SQUARE DCCEC EU Citizenship Education Module / Toolkit
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Assessment

EU citizenship in 100 questions

Needs analysis and self-assessment. The items follow the five citizenship pillars and the education programme. Short set 5, core 25, full field set 100.

Name, surname, e-mail and phone are not asked. Answers are stored anonymously. The IP address is not kept in clear text.

What this page is

Needs analysis and self-assessment. Each sentence is a 1–5 Likert item. Short set 5, core 25, full field set 100.

Who uses it

Young people aged 14–18 and the trainer who runs the session. Used before or after training.

How to use it

Pick a set above. Mark how far you agree with each sentence. Submit to save the average anonymously. The same network may send this set once in 24 hours.

Short (5) Core (25) Full set (100)

Theme

Rights

EU citizenship and national citizenship, free movement, the ban on discrimination, petition and Erasmus+ access.

1. I can describe, in my own words, the main rights that EU citizenship confers; I count free movement, the ban on discrimination and the right of petition among them.
2. I can explain, with a concrete example, that free movement under EU citizenship means the chance to live, work or study in a member state.
3. I know that the ban on discrimination does not accept leaving a young person out because of age, sex, disability, origin or belief.
4. I can explain that an EU citizen may receive consular protection from another member state in a third country where their own state is not represented.
5. If I think a right has been breached, I know I can first turn to a trusted adult or institution, and that a petition route also exists at European level.
6. I distinguish EU citizenship from national citizenship; I know the former rests on citizenship of a member state.
7. I can say that voting for the European Parliament and local representation depend on age, and which of these is not yet open at my age.
8. I see the right to petition the European Parliament as a written route to the institutions, and I can describe that route.
9. I treat Erasmus+ youth and learning opportunities as an accessible European learning path, not a privilege for a chosen few.
10. I can explain at least one EU citizenship right, in my own words, to my family or to an adult sitting with me.

Theme

Institutions

The European Parliament, the Commission, the Council, the member states, the National Agency and Hatay Governorship’s coordination.

11. I can say that the European Parliament represents the citizens of the Union and has a role in law-making and oversight.
12. I do not confuse the Commission’s role in proposing and carrying out policy with the Council’s role in representing the member states.
13. I roughly know how many member states the European Union has, and I distinguish that not every European country is a member.
14. I know the euro is not the mandatory currency in every member state; some member states keep their own currency.
15. I can give an example from my own life of an EU decision touching food, travel, a digital service or the environment.
16. I know that, for Erasmus+ applications, the National Agency is the body that runs the programme in the country.
17. From the Hatay example I can see that a local authority or a governorship may coordinate an EU-supported project.
18. I can describe, at a basic level, that an EU directive is a shared rule that member states transpose into their own law.
19. I know that Hatay Governorship coordinates this Erasmus+ work and that the education-kit work package (PR3) sits with this institution.
20. I recognise that this work is an Erasmus+ youth partnership (KA220-YOU) and that partners from five countries walk the same education programme.

Theme

Social citizenship

Social welfare, security, services and policy; equal access, post-disaster support and a local institution.

21. I can illustrate social security as a rights framework that does not leave a person alone in illness, unemployment or disaster.
22. I defend equal access to education as a social right, not a privilege.
23. I recognise my disabled peer’s right to take part in production, education and social life, and I know this right can take shape in a local centre.
24. I see post-disaster solidarity, shelter and psychosocial support as part of social citizenship.
25. I treat access to health care as a citizenship issue, not only a matter of what a family can afford.