Education for Democratic Citizenship in the New Europe: context and reform

Durán, Concepción Naval; Print, Murray; Veldhuis, Ruud

doi:10.1111/1467-3435.00097

Cited by 73 publications

(49 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Typical elements of this approach, which we refer to as an 'educating for citizenship' perspective, are first and foremost the accent on social participation and on the democratic and multicultural character of society (see also Boyd & Arnold, 2000;Naval, Print, & Veldhuis, 2002;Print & Coleman, 2003;Rychen & Salganik, 2003;Gordon, 2003). 'Adequate participation' does not mean behaving according to a fixed set of norms, but being able to deal flexibly with differences and other choices and possibilities.…”

Section: Developing Into a Social Competent Citizenmentioning

confidence: 99%

Educating for Adulthood or for Citizenship: social competence as an educational goal

Dam

Volman

2007

Euro J of Education

View full text Add to dashboard Cite

In this article we discuss the social competence students should acquire to participate in society in an adequate manner. The focus is on social competence as an educational goal and on the question of how to evaluate the efforts of schools in enhancing the social competence of their students. First, a review study is presented of research on the social competence or pro‐social development of students. Two perspectives figure in the literature on the meanings of social competence in modern society: an ‘educating for adulthood’ perspective and an ‘educating for citizenship’ perspective. Each emphasises different aspects of the social competence youngsters need to develop and follows a different line of thought in considering the task of education in enhancing social competence. In the second part of this article we select the components of social competence that should form part of the development of children and young people in a democratic society. We question what instruments are necessary to assess educational results in the field of social competence. On the basis of the review study we also analyse what type of instruments are currently available and what problems have been identified in measuring educational results in the field of social competence. The article concludes with a discussion of the normative character of the concept of social competence.

show abstract

Section: Developing Into a Social Competent Citizenmentioning

confidence: 99%

Educating for Adulthood or for Citizenship: social competence as an educational goal

Dam

Volman

2007

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…On the other hand, citizenship education (e.g., the "social and civic competences" included in the mentioned 2006 Recommendation on the Key Competences for Lifelong Learning) is perhaps the most politically sensitive and controversial part of the OMC in education due to its significant role in forging and maintaining the national identities (Naval et al, 2002;Keating et al, 2009). The fact that, especially in the last decade, supranational policies by the UNESCO, the Council of Europe and the EU in particular aim at dissociating citizenship from nationality (Soysal, 1994;Dale, 1999) is provoking in the European governments a certain caution in endorsing them, rightly because of the link existing between national sovereignty, citizenship and education and the fact that education used to lie under the indisputable control of the nationstates (Holmarsdottir and O'Dowd, 2009;Coulby and Zambeta, 2012).…”

Section: Methodsmentioning

confidence: 99%

Scientific Legitimation of the European Unions Competence Development Policy

Maniscalco¹

2012

Journal of Social Sciences

View full text Add to dashboard Cite

Abstract:This study provides an accessible account of the policy making process of the European Union in the arena of adult skills and competence development. In particular, the way skill standards for adult learners is designed in the EU official statements is investigated, analyzing the developments in the European Union's adult education policies since the Lisbon process was launched in order to verify to what extent they are evidence-based and legitimated through scientific research and specific ex-ante studies. In fact, because of the ageing work force in Europe, but also in the light of the recent economic downturns and the increased labor market's flexibility and dynamics, many governments have tried to foster the involvement and participation of adults in lifelong learning paths for them to suit the transformations of the knowledge-based societies and be active and competitive even in older ages. This empirical paper is based on literature review and content analysis of the relevant policy documents and official EU statements. The main findings show how, beyond declared purposes and political slogans, the way the EU is shaping the adult learners' upskilling significantly appears to aim at the substantial bolstering of basic and digital skills in order to cope with the knowledge economy rather than giving emphasis to more comprehensive sets of competences for lifelong learning and active ageing, which are going to be needed more than ever in the years to come.

show abstract

“…Ogbu, 1993Ogbu, , 2003 about the importance of the interpretation of cultural differences). Young people must acquire insight into the social structure of the multi-ethnic society and learn to deal with social tensions (see also Boyd & Arnold, 2000;Naval, Print, & Veldhuis, 2002;Print & Coleman, 2003). This 'critical approach to the multi-cultural society' (Leeman & Ledoux, 2003) is less accepted in society than the liberal form of multi-culturalism mentioned earlier (Gutman, 1994).…”

Section: Social Competence and The School Contextmentioning

confidence: 99%

Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school

Zwaans

Veen

Volman

et al. 2008

Teaching and Teacher Education

View full text Add to dashboard Cite

General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Download date: 09 May 2018This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. AbstractThis article concerns the relationship between social-educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. r

show abstract

Education for Democratic Citizenship in the New Europe: context and reform

Cited by 73 publications

References 9 publications

Educating for Adulthood or for Citizenship: social competence as an educational goal

Educating for Adulthood or for Citizenship: social competence as an educational goal

Scientific Legitimation of the European Unions Competence Development Policy

Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school

Contact Info

Product

Resources

About

Education for Democratic Citizenship in the New Europe: context and reform

Cited by 73 publications

References 9 publications

Educating for Adulthood or for Citizenship: social competence as an educational goal

Educating for Adulthood or for Citizenship: social competence as an educational goal

Scientific Legitimation of the European Unions Competence Development Policy

Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school

Contact Info

Product

Resources

About

Scientific Legitimation of the European Unions Competence Development Policy