By Kerry J. Kennedy, Andreas Brunold

This publication is worried with the social and political facets of neighborhood groupings, fairly how citizenship schooling fares in local contexts. the eu Union (EU) has revolutionised its political and monetary goals into extra encompassing social and political objectives. The organization of Southeast Asian countries (ASEAN), nonetheless, remains to be relocating in the direction of fuller integration in social and monetary phrases as South East Asian international locations search a better function at the worldwide level and especially within the worldwide economic climate. either the european and ASEAN have drawn up academic frameworks that jointly paintings to harness academic achievements which in flip paintings to satisfy social and monetary targets on the nearby point. This booklet portrays citizenship concerns affecting the 2 areas and describes the way in which citizenship schooling can mirror and tackle those matters. Case experiences on ecu and ASEAN member international locations make up the book’s elements which examine, between different issues:

  • The altering panorama of Citizenship schooling in England
  • Political Didactics and Political schooling in Germany
  • Rethinking a Conceptual Framework for Citizenship schooling in ASEAN Countries
  • Education for ASEANness: a device to construct an ASEAN community

This e-book explores new principles on citizenship and comparative schooling in neighborhood contexts and should be of curiosity to researchers fascinated by the impression of regionalism on social improvement and to citizenship educators learning the impression of contexts at the development of citizenship schooling.

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Generally, inspection results and research evidence suggest that significant progress was made. The government inspection agency (Ofsted) has reported There is evidence that provision and outcomes for students are improving overall. Progress in establishing citizenship securely in the curriculum has been steady. Even in the schools visited where provision was weak, there was mostly an encouraging direction of travel. , 2009) reported on the basis of their longitudinal study: Overall, citizenship education (CE) has become increasingly embedded and established in secondary schools in England over the course of CELS [Citizenship Education Longitudinal Study], from 2002 to 2008.

Whiteley (2012: 1) has commented on the basis of a survey of 18–26 year olds conducted in 2011 that: Citizenship education had a positive impact on three key components of civic engagement: efficacy, political participation and political knowledge. This suggests that the reform is likely to help offset some of the trends in civic participation among young people which have shown a sharp decline in key activities like voting and voluntary activities over time. This generally positive scenario, however, should be considered in detail.

Learning about and becoming involved in the life and concerns of their communities through community involvement and service to the community. Pupils learning about and showing their affective role in public life by their knowledge, skills, and values. These definitions formed the basis of the National Curriculum for citizenship that was introduced into English schools in 2002 and modified in 2008 to focus on key concepts (democracy and justice, rights and responsibilities, and identity and diversity), key processes (critical thinking and enquiry, advocacy and representation, and taking informed and responsible action), and a wide range of local, national, and international content.

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