Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

Autor/in	van de Werfhorst, Herman G.
Titel	Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure
Quelle	In: Comparative Education Review, 61 (2017) 1, S.111-140 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/689613
Schlagwörter	Young Adults; Democratic Values; Citizenship Education; Political Issues; Surveys; Foreign Countries; Voting; Activism; Academic Education; General Education; Vocational Education; Comparative Analysis; Europe + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politischer Faktor; Survey; Umfrage; Befragung; Ausland; Abstimmung; Aktivismus; Politischer Protest; Akademische Bildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausbildung; Berufsbildung; Europa
Abstract	It is hardly disputed that educational institutions carry responsibility for the education of democratic citizens through the enhancement of civic and political engagement. Despite the wealth of studies on civic and citizenship education, scholars have not yet examined the relevance of national educational institutional factors. This study examines to what extent elements of national educational systems, in particular early tracking and a vocational orientation, are related to political engagement of young adult citizens. Using pooled European Social Survey data collected between 2002 and 2012 from 24 European countries, and examining electoral participation, political interest, and political activism, it is shown that people educated in vocational programs had lower levels of political engagement than people educated in general/academic education. Moreover, these differences were greater in strongly tracked educational systems relative to comprehensive/untracked systems. These results suggest that educational institutions that differentiate students early and rigidly may form a threat to democratic equality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01