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Tabel 1
Inbedding van burgerschapseducatie in het curriculum van de onderbouw van het voortgezet onderwijs Inbedding van burgerschapseducatie in het curriculum van de onderbouw van het voortgezet onderwijs
Land Apart vak (verplicht)
Apart vak (keuze)
België (Vlaanderen) 1 Bulgarije Chili Colombia 1 Cyprus Denemarken
2
Dominicaanse Republiek Engeland Estland Finland Griekenland 1,3 Guatemala Hong Kong Ierland Indonesië Italië Letland Liechtenstein Litouwen Luxemburg Malta Mexico Nederland Nieuw-Zeeland
4
Noorwegen Oostenrijk Paraguay Polen Rusland Slowakije Slovenië Spanje Taiwan Thailand Tsjechië Zuid-Korea Zweden Zwitserland 5 Bron: ICCS 2009 National Context Survey (referentiejaar 2008-2009) Verklaring gebruikte symbolen: voor alle onderwijsrichtingen en schooltypen voor sommige onderwijsrichtingen burgerschapseducatie maakt niet deel uit van het curriculum
Geïntegreerd in verschillende andere vakken
Crosscurriculair
Raden en speciale activiteiten
Extracurriculaire activiteiten
Ervaringen in de klas/ethos van de school
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Tabel 2
Nadruk op burgerschapsonderwerpen in het curriculum van klas 2 in het voortgezet onderwijs
Land
Onderwerpen Mensenrechten
Juridische systeem en rechtspraak
Begrijpen van andere culturen en etniciteiten
Parlement en overheidsinstellingen
Stemmen en verkiezingen
Economie
België (Vlaanderen) Bulgarije Chili Colombia Cyprus Denemarken Dominicaanse Republiek Engeland Estland Finland Griekenland 1 Guatemala Hong Kong Ierland Indonesië Italië Letland Liechtenstein 1 Litouwen Luxemburg Malta Mexico Nederland Nieuw-Zeeland Noorwegen Oostenrijk Paraguay Polen Rusland Slowakije Slovenië Spanje Taiwan Thailand Tsjechië Zuid-Korea Zweden Zwitserland Bron: ICCS 2009 National Context Survey (referentiejaar 2008-2009)
1. Hoewel burgerschapseducatie geen apart vak is in het curriculum voor leerjaar 2 kunnen aspecten van burgerschapseducatie via andere vakken
Verklaring gebruikte symbolen:
aan bod komen
sterke nadruk enige nadruk geen nadruk
.
Tabel 2 (vervolg) Land
Onderwerpen Vrijwilligerswerk
Oplossen van conflicten
Communicatiestudies (media)
Internationale organisaties en wereldgemeenschap
Regionale organisaties en instituties
Het milieu
België (Vlaanderen) Bulgarije Chili Colombia Cyprus Denemarken Dominicaanse Republiek Engeland Estland Finland Griekenland 1 Guatemala Hong Kong Ierland Indonesië Italië Letland Liechtenstein 1 Litouwen Luxemburg Malta Mexico Nederland Nieuw-Zeeland Noorwegen Oostenrijk Paraguay Polen Rusland Slowakije Slovenië Spanje Taiwan Thailand Tsjechië Zuid-Korea Zweden Zwitserland
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Aantal leerlingen
Schooltype
Gemiddelde schaalscore
vmbo havo/vwo
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462 540
(12,0) (9,8)
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Factoren die verschillen in kennis over burgerschap verklaren
Constante Leerlingkenmerken Geslacht (meisje) Gebruik van Nederlands thuis Verwachte toekomstige onderwijsloopbaan Cultureel klimaat (aantal boeken thuis) Hoogste opleiding ouders
Model 1
Model 2
Model 3
Model 4
Model 5
Gemiddelde (se)
Gemiddelde (se)
Gemiddelde (se)
Gemiddelde (se)
Gemiddelde (se)
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6.18 16.72 14.85 5.97 2.90
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0.59 17.90 14.13 3.48 2.49
(4.60) (5.89) (3.60) (1.76) (1.89)
0.59 17.64 13.86 3.30 2.45
(4.61) (5.91) (3.59) (1.60) (1.90)
0.61 17.63 13.84 3.06 2.36
(4.61) (5.89) (3.60) (1.61) (1.92)
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(5.86)* (3.78)* (1.72)*
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(2.42) (1.77) (3.10) (0.22) (0.21)
12.70 -3.47 5.51 -0.32 0.23
(2.42) (1.77) (3.10) (0.21) (0.21)
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Lezen voor ontspanning Tijd die buiten huis wordt doorgebracht Interesse ouders in politieke en sociale kwesties Interesse leerlingen in politieke en sociale kwesties Geloof in eigen kunnen m.b.t. politiek Klaskenmerken VMBO schooltype HAVO-VWO schooltype Open klasklimaat voor discussies (aggr.) Participatie van leerlingen in school (aggr.) Cultureel klimaat in de klas (aggr.) Hoogste opleiding ouders (aggr.) Interesse leerlingen in politieke en sociale kwesties (aggr.) Random effecten Klasniveau - Variantie (Standaarddeviatie) Leerlingniveau - Variantie (Standaarddeviatie)
5228.27 (72.30) 3928.77 (62.67)
4941.18 (70.29) 3770.14 (61.40)
3217.24 (56.72) 3770.15 (61.40)
3010.38 (54.86) 3770.03 (61.40)
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