Transcript CCAP Questionnaire Analysis

National Contexts Survey
Progress Report
National Research Coordinators Meeting
Windsor, June 2008
Three Foci
1. Purpose and Development
•
Study’s Contextual framework
•
Antecedents and processes
•
Design
•
Current progress
2. Initial Analysis
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•
26 countries
•
Outputs
3. Next Steps
•
Reporting plans
•
Stage 2
Overlapping contexts
• Context of the wider community: the
wider context within which schools and
home environments work. Factors may
be found at local, regional and national
levels
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Antecedents
• Historical development of civic and
citizenship education
• Legislation on civic and citizenship
education
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• Nature of policy drivers in civic and
citizenship education
• Extent of current reforms in education and
their relationship to civic and citizenship
education
Processes
• Curricula approaches to civic and citizenship
education (whether separate subject, crosscurricular, transversal (or a mixture of these)
• Aims, goals and content of curriculum
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• Nature and extent of whole school
approaches focusing on students
participation and engagement
• Nature and extent of community links
• Nature and extent of teacher training
approaches
• Quality assurance mechanisms, including
inspection and reporting
Principles of survey design and
development
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• Timeframe – comprise two stages
• Format - involve a common structure of closed
and open format questions
• Technology - be filled in and collected on-line
• Expertise - be completed by NRCs drawing on
further sources and expertise as required
• Language and consistency - be completed in
English
• Supporting data and information - draw upon
existing sources of information where they are
available and helpful
• Resources- be manageable for available
resource
NCS Overview
On-line survey with 8 Sections
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1. Education system
2. Education policy and civic and citizenship
education
3. Approaches to civic and citizenship education
4. Civic and citizenship education and school
curriculum approaches
5. Civic and citizenship education in the school
curriculum at the <target grade>
6. Teachers and civic and citizenship education
7. Civic and citizenship education and
assessment and quality assurance
8. Current debates and reforms
Current Progress
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•
31 countries have completed NCS online survey
•
6 countries have begun to enter data
on-line
•
2 countries have yet to begin the
process
•
26 countries have had data reviewed
and analysed
Initial Analysis - Aims
1. Review and analyse Stage One data
from NRCs
2. Check fitness for purpose of the data
3. Explore analysis and presentation of
outcomes
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4. Supply useful contextual information at
a national and cross-national level
5. Consider reporting outcomes and frame
next steps
Initial Analysis - Methods
• Survey responses checked for
consistency
• Review of open questions
(qualitative)
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• Coding and analysis of closed
questions (quantitative)
• Initial analysis outputs and formats
Analysis of Stage 1 Data
26 Countries
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The 26 countries are:
• Europe – Belgium (Flemish), Bulgaria, Cyprus,
Denmark, England, Estonia, Finland, France,
Greece, Italy, Luxembourg, Netherlands,
Northern Ireland, Norway, Poland, Slovak
Republic, Slovenia, Spain and Sweden
• Latin America – Chile, Colombia, Guatemala,
Mexico and Paraguay
• Asia – Chinese Taipei
• Other – New Zealand
ICCS – National Contexts Survey 2007
Section C16-21
Approaches to Civic and Citizenship Education
Aspects Contributing to CCE according to Official Sources:
Existence of Recommendations and Level of Contribution
Most countries (18) have official
recommendations/ expectations/
perceptions in all the areas specified.
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In most countries, official documents state
that school culture/ethos and student
participation make either a major
contribution or some contribution to CCE
(see figure to the right). However, 3
countries consider that these aspects make
no contribution: Estonia, Luxembourg and
Slovak Republic.
Parental involvement has the least
recognition, with only 6 countries
(Denmark, Greece, Guatemala, Italy,
Mexico and Paraguay) stating in official
documents that it has a major contribution
to make to CCE. (The table overleaf
provides further details by country.)
3
13
School/community links
10
18
8
12
Parental involvement
6
20
3
7
Student participation
16
21
3
School
culture/ethos/values
7
16
22
6
12
School governance
8
22
0
5
10
15
20
Number of countries
25
No contribution
Some contribution
Major contribution
Recommendations/expectations/perceptions exist
ICCS – National Contexts Survey 2007
E
CCE in the School Curriculum at Grade 8
Overview
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In most countries, Grade 8 students follow a common curriculum in CCE.
Analysis across countries shows that, in CCE at this grade:
• aims and objectives tend to be about students acquiring knowledge and
understanding of the structure and operation of society, relevant cognitive skills,
and knowledge and understanding of rights and responsibilities and/or the
development of a responsible attitude
• processes most often emphasised are concerned with knowledge and
understanding, positive attitudes to participation, and skills of discussion and
debate (rather than, for instance, student participation in activities in the
community and decision-making in the school)
• amongst the topics most often emphasised are those relating to formal political
processes and systems, as well as human rights, cultural and ethnic diversity,
and the environment
• the use of publications, guides and dissemination of instructional activities are
the most common ways used in countries to implement CCE in the curriculum,
whereas only a minority of countries use national assessments based on student
samples
• only 11 countries specify in the school curriculum the amount of instructional
time which should be devoted to CCE.
ICCS – National Contexts Survey 2007
E27
CCE in the School Curriculum at Grade 8
Main aims and objectives of CCE at Grade 8
(general education)*
In most countries, the aims and objectives of CCE at Grade 8 include
encouraging students to acquire:
• knowledge and understanding of the structure and operation of society as
a whole and/or concerning local communities (15 countries)
• relevant cognitive skills, such as skills of information processing and
critical thinking (14 countries)
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Other often-mentioned goals of CCE at Grade 8 are: knowledge and
understanding of rights and responsibilities and/or the development of a
responsible attitude (13 countries); knowledge and understanding of
diversity, including issues surrounding gender, multiculturalism and
immigration (11 countries); the adoption and/or understanding of certain
values, such as democracy, human rights and equal opportunities (10
countries); and the encouragement civic participation (10 countries). (Details
are provided overleaf).
*Question is not applicable for Guatemala (no curriculum specified) and for Luxembourg (CCE not taught at this level).
ICCS – National Contexts Survey 2007
E27
CCE in the School Curriculum at Grade 8
Main aims and objectives of CCE at Grade 8
(general education), by country
B
F
L
Knowledge/understand
ing of structure and
operation of society
B
G
R
C
Y
P
✓ ✓
✓ ✓ ✓
Knowledge/understand
ing of diversity
✓
Adoption/
understanding
of values
E
N
G
E
S
P
E
S
T
F
I
N
F
R
A
G
R
C
✓ ✓ ✓
✓ ✓
✓
✓ ✓ ✓ ✓ ✓
M
E
X
N
I
R
N
L
D
N
O
R
N
Z
L
P
O
L
✓
✓ ✓ ✓ ✓
✓
✓
I
T
A
✓ ✓ ✓ ✓
✓ ✓ ✓
✓ ✓ ✓
✓
✓
✓ ✓
D
N
K
✓ ✓
Knowledge/
understanding/
attitudes regarding
rights and
responsibilities
Encouragement of
civic participation
C
O
L
✓ ✓
Development of
cognitive skills
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C
H
L
✓
✓ ✓
✓
S
V
N
S
W
E
T
W
N
✓ ✓ ✓
✓ ✓
✓
✓ ✓ ✓
✓ ✓
✓
✓
✓
Note: Guatemala (no curriculum specified) and Luxembourg (CCE not taught at this level) not shown.
S
V
K
✓ ✓ ✓
✓ ✓ ✓ ✓ ✓
✓
P
R
Y
✓
✓ ✓
✓
ICCS – National Contexts Survey 2007
E30
CCE in the School Curriculum at Grade 8
Emphasis on CCE-related topics in school curriculum (Grade 8)
19
Human rights
5
17
Underst. different cultures & ethnic groups
8
16
Voting & elections
2
1
9
1
The environment
14
10
2
Parliament & government systems
14
10
2
The global community & international orgs.
9
Communication studies
9
Legal systems & courts
8
Regional institutions & orgs.
8
Voluntary groups
4
The economy & economics
4
0
3
15
2
14
4
13
7
Resolving conflict
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14
5
18
1
14
8
17
5
10
5
15
20
25
Number of countries
Major empahsis
Some emphasis
No emphasis
N=26 countries
Amongst the CCE-related topics most often emphasised at Grade 8 across
countries are topics relating to formal political processes and systems, as
well as human rights, cultural and ethnic diversity, and the environment
(see above; for findings by country see table overleaf).
ICCS – National Contexts Survey 2007
E30
CCE in the School Curriculum at Grade 8
Emphasis on CCE-related topics in school curriculum (Grade 8)
Analysing & observing change
processes in school
3
Opportunities for student participation in
community-based activities
6
Analysing & reflecting on participation
activities
6
Analysing & observing change
processes in the community
6
Communicating through projects &
written work
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11
12
12
10
7
14
9
0
10
13
8
Opportunities for student involvement in
decision-making in school
8
4
11
5
10
15
6
20
25
Number of countries
Major emphasis
Some emphasis
No emphasis
N=26 countries
Processes to do with student participation in activities in the community
and decision-making in the school, analysing change in school and
participation in the community are amongst the least emphasised of CCErelated processes (see above).
ICCS – National Contexts Survey 2007
H44-46
Current debates and reforms
Pervasiveness of current debates and reform
CCE is an area in flux (see figure below). In most countries policy in
this area is being debated and the school curriculum is being
revised. Also, in many countries school approaches to CCE are
being revised and reforms are underway which may impact on CCE
before ICCS reports in 2010.
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Number of countries
Debates and reforms underway in the area of CCE
20
18
16
14
12
10
8
6
4
2
0
Policy on CCE
being debated
N=26 countries
Revision of
curriculum
delivered to
Grade 8
Revision of
school
approaches to
CCE
Other reforms
potentially
impacting on
CCE
Initial Analysis – Learning Points
• On-line instrument has worked well
• Much useful data collected at national and
cross-national and regional level
• Possible to report general trends
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• Review how to report data from closed
(quantitative) and open (qualitative) questions
• Need for further checking, verification and
updating of data in Stage 2
• Consider reporting plans and next steps
Reporting Plans
• OVERVIEW CHARTS AND TABLES
• Based on analysis of NCS database across
countries (closed questions)
Output 1
• ICCS ENCYCLOPAEDIA
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Output 2
• Overview charts and tables (closed
questions) with
• short supporting national case studies from
all countries (open questions)
• NCS Database
• Updated NCS on-line survey from each
Baseline country
ICCS Encyclopaedia
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NCS and Study Outputs
• International report (2010)
• European regional report (2010)
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• ICCS Encyclopaedia (2010)
• National reports (2010 and beyond)
Next Steps
STAGE 2
Template for
short national
case study
developed
NRCs
complete
short national
case study
NRCs review
and update
NCS data
Exemplar
template
completed by
number of
countries
Review and,
analysis of all
Stage 2 NCS
data
Reporting
of NCS
outcomes
Review and
analysis of all
Stage 1 NCS
data
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Questions or comments?
THANK YOU
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