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dc.contributor.authorSimushi, Mbangweta
dc.date.accessioned2019-01-21T13:00:25Z
dc.date.available2019-01-21T13:00:25Z
dc.date.issued2017
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/5633
dc.descriptionThesisen
dc.description.abstractThis study focused on an investigation of the role of civic education in school governance in Zambia. The study investigated how civic education can contribute to solving student’s unrest, teachers and other stakeholder’s discontent in schools. It is argued in this study that following right governance practices, challenges of teachers and students unrest in schools often blamed on unequal participation decision-making processes in schools as a result of poor governance can be resolved. This study employed a qualitative descriptive research design to investigate the role of civic education in school governance and used the model on Ladder of Participation. Three secondary schools namely Arakan Boys, Chongwe and Libala were purposively sampled as pioneers of civic education from its inception in 2004. 02 DEBS, 03 Head teachers, and 21 teachers of civic education and non-civic education were purposively selected. 30 grade twelve pupils from the three schools taking civic education were selected using random sampling. 24 parents were selected to take part in the study randomly. Focus group discussions were used to pupils and parents while interviews were used on head teachers, teachers, and district officials. The study revealed that good governance from democratic practices existed in schoos. Stakeholders took part in decision-making processes in schools and that governing bodies such as Students Representative Councils, Parents Teachers Association and Management Boards exist. The study revealed that governance in schools has improved with the coming of civic education even though, there are pockets of unruelly behavior from pupils. Eventhough governance has improved, Schools still experience low participation in decision-making and lack accountability, transparency, experience and confidence due to some poor governance practices. The study therefore recommends for clear policies to include democratic governance through civic education in the curriculum at all levels and enforce stakeholder participation in school governance through democratic practices.en
dc.language.isoenen
dc.publisherThe University of Zambiaen
dc.subjectCivic education--Governance--Zambiaen
dc.subjectCivic education--Participation in decision making--Schools--Zambiaen
dc.titleAn investigation of the role of civic education in the governance of schools in selected secondary schools in Lusaka province,Zambiaen
dc.typeThesisen


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