed at school

National curricula for citizenship education competences: broad in scope Frequency with which citizenship education competences occur in national curricula, 2016/17 ISCED 1 ISCED 2 general ISCED 3 general IVET school- based Source: Eurydice. Interacting effectively and constructively with others e.g. personal responsibility, self-confidence, cooperation, empathy e.g. respect for human rights, knowing about/respecting other cultures/religions e.g. respect for democracy, participation, knowledge of political institutions e.g. thinking critically, exercising judgement, media literacy  Acting in a socially responsible manner  Acting democratically  Thinking critically 

Frequencies of citizenship competences related to ACTING DEMOCRATICALLY, 2016/17 ISCED 1 ISCED 2 general ISCED 3 general    Participating ▬ Knowledge of political institutions Respect for democracy Respect for rules Knowledge of political processes (e.g. elections) Knowledge of fundamental political and social concepts Knowledge of international organisations, treaties and declarations Knowledge of or participation in civil society Acting democratically Interacting with political authorities Lithuanian curricula  More frequently covered competences (in national curricula of at least 30 education systems) ▬ Less frequently covered competences

2. Teaching approaches

Curriculum approaches to CE: often integrated and cross-curricular Approaches to citizenship education at ISCED 1, 2016/17 Cross-curricular theme Integrated into other compulsory subjects Compulsory separate subject All three approaches None of these approaches Source: Eurydice.

Compulsory separate subjects occur mostly at secondary levels of education, 2016/17 ISCED 1 ISCED 2 general ISCED 3 general Figure 1.1 Evaluation des écoles en Europe 2014 Source: Eurydice. Grades

3. Student assessment

Student assessment in citizenship education: a challenging task Learning outcomes include knowledge, skills, attitudes and values Assessment methods that go beyond measuring knowledge Close to real-life assessment methods (project-based, individual investigation, portfolios) Provision through various learning contexts (subject teaching, cross-curricular theme, participation in school life) Assessment methods that gathers evidence across a variety of subjects Tools to assess student participation Formative versus summative assessment: a debate

National tests are more often organised for certification purposes National tests in citizenship education: main purposes and levels of education involved, ISCED 1-3, 2016/17 Certification tests at secondary level Monitoring/evaluation tests at primary and/or secondary level No national tests Source: Eurydice.

4. Preparing and supporting teachers and school heads

Top level policies on initial education of citizenship education teachers still present gaps, 2016/17 Opportunities to be trained as a (semi-)specialist teacher Specific competences for all prospective teachers No top level regulations or recommendations Source: Eurydice.

Five competence dimensions for ITE of all teachers Knowledge and understanding of what needs to be taught Pedagogical skills to plan relevant activities Active and collaborative learning Understanding how to assess students Social competences Classroom debates on controversial topics Promoting student engagement in school life and community More often covered Less often covered Ability to evaluate and improve teaching and learning practice at class and shool level Awareness of the values core to citizenship education

CPD for teachers CPD for school heads More CPD activities for teachers than for school heads, 2016/17 CPD for teachers CPD for school heads CPD activities organised or supported by top level authorities exist No CPD activities organised or supported by top level authorities Source: Eurydice.

Upgrading citizenship education: insights of case studies Citizenship Education Curriculum Reform in Austria Given that citizenship education was taught together with history as an integrated subject and that it was taught mostly by history teachers, it was easy for teachers and students to treat it as a second-order subject There is empirical evidence suggesting that compared to history, citizenship education topics are under-represented in the final exams. Students anticipate this and they can adjust their revision process accordingly Teachers pointed at the main difficulty the one year time lag between the implementation of the new curriculum and the availability of the new textbooks and handbooks

Developing Assessment Tools for Citizenship Competences in Estonia The main reason for teachers' difficulties to integrate citizenship competences within other subjects is because national curricula only provide a short description of the main aims and learning objectives to be achieved with respect to the citizenship competences Furthermore, there is no indication as to how teachers should break these down in order to construct a coherent and progressive curriculum appropriate for children across the years Reforming Teacher Education and Training in France Transversal civic and moral competences require teachers to accept a new dynamic, in which they are no longer at the centre of the classroom and 'in control', but rather guides who accompany their students and facilitate their learning and development Effective CPD activities on civic and moral education involves learning through practical situations and experiences, such as debating on controversial issues, discussing moral dilemmas or performing role plays

Read the full report: Citizenship Education at School in Europe – 2017 http://dx.publications.europa.eu/10.2797/536166.