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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Becoming Citizens in a Changing World: IEA International Civic and Citizenship Education Study 2016 International Report سنة النشر: 2017 المؤلف: Wolfram Schulz, John Ainley, Julian Fraillon, Bruno Losito, Gabriella Agrusti, Tim Friedman المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) The International Civic and Citizenship Education Study 2016 (ICCS 2016) investigated the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It studied students’ knowledge and understanding of civics and citizenship as well as students’ attitudes, perceptions, and activities related to civics and citizenship. Based on nationally representative samples of students, the study also examined differences among countries in relation to these outcomes of civic and citizenship education, and explored how cross-national differences relate to student characteristics, school and community contexts, and national characteristics. As the second cycle of this study, ICCS 2016 is a continuation and an extension of ICCS 2009. 
The Impact of the COVID-19 Pandemic on Education: International Evidence From the Responses to Educational Disruption Survey (REDS) سنة النشر: 2022 المؤلف: Sabine Meinck | Julian Fraillon | Rolf Strietholt المؤلف المؤسسي: UNESCO | International Association for the Evaluation of Educational Achievement (IEA) The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how education stakeholders responded to the educational disruption across and within countries. The study aimed to provide a systemic, multi-perspective, and comparative picture of the situation at the secondary education level (grade eight) in 11 countries spanning Africa, Asia, Arab region, Europe, and Latin America. While many other efforts exist that collect and provide similar information, they are mostly derived from non-representative rapid surveys and lack internationally comparable information from schools, collected in a systematic and scientific manner. The REDS International Report presents unique data, collected from countries, schools, teachers, and students for the first time, in chapters that cover several themes on which data were collected which include student and teacher well-being, students’ academic progress during the school closures, and the measures countries have implemented to keep all children learning. Initial findings provide evidence for better orienting and tailoring policy responses to crisis and provide invaluable information on what may be required to accelerate education, recover from crisis, and to strengthen the resilience of education systems in the future. 
Measuring SDG 4: how PIRLS can help; how the Progress in International Reading Literacy Study (PIRLS) helps monitor Sustainable Development Goal 4 targets سنة النشر: 2017 المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) This booklet has been prepared for the international release of the 2016 Progress in International Reading Literacy Study (PIRLS) and ePIRLS at UNESCO. PIRLS is one of the International Association for the Evaluation of Educational Achievement’s (IEA) core largescale international assessment projects, successfully administered every five years since 2001. It provides internationally comparative data on how well children read by assessing grade 4 students’ reading achievement and offers policyrelevant information for improving teaching and learning. Initiated in 2016, ePIRLS is an extension of PIRLS that monitors how well grade 4 students read, interpret, and critique online information in an environment that looks and feels like the Internet. Mesurer l'ODD 4: la contribution du PIRLS, comment le Programme international de recherche en lecture scolaire (PIRLS) peut aider au suivi des cibles de l'Objectif de développement durable 4 سنة النشر: 2017 المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) Cette brochure a été préparée en vue de la présentation internationale du Programme international de recherche en lecture scolaire (PIRLS) et d’ePIRLS 2016 à l’UNESCO. Le PIRLS est l’un des principaux projets d’étude internationale à grande échelle de l’Association internationale pour l’évaluation des acquis scolaires (International Association for the Evaluation of Educational Achievement, IEA), mené avec succès tous les cinq ans depuis 2001. Cette étude fournit des données comparatives internationales sur le niveau d’alphabétisation des enfants en évaluant les performances en lecture des élèves en 4ème année de scolarité, et livre des informations d’intérêt politique destinées à améliorer l’enseignement et l’apprentissage. De plus, inaugurée en 2016, ePIRLS est une extension du PIRLS visant à déterminer la façon dont les élèves en 4ème année de scolarité lisent, interprètent, et critiquent les informations en ligne dans un environnement semblable à celui d’Internet. 
Initial findings from the IEA international civic and citizenship education study سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. It also examined differences among countries in relation to these outcomes of civic and citizenship education, and it explored how differences among countries relate to student characteristics, school and community contexts, and national characteristics. ICCS considered six research questions concerned with the following:1. Variations in civic knowledge;2. Changes in content knowledge since 1999;3. Student interest in engaging in public and political life and their disposition to do so;4. Perceptions of threats to civil society;5. Features of education systems, schools, and classrooms related to civic and citizenship education; and6. Aspects of student background related to the outcomes of civic and citizenship education.ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in over 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study’s national research centers. Different approaches to provision of civic and citizenship education were evident in the ICCS countries. These approaches included having a specific subject, integrating relevant content into other subjects, and including content as a cross-curricular theme. Twenty-one of the 38 countries in ICCS included a specific subject concerned with civic and citizenship education in their curriculum. Civic and citizenship education covered a wide range of topics, including knowledge and understanding of political institutions and concepts, such as human rights, as well as newer topics covering social and community cohesion, diversity, the environment, communications, and global society. Les premiers résultats de l'étude de l'éducation civique et à la citoyenneté internationale AIE سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) La Civic Internationale et la Citoyenneté Étude sur l'Éducation (CICÉ) ont étudié les façons dont les pays préparent leurs jeunes à assumer leur rôle en tant que citoyens. Il a étudié les connaissances des élèves et la compréhension de l'éducation civique et la citoyenneté ainsi que les attitudes des élèves, les perceptions et les activités liées à l'éducation civique et la citoyenneté. Il a également examiné les différences entre les pays par rapport à ces résultats de l'éducation civique et à la citoyenneté, et il a exploré comment les différences entre les pays se rapportent aux caractéristiques des élèves, des contextes scolaires et communautaires, et des caractéristiques nationales. CICÉ a examiné six questions de recherche concernés par les suivants: 1. Les variations de connaissances civiques; 2. Modifications de contenu des connaissances depuis 1999; 3. l'intérêt des étudiants dans l'engagement dans la vie publique et politique et leur disposition à le faire; 4. Les perceptions des menaces pour la société civile; 5. Caractéristiques des systèmes d'éducation, les écoles et les salles de classe liées à l'éducation civique et à la citoyenneté; et 6. Les aspects de fond de l'étudiant en rapport avec les résultats de l'éducation civique et à la citoyenneté. CICÉ a recueilli des données provenant de plus de 140.000 8 e année (ou l'équivalent) étudiants dans plus de 5300 écoles de 38 pays. Ces données sur les élèves ont été complétées par des données provenant de plus de 62.000 enseignants dans les écoles et par des données contextuelles recueillies auprès des directeurs d'écoles et de centres de recherche nationaux de l'étude. Différentes approches de l'éducation civique et à la citoyenneté étaient évidentes dans les pays CICÉ. Parmi ces approches ayant un sujet spécifique, intégrant un contenu pertinent dans d'autres matières, et y compris le contenu en tant que thématique transversale. Vingt et un des 38 pays de CICÉ inclus un sujet spécifique concerné par l'éducation civique et à la citoyenneté dans leur curriculum. Éducation civique et à la citoyenneté ont couvert un large éventail de sujets, y compris la connaissance et la compréhension des institutions et des concepts politiques, tels que les droits de l'homme, ainsi que de nouveaux sujets couvrant la cohésion sociale et de la communauté, la diversité, l'environnement, les communications, et de la société mondiale. IEA 국제시민 교육연구의 초기 결과 سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) 국제시민교육연구(ICCS)는 시민으로서 자신의 역할을 수행하기 위해서 국가가 그들의 젊은이들을 준비시키는 방법에 대한 연구를 하였다. 여기에서는 학생들의 태도와 인식, 그리고 시민의식 및 시민권과 관련된 그들의 활동과 더불어 학생들의 시민의식과 시민권에 대한 이해와 지식에 대한 조사를 하였다. 또한, 시민교육의 결과와 관련된 국가 간의 차이를 조사하고, 그러한 차이가 학생의 특성, 학교 및 지역사회의 상황, 국가의 특성 사이에서 어떻게 다른가도 탐구하였다. 국제시민교육연구(ICCS)는 다음과 관련된 여섯 가지 연구 문제를 고려한다. 1. 시민 지식의 변화 2. 1999년 이래 교과 지식의 변화 3. 공적이고 정치적인 생활에 참여하는 것에 대한 학생의 관심도 및 실제적 이행 4. 시민 사회를 위협하는 것에 대한 인식 5. 시민교육과 관련된 교실과 학교, 교육 시스템의 특징 6. 시민교육의 결과와 관련된 학생의 배경 국제시민교육연구(ICCS)는 38개국 5,300개 이상의 학교에서 8학년(혹은 동급)의 14만면 이상의 학생들로부터 데이터를 수집하였다. 그리고 이 학생 데이터는 국립 연구 센터와 학교장이 수집한 상황별 데이터와 해당 학교 내 62,000명 이상의 교사들에 의해 증강되었다. 시민교육의 제공에 관한 다른 접근 방법은 국제시민교육연구(ICCS) 국가에서 분명히 드러났다. 이 접근 방식은 특정 주제를 가진 다른 과목과 연관된 콘텐츠를 통합하고, 상호 교육 과정을 테마로 하는 내용이 포함되어 있다. ICSS 38개국 중 21개 국가에서 그들의 교과 과정에 시민교육과 관련된 특정 주제를 포함시켰다. 시민교육은 사회, 지역 커뮤니티의 응집력, 다양성, 환경, 커뮤니케이션, 글로벌 사회와같은 새로운 주제 뿐만 아니라, 인권과 같은 정치적 개념의 이해와 지식을 포함한 폭넓은 범위의 주제도 아우르고 있다. 
Young People's Views of Government, Peaceful Coexistence, and Diversity in Five Latin American Countries سنة النشر: 2018 المؤلف: Wolfram Schulz | John Ainley | Cristián Cox | Tim Friedman المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) This report presents the findings of the five Latin American countries that participated in the second cycle of the International Study of Civic and Citizenship Education (ICCS 2016) of the IEA. ICCS 2016 investigated the ways in which various countries are preparing their youth for assume their roles as citizens during the second decade of the XXI century. The study also assume their roles as citizens during the second decade of the XXI century. The study also responded to new challenges in civic and citizenship education, and its findings allow robust comparisons of high school students' attitudes and perceptions to a wide range of aspects related to civic education and citizenship. Percepciones de los jóvenes acerca del gobierno, la convivencia pacífica y la diversidad en cinco países de América Latina: Estudio Internacional sobre Educación Cívica y Ciudadana 2016 de la IEA Informe Lationamericano سنة النشر: 2018 المؤلف: Wolfram Schulz | John Ainley | Cristián Cox | Tim Friedman المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) Este informe presenta los hallazgos de los cinco países latinoamericanos que participaron en el segundo ciclo del Estudio Internacional de Educación Cívica y Ciudadana (ICCS 2016) de la IEA. ICCS 2016 investigó las formas en que diversos países están preparando a sus jóvenes para asumir sus roles como ciudadanos durante la segunda década del siglo XXI. El estudio también respondió a los nuevos desafíos en la educación cívica y ciudadana, y sus hallazgos permiten comparaciones robustas de las actitudes y percepciones de los estudiantes de secundaria a una amplia gama de aspectos relacionados con la educación cívica y la ciudadanía. Resultados iniciales del estudio Internacional de educación cívica y ciudadana de la IEA سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. It also examined differences among countries in relation to these outcomes of civic and citizenship education, and it explored how differences among countries relate to student characteristics, school and community contexts, and national characteristics. ICCS considered six research questions concerned with the following:1. Variations in civic knowledge;2. Changes in content knowledge since 1999;3. Student interest in engaging in public and political life and their disposition to do so;4. Perceptions of threats to civil society;5. Features of education systems, schools, and classrooms related to civic and citizenship education; and6. Aspects of student background related to the outcomes of civic and citizenship education.ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in over 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study’s national research centers. Different approaches to provision of civic and citizenship education were evident in the ICCS countries. These approaches included having a specific subject, integrating relevant content into other subjects, and including content as a cross-curricular theme. Twenty-one of the 38 countries in ICCS included a specific subject concerned with civic and citizenship education in their curriculum. Civic and citizenship education covered a wide range of topics, including knowledge and understanding of political institutions and concepts, such as human rights, as well as newer topics covering social and community cohesion, diversity, the environment, communications, and global society.