1. IEA Work on Civic and Citizenship Education Past, Present and Future Ralph Carstens IEA Data Processing and Research Center Wolfram Schulz Australian Council for Educational Research Latin-American Congress about assessment of competencies and citizenship skills and abilities for good living Bogotá – 3-4 December 2015

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

3. 3  IEA studies on civic and citizenship education (formal, institutional)  1971, part of six-subject study  CIVED 1999  ICCS 2009  ICCS 2016  All of these studies had specific backgrounds and emphasis, e.g. transition to democracy was one crucial aspect of CIVED 1999  New developments influencing ICCS 2016: Growth of engagement with social media and internet, concern about global issues, Arab Spring, global financial crisis, and concerns about increased bullying at schools  ICCS 2016 is the second cycle of IEA’s long-term study program on civic and citizenship, ICCS 2009 was the baseline survey where the framework and scale metrics were established 3 Studies of civic and citizenship education

4. 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, attitudes 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. 5 Contextualized civic education research – Some lessons (Malak-Minkiewicz, 2013)  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  Results suggested 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. 6 Malak-Minkiewicz, 2013 (cont’d)  2009  Identification of significant within-country differences (in knowledge, attitudes and behaviors)  Experience with participation at school influence basic engagement among students but not conventional forms of active citizenship  Enhancing student motivation and confidence for engagement at school might help to foster later citizenship participation 6

7. 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. 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. 9  Learning outcome domains  Cognitive  Knowing: Students’ learned civic and citizenship information  Reasoning and applying: Use of civic and citizenship information to reach broader conclusions  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  Contextual variables: Antecedents or processes at four levels:  Wider community  Schools/classrooms  Individual learners  Home and peer context Assessment FW – Outcomes and contexts 9

10. 10 ICCS 2016 parameters  Design, instrumentation, operations equivalent to 2009  Students (classrooms) typically at 8 th grade, their teachers and principals at surveyed schools  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 in 2016)  Latin America: ICCS 2009 questionnaire with some modifications  Europe: Largely new items given change of focus and context 10

11. 11  Additional student questionnaire to address region- specific aspects of civic and citizenship education  Attitudes toward authoritarianism, corruption, disobedience to the law, violence, acceptance of minorities, discrimination, and sense of empathy  In ICCS 2009, a regional report was released regarding the Latin American results  Chile, Colombia, Dominican Republic, Guatemala, Mexico, and Paraguay  Also available in Spanish  Similar plans for 2016 (funding to be confirmed) Latin American questionnaire 11

12. 12  Most students did not support authoritarian government practices  On average, only about one fifth (18%) thought that people opposing the government should be treated as enemies  However: Majorities agreed that dictatorships are justified if they guarantee law and order (71%) or bring economic benefits (68%)  Generally students rejected corrupt practices  73% considered it unacceptable to accept bribes when on a low salary  However, 52% agreed that public servants should use their position to help family members and friends  Most students rejected positive statements about the use of violence  However, in five of the six countries majorities agreed that people should take justice into their own hands if authorities fail to act Latin American results from ICCS 2009 (examples) 12

13. 13  Attitudes toward disobedience to the law  Only 32% of students agreed that one can disregard a law if one does not know it  However, 74% agreed that a law can be disobeyed when it is the only way to help one’s family  Considerable variation in the acceptance of homosexuals  Majority of support for gay marriage in Mexico and Chile  Students with higher levels of civic knowledge were more likely to express acceptance of minority groups as neighbors Latin American results (cont’d) 13

14. 14 Some conclusions  CCE studies follow “moving target”  Challenge to be forward-looking yet maintain links to the past  Context important  2009/2016 results could contribute to further evaluating the status of civic and citizenship education in the Latin American region  Flexibility through modules and adaptations needed  ICCS referenced frequently as an example or blueprint in monitoring educational outcomes in a learning area with diverse curricular or cross-curricular contexts across education systems 14

15. 15 The future?  Increased interest in data related to civic and citizenship education  Global competency (PISA)  Socio-emotional skill development (OECD ESP)  Digital citizenship/21 st century skills (ICILS)  Particularly strong interest in the context of post-2015 education goals (GCED, ESD, HRE)  Target 4.7 now adopted by UN GA in New York  Completed cooperation with UNESCO on blending conceptual notions and identifying related indicators  Selection of global indicators underway 15

16. 16  Current discussions in various networks and with IGOs/NGOs:  UNESCO (also regional offices), OECD, Council of Europe, European Commission, Education International, UNICEF/SEA- PLM, SREDECC, (LMTF 2.0 on GCED), …  Plans for a follow-up implementation of ICCS 2016 (ICCS+) in 2018 underway  Minimally 10 countries  Potential focus on global citizenship by means of a module in this and future cycles of ICCS  Timeline and conceptual orientation forthcoming, announcement on IEA website (www.iea.nl) The future – cont’d 16

17. Thank you for attention! ¡Gracias por su atención! Contact ralph.carstens@iea-dpc.de wolfram.schulz@acer.edu.au