The International Study of Civic and Citizenship Education (ICCS): Latin America and Guatemala Results
The International Study of Civic and Citizenship Education (ICCS for its acronym in English) investigates how young people in the early years of formal secondary education (14 years and older), are prepared to understand and accept their citizenship effectively and the understanding of national identity as a right and a responsibility and their training as part of democratic societies. With focus and international criteria, the study shows attitudinal characteristics, perceptions, expectations of students and their performance evaluation in civic knowledge, compared to other countries.
The study took the participation of 38 countries, among which are Spain and Latin American Countries like Colombia, Chile, Paraguay and Mexico and Dominican Republic and Guatemala as representatives of Central America and the Caribbean.
Frequency of publication varies, so it is planned that the following discussion is in 2017.
Frequency of publication varies, so it is planned that the following discussion is in 2017.
Conceptual framework
The ICCS evaluates cognitive domains in civic and public aspects:
- Knowledge
- Reasoning and Analysis
Affective-behavioral domains were also evaluated in civic and public aspects:
- Beliefs about values
- Attitudes
- Behavioral Intentions
- Behaviors
Performance results are divided into three levels. Additionally another category where students who failed to learning the first level are grouped as follows includes:
- Level 3 (over 562 points):
- Level 2 (561 and 478 points);
- Level 1 (477 and 395 points); and
- Below Level 1 (Less than 562 points).
The detail is noted below:
Cutoffs were established to define three performance levels, from the knowledge of basic principles and general concepts through the application of knowledge to evaluation or policy justification. International test ICCS civic knowledge consists of 80 items, 79 of which were used in the construction of the analysis scale. Seventy-three items have a multiple choice format with four answer choices: a right choice and three distractors. The other six allow open answers and ask students to write a short answer to each question. This test, which includes 17 items CIVED 1999, was presented with a design of balanced rotation,
which means that each student has completed about 35 items. Indicator for the outcome of the International Student test, which aims to assess the cognitive processes applied to the four content of civics and citizenship (civic societies and systems, civic principles, civic participation and civic identities). Media International = 500 and standard deviation = 100
which means that each student has completed about 35 items. Indicator for the outcome of the International Student test, which aims to assess the cognitive processes applied to the four content of civics and citizenship (civic societies and systems, civic principles, civic participation and civic identities). Media International = 500 and standard deviation = 100
Results in Latin America
As mentioned above was conducted with the participation of 38 countries (including Spain and as Latin American countries Colombia, Chile, Paraguay and Mexico and Dominican Republic and Guatemala as representatives of Central America and the Caribbean. These 6 Latin American countries are of the Regional System of Evaluation and Development of Citizenship Competencies (SREDECC).
As expressed by the Latin American Report, the results indicate that the ICCS civic knowledge in Latin American countries that participated in the study tends to be relatively low. The average score in civic knowledge in the region is more than half an international standard deviation below the average for all participating countries. In five of the six countries, more than half of students stood at performance level 1 or below this.
These results indicate that the majority of students in these countries are not familiar with the concept of representative democracy as a political system and lack of specific knowledge about institutions, systems and concepts. Civic knowledge of many students in these countries does not exceed the basic knowledge of the fundamental principles or general concepts.
The results from the regional civic knowledge test showed that students in the six countries largely unknown consequences of dictatorships in Latin America and the characteristics of authoritarian governments. However, most were able to identify the reasons why the law into their own is not appropriate and the reasons for the prohibition on the use of alcohol and snuff to minors. In the region, primary school students from countries with Human Development Index (HDI) higher have higher levels of civic knowledge.
The results from the regional civic knowledge test showed that students in the six countries largely unknown consequences of dictatorships in Latin America and the characteristics of authoritarian governments. However, most were able to identify the reasons why the law into their own is not appropriate and the reasons for the prohibition on the use of alcohol and snuff to minors. In the region, primary school students from countries with Human Development Index (HDI) higher have higher levels of civic knowledge.
Guatemala: Results in civic knowledge and values
In the case of Guatemala, the sample is representative for the sector (government and private) and location (urban and rural) and consisted of 4,300 students from 148 establishments. The 85% of the sampled schools and students, so that the results of each country were representative was required. The approved final participation rate was 98%. As noted above was conducted with the participation of 38 countries, among which as Latin American Countries is six. These 6 Latin American countries are part of the Regional System of Evaluation and Development of Citizenship Competencies (SREDECC). In the case of Guatemala, participation was in charge of the Ministry of Education (MINEDUC) through the Dirección General de Evaluación e Investigación Educativa (DIGEDUCA).
Guatemala scored in the knowledge scale of 435 points, which is significantly below the international average of 500 points. With 0.65 standard deviations below the mean, ranked thirty-three, between thirty-six countries assessed (two did not obtain valid for not complying with the requirements of sampling scores).
The study describes that countries gain similar to those of Guatemala scores are located at Level 1: 395-478 points (within 3 possible levels). Students placed in Tier 1 demonstrate familiarity with equality, social cohesion and freedom as principles of democracy. Associate these broad principles with examples from everyday situations in which these are protected or challenge. They also demonstrate familiarity with the fundamental concepts of the individual as an active citizen: recognize the need that people obey the law; individual actions associated with probable outcomes and characteristics with the ability of a subject to take civic changes.
The study describes that countries gain similar to those of Guatemala scores are located at Level 1: 395-478 points (within 3 possible levels). Students placed in Tier 1 demonstrate familiarity with equality, social cohesion and freedom as principles of democracy. Associate these broad principles with examples from everyday situations in which these are protected or challenge. They also demonstrate familiarity with the fundamental concepts of the individual as an active citizen: recognize the need that people obey the law; individual actions associated with probable outcomes and characteristics with the ability of a subject to take civic changes.
In summary, the ICCS 2009, is the second participation of Guatemala on a comparison study. Guatemala is still far from the overall average so it is important to think about these results. Indicators such as absenteeism, citizen participation, civic participation the effective range of even basic education curriculum from primary to be absorbed by students from an early age.
Guatemala is initiating a fundamental debate: alternatives are sought to stop the violence, build capacity to resolve conflicts peacefully, create opportunities for citizen participation and counter corruption, improve coexistence in educational institutions, workplaces, the public spaces and homes.
Guatemala is initiating a fundamental debate: alternatives are sought to stop the violence, build capacity to resolve conflicts peacefully, create opportunities for citizen participation and counter corruption, improve coexistence in educational institutions, workplaces, the public spaces and homes.
As presents the study of Chile, one of the factors in this decision was the growing process of political, economic and social globalization. This strongly affects aspects of different cultures that influence each other and that relativize the validity of the norms and values in the tradition itself, which youth culture more uniform across countries is made. Globalization processes also require States to a degree of governance that allows the interrelationship between countries within stable and shared royalties. In order to design this increased exchange, it requires all common skills to young people from different countries, including civic character.
The data revealed many common contextual factors for civic and citizenship education in the region. Curricular approaches to civic and citizenship education in the six countries are geared toward building and strengthening more inclusive, peaceful and democratic societies. However, the scores of students in the scale of ICCS civic knowledge showed that many Latin American students have limited civic knowledge.
The data revealed many common contextual factors for civic and citizenship education in the region. Curricular approaches to civic and citizenship education in the six countries are geared toward building and strengthening more inclusive, peaceful and democratic societies. However, the scores of students in the scale of ICCS civic knowledge showed that many Latin American students have limited civic knowledge.
There is a general lack of knowledge about non-democratic forms of government and the majority of students felt that dictatorships can be justified in certain circumstances. The relationship between higher levels of civic knowledge and rejection of authoritarian governments, corrupt practices and excuses for breaking the law suggests that improving civic learning would be an important step strengthening democracy and society
civil in Latin America.
Apparently, socioeconomic factors may have different effects on civic knowledge of students who receive direct influences not only their family context, but the school context in interaction with other factors in the school and community. This pattern of influence can also be seen from a broader perspective: countries with higher economic, social and educational development have students with higher levels of civic knowledge. The important thing here is the apparent relationship between low levels of civic knowledge and inequality, both aspects in the countries of the region. The following study was conducted in 2017.
civil in Latin America.
Apparently, socioeconomic factors may have different effects on civic knowledge of students who receive direct influences not only their family context, but the school context in interaction with other factors in the school and community. This pattern of influence can also be seen from a broader perspective: countries with higher economic, social and educational development have students with higher levels of civic knowledge. The important thing here is the apparent relationship between low levels of civic knowledge and inequality, both aspects in the countries of the region. The following study was conducted in 2017.
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