Page 270 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 270
mensions. These are: protests and social change, community life, participatory
democracy and democratic values.
Kovačič (2009: 27, 28) meanwhile warns about the loose definition of citi-
zenship, which does not differentiate between political participation and par-
ticipation in society.4 This is why citizenship competencies, listed in brochures
on civic education, are almost exclusively non-political competencies and
stress values and skills, useful in relationships between individuals in a civil so-
ciety. The author further believes that materials on civic education, available in
Slovenian, completely overlook the active side of citizenship with the phrase
‘inclusion into society’being used instead. This mainly means entering into the
labour market and other supporting institutions of wage labour as well as ac-
ceptance into micro social networks and it is of key importance that it does not
include a critical attitude towards the rules of participation in the labour mar-
ket and other institutions.
Why do we stress education in connection with active citizenship and de-
velopment of social and civic competencies? The first reason is that civic ed-
ucation is nowadays recognised as a constituent part of the social sciences
270 and arts curriculum (regardless of whether we talk about individual subjects,
cross-curricular topics or an integrated approach). Within the Slovenian edu-
cational system, civic education (termed ‘patriotic and citizenship culture and
ethics’) is an obligatory subject and a compulsory elective subject (‘civic cul-
ture’) in the lower secondary school curriculum, while in upper secondary
school these topics are part of compulsory elective courses or individual sub-
jects (also dependent on upper secondary schools’teaching programmes). The
other argument is linking (formal)5 education and active citizenship. Recent
studies (e.g. Mascherini, Manca and Hoskins, 2009) have shown that the lev-
el of active citizenship increases with the years spent in education. The aim of
both presented arguments is one and the same, i.e. educating active citizens.
Concern is growing in numerous countries due to the lack of interest by
the youth and young adults to get involved with public and political life (Put-
nam, 2000; Gril, 2011). While youths reject political practices, it is not necessar-
ily the case that the same also holds true for supporting values such as soli-
darity, equity and tolerance. Proof also exists that the youths are increasingly
involved in alternative forms of participation (Torney-Purta, Lehmann, Oswald
and Schulz, 2001; Schulz, Fraillon, Ainley, Losito and Kerr, 2008). However, not
every activity or participation in public and political life contributes towards
active citizenship (some activities can also be in discrepancy with democrat-
ic values etc., which form one of the pillars of active citizenship). According to
Mascherini, Manca and Hoskins (2009: 10), examples existed in the past when
4 The Eurydice study (2005: 17) expressly states that its definition of a citizen is a person that exists
within a society.
5 Informal, non-formal and formal education plays an equally important role in lifelong learning.
student (under)achievement: perspectives, approaches, challenges
democracy and democratic values.
Kovačič (2009: 27, 28) meanwhile warns about the loose definition of citi-
zenship, which does not differentiate between political participation and par-
ticipation in society.4 This is why citizenship competencies, listed in brochures
on civic education, are almost exclusively non-political competencies and
stress values and skills, useful in relationships between individuals in a civil so-
ciety. The author further believes that materials on civic education, available in
Slovenian, completely overlook the active side of citizenship with the phrase
‘inclusion into society’being used instead. This mainly means entering into the
labour market and other supporting institutions of wage labour as well as ac-
ceptance into micro social networks and it is of key importance that it does not
include a critical attitude towards the rules of participation in the labour mar-
ket and other institutions.
Why do we stress education in connection with active citizenship and de-
velopment of social and civic competencies? The first reason is that civic ed-
ucation is nowadays recognised as a constituent part of the social sciences
270 and arts curriculum (regardless of whether we talk about individual subjects,
cross-curricular topics or an integrated approach). Within the Slovenian edu-
cational system, civic education (termed ‘patriotic and citizenship culture and
ethics’) is an obligatory subject and a compulsory elective subject (‘civic cul-
ture’) in the lower secondary school curriculum, while in upper secondary
school these topics are part of compulsory elective courses or individual sub-
jects (also dependent on upper secondary schools’teaching programmes). The
other argument is linking (formal)5 education and active citizenship. Recent
studies (e.g. Mascherini, Manca and Hoskins, 2009) have shown that the lev-
el of active citizenship increases with the years spent in education. The aim of
both presented arguments is one and the same, i.e. educating active citizens.
Concern is growing in numerous countries due to the lack of interest by
the youth and young adults to get involved with public and political life (Put-
nam, 2000; Gril, 2011). While youths reject political practices, it is not necessar-
ily the case that the same also holds true for supporting values such as soli-
darity, equity and tolerance. Proof also exists that the youths are increasingly
involved in alternative forms of participation (Torney-Purta, Lehmann, Oswald
and Schulz, 2001; Schulz, Fraillon, Ainley, Losito and Kerr, 2008). However, not
every activity or participation in public and political life contributes towards
active citizenship (some activities can also be in discrepancy with democrat-
ic values etc., which form one of the pillars of active citizenship). According to
Mascherini, Manca and Hoskins (2009: 10), examples existed in the past when
4 The Eurydice study (2005: 17) expressly states that its definition of a citizen is a person that exists
within a society.
5 Informal, non-formal and formal education plays an equally important role in lifelong learning.
student (under)achievement: perspectives, approaches, challenges
