Page 70 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 70
šolsko polje, letnik xxx, številka 5–6
2009 and 2016 cycles for the selected EU member countries. Important-
ly, data from all selected countries met all quality standards established by
the IEA to ensure a representative sample of the target population.
Table 1. Sample sizes for selected countries participated in ICCS 2009
and 2016.
Country 2009 2016
Students
Bulgaria Schools 3257 Schools Students
Denmark 158 4508 147 2931
Estonia 193 2743 184 6254
Finland 140 3307 164 2857
Italy 176 3366 179 3173
Latvia 172 2761 170 3450
Lithuania 150 3902 147 3224
Malta 199 2143 182 3631
Norway 55 3013 47 3764
Slovenia 129 3070 148 6271
Sweden 163 3464 145 2844
166 155 3264
The primary objective of ICCS is to measure students’ civic knowl-
edge, their understanding of concepts and issues related to civic and cit-
izenship, as well as their civic attitudes and engagement (Schulz et al.,
2008; Schulz et al., 2016). Besides being assessed on their civic and citi-
zenship competences, participating students also respond to a question-
naire, which aims to capture students’ contextual characteristics, as well
as their civic attitudes, perceptions and behaviours. The underlying meth-
odology of the study’s design aims at guaranteeing the comparability of
results across countries. Furthermore, a special emphasis is put on making
results comparable over time within countries. This is important, given
the cross-country nature of our analysis and the country-level panel struc-
ture of our working database.
To capture students’ expected political participation, we relied on
data from one question that was administered in both ICCS cycles. This
question reads as follows: “Listed below there are different ways adults can
take an active part in society. When you are an adult, what do you think
you will do?”.2 In specific, in our analysis we focused on the item “Vote in
”, to which students could respond using one of the
following statements: “I would certainly do this”, “I would probably do
2 In ICCS 2009 the first part of the question was “Listed below there are different ways
adults can take an active part in political life”.
68
2009 and 2016 cycles for the selected EU member countries. Important-
ly, data from all selected countries met all quality standards established by
the IEA to ensure a representative sample of the target population.
Table 1. Sample sizes for selected countries participated in ICCS 2009
and 2016.
Country 2009 2016
Students
Bulgaria Schools 3257 Schools Students
Denmark 158 4508 147 2931
Estonia 193 2743 184 6254
Finland 140 3307 164 2857
Italy 176 3366 179 3173
Latvia 172 2761 170 3450
Lithuania 150 3902 147 3224
Malta 199 2143 182 3631
Norway 55 3013 47 3764
Slovenia 129 3070 148 6271
Sweden 163 3464 145 2844
166 155 3264
The primary objective of ICCS is to measure students’ civic knowl-
edge, their understanding of concepts and issues related to civic and cit-
izenship, as well as their civic attitudes and engagement (Schulz et al.,
2008; Schulz et al., 2016). Besides being assessed on their civic and citi-
zenship competences, participating students also respond to a question-
naire, which aims to capture students’ contextual characteristics, as well
as their civic attitudes, perceptions and behaviours. The underlying meth-
odology of the study’s design aims at guaranteeing the comparability of
results across countries. Furthermore, a special emphasis is put on making
results comparable over time within countries. This is important, given
the cross-country nature of our analysis and the country-level panel struc-
ture of our working database.
To capture students’ expected political participation, we relied on
data from one question that was administered in both ICCS cycles. This
question reads as follows: “Listed below there are different ways adults can
take an active part in society. When you are an adult, what do you think
you will do?”.2 In specific, in our analysis we focused on the item “Vote in
following statements: “I would certainly do this”, “I would probably do
2 In ICCS 2009 the first part of the question was “Listed below there are different ways
adults can take an active part in political life”.
68
