In the third of our series of guest blogs on the five proposed outcome-oriented post-2015 global education targets, Bryony Hoskins, senior lecturer at the University of Southampton, looks at the challenges of measuring citizenship knowledge, skills, attitudes and values.
In today’s climate, where economic competitiveness dominates the education agenda, it is exciting that UNESCO is proposing that one of the seven post-2015 targets of education progress could focus on global citizenship and sustainability skills.
Policy debates have often sidelined the need to ensure that learning contributes to social cohesion and democracy. So establishing indicators for citizenship may help to motivate countries’ commitment to this policy field. In addition, it can provide evidence that enables civil society and the media to put pressure on governments to act. This was my experience when leading the development of citizenship indicators within the European Union to monitor education goals.
We first created the active citizenship index, which measured adults’ engagement in civil society, community and political life, and their democratic values, using European Social Survey data. We then created a civic competence index, which measured young people’s qualities as active citizens. The index combined four dimensions: attitudes towards social justice; citizenship knowledge and skills; participatory attitudes; and citizenship values.
We used the results of the 2009 International Civic and Citizenship Education Study (ICCS) of the International Association for the Evaluation of Educational Achievement (IEA). The map shows the results for the attitudes to social justice dimension of the civic competence index. Young people living in countries highlighted with green colour had more favourable attitudes towards social justice. The analysis was extended to several middle income countries in East Asia and Latin America, like Guatemala and Indonesia, which also participated in the 2009 ICCS.
Attitudes towards social justice in Europe among 14-year olds, 2009
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Posted in Citizenship, Millennium Development Goals, Post-2015 development framework, Secondary school | 1 Comment
Aid to education has fallen by 10% since 2010
Posted on 11 June 2014 by Aaron Benavot
A new EFA Global Monitoring Report policy paper, Aid reductions threaten education goals shows that aid to education has been on a downward spiral since 2010, putting the achievement of existing and future global education goals at risk. With 250 million children not learning the basics, it is crucial that donors recommit themselves to education.
Since 2010, aid to education has been on the decline, shows a new policy paper by the EFA Global Monitoring Report (GMR). Basic education – which enables children to acquire foundational skills and core knowledge – is now receiving the same amount of aid as it was back in 2008. As funds diminish, there remain 57 million children and 69 million adolescents still out of school as of 2011, which leaves too little time to reach two key Education for All targets by 2015.
In today’s climate, where economic competitiveness dominates the education agenda, it is exciting that UNESCO is proposing that one of the seven post-2015 targets of education progress could focus on global citizenship and sustainability skills.
Policy debates have often sidelined the need to ensure that learning contributes to social cohesion and democracy. So establishing indicators for citizenship may help to motivate countries’ commitment to this policy field. In addition, it can provide evidence that enables civil society and the media to put pressure on governments to act. This was my experience when leading the development of citizenship indicators within the European Union to monitor education goals.
We first created the active citizenship index, which measured adults’ engagement in civil society, community and political life, and their democratic values, using European Social Survey data. We then created a civic competence index, which measured young people’s qualities as active citizens. The index combined four dimensions: attitudes towards social justice; citizenship knowledge and skills; participatory attitudes; and citizenship values.
We used the results of the 2009 International Civic and Citizenship Education Study (ICCS) of the International Association for the Evaluation of Educational Achievement (IEA). The map shows the results for the attitudes to social justice dimension of the civic competence index. Young people living in countries highlighted with green colour had more favourable attitudes towards social justice. The analysis was extended to several middle income countries in East Asia and Latin America, like Guatemala and Indonesia, which also participated in the 2009 ICCS.
Attitudes towards social justice in Europe among 14-year olds, 2009
map_blog2
Continue reading →
Share this:
Facebook24Twitter44GoogleLinkedIn1TumblrEmail
Posted in Citizenship, Millennium Development Goals, Post-2015 development framework, Secondary school | 1 Comment
Aid to education has fallen by 10% since 2010
Posted on 11 June 2014 by Aaron Benavot
A new EFA Global Monitoring Report policy paper, Aid reductions threaten education goals shows that aid to education has been on a downward spiral since 2010, putting the achievement of existing and future global education goals at risk. With 250 million children not learning the basics, it is crucial that donors recommit themselves to education.
Since 2010, aid to education has been on the decline, shows a new policy paper by the EFA Global Monitoring Report (GMR). Basic education – which enables children to acquire foundational skills and core knowledge – is now receiving the same amount of aid as it was back in 2008. As funds diminish, there remain 57 million children and 69 million adolescents still out of school as of 2011, which leaves too little time to reach two key Education for All targets by 2015.
