DOCSLIB.ORG

ICCS 2009 Encyclopedia Approaches to Civic and Citizenship Education Around the World

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ICCS 2009 Encyclopedia Approaches to Civic and Citizenship Education Around the World ICCS 2009 Encyclopedia Approaches to civic and citizenship education around the world Edited by: John Ainley Wolfram Schulz Tim Friedman ICCS 2009 Encyclopedia 1 2 ICCS 2009 ENCYCLOPEDIA ICCS 2009 Encyclopedia Approaches to civic and citizenship education around the world Edited by John Ainley Wolfram Schulz Tim Friedman 3 Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise without permission in writing from the copyright holder. ISBN/EAN: 978-90-79549-20-7 Copies of this publication can be obtained from: The Secretariat International Association for the Evaluation of Educational Achievement Herengracht 487 1017 BT Amsterdam, The Netherlands Telephone + 31 20 625 3625 Fax + 31 20 420 7136 Email: [email protected] Website: www.iea.nl Copyedited by Paula Wagemaker Editorial Services, Oturehua, Central Otago, New Zealand, and Katy Ellsworth Editorial Services, Delta BC, Canada Design and production by Becky Bliss Design and Production, Wellington, New Zealand Printed by MultiCopy Netherlands b.v. 4 ICCS 2009 ENCYCLOPEDIA Foreword The International Civic and Citizenship Education Study (ICCS) is the largest international study of civic and citizenship education ever conducted. Over 140,000 Grade 8 students, 62,000 teachers, and 5,300 school principals from 38 countries participated in this study, carried out by the International Association for the Evaluation of Educational Achievement (IEA). The association is an independent, international cooperative of national research agencies, which, for over 50 years, has conducted large-scale comparative studies of educational achievement and reported on key aspects of education systems and processes. ICCS was the third IEA study on civics and citizenship education. The first was conducted in 1971 (nine countries participating) and the second in 1999 (28 countries). Both played an important role not only in terms of initiating or adding to the debate on the education of future citizens but also in terms of triggering education reforms in this area in a number of countries. ICCS was able to help some countries evaluate their reforms 10 years on from the second study and to help several others clarify concepts and policy in preparation for reforms. The ICCS assessment addressed students’ civic knowledge and understanding, perceptions and attitudes, and engagement and behavior. It also collected information on various aspects of students’ home backgrounds. Separate regional modules (Asian, European, and Latin American) investigated issues of specific importance to civic and citizenship education in those regions. ICCS furthermore collected data from policymakers, school principals, and teachers on various civic and citizenship education-related aspects of the participating education systems and their schools and classrooms. ICCS has contributed substantially to our knowledge about civic and citizenship education in schools and about how diverse countries prepare their young people for citizenship. The study’s approach of collecting data at a number of levels and from different perspectives disclosed many issues important for policymakers and practitioners in this area of education. The study’s findings have been published in a series of reports presenting international and regional data on students’ knowledge, attitudes, and behavior, and on related family and school-level factors. This volume presents a broader context within which to review the findings on preparing future citizens. Elements of this context include each participating country’s historical background and political characteristics, the structure of its education system, and the place of civic and citizenship education in its curricula at the time when data were collected from students and their teachers. By complementing the assessment data, this current publication helps education stakeholders and the educational research community, as well as interested others, better understand the associations among civic and citizenship education-related policies, practices, and outcomes. International studies of the scale of ICCS would not be possible without the dedication, skill, cooperation, and support of a large number of individuals, institutions, and organizations from around the world. The study was organized by a consortium of three partner institutions: the Australian Council for Educational Research (ACER), the National Foundation for Educational Research (NFER) in the United Kingdom, and the Laboratorio di Pedagogia sperimentale (LPS) at the Roma Tre University in Italy. These institutions worked in close cooperation with the IEA Secretariat, the IEA Data Processing and Research Center (DPC), and the study’s national research coordinators. 5 I would like to express thanks, on behalf of IEA, to the study’s leaders—John Ainley, Julian Fraillon, and Wolfram Schulz from ACER, David Kerr from NFER, and Bruno Losito from LPS, as well as to all the researchers from the consortium institutions involved in the project. I also extend special thanks to the members of the Project Advisory Committee for the guidance they offered throughout the four years of the study, as well as to other experts who helped develop the instruments and reviewed the reports. The IEA Publication and Editorial Committee provided helpful suggestions for improvement of earlier versions of the report, and Katy Ellsworth and Paula Wagemaker edited the document. Much of the credit for the content of the encyclopedia must be reserved for the authors of the chapters from the participating ICCS countries as well as for Tim Friedman (ACER) and Alana Yu (IEA Secretariat) for preparing chapters for this volume. IEA studies rely on national teams headed by the national research coordinators in participating countries. They are the people who manage and execute the study at the national level. Their contribution is highly appreciated. It is therefore with deep regret that I note the passing away of two of our colleagues, Ms Graciela Sosa Salguerio from Paraguay and Professor Constantinos Papanastasiou from Cyprus. Both were national research coordinators and co-authors of their country’s encyclopedia chapter, and both died in 2012 before completion of this volume. This study would not be possible without the participation of many students, teachers, school administrators, and policymakers within the participating countries. The education world benefits from their commitment. Finally, I would like to thank the study’s funders. A project of this size is not possible without considerable financial support. Funding for ICCS was provided by the European Commission Directorate-General for Education and Culture in the form of a grant to the European countries participating in the project, and by the Inter-American Development Bank through SREDECC (Regional System for the Evaluation and Development of Citizenship Competencies). Funding also came from the ministries of education and many other organizations in all participating countries. Dr Hans Wagemaker EXECUTIVE Director, IEA 6 ICCS 2009 ENCYCLOPEDIA Contents Foreword 5 Introduction 9 Country Chapters Austria 29 Martina Zandonella Belgium (Flemish Community) 39 Saskia De Groof and Eva Franck Bulgaria 51 Svetla Petrova Chile 61 Catalina Covacevic Chinese Taipei 69 Meihui Liu, Tzu-Bin Lin, and Jui-Chun Tsai Colombia 77 Isabel Fernandes Cyprus 89 Constantinos Papanastasiou and Mary Koutselini Czech Republic 101 Peter Soukup Denmark 111 Jens Bruun Dominican Republic 121 Angela Martinez, Josefina Zaiter, Julio Leonardo Valeirón, Ancell Scheker, and Massiel Cohen England 129 Julie Nelson and David Kerr Estonia 139 Anu Toots Finland 151 Pekka Kupari and Annikka Suoninen Greece 161 Gitsa Kontogiannopoulou-Polydorides and Maria Ntelikou Guatemala 177 Mario von Ahn Alburez, Ana Lucia Morales Sierra, and Luisa Müller Durán Hong Kong SAR 185 Wing On Lee and Kerry J. Kennedy Republic of Ireland 195 Kevin McCarthy, Robert Kirkpatrick, Jude Cosgrove, and Lorraine Gilleece Italy 211 Genny Terrinoni and Cristina Stringher Republic of Korea 227 Tae-Jun Kim 7 Latvia 237 Ireta Cekse and Andris Kangro Liechtenstein 249 Horst Biedermann Luxembourg 259 Joseph Britz, Louise Crosby, and Romain Martin Malta 269 Josephine Vassallo and Raymond Camilleri Mexico 281 María Concepción Medina González The Netherlands 293 Ralf Maslowski and Greetje van der Werf New Zealand 303 Kate Lang Norway 313 Rolf Mikkelsen and Dag Fjeldstad Paraguay 323 Graciela Sosa Salguerio, Rosana Marcoré de Martínez, and Lilian Marieli Velázquez López Poland 329 Anna Wiłkomirska and Anna Zieli´nska The Russian Federation 341 Galina Kovaleva, Peter Polodzevets, and Elena Routkovskaya The Slovak Republic 353 Ervin Štava Slovenia 361 Marjan Šimenc and Mitja Sardocˇ Sweden 373 Fredrik Lind Switzerland 389 Fritz Oser and Horst Biedermann Thailand 397 Siriporn Boonyananta and Somwung Pitiyanuwat Appendix 405 8 ICCS 2009 ENCYCLOPEDIA Introduction Overview of ICCS 2009 The International Civic and Citizenship Education Study (ICCS 2009) investigated the ways in which countries prepare their young people to undertake their roles as citizens. It studied student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. ICCS also examined
Load more

Recommended publications
  • Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe
    Assuring Quality in Education Policies and Approaches to School Evaluation in Europe Eurydice Report EducationEdEducationduucattion and and TrainingTTrTrainingraia ning cover_imprimerie.indd 1 9/01/2015 17:11:54 Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe Eurydice Report Education and Training This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA, Education and Youth Policy Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2015. Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. ISBN 978-92-9201-658-6 (printed version) ISBN 978-92-9201-655-5 (PDF) ISBN 978-92-9201-720-0 (EPUB) doi:10.2797/678 (printed version) doi:10.2797/65355 (PDF) doi:10.2797/65539 (EPUB) This document is also available on the Internet (http://eacea.ec.europa.eu/education/eurydice). Text completed in January 2015. © Education, Audiovisual and Culture Executive Agency, 2015. Reproduction is authorized provided the source is acknowledged. Education, Audiovisual and Culture Executive Agency Education and Youth Policy Analysis Avenue du Bourget 1 (BOU2 – Unit A7) B-1049 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Website: http://eacea.ec.europa.eu/education/eurydice/ FOREWORD At a time when Europe has made reviving economic growth its top political priority, as spelt out by European Commission President Jean- Claude Juncker in his political guidelines, attention is focused in an unprecedented way on education systems – and rightly so: Enhancing the quality of education is central to our efforts to restore long-term economic growth and job creation in Europe.
    [Show full text]
  • Literature Review Highlights Barriers to Physical Activity and Exercise in Any Context As
    Avanté Consulting in association with The University of Edinburgh, Moray House School of Education Scotland’s National Parks: Overcoming barriers to engagement Literature and context review March 2009 Contents Page Abstract 3 1.0 Introduction, context and structure of this review 4 2.0 An overview of National Parks, Scottish Natural Heritage, 8 and outdoor inclusion 3.0 Barriers: what are these? 25 4.0 Access and outreach: what can be done? 35 5.0 Concluding thoughts 42 Appendix A1: The partners 44 Appendix A2: Global and European Organisations 47 Appendix A3: Literature search 50 2 Abstract The purpose of this literature and context review is to identify and examine a range of documents and available information in order to develop an understanding of the local plans, policy, and practice in each of Scotland’s two National Parks. The review focuses on work that relates to the 2008/09 ‘Barriers to engagement’ research commissioned by the Cairngorms National Park Authority, Loch Lomond and The Trossachs National Park Authority and Scottish Natural Heritage. These partners commissioned the ‘Barriers’ research to help identify and understand better how to overcome barriers to engagement for young people, people with disabilities, people on low incomes and school groups. These target groups were identified by the partners following findings from visitor surveys, which showed a lack of participation from within these groups to National Parks, when compared with other visitor groups. It is intended that this review, combined with the main research report, will aid the partners in developing their practice in relation to engaging underrepresented groups within Scotland’s National Parks and National Nature Reserves.
    [Show full text]
  • Fi/S3/08/12/A Finance Committee
    FI/S3/08/12/A FINANCE COMMITTEE AGENDA 12th Meeting, 2008 (Session 3) Tuesday 6 May 2008 The Committee will meet at 2.00 pm in Committee Room 2. 1. Inquiry into the methods of funding capital investment projects: The Committee will take evidence from— Gareth Hoskins, Board Member and Scotland's Healthcare Design Champion, Architecture and Design Scotland; Alan Ledger, Project Director, Mott MacDonald; and David Stark, Managing Director, Keppie Design; and then from— Alan Fordyce, Managing Director, Robertson Capital Projects; Ian Rylatt, Managing Director, Balfour Beatty Capital; and Steven Tolson, Director, Ogilvie Group Developments; and then from— Jo Elliot, Deputy Chief Executive, Quayle Munro; Dylan Fletcher, Group Board Director, Forth Electrical Services Ltd; and Andrew Gordon, Chief Executive, Canmore Partnership Ltd. 2. Annual report: The Committee will consider a draft annual report for the parliamentary year from 9 May 2007 to 8 May 2008. 3. Inquiry into the methods of funding capital investment projects (in private): The Committee will consider the main themes arising from the evidence sessions to date, in order to inform the drafting of its report. FI/S3/08/12/A 4. Creative Scotland Bill (in private): The Committee will consider a draft report on the Financial Memorandum of the Creative Scotland Bill. Susan Duffy Clerk to the Finance Committee Room T3.60 The Scottish Parliament Edinburgh Tel: 0131 348 5215 Email: [email protected] -------------------------------- The papers for this meeting are as follows—
    [Show full text]
  • Education Policy and Equal Education Opportunities
    Education Policy AND Equal Education Opportunities Albania Bulgaria Czech Republic Estonia Hungary Ireland Mongolia Montenegro Nepal Turkey United Kingdom Education Policy and Equal Education Opportunities Education is a priority for the Open Society Foundations. Our Education Support Program supports education reform in countries in transition, combining best practice and policy to strength open society values. Goals in education include equal access to quality education for low income families, integration of children from minority groups, and inclusion of children with special needs. In addition to education, the Open Society Foundations work in over 80 countries to advance health, rights and equality, education and youth, governance and accountability, and media and information. We seek to build vibrant and tolerant democracies whose governments are accountable to their citizens. Education Policy and Equal Education Opportunities Edited by Daniel Pop Copyright © 2012 Open Society Foundations. All rights reserved. Library of Congress Cataloging-in-Publication Data Education policy and equal education opportunities / edited by Daniel Pop. p. cm. ISBN 978-1936133512 1. Educational equalization--Cross-cultural studies. 2. Educational equalization--For- mer communist countries. 3. Education and state--Cross-cultural studies. 4. Educa- tion and state--Former communist countries. I. Pop, Daniel. LC213.E378 2012 379.2’6--dc23 2011044191 Published by Open Society Foundations 400 West 59th Street New York, NY 10019 USA www.soros.org For more information contact: Nora Henter, Senior Admin Manager Education Support Program Open Society Foundations Tel: +36 1 882 3151 E-mail: [email protected] The views expressed in this publication do not necessarily reflect the views of the Open Society Foundations.
    [Show full text]
  • Organisation of the Education System in the United Kingdom (Scotland), 2009/10
    Organisation of the education system in the United Kingdom – Scotland 2009/2010 UK-SCT European Commission EURYBASE UNITED KINGDOM - Scotland 1. Political, Social and Economic Background plus Trends.................................................. 6 1.1. Historical Overview ..................................................................................................... 6 1.2. Main Executive and Legislative Bodies ...................................................................... 6 1.3. Religions .................................................................................................................... 15 1.4. Official and Minority Languages .............................................................................. 15 1.5. Demographic situation............................................................................................. 16 1.6. Economic Situation................................................................................................... 17 1.7. Statistics..................................................................................................................... 19 2. General Organisation of the Education System and Administration of Education....... 20 2.1. Historical Overview ................................................................................................... 20 2.2. Ongoing Debates and Future Developments ......................................................... 22 2.3. Fundamental Principles and Basic Legislation .......................................................
    [Show full text]
  • Recruitment Booklet
    www.eis.org.uk/join The best legal and Reasons to Join professional advice At the EIS we’re dedicated to looking after our members The EIS provides the best legal and professional advice bar none. Our solicitors and our network of EIS Representatives, Local Association The Biggest and the Best Improving your Pay and Conditions Secretaries and Area Officers are The EIS is the largest and most effective The EIS campaigns actively to secure and available to provide the highest quality teacher trade union representing over maintain professional salaries and improve support and advice when it is needed. 80% of Scotland’s teachers (8 out of 10 conditions of services for all its members We also provide EIS members with FREE teachers and lecturers in Scotland are (the EIS has the overwhelming majority legal advice on non-employment matters members of the EIS). of members on the Scottish Negotiating through our dedicated EIS legal helpline Committee for Teachers – SNCT). staffed by qualified lawyers, open 8am- Scotland’s most affordable 7pm 5 days a week. teaching union Campaigning on the things Due to its size, the EIS is also the that matter to you most efficient and affordable union Insurance covering all EIS members Professional Financial Advice to join. You can save up to £100 per The EIS is a campaigning year compared to the cost organisation that takes a lead The EIS provides four insurance policies EIS Financial Services provides independent of some other teaching unions. on the big issues for education to all members covering: Personal Effects, financial advice, a comprehensive range of The EIS is free for all student and teachers.
    [Show full text]
  • Annual Plan 2013 - 2014
    DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS Annual Plan 2013 - 2014 Objective 1: Outcome: To enhance GTC Scotland as An independent GTC Scotland which is central to maintaining and improving teacher the independent professional, professionalism, while offering appropriate advice and guidance for teachers at different stages regulatory body for teaching in their careers and maintaining the confidence of the public. GTC Scotland’s position as a key in Scotland player in the promotion and development of high standards in Scotland’s schools and colleges is recognised and valued Implementation Priority Action Outcome Date 1.1 Enhance the effectiveness of (a) To continue to monitor and implement the Clear, efficient and effective implementation of March 2014 and GTC Scotland as the agreed objectives of the Communications the Communications Strategy adapting to beyond independent professional, Strategy, suggesting revisions where policy changing policy landscapes where required. regulatory body for teaching in developments may necessitate amended or Scotland, working in new objectives partnership with stakeholders (b) To continue to work with external Appropriate GTC Scotland representation at March 2014 and stakeholders, at local and national level, in local and national meetings (eg National beyond order to support national policy development Implementation Board, Career-Long and change Professional Learning Network and other working groups, leading and contributing to national policy development as required Annual Plan 2013 - 2014
    [Show full text]
  • The Educational Politics of Curriculum Policy in Vocational Education and Training in Australia
    The educational politics of curriculum policy in Vocational Education and Training in Australia George Loupis BSc(Arch),BArch(Hons),MBEnv(UNSW),GradDipEd(Tech)(SCAE) A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy UNSW AUSTRALIA School of Education Faculty of Arts and Social Sciences October 2018 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surn.:,me: loupiS First name: George Degree: PhD school: School of Education Faculty: Faculty of Arts and Social Science Title: The educational politics of curriculum policy in Vocational Education and Training in Australia Abstract 3S0 words maximum This research investigates the effects of the 1987 federal government's Vocational Education and Training (VET) policy on curriculum development on NSW TAFE by undertaking a critical policy analysis and utilising interview data. Drawing on Foucault's (1980, 1982) power/knowledge nexus, the study examines the complexities of social and structural relations to power and knowledge and how the state regulates the acquisition of knowledge. Foucault (1972a) saw curriculum as one form of social regulation that connects the citizen to the state. The VET policies embodied power relations by prescribing new practices that regulat~s the individual in a manner that is interrelated with the multiple demands of the new neoliberal economy and the expanding control of the state. VET became a mechanism for social and macroeconomic reform by being tied to youth employment, skills formation, human capital and Australia's global economic competitiveness. This study also draws on Popkewitz's (1987, 1991 , 1997) notion that the state exploits curriculum as a converting ordinance.
    [Show full text]
  • Health Literacy – a Scoping Study Final Report
    Health Literacy – A Scoping Study Final Report June 2009 Health Literacy – A Scoping Study TABLE OF CONTENTS PAGE NUMBER Executive Summary 3 1. Introduction 7 2. Study Context 7 3. Aim and Objectives 7 4. Study Methods and Approach 7 5. Findings - Stage 1 8 6. Findings - Stage 2 9 - Usage and Understanding Of and Attitudes Towards the Terminology of ‘Health Literacy’ 9 - Perceived Scale of Low Health Literacy 10 - Links (Overlaps) Between Health Literacy and Other Policy Topics / Areas 11 - Perceived Main Issues in Health Literacy 12 - Ongoing Relevant Initiatives 13 - What do Respondents See as the Next Steps for Health Literacy? 15 - Tensions and Challenges 17 7. Conclusions 18 8. Recommendations 20 References and Publications Annex 1 Topic Guide for Interviews Annex 2 Key Informant Interviews at Stage 2 Annex 3 Findings – Stage 1 Annex 4 A Selection of Ongoing Initiatives in Scotland Page 2 Health Literacy – A Scoping Study EXECUTIVE SUMMARY Introduction The Health Improvement Strategy Division of the Scottish Government commissioned a proposal for ‘Health Literacy – A Scoping Study’ in December 2008. The main purpose of the study was to identify and examine current approaches to health literacy, and to identify options for potential policy responses on this topic. The objectives of the study were to: a. Identify and review current definitions of health literacy; b. Examine whether and how health literacy has been measured both in the UK and elsewhere; c. Identify examples of policy and practice initiatives in health literacy which have been implemented elsewhere, together with information about the evaluation of their impact where these are available; d.
    [Show full text]
  • Friday 1 May 2020 the Committee Will Meet at 10
    ES/S5/20/9/A EDUCATION AND SKILLS COMMITTEE AGENDA 9th Meeting, 2020 (Session 5) Friday 1 May 2020 The Committee will meet at 10.30 am in a virtual meeting and be broadcast on www.scottishparliament.tv. 1. Decision on taking business in private: The Committee will decide whether to take item 3 in private. 2. Scottish Qualifications Authority - Covid-19: The Committee will take evidence from— Fiona Robertson, Chief Executive, and Robert Quinn, Head of English, Languages & Business, Scottish Qualifications Authority. 3. Review of evidence: The Committee will consider the evidence it heard earlier. Roz Thomson Clerk to the Education and Skills Committee Room T3.40 The Scottish Parliament Edinburgh Tel: 85222 Email: [email protected] ES/S5/20/9/A The papers for this meeting are as follows— Agenda item 2 SPICe briefing paper SQA ES/S5/20/9/1 Focus Group notes ES/S5/20/9/2 Views from Young People ES/S5/20/9/3 Submissions pack ES/S5/20/9/4 Agenda item 2 ES/S5/20/9/1 Education and Skills Committee Scottish Qualifications Authority – COVID 19 1 May 2020 INTRODUCTION This paper is to support the Education and Skills Committee’s virtual meeting with Fiona Robertson, Chief Executive of the SQA on Friday 1 May 2020. The purpose of the session is to explore the SQA’s response to the COVID 19 pandemic. While the SQA is best known for producing and certificating qualifications at the end of school, it also produces qualifications at HND and HNC levels and a range of vocational qualifications.
    [Show full text]
  • Educational Institute of Scotland
    THE EDUCATIONAL INSTITUTE OF SCOTLAND SUBMISSION ON THE EDUCATION (SCOTLAND) BILL 2015 Introduction The Educational Institute of Scotland (EIS) welcomes this opportunity to provide an initial written submission on the key elements which are included in the new Education (Scotland) Bill. The EIS is Scotland’s largest education union representing around 55,000 members employed in Nursery, Primary, Special, Secondary, Further and Higher Education (around 80% of the teaching profession). The aims of the bill are outlined in a policy memorandum and are defined as follows: a) “Promote equity of attainment for disadvantaged children and take steps towards narrowing the attainment gap by imposing duties on education authorities and the Scottish Ministers in relation to reducing pupils’ inequalities of educational outcome together with a duty to report on progress; b) Place a duty on education authorities both to assess the need for Gaelic medium primary education following a parental request and to actively promote and support Gaelic medium education (GME) and Gaelic learner education; the Bill will also place a duty on Bòrd na Gàidhlig to prepare guidance on how GME should operate in Scotland; c) Extend rights under the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended) to children aged 12 and over with capacity; d) Amend section 53 of the Education (Scotland) Act 1980, which sets out the provision for school food in Scotland. This section has been amended a number of times since enactment and it is considered that
    [Show full text]
  • Migrant Education: Monitoring and Assessment
    DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION RESEARCH FOR CULT COMMITTEE - MIGRANT EDUCATION: MONITORING AND ASSESSMENT STUDY This document was requested by the European Parliament's Committee on Culture and Education. AUTHORS Universitat Autònoma de Barcelona: Miguel Àngel Essomba, Anna Tarrés, Núria Franco- Guillén RESPONSIBLE ADMINISTRATOR FOR THE POLICY DEPARTMENT Parliamentary research administrator: Michaela Franke Project and publication assistance: Virginija Kelmelytė Policy Department B: Structural and Cohesion Policies European Parliament B-1047 Brussels E-mail: [email protected] LINGUISTIC VERSIONS Original: EN ABOUT THE PUBLISHER To contact the Policy Department or to subscribe to its newsletter please write to: [email protected] Manuscript completed in February 2017 © European Union, 2017 Print ISBN 978-92-846-0382-4 doi:10.2861/223254 QA-05-16-046-EN-C PDF ISBN 978-92-846-0381-7 doi:10.2861/812028 QA-05-16-046-EN-N This document is available on the internet at: http://www.europarl.europa.eu/supporting-analyses DISCLAIMER The opinions expressed in this document are the sole responsibility of the author and do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorized, provided the source is acknowledged and the publisher is given prior notice and sent a copy. DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION RESEARCH FOR CULT COMMITTEE - MIGRANT EDUCATION: MONITORING AND ASSESSMENT STUDY Abstract This is a first attempt to explore the monitoring and assessment of migrant education (MAME) in EU countries.
    [Show full text]