connecting youth with society

1. Active citizenship - an international
European perspective.
Findings from the International Civic and
Citizenship Education Study (ICCS)
Saskia De Groof en Eva Franck
Department of Sociology – Free University of
Brussels (VUB)
Educational policy department - City of Antwerp
8/02/2012 | pag. 1

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
ICCS-project
08/02/2012 | pag. 2

3. Part I
ICCS: What, when, how?
8/02/2012 | pag. 3

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-project
08/02/2012 | pag. 4

5. Participating countries
ICCS-project
8/02/2012 | pag. 5

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-project
08/02/2012 | pag. 6

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-project
08/02/2012 | pag. 7

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-project
08/02/2012 | pag. 8

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
ICCS-project
08/02/2012 | pag. 9

10. Part II
International comparisons
8/02/2012 | pag. 10

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-project
08/02/2012 | pag. 11

12. Skills and willingness to
participate in political system
 Political discussion with  Importance conventional
family/friends citizenship
 Out-of-school civic participation  Importance social-movement-
related citizenship
 Interest in political and social
issues  Expected informal political
participation as a young person
 Internal political efficacy
 Expected adult participation in
 Trust in institutions political activities
 Citizenship self-efficacy  Expected electoral participation
 Attitudes towards country  Expected participation in legal
protest activities
ICCS-project
08/02/2012 | pag. 12

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-project
8/02/2012 | pag. 13

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-project
8/02/2012 | pag. 14

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-project
8/02/2012 | pag. 15

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-project
8/02/2012 | pag. 16

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-project
8/02/2012 | pag. 17

18. Importance conventional
citizenship
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 18

19. Importance conventional
citizenship
Above international mean Below international mean
Malta 49,6 Liechtenstein 47,8
International mean = 50
54,4 Italy Greece 49,4 Denmark 47,6
53,2 Cyprus Spain 48,9 Estonia 47,1
51,2 Norway Luxembourg 48,8 Netherlands 46,8
50,8 Poland W-Europe 48,8 Slovenia 46,4
50,6 Lithuania Bulgaria 48,7 Sweden 45,5
50,1 Ireland Europe 48,4 Slovakia 45,4
50,0 Latvia England 48,4 Finland 45,0
Austria 48,1 Czech Rep. 44,0
Switzerland 47,9
ICCS-project
8/02/2012 | pag. 19

20. Importance conventional
citizenship
Above international mean Below international mean
 Malta 49,6  Liechtenstein 47,8
International mean = 50
54,4 Italy   Greece 49,4  Denmark 47,6
53,2 Cyprus   Spain 48,9  Estonia 47,1
51,2 Norway   Luxembourg 48,8  Netherlands 46,8
50,8 Poland   W-Europe 48,8  Slovenia 46,4
50,6 Lithuania   Bulgaria 48,7 Belgium/Flanders 45,5
50,1 Ireland   Europe 48,4 Sweden 45,5
50,0 Latvia   England 48,4 Slovakia 45,4
 Austria 48,1 Finland 45,0
 Switzerland 47,9  Czech Rep. 44,0
ICCS-project
8/02/2012 | pag. 20

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-project
8/02/2012 | pag. 21

22. Importance social movement-
related citizenship
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 22

23. Importance social movement-
related citizenship
Above international mean Below international mean
Latvia 49,4 Sweden 47,6
53,7 Bulgaria Malta 49,2 England 47,5
International mean = 50
53,1 Greece Poland 48,8 Austria 47,3
52,2 Cyprus Lithuania 48,7 Luxembourg 46,9
52,2 Spain Europe 48,6 Finland 45,8
51,9 Italy W-Europe 48,4 Switzerland 45,3
51,2 Norway Slovenia 48,2 Liechtenstein 45,1
50,3 Ireland Slovakia 48,0 Netherlands 44,9
Estonia 48,0 Denmark 44,1
Czech Rep. 47,7
ICCS-project
8/02/2012 | pag. 23

24. Importance social movement-
related citizenship
Above international mean Below international mean
 Latvia 49,4  Sweden 47,6
53,7 Bulgaria   Malta 49,2  England 47,5
International mean = 50
53,1 Greece   Poland 48,8  Austria 47,3
52,2 Cyprus   Lithuania 48,7 Luxembourg 46,9
52,2 Spain   Europe 48,6 Belgium/Flanders 46,4
51,9 Italy   W-Europe 48,4 Finland 45,8
51,2 Norway   Slovenia 48,2  Switzerland 45,3
50,3 Ireland   Slovakia 48,0  Liechtenstein 45,1
 Estonia 48,0  Netherlands 44,9
 Czech Rep. 47,7  Denmark 44,1
ICCS-project
8/02/2012 | pag. 24

25. Civic knowledge
 Cognitive test:
 In total 74 multiple choice and 6 open questions
 Rotated design: 7 different tests
ICCS-project
8/02/2012 | pag. 25

26. Civic knowledge
 Example:
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  Finland: 92% correct
 He does not want to show support for  Denmark: 91% correct
the company that made them *  …
 He does not want to support the  Flanders: 81% correct
children that made them  …
 He is angry that he paid more for the  Slovakia: 61% correct
shoes than they are actually worth  Cyprus: 52% correct
ICCS-project
8/02/2012 | pag. 26

27. Civic knowledge
Above international mean Below international mean
International mean = 500
ICCS-project
8/02/2012 | pag. 27

28. Civic knowledge
Above international mean Below international mean
576 Finland / Denmark
537 Sweden
536 Poland
Netherlands 494
International mean = 500
534 Ireland
531 Switzerland/Liechtenstein/Italy Malta 490
529 Slovakia Latvia 482
525 Estonia Greece 476
519 England Luxembourg 473
518 W-Europe
Bulgaria 466
516 Slovenia
515 Europe / Norway Cyprus 453
510 Czech Rep.
505 Lithuania / Spain
503 Austria
ICCS-project
8/02/2012 | pag. 28

29. Civic knowledge
Above international mean Below international mean
576 Finland / Denmark 
537 Sweden 
536 Poland 
 Netherlands 494
International mean = 500
534 Ireland 
531 Switzerland/Liechtenstein/Italy   Malta 490
529 Slovakia   Latvia 482
525 Estonia   Greece 476
519 England  Luxembourg 473
518 W-Europe
516 Slovenia  Bulgaria 466
515 Europe / Norway  Cyprus 453
514 Belgium/Flanders
510 Czech Rep.
505 Lithuania / Spain 
503 Austria 
ICCS-project
8/02/2012 | pag. 29

30. Expected electoral
participation
 Vote in local elections
 Vote in national elections
 Get information about candidates before voting in an
election
ICCS-project
8/02/2012 | pag. 30

31. Expected electoral
participation
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 31

32. Expected electoral
participation
Above international mean Below international mean
54,1 Italy Slovenia 49,6 Slovakia 48,0
52,2 Ireland W-Europe 49,5 Switzerland 47,7
International mean = 50
51,8 Norway Malta 49,3 Bulgaria 47,7
51,8 Lithuania Finland 49,2 England 47,5
51,1 Spain Denmark 49,1 Luxembourg 47,4
50,6 Austria Europe 49,0 Estonia 46,6
50,2 Latvia Sweden 49,0 Netherlands 46,6
50,0 Greece Cyprus 48,5 Czech Rep. 43,7
50,0 Liechtenstein Poland 48,2
ICCS-project
8/02/2012 | pag. 32

33. Expected electoral
participation
Above international mean Below international mean
54,1 Italy   Slovenia 49,6  Slovakia 48,0
52,2 Ireland   W-Europe 49,5  Switzerland 47,7
International mean = 50
51,8 Norway   Malta 49,3  Bulgaria 47,7
51,8 Lithuania   Finland 49,2  England 47,5
51,1 Spain   Denmark 49,1  Luxembourg 47,4
50,6 Austria   Europe 49,0  Estonia 46,6
50,2 Latvia   Sweden 49,0  Netherlands 46,6
50,0 Greece   Cyprus 48,5 Belgium/Flanders 45,5
50,0 Liechtenstein   Poland 48,2  Czech Rep. 43,7
ICCS-project
8/02/2012 | pag. 33

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-project
8/02/2012 | pag. 34

35. Expected participation in legal
protest activities
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 35

36. Expected participation in legal
protest activities
Above international mean Below international mean
52,7 Lithuania Spain 49,8 Liechtenstein 48,5
51,6 Greence Finland 49,5 Malta 48,3
International mean = 50
51,4 Ireland Luxembourg 49,4 Switzerland 48,0
51,3 Bulgaria Slovenia 49,3 Sweden 47,9
51,3 Cyprus Czech rep. 49,3 Norway 47,8
50,5 Slovakia Europe 49,3 Denmark 47,4
50,5 Austria W-Europe 49,1 Poland 46,4
50,4 Latvia Italy 48,5 Netherlands 45,6
50,1 England Estonia 48,5
ICCS-project
8/02/2012 | pag. 36

37. Expected participation in legal
protest activities
Above international mean Below international mean
52,7 Lithuania   Spain 49,8  Liechtenstein 48,5
51,6 Greece   Finland 49,5  Malta 48,3
International mean = 50
51,4 Ireland   Luxembourg 49,4  Switzerland 48,0
51,3 Bulgaria   Slovenia 49,3  Sweden 47,9
51,3 Cyprus   Czech rep. 49,3  Norway 47,8
50,5 Slovakia   Europe 49,3 Denmark 47,4
50,5 Austria   W-Europe 49,1 Belgium/Flanders 46,8
50,4 Latvia   Italy 48,5 Poland 46,4
50,1 England   Estonia 48,5  Netherlands 45,6
ICCS-project
8/02/2012 | pag. 37

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-project
8/02/2012 | pag. 38

39. Participation in civic related
activities at school
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 39

40. Participation in civic related
activities at school
Above international mean Below international mean
Austria / Europe 49,2
55,0 Greece Latvia / W-Europe 49,1
54,1 Poland Liechtenstein 48,8
International mean = 50
54,0 Norway Lithuania 48,6
52,3 Spain Denmark 48,5
51,9 Cyprus/Slovakia Finland 48,3
50,8 Slovenia Czech Rep. / Bulgaria 47,7
50,4 Sweden Switzerland 47,5
50,2 England Italy / Estlonia 47,2
50,1 Ireland Malta 46,6
Luxembourg 44,8
Netherlands 42,7
ICCS-project
8/02/2012 | pag. 40

41. Participation in civic related
activities at school
Above international mean Below international mean
 Austria / Europe 49,2
55,0 Greece   Latvia / W-Europe 49,1
54,1 Poland   Liechtenstein 48,8
International mean = 50
54,0 Norway   Lithuania 48,6
52,3 Spain   Denmark 48,5
51,9 Cyprus/Slovakia   Finland 48,3
50,8 Slovenia   Czech Rep. / Bulgaria 47,7
50,4 Sweden   Switzerland 47,5
50,2 England   Italy / Estlonia 47,2
50,1 Ireland  Malta 46,6
Belgium/Flanders 45,8
 Luxembourg 44,8
 Netherlands 42,7
ICCS-project
8/02/2012 | pag. 41

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-project
8/02/2012 | pag. 42

43. Perception of students’ influence
on decisions about school
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 43

44. Perception of students’ influence
on decisions about school
Above international mean Below international mean
Luxembourg 49,6 Austria 47,3
52,0 Lithuania Bulgaria 49,6 Greece 47,2
International mean = 50
51,9 Norway Sweden 49,4 Slovenia 46,6
51,2 Italy Netherlands 49,1 Finland 46,1
50,5 Malta Slovakia 49,1 Czech Rep. 45,9
Latvia 49,0 England 45,8
Cyprus 48,9 Switzerland 45,8
W-Europe 47,9 Liechtenstein 45,6
Europe 47,9 Denmark 45,5
Spain 47,9 Poland 44,6
Estonia 47,4 Ireland 44,3
ICCS-project
8/02/2012 | pag. 44

45. Perception of students’ influence
on decisions about school
Above international mean Below international mean
 Luxembourg 49,6 Austria 47,3
52,0 Lithuania   Bulgaria 49,6 Greece 47,2
International mean = 50
51,9 Norway   Sweden 49,4  Slovenia 46,6
51,2 Italy   Netherlands 49,1  Finland 46,1
50,5 Malta   Slovakia 49,1  Czech Rep. 45,9
 Latvia 49,0  England 45,8
 Cyprus 48,9  Switzerland 45,8
W-Europe 47,9  Liechtenstein 45,6
Europe 47,9  Denmark 45,5
Spain 47,9  Poland 44,6
Belgium/Flanders 47,6  Ireland 44,3
Estonia 47,4
ICCS-project
8/02/2012 | pag. 45

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-project
8/02/2012 | pag. 46

47. Perception of openness in
classroom discussions
Above international mean Below international mean
International mean = 50
ICCS-project
8/02/2012 | pag. 47

48. Perception of openness in
classroom discussions
Above international mean Below international mean
54,7 Denmark Slovenia 49,9
54,3 Italy Lithuania 49,6
53,1 England Finland 49,4
International mean = 50
52,2 Ireland / Norway Czech Rep. 48,9
51,0 Sweden Netherlands 48,5
50,9 Poland / Greece Liechtenstein 48,2
50,6 Cyprus Switzerland / Luxembourg 48,0
50,5 Latvia Spain 47,9
50,4 W-Europe / Estonia Bulgaria 47,8
50,1 Europe Austria 47,7
50,0 Slovakia Malta 45,8
ICCS-project
8/02/2012 | pag. 48

49. Perception of openness in
classroom discussions
Above international mean Below international mean
54,7 Denmark  Slovenia 49,9
54,3 Italy  Lithuania 49,6
53,1 England  Finland 49,4
International mean = 50
52,2 Ireland / Norway  Belgium/Flanders 49,1
51,0 Sweden  Czech Rep. 48,9
50,9 Poland / Greece  Netherlands 48,5
50,6 Cyprus  Liechtenstein 48,2
50,5 Latvia   Switzerland / Luxembourg 48,0
50,4 W-Europe / Estonia   Spain 47,9
50,1 Europe   Bulgaria 47,8
50,0 Slovakia   Austria 47,7
 Malta 45,8
ICCS-project
8/02/2012 | pag. 49

50. Part III
Explanatory analyses
8/02/2012 | pag. 50

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-project
8/02/2012 | pag. 51

52. First paper
 Decline or shift in the political and civic
engagement of young people? An
empirical, comparative analysis.
ICCS-project
8/02/2012 | pag. 52

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-project
8/02/2012 | pag. 53

54. Context
Shift in engagement
or
Withdrawal of civic life ?
ICCS-project
8/02/2012 | pag. 54

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-project
8/02/2012 | pag. 55

56. Implications
 H1: Engagement in C
“conventional” and “alternative”
-
A
politics are negatively
interrelated
 H2: In individualized societies
Less engagement in traditional - C
politics but more alternative I
A
participation
+
ICCS-project
8/02/2012 | pag. 56

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-project
8/02/2012 | pag. 57

58. Implications
 H3: In Welfare states  Less engagement in
civic life, both traditional and alternative
- C
W +
- A
ICCS-project
8/02/2012 | pag. 58

59. Method
 Multivariate multilevel models
 2 dependent variables: expected conventional
and alternative participation
 3 levels (Pupil – School – Country)
 Selection of 34 countries
ICCS-project
8/02/2012 | pag. 59

60. Expected Conventional
Participation
1 Join a political party
2 Help a candidate / party during an election campaign
3 Join a trade union
4 Stand as a candidate in local elections
5 Vote in local elections
6 Join an organization for a political or social cause
7 Vote in national elections
8 Get information about candidates before voting
(PCA: α = 0.83; e= 3.7; R2 = 46.3%)
ICCS-project
8/02/2012 | pag. 60

61. Actual & Expected Alternative
Participation:
“Have you…”(participated in)
1 A voluntary group doing something to help the community
2 Human Rights organisation
3 An organisation collecting money for a social cause
4 Environmental organisation
“Would You… ”(in the future)
5 Volunteer time to help people in the local community
6 Taking part in a peaceful march or rally
7 Collecting signatures for a petition
8 Choosing not to buy certain products
“What Should …” (a good adult citizen do)
9 Participating in peaceful protests against laws believed to be unjust
10 Taking part in activities promoting human rights
11 Participating in activities to benefit people in the local community
12 Taking part in activities to protect the environment
(Cat-PCA: α = 0.77; e= 3.3; R2 = 27.1%)
ICCS-project
8/02/2012 | pag. 61

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-project
8/02/2012 | pag. 62

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-project
8/02/2012 | pag. 63

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-project
8/02/2012 | pag. 64

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-project
8/02/2012 | pag. 65

66. Results H2: Individualization
(- C / + A)
Conventional Alternative
b b
Gender (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-project
8/02/2012 | pag. 66

67. Results H3: Welfare State
(-C / -A)
Conventional Alternative
b b
Gender (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-project
8/02/2012 | pag. 67

68. Graphic presentation
ICCS-project
8/02/2012 | pag. 68

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-project
8/02/2012 | pag. 69

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-project
8/02/2012 | pag. 70

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-project
8/02/2012 | pag. 71

72. Second paper
 The relative strength of teaching versus
experiencing democracy in school.
ICCS-project
8/02/2012 | pag. 72

73. Context
 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
ICCS-Project
07-12-2011 | pag. 73

74. Disagreement about
implementation
 Learning politics and democracy
Versus
 Experiencing politics and democracy
ICCS-Project
07-12-2011 | pag. 74

75. Learning Politics &
Democracy
“Ignorance is the father of fear, knowledge is the
mother of trust”
KNOWLEDGE (Institutions, persons, procedures)
INSIGHT (comprehension)
ATTITUDES/BEHAVIOUR (‘Civic attitude’)
ICCS-Project
07-12-2011 | pag. 75

76. Experiencing Politics &
Democracy
“It is how we run our schools, rather than what we
teach in them, that will determine levels of active
citizenship”
EXPERIENCE (Democratic school climate)
ATTITUDES/BEHAVIOUR (‘Civic attitude’)
ICCS-Project
07-12-2011 | pag. 76

77. Question
(PASSIVE) KNOWLEDGE
POLITICALLY
? RELEVANT
(EXPECTED)
BEHAVIOUR
(ACTIVE) EXPERIENCE
ICCS-Project
07-12-2011 | pag. 77

78. 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-Project
07-12-2011 | pag. 78

79. 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-Project
07-12-2011 | pag. 79

80. Results Teaching
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%
ICCS-Project
07-12-2011 | pag. 80

81. Results Learning
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%
ICCS-Project
07-12-2011 | pag. 81

82. Results Teaching + Learning
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%
ICCS-Project
07-12-2011 | pag. 82

83. Conclusion
 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).
ICCS-Project
07-12-2011 | pag. 83

84. Part IV
Policy initiatives:
“Stimulating Student Participation
at school”
City of Antwerp
8/02/2012 | pag. 84

85. Origin
 Literature ‘importance of pupils’ participation at school’
 Subsidies for school projects: ‘pupils’ participation’
 Broader stimulation through workshops
 Platform ‘pupils’ participation’
ICCS-Project
07-12-2011 | pag. 85

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-project
8/02/2012 | pag. 86

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-project
8/02/2012 | pag. 87

88. Discussion
 What are the most relevant/striking
conclusions/implications of this ICCS study?
 What would be your policy recommendation?
Local – National – Europe?
ICCS-project
8/02/2012 | pag. 88