London Metropolitan University Research Institutes

An analysis of how citizenship education is implemented

Author(s) Christine Roland-Lévy  
Publisher CiCe Publications  
Year 2005  
Editor A. Ross, Teaching Citizenship  
Language English  
Age group -  
This paper presents a research project comparing different schools to study the differences in the implementation of citizenship education. The conception of citizenship education and the guidelines often change according to the country in which one is and according to the schools. Our focus is to select various schools in Great Britain and in France with contrasting approaches to citizenship education. In the UK, the national curriculum provides guidance, at the different levels, to ensure that pupils have a clear understanding of their roles, rights and responsibilities in relation to their local, national and international communities and it states that the schemes of work should reflect the flexible nature of the curriculum, allowing schools to be innovative and develop their own approaches to citizenship. In contrast, in the French system of education, the curriculum does not mention the terms ‘citizen’ or ‘citizenship’; nevertheless, it is required to provide civic education, focusing on the structure of the government, constitution, elections and the general legal structures of the country. The conception of citizenship education in these two countries is therefore extremely different.

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