Page 273 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 273
The educational systems are placed on the scale in accordance with the av- 273
erage score of the highest achievement students (the third proficiency level).
The ICCS discovered that the average level of students that failed to reach
the first proficiency level stands at 16% and is higher in some European coun-
tries (Malta, Greece, Bulgaria, Luxembourg and Cyprus). The share of students
in Slovenia that fail to reach the first proficiency level at the exam is below the
international average at 9%. Meanwhile, 30% of students in Slovenia reached
the highest proficiency level. Amongst European countries a higher percent-
age is recorded by Finland, Denmark, Ireland, Liechtenstein, Poland, Sweden,
Italy, Switzerland, Slovakia, Estonia, England and Norway.7
Even though Slovenia has a slightly lower than average share of students
who failed to reach the first proficiency level, improvements in this area re-
quire a more detailed examination of the characteristics of these students. Test
results (i.e. civic knowledge) must be studied in close connection with other
outcomes (students’ perceptions, behaviours, attitudes, etc.) and within vari-
ous contexts. Due to what is stated above, the research framework of the ICCS
study is based on various contexts (national and community contexts, school/
classroom, student, home environment contexts, predispositions (such as SES,
language, school characteristics) and processes (educational policy, teaching
styles, experience regarding participation etc.)).
Low Achievements Regarding Civic Knowledge, Beliefs,
Attitudes and Readiness for (Future) Actions
The literature that sums up the research in the field of active citizenship and fo-
cuses on individual characteristics (Mascherini, Manca in Hoskins, 2009) shows
the following:
− Age – youths participate less (Putnam, 2000);
− Gender – not important (Norris, 2002);
− Education – a very important characteristic on an individual level (Dee,
2004; Galston, 2001);
− Income – those with a higher income are more inclined to participate
in society (author’s note) (Verba, Slozman and Brady, 1995);
− Family is also among the commonly listed sources of active citizenship
learning. Political socialisation, which starts in early childhood and in-
cludes identification and transfer of values, is dealt with as an impor-
tant element in developing active citizenship (Lauglo and Oia, 2002;
Kahne and Sporte, 2008; Mascherini, Manca and Hoskins, 2009: 8).
7 The whole league table can be found in Schulz, Ainley, Fraillon, Kerr and Losito, 2010: 79.
facilitating civic knowledge – a path towards active citizenship
erage score of the highest achievement students (the third proficiency level).
The ICCS discovered that the average level of students that failed to reach
the first proficiency level stands at 16% and is higher in some European coun-
tries (Malta, Greece, Bulgaria, Luxembourg and Cyprus). The share of students
in Slovenia that fail to reach the first proficiency level at the exam is below the
international average at 9%. Meanwhile, 30% of students in Slovenia reached
the highest proficiency level. Amongst European countries a higher percent-
age is recorded by Finland, Denmark, Ireland, Liechtenstein, Poland, Sweden,
Italy, Switzerland, Slovakia, Estonia, England and Norway.7
Even though Slovenia has a slightly lower than average share of students
who failed to reach the first proficiency level, improvements in this area re-
quire a more detailed examination of the characteristics of these students. Test
results (i.e. civic knowledge) must be studied in close connection with other
outcomes (students’ perceptions, behaviours, attitudes, etc.) and within vari-
ous contexts. Due to what is stated above, the research framework of the ICCS
study is based on various contexts (national and community contexts, school/
classroom, student, home environment contexts, predispositions (such as SES,
language, school characteristics) and processes (educational policy, teaching
styles, experience regarding participation etc.)).
Low Achievements Regarding Civic Knowledge, Beliefs,
Attitudes and Readiness for (Future) Actions
The literature that sums up the research in the field of active citizenship and fo-
cuses on individual characteristics (Mascherini, Manca in Hoskins, 2009) shows
the following:
− Age – youths participate less (Putnam, 2000);
− Gender – not important (Norris, 2002);
− Education – a very important characteristic on an individual level (Dee,
2004; Galston, 2001);
− Income – those with a higher income are more inclined to participate
in society (author’s note) (Verba, Slozman and Brady, 1995);
− Family is also among the commonly listed sources of active citizenship
learning. Political socialisation, which starts in early childhood and in-
cludes identification and transfer of values, is dealt with as an impor-
tant element in developing active citizenship (Lauglo and Oia, 2002;
Kahne and Sporte, 2008; Mascherini, Manca and Hoskins, 2009: 8).
7 The whole league table can be found in Schulz, Ainley, Fraillon, Kerr and Losito, 2010: 79.
facilitating civic knowledge – a path towards active citizenship
