Comparing civic competence among European youth: composite and domain-specific indicators using IEA civic education study data

Abstract

Addressing the European Union monitoring of civic competence, this article presents a composite indicator of civic competence and four domain indicators. The data used
are from the 1999 IEA Civic Education study of 14-year-olds in school. The results demonstrate the complexity of the various influences on the development of civic competencies
across countries rather than support for a single or unidirectional theoretical explanation. The nation’s years of democracy play both a positive and a negative role
on different aspects of civic competence, while citizenship education has better than expected consequences in some countries

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