Project 3.3 Lifelong Learning Systems, Equality, and Civic Values

Project 3.3 Lifelong Learning Systems, Equality, and Civic Values

Project Name: Project 3.3 Lifelong Learning Systems, Equality, and Civic Values
Project Leader:
Germ Janmaat
Other Project Team Members:
Andy Green, Bryony Hoskins, Michela Franceschelli
Project 3.3 Lifelong Learning Systems, Equality, and Civic Values

Project Details

Little is known about the extent to which the effects of compulsory education carry over into adulthood

The debate between those who argue that the civics curriculum is most effective in promoting civic competences, and those who claim that political socialization is primarily the result of informal learning processes in and outside school, has dominated much of the literature on the educational determinants of civic competences. As a result the research has tended to focus on individual- and school-level effects. Due to the unpopularity of the formal schooling perspective and the rare use of cross-national comparative approaches, scholars have by and large ignored the possible influence of national-level characteristics of education systems. Another omission in the field of political socialization is the absence of studies examining disparities of civic competences. Such disparities, particularly if they coincide with social and ethnic divisions and are manifested territorially as ‘no go’ areas, are likely to be as detrimental to social cohesion as low aggregate levels of civic competences. Moreover, little is known about the extent to which the effects of compulsory education carry over into adulthood. Neither do we understand how post-compulsory education contributes to adult civic competences. Finally, we need to know much more about how aggregate levels and distributions of adult skills influence adult civic competences. 

This project addresses these omissions with the following research questions:

  1. How do characteristics of compulsory schooling systems influence levels and disparities of civic competences of youngsters in addition to individual- and school-level effects?
     
  2. How do characteristics of compulsory and post-compulsory education systems and aggregate levels and distributions of adult skills influence levels and disparities of adult civic competences? 

We will be exploring these questions using a range of data sources with information on education systems and individual attitudes, skills and knowledge.

Research findings

Project publications:

One major planned output is a book on inequalities of political engagement. This book will explore how the processes within each phase of education (primary, lower secondary, upper secondary, higher) exacerbate or mitigate these inequalities.

Journal articles

Janmaat, J.G. and Melis, G. 'A Single Civic Culutre or Various Civic Cultures Differing in Kind? A Matter of Scale', paper under review at a Political Science journal.

Janmaat, J.G. 'The Overriding Effect of Tracking on Support for Fundamental British Values', paper to be submitted to an Education or Sociology journal.