64 research outputs found
Teaching Tolerance in a Globalized World: Final Remarks
No full textEach of the five empirical studies presented in this report aimed to identify factors and conditions that help schools and teachers to promote tolerance in a globalized world. Each study acknowledged the complex, hierarchical layers of explanatory mechanisms, while focusing on what could be learned from in-depth analysis of data collected by the International Association for the Evaluation ofEducational Achievement’s International Civic and Citizenship Education Study 2009. In this chapter, key findings are summarized, while acknowledging limitations and caveats, and avenues for further research are identified. The report findings also flag some potential implications for policymakers
Teaching Tolerance in a Globalized World: An Introduction
No full textThe increasing diversity of student populations is a global educational trend. The relatively recent rapid influx of immigrants, refugees and asylum seekers, coupled with issues of increasing intolerance, social exclusion and feelings of alienation, and extremism among young people, are posing complex challenges for educational systems around the world. Education has a key role to play in preparing future generations to address these problems and ensuring that young people acquire the social, civic, and intercultural competences needed for active and successful participation in society. This book presents five empirical studies, designed to examine differing factors and conditions that may help schools and teachers in their endeavors to promote tolerance in a globalized world. The 2009 International Civic and Citizenship Education Study (ICCS) provided the research data. This introductory chapter describes the overall theoretical framework, discusses key constructs, and outlines the aims guiding the five studies, concluding with an overview of all chaptersInternational Civic and Citizenship Education Study (ICCS) provided the researchdata. This introductory chapter describes the overall theoretical framework,discusses key constructs, and outlines the aims guiding the five studies, concluding with an overview of all chapters
How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology
No full textThis open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource
Tolerance through education:Mapping the determinants of young people’s attitudes towards equal rights for immigrants and ethnic/racial minorities in Europe.
No full textMany civic and citizenship education programmes in Europe promote the development of tolerance towards immigrants or, more in general, towards people of ethnic/racial minorities or different cultural backgrounds. Although individuals form their attitudes in multiple settings, schools and educational systems are often perceived as key agents in nurturing these sentiments in the youth. This report is a collection of research papers that intend to document the determinants of young people’s attitudes towards equal rights for immigrants and ethnic/racial minorities in Europ
Young People’s Attitudes toward Equal Rights for Ethnic/Racial Minorities and Immigrants: The Effect of Contact and Supportive School Environments in the European Union
No full textYoung People’s Attitudes toward Equal Rights for Ethnic/Racial Minorities and Immigrants: The Effect of Contact and Supportive School Environments in the European Union
No full textGuidelines for Data Collection to Measure SDG 4.7.4 and 4.7.5
No full textIn an effort to promote robust and comparable measurements of SDG 4 in this Decade of Action as nations strive to meet education targets, the UIS has spearheaded a methodological program on learning outcomes. Drawing from the program designed and implemented by the UIS, the Guidelines for Data Collection to Measure SDG 4.7.4 and 4.7.5 is authored by Andres Sandoval-Hernandez, Maria Magdalena, Diego Carrasco and Daniel Miranda. The document provides guidance to apply a recently developed strategy to assess two indicators that embody tolerance, respect and sustainable development, namely:• Indicator 4.7.4: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability• Indicator 4.7.5: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscienceFollowing a thorough review and endorsement by the UIS’ Technical Cooperation Group on the Indicators for SDG 4-Education 2030 (TCG), the measurement strategy has since been applied to the last cycles of TIMSS, PISA and ICCS to produce scores to measure Indicators 4.7.4 and 4.7.5 for 60 countries. While this marks a significant achievement, it is important to acknowledge that two thirdsof UN members have yet to participate in these assessments. To promote widerparticipation among UN members, this document serves as a robust and easy-to-use set of guidelines offering detailed technical guidance for countries on how to collect the data necessary to produce the information to measure and monitor SDG Indicators 4.7.4 and 4.7.5. Notably, these guidelines will aid in the production of information that is comparable with that of the 60 countries for which this data already exists
Guidelines for Data Collection to Measure SDG 4.7.4 and 4.7.5
No full textIn an effort to promote robust and comparable measurements of SDG 4 in this Decade of Action as nations strive to meet education targets, the UIS has spearheaded a methodological program on learning outcomes. Drawing from the program designed and implemented by the UIS, the Guidelines for Data Collection to Measure SDG 4.7.4 and 4.7.5 is authored by Andres Sandoval-Hernandez, Maria Magdalena, Diego Carrasco and Daniel Miranda. The document provides guidance to apply a recently developed strategy to assess two indicators that embody tolerance, respect and sustainable development, namely:• Indicator 4.7.4: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability• Indicator 4.7.5: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscienceFollowing a thorough review and endorsement by the UIS’ Technical Cooperation Group on the Indicators for SDG 4-Education 2030 (TCG), the measurement strategy has since been applied to the last cycles of TIMSS, PISA and ICCS to produce scores to measure Indicators 4.7.4 and 4.7.5 for 60 countries. While this marks a significant achievement, it is important to acknowledge that two thirdsof UN members have yet to participate in these assessments. To promote widerparticipation among UN members, this document serves as a robust and easy-to-use set of guidelines offering detailed technical guidance for countries on how to collect the data necessary to produce the information to measure and monitor SDG Indicators 4.7.4 and 4.7.5. Notably, these guidelines will aid in the production of information that is comparable with that of the 60 countries for which this data already exists
News from a Research Seminar LESSONS LEARNED FOR UNDERSTANDING CIVIC AND CITIZENSHIP EDUCATION
No full textOn December 2013 the Econometrics and Applied Statistics unit of the European Commission’s Joint Research Centre (JRC) organized the research seminar “Lessons learned for understanding civic and citizenship education: An international overlook”. The event was hosted by the University of Rome Tre in Rome on 2 - 4 December 2013 and was organized in close cooperation with the International Association for the Evaluation of Educational Achievement (IEA), the Italian National Institute for Educational Evaluation (INVALSI) and GION Institute of Educational Research (University of Groningen). A summary of the scientific output presented is described.JRC.DDG.01 - Econometrics and applied statistic
The Contribution of the IEA Civic and Citizenship Education Studies to Educational Research and Policy in Europe
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