Late modern society increasingly requires engagement and active involvement of its citizens at all levels of the community. On the one hand citizens have to adapt to societal changes in culture, in organization and governance, in technology, and in ways of communicating. On the other hand citizens have to contribute to constantly renewing society, democracy and culture. Social inclusion and social cohesion have become less easy. With the growing integration of Europe and with increasing globalisation, the local level needs to become more important and more authentic. Growing up in contemporary Europe implies developing an identity in a pluralistic, democratic but risky society. 'Citizenship' and 'civic involvement' refer to several areas of social functioning, The areas include the personal, the control over one's own life; the interpersonal, the interaction with the immediate environment; and the socio-political, the functioning in all wider social and political structures. It is our view that citizenship is constructed in the interaction and positioning of the individual in social, cultural and political practices (Haste 2004; Veugelers & Vedder 2003). Our argument is also that a narrow definition of the civic domain, focusing only on politically-related issues such as potential to vote, ignores the fact that the development of civic competence involves a larger spectrum of values and motives. This includes moral values like justice, care, and truthfulness. The development of sensibility, commitment, responsibility, involvement and competence in the moral domain are part of critical-democratic citizenship (Oser, 1998; Tirri, 2001).In 6 different projects we studied goals and practices of moral development and citizenship education in Dutch secondary schools. We asked, both by quantitative and qualitative methods, what students, parents, teachers and principals find important educational goals for secondary schools and how these goals relate to education by the parents at home. We researched the desired goals in schools, the actual processes and the effects as seen by the respondents. Surveys, interviews, panel discussions, classroom observations with students, parents and teachers. Conclusions or expected outcomes or findingsThere are similarities and differences between the distinguished groups. Citizenship development can have different orientations: to adaptation, to autonomy (individualization), and to a more critical-democratic orientation. Most Dutch teachers are oriented to a critical-democratic orientation, but in practice they also emphasize adaptation and individualization strongly. The desired more democratic orientation is difficult to realize in schools. Parents value social educational goals, but take care more of the autonomy process of their own child. Students like to a see a stronger pedagogical and moral attitude by the teacher, however without manifest interfering with their own personal life. In this paper we will bring together the results of the different studies.F.K. Oser (1994). Moral Perspectives on Teaching, In: L. Darling-Hammond (Ed.), Review of Research in Education, Vol. 20, 1994.Tirri, K. & Kansanen, P. (Eds.) (2003). Special Issue: Current research on moral education: International perspectives. Educational Research and Evaluation Volume 9 Number 1.Torney-Purta, J. (2002). Patterns in the civic knowledge, engagement, and attitudes of European adolescents: The IEA Civic Education Study. European Journal of Education, 37 (2), 129-141 Veugelers, W. & E. de Kat (2003) The Moral task of teachers according to students, parents and teachers. In: Educational Research and Evaluation, 9, 1, 75-91 Veugelers, W. & P. Vedder (2003) Values in Teaching. Teachers and Teaching. 9, 4, 377-389 Veugelers, W. & F.K. Oser, (eds.) (2003). Teaching in Moral and Democratic Education. Bern/New York: Peter LangEuropean or international journal