Page 117 - Klemenčič, Eva, Plamen V. Mirazchiyski, Jure Novak. 2019. Državljanska vzgoja v Sloveniji: nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja (IEA ICCS 2016). Ljubljana: Pedagoški inštitut. Digitalna knjižnica, Documenta 13
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ummary 117
In this monograph, we present key results from the International Civic and Citi
zenship Education Study (ICCS) with special focus on the Slovenian results and
the study’s 2016 cycle.
Civic knowledge of Slovenian eighth-graders is above the international
ICCS average. Trends show that our students progressed in their civic knowl
edge, obtaining higher average scores in 2016 compared to 2009, similar to the
majority of the other educational systems participating in both cycles. This in
crease, however, is not as high as for the students from some other educational
systems. However, the positive message is that in 2016, we have a slightly lower
percentage of students who not reach the basic proficiency level. On the other
hand, a slightly higher percentage of students who achieve the highest profi
ciency level is found. Girls, on average, achieved higher than boys, but the gen
der gap in civic knowledge is one of the biggest compared to other education
al systems. High achievers tend to be without migrant background and speak
Slovene at home. Engagement and willingness to engage in social and polit
ical activities of our eight-graders are often below the international average.
This is similar to the attitudes towards civic issues, but not in all cases – our stu
dents are above the international average concerning their attitudes towards
gender equality. Results on school bullying require special attention. The goals
that Slovenia is pursuing in regard to civic and citizenship education are fair
ly uniform among teachers and principals. On the other hand, teachers in this
field want more attention from both school authorities and all other stake
holders; they want more high-quality materials, textbooks, more attention to
the teacher education and training, more special-methodical education and
In this monograph, we present key results from the International Civic and Citi
zenship Education Study (ICCS) with special focus on the Slovenian results and
the study’s 2016 cycle.
Civic knowledge of Slovenian eighth-graders is above the international
ICCS average. Trends show that our students progressed in their civic knowl
edge, obtaining higher average scores in 2016 compared to 2009, similar to the
majority of the other educational systems participating in both cycles. This in
crease, however, is not as high as for the students from some other educational
systems. However, the positive message is that in 2016, we have a slightly lower
percentage of students who not reach the basic proficiency level. On the other
hand, a slightly higher percentage of students who achieve the highest profi
ciency level is found. Girls, on average, achieved higher than boys, but the gen
der gap in civic knowledge is one of the biggest compared to other education
al systems. High achievers tend to be without migrant background and speak
Slovene at home. Engagement and willingness to engage in social and polit
ical activities of our eight-graders are often below the international average.
This is similar to the attitudes towards civic issues, but not in all cases – our stu
dents are above the international average concerning their attitudes towards
gender equality. Results on school bullying require special attention. The goals
that Slovenia is pursuing in regard to civic and citizenship education are fair
ly uniform among teachers and principals. On the other hand, teachers in this
field want more attention from both school authorities and all other stake
holders; they want more high-quality materials, textbooks, more attention to
the teacher education and training, more special-methodical education and
