Page 148 - Šimenc, Marjan, Sardoč, Mitja, Mlekuž, Ana. Državljanska vzgoja v Sloveniji. Nacionalno poročilo Mednarodne raziskave državljanske vzgoje in izobraževanja ICCS 2009. Ljubljana: Pedagoški inštitut, 2015. Digitalna knjižnica, Documenta 9
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5) What aspects of schools and education systems are related to knowledge
about, and attitudes to, civics and citizenship:
a) General approach to citizenship education and/or program content
structure and delivery?
b) Teaching practices, such as those that encourage higher-order thinking
and analysis in relation to citizenship?
c) Aspects of school organization, including opportunities to contribute
to conflict resolution, participate in governance processes, and be involved
in decision-making?
6) What aspects of student personal and social background, such as gender, soci-
oeconomic background, and language background, are related to student knowl-
edge about and attitudes toward citizenship education? (Shulz et al. 2010: 23–24)
The purpose of the Slovenian national report is to present the result of Slovenian stu-
dents, teachers and headmasters and a selection of results from the international study.
Because of the complex structure of the civic and citizenship education domain and
corresponding structure of the aims of the study ICCS 2009, the study provides a num-
ber of important findings, among others: the information about “civic knowledge” of the
students, their knowledge about the functioning of democratic institutions and trust in
them, their engagement in the society, their values and attitudes toward different political
and social issues (for example gender equality, freedom of expression, immigration, mino-
rity rights etc.), and about different conceptualization of some of the central concepts in
this field (for example civic equality, human rights and freedoms). The results of the ICCS
2009 are also a significant source of data on teaching and learning in the domain of citi-
zenship education, and about the influence of society on the work of schools in general.
148
about, and attitudes to, civics and citizenship:
a) General approach to citizenship education and/or program content
structure and delivery?
b) Teaching practices, such as those that encourage higher-order thinking
and analysis in relation to citizenship?
c) Aspects of school organization, including opportunities to contribute
to conflict resolution, participate in governance processes, and be involved
in decision-making?
6) What aspects of student personal and social background, such as gender, soci-
oeconomic background, and language background, are related to student knowl-
edge about and attitudes toward citizenship education? (Shulz et al. 2010: 23–24)
The purpose of the Slovenian national report is to present the result of Slovenian stu-
dents, teachers and headmasters and a selection of results from the international study.
Because of the complex structure of the civic and citizenship education domain and
corresponding structure of the aims of the study ICCS 2009, the study provides a num-
ber of important findings, among others: the information about “civic knowledge” of the
students, their knowledge about the functioning of democratic institutions and trust in
them, their engagement in the society, their values and attitudes toward different political
and social issues (for example gender equality, freedom of expression, immigration, mino-
rity rights etc.), and about different conceptualization of some of the central concepts in
this field (for example civic equality, human rights and freedoms). The results of the ICCS
2009 are also a significant source of data on teaching and learning in the domain of citi-
zenship education, and about the influence of society on the work of schools in general.
148
