ICCS 2016 Fact Sheet
- Long title
- Frequency of data collection
- Previous cycles
- Research questions
- Assessment domain(s)
- Study framework (summary)
- Participating entities
- Target population and sample (summary)
- Data collection techniques and instruments (summary)
- Study director(s)
- Study website(s)
- Related studies
- 2013–2014: framework revision and instrument development
- 2014 (October–November): field trial
- 2015 (October–December): main data collection, Southern Hemisphere
- 2016 (March–April): main data collection, Northern Hemisphere
- 2017 (November): release of international and European regional reports
- 2018 (1st quarter): release of international database, Latin American regional report, and technical report
- The study investigated the ways in which young people are prepared to undertake their role as adult citizens in a range of countries in the second decade of the 21st century.
- It addresses both the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change.
- These include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, and growing recognition of the role of schools in fostering peaceful ways of interaction among young people.
- How is civic and citizenship education implemented in participating countries?
- What is the extent and variation of students’ civic knowledge within and across participating countries?
- What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it?
- What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation?
- How are schools in the participating countries organized with regard to civic and citizenship education and what is its association with students’ learning outcomes?
- Civic education
The civic and citizenship framework
- Civic society and systems
- Civic principles
- Civic participation
- Civic identities
- Reasoning and applying
Contexts for civic and citizenship education
The wider community
- Educational system
- Local community
- School-community relationships
Schools and classrooms
- School contexts and characteristics
- Teacher background and perceptions of school and classrooms
- Student perceptions of school and classrooms
Home and peer environments
24 education systems
Belgium (Flemish), Bulgaria, Chile, Chinese Taipei, Colombia, Croatia, Denmark, Dominican Republic, Estonia, Finland, Germany (North Rhine-Westphalia), Hong Kong SAR, Italy, Korea, Latvia, Lithuania, Malta, Mexico, Netherlands, Norway, Peru, Russian Federation, Slovenia and Sweden
- Students enrolled in the eighth grade, provided that the average age of students in this grade was 13.5 years or above at the time of the assessment; in countries where the average age of students in Grade 8 was less than 13.5 years, Grade 9 was defined as the target population.
- Teachers teaching regular classes at the target grade level
Approximately 95,000 students and 50,000 teachers from 3,600 schools in 24 countries.
Student test of civic knowledge
- Student questionnaire
- Teacher questionnaire
- School questionnaire
- National context survey (online questionnaire)
1016 EE Amsterdam
Tel.: +31 20 625 3625
Fax: +31 20 420 7136
ICCS 2016 International Study Center
ICCS International Study Centre at the Australian Council for Educational Research (ACER)
19 Prospect Hill Rd
Camberwell VIC 3124
Phone: +61 3 9277 5555
Fax: +61 3 9277 5500
ICCS 2016 International Project Coordination Center
Überseering 27, 22297