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Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator.

Hoskins B, Saisana M, Villalba CM - Soc Indic Res (2014)

Bottom Line: The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education.In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes.In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

View Article: PubMed Central - PubMed

Affiliation: Department of Social Sciences, Roehampton University, London, UK.

ABSTRACT

This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

No MeSH data available.


Related in: MedlinePlus

A comparison between the civic competence scales used in CCCI and CCCI-2. Note *non-IEA developed scales in the CCCI. All CCCI-2 scales were developed by the IEA. The CCCI scales are based on survey data from the CIVED (1999). The CCCI-2 scales are based on survey data from the ICCS (2009)
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Fig3: A comparison between the civic competence scales used in CCCI and CCCI-2. Note *non-IEA developed scales in the CCCI. All CCCI-2 scales were developed by the IEA. The CCCI scales are based on survey data from the CIVED (1999). The CCCI-2 scales are based on survey data from the ICCS (2009)

Mentions: Hence, the CCCI-2 model is built from 15 scales; eight scales are similar to those used in the pilot index (on 1999 data) and six are either entirely new or have been moved to a new dimension (Fig. 3). Finally, the Knowledge and Skills dimension is measured by a new cognitive scale, with only a small number of common items (PVCIV). In addition, there are some differences between the last two IEA citizenship studies including changes in the response items and IRT scaling (Barber and Torney-Purta 2012). Therefore, the CCCI-2 is not directly comparable to the pilot index. Nevertheless, there are some similarities.Fig. 3


Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator.

Hoskins B, Saisana M, Villalba CM - Soc Indic Res (2014)

A comparison between the civic competence scales used in CCCI and CCCI-2. Note *non-IEA developed scales in the CCCI. All CCCI-2 scales were developed by the IEA. The CCCI scales are based on survey data from the CIVED (1999). The CCCI-2 scales are based on survey data from the ICCS (2009)
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4541712&req=5

Fig3: A comparison between the civic competence scales used in CCCI and CCCI-2. Note *non-IEA developed scales in the CCCI. All CCCI-2 scales were developed by the IEA. The CCCI scales are based on survey data from the CIVED (1999). The CCCI-2 scales are based on survey data from the ICCS (2009)
Mentions: Hence, the CCCI-2 model is built from 15 scales; eight scales are similar to those used in the pilot index (on 1999 data) and six are either entirely new or have been moved to a new dimension (Fig. 3). Finally, the Knowledge and Skills dimension is measured by a new cognitive scale, with only a small number of common items (PVCIV). In addition, there are some differences between the last two IEA citizenship studies including changes in the response items and IRT scaling (Barber and Torney-Purta 2012). Therefore, the CCCI-2 is not directly comparable to the pilot index. Nevertheless, there are some similarities.Fig. 3

Bottom Line: The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education.In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes.In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

View Article: PubMed Central - PubMed

Affiliation: Department of Social Sciences, Roehampton University, London, UK.

ABSTRACT

This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

No MeSH data available.


Related in: MedlinePlus