Abstract
Developing good citizenship has been a continuing educational concern worldwide. As a report on the civic education study of the International Association for the Evaluation of Educational Achievement (IEA) has noted, ‘All societies have a continuing interest in the way their young people are prepared for citizenship and learn to take part in public affairs’ (Torney-Purta, Schwille, & Amadeo, 1999, p. 12). This overall statement was actually drawn from the country case reports included in the civic education study. For example, the Australian chapter reported that ‘active citizenship education’ became a key objective of the curriculum at the turn of the 1990s (Print, Kennedy, & Hughes, 1999, p. 39). The Belgian chapter indicated that in 1994 a decree was published in the official gazette, Moniteur Belge, demanding that teachers should prepare students to become responsible citizens who possess the qualities required in a pluralist society (Blondin & Schillings, 1999, p. 64). The Canadian chapter remarked that there was country-wide acknowledgment that citizenship education is the responsibility of schools, and such an expectation is explicitly expressed in the social studies curriculum: ‘responsible citizenship is the ultimate goal of social studies’ (Sears, Clarke, & Hughes, 1999, p. 129).
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Acknowledgements
This chapter is a revised version of the keynote address presented in the plenary panel on The Citizen of the New Century, Fifth UNESCO-ACEID International Conference on Reforming Learning, Curriculum and Pedagogy: Innovative Visions for the New Century, entitled ‘Qualities of Citizenship for the New Century: Perceptions of Asian Educational Leaders’. 13–16 December 1999, Bangkok, Thailand. The author wishes to acknowledge Sara Wong for her valuable assistance in the process of conducting this research.
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Lee, W.O. (2004). Perceptions of Citizenship Qualities Among Asian Educational Leaders. In: Lee, W.O., Grossman, D.L., Kennedy, K.J., Fairbrother, G.P. (eds) Citizenship Education in Asia and the Pacific. CERC Studies in Comparative Education, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-7935-1_9
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