Formal education in civics and citizenship is urgently required if Australian students are to increase their familiarity with key historical civic events, civics knowledge and understandings and citizenship dispositions and skills, the results of the National Assessment Program – Civics and Citizenship Years 6 and 10 show.

The results of a nationwide assessment of civics and citizenship knowledge of Year 6 and Year 10 students, conducted by ACER and commissioned by the Ministerial Council on Education, Employment, Training, and Youth Affairs (MCEETYA) showed gaps in their understanding of the tested concepts.

The National Assessment Program – Civics and Citizenship Years 6 and 10 Report, released in late December, found that young Australians seemed to appreciate their democracy, but their level of knowledge and understanding of civics and citizenship was less than was expected by a range of experts in the field.

ACER was contracted by MCEETYA to undertake the assessment of a national sample of more than 20,000 Australian Year 6 and Year 10 students in approximately 600 schools in 2004. The assessment comprised multiple choice and open-ended response questions on concepts such as the rationale for the citizenship pledge, social responsibility, basic historical and political facts and the impact of influencing factors such as the media on democracy.

Half of Year 6 students and 39 per cent of Year 10 students met defined proficiency standards in Australian civics and citizenship knowledge. Students lacked knowledge of key information about national events and nationally-representative symbols – such as Australia Day, ANZAC Day, and the role of the Governor-General.

Students also notably struggled with the concept of "the common good" – strategies that refer to how individuals can influence systems for the benefit of society. They either didn't understand it, didn't believe in it, or couldn't see how they could exercise it.

“The results of this assessment indicate a need for a greater emphasis on civics and citizenship education in schools,” said ACER chief executive Professor Geoff Masters. “It is important that Australian students develop a sound understanding of how Australia’s government and democracy work in order to participate fully in society.”

Two of the findings that surprised researchers involved Australian history. Only 16 per cent of Year 6 students and 23 per cent of Year 10 students could correctly name the event commemorated on Australia Day. Further, only 17 per cent of Year 6 and 27 per cent of Year 10 students could articulate why Australia Day was sometimes called Invasion Day.

Students also struggled to explain the significance of iconic symbols and events such as aspects of the Australian flag and ANZAC Day. The role of the Governor General provided another stumbling block with only seven per cent of Year 6 students and 23 per cent of Year 10 students able to correctly identify official vice regal duties.

While the researchers and the experts from state and territory education authorities were somewhat surprised and disappointed at the results, they recognised that students could not have been expected to achieve the relevant proficiency standard having not had any formal, consistent curricular instruction in civics and citizenship.

ACER will also conduct the next phase of the MCEETYA National Assessment Program - Civics and Citizenship in 2007. Preparation work is underway for the 2007 assessment which will involve a sample of around 14,000 students at Year 6 and Year 10 levels in over 600 schools. When results from the 2007 assessment are analysed it will be possible to determine whether improvement has been made since 2004.

The National Assessment Program – Civics and Citizenship, Years 6 and 10 report, published by MCEETYA is available online from http://www.mceetya.edu.au/mceetya/

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