European countries were economically and politically separated during the Cold War, but since its end processes of globalization and the formation of the European Union have contributed to blur the borders. Previous studies suggest that the social transformations have affected differently civic participation of youths, but shortage of more recent data has precluded researchers from examining the differences in a country-comparative fashion. Along these lines, this paper has two main objectives: to explore the differences in the levels of expected civic participation across Europe, and to evaluate the fit of a theoretical model of civic participation in regard to the different points in time their democracies were established. To achieve these goals, data from 22 European educational systems (9 post-communist and 13 established democracies) participating in the International Civic and Citizenship Study (ICCS 2009) conducted by International Association for the Evaluation of Educational Achievement (IEA) is used. The results, in accordance with the literature, suggest differentiated patterns of future civic participation between the new and established democracies, but they are not that clear, suggesting that convergence between the two groups is ongoing. However, the tested empirical model of civic participation functions in a better way in the established than in the new democracies. In contrast with previous findings, differences in levels of expected civic participation seem to be related not only with the countries' experience with democracy, but also with their cultural similarities and common history.

državljanska vzgoja v sloveniji 60 Primeri vprašanj iz preverjanja državljanskega znanja 60 Prvi primer vprašanja 61 Drugi primer vprašanja 61 Tretji primer vprašanja 61 Četrti primer vprašanja 62 Peti primer vprašanja 62 Šesti primer vprašanja 63 Sedmi primer vprašanja 63 Osmi primer vprašanja 64 Dosežki državljanske vednosti učencev 67 Porazdelitev državljanske vednosti učencev po zahtevnostnih ravneh 68 Razlike med spoloma 69 Državljanska vednost učencev in SES, migrantsko ozadje ter jezik, ki ga govorijo doma 71 Trendi dosežkov državljanske vednosti 73 Vidiki državljanskega delovanja učencev v Sloveniji 74 Osebna vključenost v politična in družbena vprašanja 76 Participacija učencev v državljanskih aktivnostih na šoli 78 Dejanska in pričakovana participacija učencev zunaj šole 83 Stališča učencev o pomembnih vprašanjih v družbi v Sloveniji 83 Stališča učencev o demokraciji in državljanstvu 86 Stališča učencev o enakih možnostih 89 Stališča učencev glede globalnih tematik, zaupanja v institucije ter stališča glede vpliva religij na družbe 93 Stališča učencev glede zaupanja v politične institucije 96 Stališča učencev o vlogi religije pri vplivu na družbo 99 Vloga šole in skupnosti pri državljanski vzgoji in izobraževanju v Sloveniji 99 Participatorni procesi in socialne interakcije v šoli 102 Razredna in šolska klima 106 Različne oblike trpinčenja v šoli 110 Sodelovanje učencev v aktivnostih v skupnosti 113 Državljanska vzgoja in izobraževanje v razredu/šoli 115 Povzetek 117 Summary 119 Literatura 127 Internetni viri 129 O avtorjih 131 Imensko in stvarno kazalo 9 29 Tabela 1.1: Delež pokritosti različnih domen v raziskavi ICCS 2016 (instrumenta za učence) Izobraževalni sistem Belgija (flamski del) 538 (5,4) 537 (4,6) 1 (5,8) Povprečje ICCS 2016 530 (0,8) 505 (0,8) 25 (0,9) Izobraževalna sistema, ki nista dosegla standardov vzorčenja Hong Kong LRK 532 (6,6) 499 (7,7) 33 (6,9) Južna Koreja 2 568 (4,8) 537 (3,4) 31 (4,6) Povprečna vednost na lestvici znanja-dekleta Povprečna vednost na lestvici znanja-fantje Razlika absolutne vrednosti Izobraževalni sistem Belgija (flamski del) 16 (1,6) 489 (7,3) 548 (3,8) 8 4 (1,6) Bolgarija 0 (0,1)^488 (5,1) 100 (0,1) Čile 2 (0,3) 463 (13,4) 489 (3,0) 9 8 (0,3) Kitajski Tajpej 1 (0,2)^583 (2,9) 9 9 (0,2) Kolumbija 1 (0,1) 395 (20,3) 485 (3,3) 9 9 (0,1) Hrvaška 9 (0,9) 526 (6,7) 533 (2,4) 9 1 (0,9) Danska † 9 (0,8) 533 (7,6) 594 (2,8) 9 1 (0,8) Dominikanska republika 3 (0,4) 365 (8,8) 388 (3,0) 9 7 (0,4) Estonija 1 9 (7 (0,2) 479 (2,2) 523 (0,7) 93 (0,2) Izobraževalna sistema, ki nista dosegla standardov vzorčenja Hong Kong LRK 32 (1,3) 523 (7,5) 514 (7,0) 6 8 (1,3) Južna Koreja 2 0 (0,1)^553 (3,6) 100 (0,1) Povprečja, ki so znatno večja (p>0.05), kot tista v primerjalni skupini, so označena s krepko pisavo. () Standardne napake so navedene v oklepajih. Ker so rezultati zaokroženi na najbližje celo število, se lahko nekatere vrednosti zdijo neskladne. 2 Izobraževalni sistem je raziskavo na ciljni populaciji izvedel v prvi polovici šolskega leta. Razlika med primerjalnima skupinam...

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This article analyses educational inequalities related to socioeconomic status (SES) in 12 Eastern European countries that participated in the International Reading Literacy Study (PIRLS) 2006. Economies and educational systems of these countries have undergone critical transformations since the fall of communism. The authors' analyses, using data collected almost 20 years after this period, help explain how these transformations affected the equity and quality of educational outcomes in the region. For each country, overall inequalities as well as inequalities between schools and within schools are estimated with regression models and represented graphically with socioeconomic gradient lines. A possible trade-off between equity and quality of outcomes is explored, identifying countries that have been relatively successful at attaining both educational goals. The extent to which the school SES explains achievement gaps between rural and urban schools is analysed. The results point to country groupings that are reasonably consistent with regional classifications of educational systems postulated in the literature.

This article gives a short overview based on the EU High Level Group of Experts on Literacy (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account psychological and institutional learning conditions in three countries (Denmark, Germany, and France) with different outcomes in PIRLS 2011 (Progress in International Reading Literacy Study). Country comparison is conducted using multiple groups – multilevel structural equation modelling (MG‐MSEM). An important finding is that policy action taken in order to evaluate and improve school effectiveness in each country must address particular needs of its educational system. Suggestions for improving reading achievement in schools are derived from the analysis.