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09/04/2023 | pag. 1
Active citizenship - an international
European perspective. Findings from the International Civic and
Citizenship Education Study (ICCS) Saskia De Groof en Eva FranckDepartment of Sociology – Free University of Brussels (VUB)Educational policy department - City of Antwerp
ICCS-project09/04/2023 | pag. 2
Focus presentation
ICCS: What, when, how? International comparison students
Citizenship Student participation
Explanatory analyses expected active citizenship participation
Policy choices to stimulate student participation at school: case of the city of Antwerp
09/04/2023 | pag. 3
Part I ICCS: What, when, how?
ICCS-project09/04/2023 | pag. 4
What is ICCS?
Third study of the “International Association for the
Evaluation of Educational Achievement” (IEA) on citizenship
(education)
1971: 9 countries or regions
1999/2000: 28/16 countries or regions
2008/9: 38 countries or regions
May 2006 – September 2010
Are young people prepared for their role as citizen?
Knowledge and understanding
Attitudes, perceptions and behaviours
ICCS-project09/04/2023 | pag. 5
Participating countries
ICCS-project09/04/2023 | pag. 6
Respondents
Target population = students in
grade 8 (appr. 14 years of age)
More than 140,000 students, more
than 62,000 teachers and about
5,100 school principals from more
than 5,300 schools
ICCS-project09/04/2023 | pag. 7
International instruments: students
Cognitive test: 80 items measuring civic and
citizenship knowledge, analysis and reasoning
(exactly 45’)
Student questionnaire: student background, in-
and out-of-school participation, citizenship
attitudes (+/- 40’)
Regional instruments: Asia, Europe and Latin-
America (+/- 30’)
ICCS-project09/04/2023 | pag. 8
International instruments: other
Teacher questionnaire: Perceptions of civic and citizenship education in their
school, school organization and culture, teaching
assignments (+/- 30’)
School questionnaire: Provision of civic and citizenship education in their
school, school characteristics, school climate and culture
(+/- 30’)
National Context Survey Structure of the education system, civic and citizenship
education in the national curricula, recent developments
in civic and citizenship education
ICCS-project09/04/2023 | pag. 9
ICCS output
International report (2010) Descriptive international comparisons
(students, teachers and principals) Explanatory analyses per country for
knowledge, expected electoral participation, expected political participation
International technical report (2011) Regional reports (2010, 2011) See: http://www.iea.nl/iccs_2009.html National reports
09/04/2023 | pag. 10
Part II International comparisons
ICCS-project09/04/2023 | pag. 11
Dimensions of citizenship
Civic knowledge International mean of 500 and standard
deviation of 100
Skills and willingness to participate in political system International mean of 50 and standard
deviation of 10
Democratic values International mean of 50 and standard
deviation of 10
ICCS-project09/04/2023 | pag. 12
Skills and willingness to participate in political system
Political discussion with family/friends
Out-of-school civic participation
Interest in political and social issues
Internal political efficacy Trust in institutions Citizenship self-efficacy Attitudes towards country
Importance conventional citizenship
Importance social-movement-related citizenship
Expected informal political participation as a young person
Expected adult participation in political activities
Expected electoral participation
Expected participation in legal protest activities
ICCS-project09/04/2023 | pag. 13
Democratic values
Attitudes toward gender inequality
Endorsement of basic democratic values
Attitudes toward equal rights for all ethnic
or racial groups
Attitudes toward equal rights for
immigrants
ICCS-project09/04/2023 | pag. 14
Citizenship as…
Achievement or practice?
Role student participation and school
climate Perception of the value of student participation
at school Participation in civic related activities at school Perception of students’ influence on decisions
about school Perception of openness in classroom discussions Perception of student-teacher relationship
ICCS-project09/04/2023 | pag. 15
Today focus on …
Skills and willingness to participate in political
system Good citizenship
Civic knowledge
Expected participation
Student participation and perception school
climate Participation in civic related activities at school Perception of students’ influence on decisions about
school Perception of openness in classroom discussions
ICCS-project09/04/2023 | pag. 16
Good citizenship?
Norms and expectations about what good citizens
are expected to do in a democratic society
Distinction between
Conventional citizenship
Social movement-related citizenship
ICCS-project09/04/2023 | pag. 17
Importance conventional citizenship
How important are the following behaviours for being a
good adult citizen?
Voting in every national election
Showing respect for government representatives
Following political issues in the newspaper, on the radio, on TV
or on the internet
Learning about the country's history
Engaging in political discussions
Joining a political party
ICCS-project09/04/2023 | pag. 18
Importance conventional citizenship
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 19
Importance conventional citizenship
Above international mean
54,4 Italy 53,2 Cyprus 51,2 Norway 50,8 Poland50,6 Lithuania50,1 Ireland50,0 Latvia
Malta 49,6 Greece 49,4 Spain 48,9 Luxembourg 48,8 W-Europe 48,8Bulgaria 48,7 Europe 48,4 England 48,4Austria 48,1Switzerland 47,9
Below international mean
Liechtenstein 47,8Denmark 47,6
Estonia 47,1Netherlands 46,8
Slovenia 46,4Sweden 45,5Slovakia 45,4Finland 45,0
Czech Rep. 44,0Inte
rnati
on
al m
ean
= 5
0
ICCS-project09/04/2023 | pag. 20
Importance conventional citizenship
Above international mean
54,4 Italy 53,2 Cyprus 51,2 Norway 50,8 Poland 50,6 Lithuania 50,1 Ireland 50,0 Latvia
Malta 49,6 Greece 49,4 Spain 48,9 Luxembourg
48,8 W-Europe 48,8 Bulgaria 48,7 Europe 48,4 England 48,4 Austria 48,1 Switzerland 47,9
Below international mean
Liechtenstein 47,8
Denmark 47,6 Estonia 47,1 Netherlands
46,8 Slovenia 46,4
Belgium/Flanders 45,5
Sweden 45,5Slovakia 45,4Finland 45,0
Czech Rep. 44,0
Inte
rnati
on
al m
ean
= 5
0
ICCS-project09/04/2023 | pag. 21
Importance social movement-related citizenship
How important are the following behaviours for being a
good adult citizen?
Taking part in activities to protect the environment
Taking part in activities promoting human rights
Participating in activities to benefit people in the local
community
Participating in peaceful protests against laws believed to be
unjust
ICCS-project09/04/2023 | pag. 22
Importance social movement-related citizenship
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 23
Importance social movement-related citizenship
Above international mean
53,7 Bulgaria53,1 Greece52,2 Cyprus52,2 Spain51,9 Italy51,2 Norway50,3 Ireland
Latvia 49,4 Malta 49,2 Poland 48,8 Lithuania 48,7 Europe 48,6 W-Europe 48,4 Slovenia 48,2Slovakia 48,0Estonia 48,0Czech Rep. 47,7In
tern
ati
on
al m
ean
= 5
0
Below international mean
Sweden 47,6England 47,5Austria 47,3
Luxembourg 46,9Finland 45,8
Switzerland 45,3Liechtenstein 45,1Netherlands 44,9
Denmark 44,1
ICCS-project09/04/2023 | pag. 24
Importance social movement-related citizenship
Above international mean
53,7 Bulgaria 53,1 Greece 52,2 Cyprus 52,2 Spain 51,9 Italy 51,2 Norway 50,3 Ireland
Latvia 49,4 Malta 49,2 Poland 48,8 Lithuania 48,7 Europe 48,6 W-Europe 48,4 Slovenia 48,2 Slovakia 48,0 Estonia 48,0 Czech Rep. 47,7In
tern
ati
on
al m
ean
= 5
0
Below international mean
Sweden 47,6 England 47,5 Austria 47,3
Luxembourg 46,9Belgium/Flanders
46,4 Finland 45,8
Switzerland 45,3 Liechtenstein 45,1 Netherlands 44,9
Denmark 44,1
ICCS-project09/04/2023 | pag. 25
Civic knowledge
Cognitive test:
In total 74 multiple choice and 6 open
questions
Rotated design: 7 different tests
ICCS-project09/04/2023 | pag. 26
Civic knowledge
Thomas buys new school shoes. Thomas then learns that his new shoes were made by a company that employs young children to make the shoes in a factory and pays them very little money for their work. Thomas says he will not wear his new shoes again..
Why would Thomas refuse to wear his new shoes?
He thinks that shoes made by children will not last very long
He does not want to show support for the company that made them *
He does not want to support the children that made them
He is angry that he paid more for the shoes than they are actually worth
Finland: 92% correct Denmark: 91% correct … Flanders: 81% correct … Slovakia: 61% correct Cyprus: 52% correct
Example:
ICCS-project09/04/2023 | pag. 27
Civic knowledge
Above international mean
Inte
rnati
on
al m
ean
= 5
00
Below international mean
ICCS-project09/04/2023 | pag. 28
Civic knowledge
Above international mean576 Finland / Denmark537 Sweden 536 Poland 534 Ireland 531
Switzerland/Liechtenstein/Italy
529 Slovakia 525 Estonia 519 England518 W-Europe516 Slovenia515 Europe / Norway510 Czech Rep.505 Lithuania / Spain 503 Austria
Below international mean
Netherlands 494 Malta 490 Latvia 482
Greece 476 Luxembourg 473
Bulgaria 466 Cyprus 453
Inte
rnati
on
al m
ean
= 5
00
ICCS-project09/04/2023 | pag. 29
Civic knowledge
Above international mean576 Finland / Denmark 537 Sweden 536 Poland 534 Ireland 531
Switzerland/Liechtenstein/Italy
529 Slovakia 525 Estonia 519 England518 W-Europe516 Slovenia515 Europe / Norway514 Belgium/Flanders510 Czech Rep.505 Lithuania / Spain 503 Austria
Below international mean
Netherlands 494 Malta 490 Latvia 482
Greece 476 Luxembourg 473
Bulgaria 466 Cyprus 453
Inte
rnati
on
al m
ean
= 5
00
ICCS-project09/04/2023 | pag. 30
Expected electoral participation
Vote in local elections Vote in national elections Get information about candidates before voting
in an election
ICCS-project09/04/2023 | pag. 31
Expected electoral participation
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 32
Expected electoral participation
Above international mean
54,1 Italy52,2 Ireland51,8 Norway51,8 Lithuania51,1 Spain50,6 Austria50,2 Latvia50,0 Greece50,0 Liechtenstein
Slovenia 49,6 W-Europe 49,5 Malta 49,3Finland 49,2Denmark 49,1Europe 49,0Sweden 49,0 Cyprus 48,5Poland 48,2
Inte
rnati
on
al m
ean
= 5
0
Below international mean
Slovakia 48,0Switzerland 47,7
Bulgaria 47,7England 47,5
Luxembourg 47,4Estonia 46,6
Netherlands 46,6Czech Rep. 43,7
ICCS-project09/04/2023 | pag. 33
Expected electoral participation
Above international mean
54,1 Italy 52,2 Ireland 51,8 Norway 51,8 Lithuania 51,1 Spain 50,6 Austria 50,2 Latvia 50,0 Greece 50,0 Liechtenstein
Slovenia 49,6 W-Europe 49,5 Malta 49,3 Finland 49,2 Denmark 49,1 Europe 49,0 Sweden 49,0 Cyprus 48,5 Poland 48,2
Inte
rnati
on
al m
ean
= 5
0
Below international mean
Slovakia 48,0 Switzerland 47,7
Bulgaria 47,7 England 47,5 Luxembourg
47,4 Estonia 46,6 Netherlands
46,6Belgium/Flanders
45,5 Czech Rep. 43,7
ICCS-project09/04/2023 | pag. 34
Expected participation in legal protest activities
Writing a letter to a newspaper Wearing a badge or t-shirt expressing
your opinion Contacting an elected representative Taking part in a peaceful march or rally Collecting signatures for a petition Choosing not to buy certain products
ICCS-project09/04/2023 | pag. 35
Expected participation in legal protest activities
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 36
Expected participation in legal protest activities
Above international mean
52,7 Lithuania51,6 Greence51,4 Ireland51,3 Bulgaria51,3 Cyprus50,5 Slovakia50,5 Austria50,4 Latvia50,1 England
Spain 49,8 Finland 49,5Luxembourg 49,4Slovenia 49,3Czech rep. 49,3Europe 49,3W-Europe 49,1 Italy 48,5Estonia 48,5
Inte
rnati
on
al m
ean
= 5
0
Below international mean
Liechtenstein 48,5Malta 48,3
Switzerland 48,0Sweden 47,9Norway 47,8
Denmark 47,4Poland 46,4
Netherlands 45,6
ICCS-project09/04/2023 | pag. 37
Expected participation in legal protest activities
Above international mean
52,7 Lithuania 51,6 Greece 51,4 Ireland 51,3 Bulgaria 51,3 Cyprus 50,5 Slovakia 50,5 Austria 50,4 Latvia 50,1 England
Spain 49,8 Finland 49,5 Luxembourg
49,4 Slovenia 49,3 Czech rep. 49,3 Europe 49,3 W-Europe 49,1 Italy 48,5 Estonia 48,5
Inte
rnati
on
al m
ean
= 5
0
Below international mean
Liechtenstein 48,5
Malta 48,3 Switzerland 48,0
Sweden 47,9 Norway 47,8Denmark 47,4
Belgium/Flanders 46,8
Poland 46,4 Netherlands 45,6
ICCS-project09/04/2023 | pag. 38
Participation in civic related activities at school
Voluntary participation in school-based music or drama activities outside of regular lessons
Active participation in a debate Voting for class representative or school
parliament Taking part in decision-making about how the
school is run Taking part in discussions at a student assembly Becoming a candidate for class representative
or school parliament
ICCS-project09/04/2023 | pag. 39
Participation in civic related activities at school
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 40
Participation in civic related activities at school
Above international mean
55,0 Greece54,1 Poland54,0 Norway52,3 Spain51,9 Cyprus/Slovakia50,8 Slovenia50,4 Sweden50,2 England50,1 Ireland
Below international mean
Austria / Europe 49,2 Latvia / W-Europe 49,1
Liechtenstein 48,8 Lithuania 48,6 Denmark 48,5
Finland 48,3Czech Rep. / Bulgaria 47,7
Switzerland 47,5Italy / Estlonia 47,2
Malta 46,6Luxembourg 44,8Netherlands 42,7
Inte
rnati
on
al m
ean
= 5
0
ICCS-project09/04/2023 | pag. 41
Participation in civic related activities at school
Above international mean
55,0 Greece 54,1 Poland 54,0 Norway 52,3 Spain 51,9 Cyprus/Slovakia 50,8 Slovenia 50,4 Sweden 50,2 England 50,1 Ireland
Below international mean
Austria / Europe 49,2 Latvia / W-Europe 49,1
Liechtenstein 48,8 Lithuania 48,6 Denmark 48,5
Finland 48,3 Czech Rep. / Bulgaria 47,7
Switzerland 47,5 Italy / Estlonia 47,2
Malta 46,6Belgium/Flanders 45,8
Luxembourg 44,8 Netherlands 42,7
Inte
rnati
on
al m
ean
= 5
0
ICCS-project09/04/2023 | pag. 42
Perception of students’ influence on decisions about school
The way classes are taught What is taught in classes Teaching/learning materials The timetable Classroom rules School rules
ICCS-project09/04/2023 | pag. 43
Perception of students’ influence on decisions about school
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 44
Perception of students’ influence on decisions about school
Above international mean
52,0 Lithuania51,9 Norway51,2 Italy50,5 Malta
Luxembourg 49,6Bulgaria 49,6Sweden 49,4Netherlands 49,1Slovakia 49,1Latvia 49,0Cyprus 48,9W-Europe 47,9Europe 47,9Spain 47,9Estonia 47,4
Inte
rnati
on
al m
ean
= 5
0
Below international mean
Austria 47,3Greece 47,2
Slovenia 46,6Finland 46,1
Czech Rep. 45,9England 45,8
Switzerland 45,8Liechtenstein 45,6
Denmark 45,5 Poland 44,6Ireland 44,3
ICCS-project09/04/2023 | pag. 45
Perception of students’ influence on decisions about school
Above international mean
52,0 Lithuania 51,9 Norway 51,2 Italy 50,5 Malta
Luxembourg 49,6
Bulgaria 49,6 Sweden 49,4 Netherlands
49,1 Slovakia 49,1 Latvia 49,0 Cyprus 48,9W-Europe 47,9Europe 47,9Spain 47,9Belgium/Flanders
47,6Estonia 47,4
Inte
rnati
on
al m
ean
= 5
0
Below international mean
Austria 47,3Greece 47,2
Slovenia 46,6 Finland 46,1
Czech Rep. 45,9 England 45,8
Switzerland 45,8 Liechtenstein
45,6 Denmark 45,5
Poland 44,6 Ireland 44,3
ICCS-project09/04/2023 | pag. 46
Perception of openness in classroom discussions
Teachers encourage students to make up their own minds
Teachers encourage students to express their opinions
Students bring up current political events for discussion in class
Students express opinions in class even when their opinions are different from most of the other students
Teachers encourage students to discuss the issues with people having different opinions
Teachers present several sides of the issues when explaining them in class
ICCS-project09/04/2023 | pag. 47
Perception of openness in classroom discussions
Above international mean
Inte
rnati
on
al m
ean
= 5
0
Below international mean
ICCS-project09/04/2023 | pag. 48
Perception of openness in classroom discussions
Above international mean54,7 Denmark54,3 Italy 53,1 England52,2 Ireland / Norway51,0 Sweden50,9 Poland / Greece50,6 Cyprus50,5 Latvia50,4 W-Europe / Estonia50,1 Europe50,0 Slovakia
Below international mean
Slovenia 49,9Lithuania 49,6
Finland 49,4Czech Rep. 48,9
Netherlands 48,5 Liechtenstein 48,2
Switzerland / Luxembourg 48,0
Spain 47,9Bulgaria 47,8Austria 47,7
Malta 45,8
Inte
rnati
on
al m
ean
= 5
0
ICCS-project09/04/2023 | pag. 49
Perception of openness in classroom discussions
Above international mean54,7 Denmark 54,3 Italy 53,1 England 52,2 Ireland / Norway 51,0 Sweden 50,9 Poland / Greece 50,6 Cyprus 50,5 Latvia 50,4 W-Europe / Estonia 50,1 Europe 50,0 Slovakia
Below international mean
Slovenia 49,9Lithuania 49,6
Finland 49,4Belgium/Flanders 49,1
Czech Rep. 48,9 Netherlands 48,5 Liechtenstein 48,2
Switzerland / Luxembourg 48,0
Spain 47,9 Bulgaria 47,8 Austria 47,7
Malta 45,8
Inte
rnati
on
al m
ean
= 5
0
09/04/2023 | pag. 50
Part III Explanatory analyses
ICCS-project09/04/2023 | pag. 51
Two in-depth papers
Decline or shift in the political and
civic engagement of young people?
An empirical, comparative analysis.
The relative strength of teaching
versus experiencing democracy in
school
ICCS-project09/04/2023 | pag. 52
First paper
Decline or shift in the political and
civic engagement of young people?
An empirical, comparative analysis.
ICCS-project09/04/2023 | pag. 53
Context
Concern about increase in cynicism,
apathy, disengagement from politics and
the democratic system
Especially young people seem to be less
participating in elections, less involved in
parties, less knowledgeable … than older
contemporaries
ICCS-project09/04/2023 | pag. 54
Context
Shift in engagement
or
Withdrawal of civic life ?
ICCS-project09/04/2023 | pag. 55
Shift in engagement?
Process of modernization has not lowered
but altered participation of young people
Youngsters still interested in politics, but
in a different way
“Shift from the politics of loyalties towards
the politics of choice” (Norris 2004)
(less organized, one-off engagements)
ICCS-project09/04/2023 | pag. 56
Implications
H1: Engagement in
“conventional” and
“alternative” politics are
negatively interrelated
H2: In individualized
societies Less
engagement in traditional
politics but more
alternative participation
C
A-
IC
A
-
+
ICCS-project09/04/2023 | pag. 57
Decline of engagement?
Process of modernization, welfare state,
democratization, … weakened old clashes
and left-right divide
Need for engagement withers away
“The end of ideology”
ICCS-project09/04/2023 | pag. 58
Implications
H3: In Welfare states Less
engagement in civic life, both
traditional and alternative
WC
A+
-
-
ICCS-project09/04/2023 | pag. 59
Method
Multivariate multilevel models 2 dependent variables: expected
conventional and alternative participation
3 levels (Pupil – School – Country)
Selection of 34 countries
ICCS-project09/04/2023 | pag. 60
Expected Conventional Participation
1 Join a political party2 Help a candidate / party during an election campaign3 Join a trade union4 Stand as a candidate in local elections5 Vote in local elections6 Join an organization for a political or social cause7 Vote in national elections8 Get information about candidates before voting
(PCA: α = 0.83; e= 3.7; R2 = 46.3%)
ICCS-project09/04/2023 | pag. 61
Actual & Expected Alternative Participation:
“Have you…”(participated in)1 A voluntary group doing something to help the community2 Human Rights organisation 3 An organisation collecting money for a social cause4 Environmental organisation
“Would You… ”(in the future)5 Volunteer time to help people in the local community6 Taking part in a peaceful march or rally7 Collecting signatures for a petition8 Choosing not to buy certain products
“What Should …” (a good adult citizen do)9 Participating in peaceful protests against laws believed to be unjust10 Taking part in activities promoting human rights11 Participating in activities to benefit people in the local community12 Taking part in activities to protect the environment
(Cat-PCA: α = 0.77; e= 3.3; R2 = 27.1%)
ICCS-project09/04/2023 | pag. 62
Core variable 1: Development WFS
Possible variables: • Development of welfare state
- GINI index for income inequality (UN, Human Development Report, 2010)
- Government expenditures in health care (World Bank, 2010)
(PCA; e = 1.6; R2 = 82%)
• Degree of democratization: FHI
Highly correlated (r=.81)Selected: Development of welfare
state
ICCS-project09/04/2023 | pag. 63
Core variable 2: Individualization
Possible variable: • 3 items from WVS (wave 3 & 4) concerning traits
desired in children:– Independence– Imagination– Obedience (-)
(PCA; e = 1.3; R2 = 44%)
ICCS-project09/04/2023 | pag. 64
Modelling Strategy - MLA 2 dependent variables
H1 Covariances of C & A on individual & country level
Control for individual background: gender, age, SCES,
immigrant status
H2 & H3 Background model + macro-indicator for individualization
Background model + macro-indicator for development
welfare state
ICCS-project09/04/2023 | pag. 65
Results H1: Negative correlation C & A
Correlation between the two dependent variables: Conventional and alternative political engagement
At the country level 0.81
At the individual level 0.41
% Variation on level of country (r)
Conventional Political engagement 13.2%
Alternative Political engagement 22.1%
ICCS-project09/04/2023 | pag. 66
Results H2: Individualization (- C / + A)
Conventional
Alternative
b bGender (0 = boy) - .03 *** .09 ***
Age .02 *** .02 ***
Immigration status (0 = native) .00 - .02 ***
Cultural capital .11 *** .10 ***
Level of individualization - .08 - .23 ***
% of explained variance on level 3 5.3% 25.8%
ICCS-project09/04/2023 | pag. 67
Results H3: Welfare State
(-C / -A)
Conventional
Alternative
b bGender (0 = boy) - .03 *** .09 ***
Age .02 *** .02 ***
Immigration status (0 = native) .00 - .02 ***
Cultural capital .11 *** .10 ***
Degree of WF-state development - .27 *** - .41 ***
% of explained variance on level 3 50.4% 71.0%
ICCS-project09/04/2023 | pag. 68
Graphic presentation
ICCS-project09/04/2023 | pag. 69
Conclusion
No evidence for hypothesis 1 & 2 No negative correlation between conventional &
alternative participation, but a strong positive
correlation
No shift in engagement as countries modernize
Individualization: negative effect on
conventional (but not sign.) AND on alternative
participation (sign.)
ICCS-project09/04/2023 | pag. 70
Conclusion
More evidence for hypothesis 3 As countries modernize, lesser ‘need’ for
engagement, whether conventional or
alternative
Even stronger negative effect of welfare state on
alternative engagements
ICCS-project09/04/2023 | pag. 71
Limitation
Mostly data on expected participation and
not effective participation
But: expected <> actual alternative
participation are positively correlated (r
= .89 country level; r = .66 individual level)
Other alternative forms of participation
(new technologies)
ICCS-project09/04/2023 | pag. 72
Second paper
The relative strength of teaching
versus experiencing democracy in
school.
Context
ICCS-Project07-12-2011 | pag. 73
Concern about increase in cynicism, apathy, disengagement from politics and the democratic system
Renewed interest in ‘citizenship
education’
Schools are expected to ‘form’ future citizens
Disagreement about implementation
ICCS-Project07-12-2011 | pag. 74
Learning politics and
democracy
Versus
Experiencing politics and
democracy
ICCS-Project07-12-2011 | pag. 75
KNOWLEDGE (Institutions, persons, procedures)
INSIGHT (comprehension)
ATTITUDES/BEHAVIOUR (‘Civic attitude’)
“Ignorance is the father of fear, knowledge is the mother of trust”
Learning Politics & Democracy
ICCS-Project07-12-2011 | pag. 76
Experiencing Politics & Democracy
EXPERIENCE (Democratic school climate)
ATTITUDES/BEHAVIOUR (‘Civic attitude’)
“It is how we run our schools, rather than what we teach in them, that will determine levels of active citizenship”
ICCS-Project07-12-2011 | pag. 77
Question
(PASSIVE) KNOWLEDGE
(ACTIVE) EXPERIENCE
?POLITICALLY RELEVANT (EXPECTED) BEHAVIOUR
Data and Dependent variables
Same as first paper:
Data Selection f 34 countries Multilevel analysis (3 levels)
Dependent variables: Expected conventional participation Actual and expected alternative
participation
ICCS-Project07-12-2011 | pag. 78
Independent Variables
Proxy for ‘Learning Politics’: ‘Civic literacy’ = Scale for Civic knowledge
‘Experiencing democracy’ Perception of Openness in classroom
discussions (6 items, a= .76)
Students’ civic participation at school (6 items , a= .66)
Students’ perception of influence on decisions about school (6 items , a= .88)
ICCS-Project07-12-2011 | pag. 79
Results Teaching
ICCS-Project07-12-2011 | pag. 80
Conventional
Alternative
b b
Age .02 ** .03 **
Gender (0=boy) -.04 ** .08 **
Immigration status (0=native) -.00 -.03 **
Cultural capital .09 ** .06 **
Civic knowledge and skills .06 ** .11 **
Variance Country level (Rho) 13.5% 23.5%
Explained variance Country level (R2) -7.7% -13.4%
Explained variance Ind. level (R2) .3% .9%
Results Learning
ICCS-Project07-12-2011 | pag. 81
Conventional
Alternative
b b
Civic participation at school .19 ** .25 **
Openness Classroom Discussions .10 ** .12 **
Perception of influence on decisions .09 ** .11 **
Variance Country level (Rho) 9.1% 16.3%Explained variance Country level (R2) 35.9% 36.3%
Explained variance Ind. level (R2) 6.1% 10.8%
Results Teaching + Learning
ICCS-Project07-12-2011 | pag. 82
Conventional
Alternative
b b
Civic knowledge and skills .03 ** .07 **
Civic participation at school .18 ** .24 **
Openness Classroom Discussions .09 ** .11 **
Perception of influence on decisions .10 ** .13 **
Variance Country level (Rho) 9.4% 17.7%Explained variance Country level (R2) 33.5% 30.0%
Explained variance Ind. level (R2) 6.2% 11.3%
Conclusion
ICCS-Project07-12-2011 | pag. 83
Knowledge or experience? Both, … but… Experience exceeds the impact of
civic knowledge Especially civic participation at school
Limitations? Validity of civic knowledge scale to test political
literacy (biased by general knowledge & IQ?) Expected participation= general attitude rather
than predictive for future participation (but correlation between items ‘have you been involved’ <> ‘would you take part’ r = .89 country level; r = .66 individual level).
09/04/2023 | pag. 84
Part IV Policy initiatives:
“Stimulating Student Participation at school”
City of Antwerp
Origin
ICCS-Project07-12-2011 | pag. 85
Literature ‘importance of pupils’ participation at school’
Subsidies for school projects: ‘pupils’ participation’
Broader stimulation through workshops
Platform ‘pupils’ participation’
ICCS-project09/04/2023 | pag. 86
Conclusion
With modernization young people
appear to attach less importance to
active participation and have lower
internal political efficacy (but higher
civic knowledge)
Consequences? For schools, society,
…?
ICCS-project09/04/2023 | pag. 87
More information
International Organization and Study Centre
http://www.iea.nl/iccs_2009.html
http://iccs.acer.edu.au/
Flanders
http://www.ond.vlaanderen.be/obpwo/links/iccs/
Eva.Franck@stad.Antwerpen.be
Saskia.De.Groof@vub.ac.be
ICCS-project09/04/2023 | pag. 88
Discussion
What are the most relevant/striking
conclusions/implications of this ICCS
study?
What would be your policy
recommendation? Local – National –
Europe?
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