International Civic and Citizenship Education Study 2016

from Wikipedia, the free encyclopedia

The International Civic and Citizenship Education Study 2016 (ICCS 2016) examines which political and civil society competencies are developed in schoolchildren today and with which attitudes they have developed in society . The aim of the study is to look at young people aged 14 years and older in a comparative and representative manner and to report the results. In the international framework of ICCS 2016, four content areas are distinguished: civil society and systems, social values, participation and identity. The content areas are concretized by a different number of sub-areas, which in turn are partly divided into aspects.

The International Association for the Evaluation of Educational Achievement (IEA) is conducting the International Civic and Citizenship Education Study (ICCS 2016) for the fourth time, an international student comparison study in the field of political and civil society education. Studies on Civic and Citizenship Education took place in 1971, 1999 and 2009 . In 2016, North Rhine-Westphalia took part in ICCS 2016 as one of 24 school systems in Europe, Asia and Latin America. The national ICCS study center was located in the “Educational Research and Schooling” department of the University of Duisburg-Essen under the direction of Hermann Josef Abs .

Goals and questions

The general aim of the IEA studies on civic and civil society education is to differentiate the importance of school and extracurricular learning opportunities for political socialization and political learning of young people. Since the Civic Education Study 1999 ( CIVED ) there has been no representative, international comparative study on political knowledge and attitudes among schoolchildren in Germany. The results of the ICCS study 2016 serve u. a. to review approaches and contents of political education and democracy education : By interviewing an average of 14-year-olds in their eighth year, the educational starting point for political education in the last two school years of general compulsory schooling can be determined more precisely.

The national report on ICCS 2016 focuses on the following questions:

  • What competencies do students have for analyzing political events? What specific difficulties do certain groups of students have when analyzing political issues?
  • To what extent are human rights and principles of the basic democratic order understood and recognized by students?
  • What attitudes do students have in view of social challenges (e.g. cultural heterogeneity, social integration, ecological sustainability )?
  • To what extent do participation and community experiences in school and other social contexts influence political and civil society competencies and attitudes?
  • To what extent do the chances of participation and community experience in school differ for different student groups?

The study offers students, educational professionals, those responsible in the education system and academics an opportunity to reflect on their ideas about political knowledge , identities , attitudes, willingness to participate and future expectations of future citizens. By taking stock of the political mindset of 14-year-olds in an international comparison, ICCS 2016 creates an empirical basis for the further development of political and civil society education in the participating countries.

Publications (selection)

  • Hermann Josef Abs: Children's Rights and Educational Relationships in Approaches to International Quality Monitoring. In: Annedore Prengel, Ursula Winklhofer (Hrsg.): Children's rights in educational relationships: research access. Barbara Budrich, Opladen 2014.
  • Hermann Josef Abs: Youth Participation in International Comparison. In: Students - Knowledge for Teachers 2014. Friedrich Verlag, 2014, pp. 98–99.
  • Hermann Josef Abs: The measurement of the good citizen - For the empirical (de) construction of an ideal. In: Journal for Sociology of Education and Socialization. 33rd volume, issue 3/2013, pp. 267–282.
  • Hermann-Josef Abs, Sarah Werth: Policy Approaches to Quality of Citizenship Education by European Intergovernmental Organizations. In: Reinhold Hedtke, Tatjana Zimenkova (Ed.): Education for Civic and Political Participation. A critical approach. Routledge, London 2013, pp. 81-98.
  • Monika Buhl, Hans Peter Kuhn, Hermann Josef Abs: Conditions and development of political knowledge and experience of political competence. In: Hans Berkessel, Wolfgang Beutel, Hannelore Faulstich-Wieland, Hermann Veith (Eds.): Yearbook Democracy Education 2013/14. Wochenschau Verlag, Schwalbach / Ts. 2013, pp. 209-219.
  • K. Hahn-Laudenberg: Concepts of democracy among schoolchildren. Recording of changes in political knowledge with concept maps. Springer VS, Wiesbaden 2017, ISBN 978-3-658-18392-9 .
  • W. Schulz, J. Ainley, J. Fraillon, B. Losito, G. Agrusti: IEA International Civic and Citizenship Education Study 2016 Assessment framework. IEA, Amsterdam 2016, ISBN 978-3-319-39357-5 .
  • JV Torney, AN Oppenheim, RF Ferns: Civic Education in Ten Countries. International Studies in Evaluation VI. Almqvist & Wiksell, Uppsala 1975.
  • J. Torney-Purta, J.-A. Amadeo, MW Andolina: A Conceptual Framework and Multimethod Approach for Research on Political Socialization and Civic Engagement. In: LR Sherrod, J. Torney-Purta, CA Flanagan (Eds.): Handbook of Research on Civic Engagement in Youth. Wiley, Hoboken, NJ 2010.

Web links

Individual evidence

  1. ↑ Wolfram Schulz, John Ainley, Julian Fraillon, Bruno Losito, Gabriella Agrusti: IEA International Civic and Citizenship Education Study 2016 Assessment Framework | SpringerLink . 2016, doi : 10.1007 / 978-3-319-39357-5 .
  2. ^ Hermann Josef Abs, Katrin Hahn-Laudenberg (ed.): The political mindset of 14-year-olds. Results of the International Civic and Citizenship Education Study 2016. Waxmann Verlag, 2017, ISBN 978-3-8309-3737-1 .