Page 268 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 268
well as in the wider scope of social sciences (Sardoč, 2011). This is why the sub-
ject, usually labelled ‘civic education’, has come to the forefront of discussions
about the education system in Europe (Justin and Sardoč, 2003; Klemenčič,
2012). In past years, civic education and its role in democracy has found a new
place on the agendas of numerous European countries (Torney-Purta, 2002),
including the EU member states. At the same time, the realisation that educa-
tion plays a vital role in solving social-economic, demographic, technological
and environmental challenges has grown stronger. All this is already consid-
ered in numerous strategic documents at European and national levels.
The European Reference Framework of Key Competencies (The Office for
Official Publications of the European Communities, 2007: 9) defines social and
civic competences as those that include “personal, interpersonal and intercul-
tural competences and cover all forms of behaviour that equips individuals
to participate in an effective and constructive way in social and working life,
and particularly in increasingly diverse societies, and to resolve conflict where
necessary. Civic competence equips individuals to fully participate in civic life,
based on knowledge of social and political concepts and structures, and a
268 commitment to active and democratic participation.”
How are knowledge, skills and relations connected with social and civ-
ic competences? The European Reference Framework (ibid.: 10) defines civic
competence as knowledge of the concepts of democracy, justice, equality, cit-
izenship, and civil rights, including how they are expressed in the Charter of
Fundamental Rights of the European Union and international declarations and
how they are applied by various institutions at local, regional, national, Euro-
pean and international levels. It includes knowledge of contemporary events
as well as the main events and trends in national, European and world history.
In addition, an awareness of the aims, values and policies of social and political
movements needs to be developed. It is also essential to possess knowledge
of European integration and the EU’s structures, main objectives and values as
well as an awareness of diversity and cultural identities in Europe.1
Vassiliou (2013: 3) (the serving Commissioner for education, culture, multi-
lingualism and youth) wrote the following as part of her introduction to Eury-
dice’s Citizenship Education in Europe study: “European countries need citizens
to be engaged in social and political life not only to ensure that basic demo-
cratic values flourish but also to foster social cohesion at a time of increasing
social and cultural diversity. In order to increase engagement and participa-
tion, people must be equipped with the right knowledge, skills and attitudes.
Civic competences can enable individuals to participate fully in civic life but
they must be based on sound knowledge of social values and political con-
1 The ICCS study, together with the European regional module, examines precisely those types of
knowledge and adds a matrix structure of the connections between opinions, values and readiness
for active participation. The results of the study for students in their eighth year of lower secondary
schooling will be summarised later in this section.
student (under)achievement: perspectives, approaches, challenges
ject, usually labelled ‘civic education’, has come to the forefront of discussions
about the education system in Europe (Justin and Sardoč, 2003; Klemenčič,
2012). In past years, civic education and its role in democracy has found a new
place on the agendas of numerous European countries (Torney-Purta, 2002),
including the EU member states. At the same time, the realisation that educa-
tion plays a vital role in solving social-economic, demographic, technological
and environmental challenges has grown stronger. All this is already consid-
ered in numerous strategic documents at European and national levels.
The European Reference Framework of Key Competencies (The Office for
Official Publications of the European Communities, 2007: 9) defines social and
civic competences as those that include “personal, interpersonal and intercul-
tural competences and cover all forms of behaviour that equips individuals
to participate in an effective and constructive way in social and working life,
and particularly in increasingly diverse societies, and to resolve conflict where
necessary. Civic competence equips individuals to fully participate in civic life,
based on knowledge of social and political concepts and structures, and a
268 commitment to active and democratic participation.”
How are knowledge, skills and relations connected with social and civ-
ic competences? The European Reference Framework (ibid.: 10) defines civic
competence as knowledge of the concepts of democracy, justice, equality, cit-
izenship, and civil rights, including how they are expressed in the Charter of
Fundamental Rights of the European Union and international declarations and
how they are applied by various institutions at local, regional, national, Euro-
pean and international levels. It includes knowledge of contemporary events
as well as the main events and trends in national, European and world history.
In addition, an awareness of the aims, values and policies of social and political
movements needs to be developed. It is also essential to possess knowledge
of European integration and the EU’s structures, main objectives and values as
well as an awareness of diversity and cultural identities in Europe.1
Vassiliou (2013: 3) (the serving Commissioner for education, culture, multi-
lingualism and youth) wrote the following as part of her introduction to Eury-
dice’s Citizenship Education in Europe study: “European countries need citizens
to be engaged in social and political life not only to ensure that basic demo-
cratic values flourish but also to foster social cohesion at a time of increasing
social and cultural diversity. In order to increase engagement and participa-
tion, people must be equipped with the right knowledge, skills and attitudes.
Civic competences can enable individuals to participate fully in civic life but
they must be based on sound knowledge of social values and political con-
1 The ICCS study, together with the European regional module, examines precisely those types of
knowledge and adds a matrix structure of the connections between opinions, values and readiness
for active participation. The results of the study for students in their eighth year of lower secondary
schooling will be summarised later in this section.
student (under)achievement: perspectives, approaches, challenges
