ICCS 2016 Fact Sheet
- Long title
- Frequency of data collection
- Previous cycles
- Schedule
- Objectives
- Research questions
- Assessment domain(s)
- Study framework (summary)
- Participating entities
- Target population and sample (summary)
- Data collection techniques and instruments (summary)
- Initiator
- Study director(s)
- Study website(s)
- Contact
- Related studies
- Sources
- 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 (and regions) in the second decade of the 21st century.
- It addressed both the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change.
- These included 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.
- The study also investigated aspects related to civic and citizenship education of specific relevance in the European region and the Latin American region.
- 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
Content domains
- Civic society and systems
- Civic principles
- Civic participation
- Civic identities
Affective-behavioral domains
- Attitudes
- Engagement
Cognitive domains
- Knowing
- 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
Student characteristics
INTERNATIONAL STUDY
Numbers
24 education systems
List
Belgium (Flemish), Bulgaria, Chile, Chinese Taipei, Colombia, Croatia, Denmark, Dominican Republic, Estonia, Finland, Germany (North Rhine-Westphalia), Hong Kong SAR, Italy, Republic of Korea, Latvia, Lithuania, Malta, Mexico, Netherlands, Norway, Peru, Russian Federation, Slovenia and Sweden
REGIONAL PARTS - EUROPEAN
Numbers
15 education systems
List
Belgium (Flemish), Bulgaria, Croatia, Denmark, Estonia, Germany (North Rhine-Westphalia), Finland, Italy, Latvia, Lithuania, Malta, Netherlands, Norway, Slovenia, Sweden
REGIONAL PARTS - LATIN AMERICAN
Numbers
Five education systems
List
Chile, Colombia, the Dominican Republic, Mexico, and Peru
Target population
- All students enrolled in the grade that represented eight years of schooling, counting from the first year of ISCED Level 1.
- All teachers teaching regular school subjects to students of the target grade at each sampled school.
- Schools at which target grade students were enrolled. Principals of sampled schools were asked to complete the school questionnaire.
Sample
Intended per country
- Approximately 3,000 assessed students
- Approximately 2,000 participating teachers
- A minimum of 150 schools
- In each sampled school, selection of one class and 15 target grade teachers
Total achieved
- International core study: Approximately 94,000 students, 37,000 teachers, and 3,800 schools from 23 countries and one benchmarking entity
- Regional part - Europe: Approximately 53,000 students in 14 European countries and one benchmarking entity
- Regional part - Latin America: Approximately 25,000 students in almost 900 schools from five Latin American countries
Student test of civic knowledge
Questionnaires
- Student questionnaire
- Teacher questionnaire
- School questionnaire
- National context survey (online questionnaire)
IEA
Keizersgracht 311
1016 EE Amsterdam
The Netherlands
Tel.: +31 20 625 3625
Fax: +31 20 420 7136
E-mail: secretariat@iea.nl
URL: http://www.iea.nl
ICCS 2016 International Study Center
ICCS International Study Centre at the Australian Council for Educational Research (ACER)
19 Prospect Hill Rd
Camberwell VIC 3124
Australia
Phone: +61 3 9277 5555
Fax: +61 3 9277 5500
E-mail: iccs@acer.edu.au
ICCS 2016 International Project Coordination Center
IEA Hamburg
Überseering 27, 22297
Hamburg, Germany
E-mail: iccs@iea-hamburg.de