Op basis van een representatieve steekproef van 14- (grade 8) en 16- (grade 10) jarige scholieren uit ruim 150 scholen in Vlaanderen, wil het huidige project inzicht verschaffen in de kennis, attituden en vaardigheden die in verband worden gebracht met democratisch burgerschap en de (schoolse) factoren die deze beïnvloeden. Naast een beschrijving en internationale vergelijking van “burgerzin” bij Vlaamse leerlingen uit grade 8, wil dit project aanvullend ook een evolutie schetsen van de democratische attitudes en participatie van Vlaamse jongeren uit grade 10 in vergelijking met eerder representatief onderzoek uit 1999-2000 en 2001-2002. Hiermee willen we ten eerste een aantal lacunes in het politiek socialisatie-onderzoek opvullen en ten tweede inschatten wat de specifieke impact is van het vakoverschrijdende thema “opvoeden tot burgerzin” en het participatiedecreet.
The current research project aims to advance the knowledge, attitudes and skills regarding democratic citizenship of pupils aged fourteen and sixteen as well as the (school related) factors by which these are influenced. Drawing on a representative survey of more than 150 schools in Flanders (Belgium), this project will not only describe and internationally compare citizenship of Flemish grade 8 pupils, it will also give an evolution of democratic attitudes and (civic) engagement of Flemish youngsters of grade 10 compared to previous representative research in 1999-2000 and 2001-2002. In this way, we hope to fill the knowledge gap regarding political socialisation research on the one hand, and assess the specific impact of the cross-curricular theme ‘education for democratic citizenship’ and the participation decree on the other hand.
The current research project aims to advance the knowledge, attitudes and skills regarding democratic citizenship of pupils aged fourteen and sixteen as well as the (school related) factors by which these are influenced. Drawing on a representative survey of more than 150 schools in Flanders (Belgium), this project will not only describe and internationally compare citizenship of Flemish grade 8 pupils, it will also give an evolution of democratic attitudes and (civic) engagement of Flemish youngsters of grade 10 compared to previous representative research in 1999-2000 and 2001-2002. In this way, we hope to fill the knowledge gap regarding political socialisation research on the one hand, and assess the specific impact of the cross-curricular theme ‘education for democratic citizenship’ and the participation decree on the other hand.