Pedagogical challenges in teaching civic education in secondary schools in Zambia

Abstract

This study sought to establish the pedagogical challenges in the teaching of Civic Education in secondary schools in Zambia with a focus on the development and consolidation of education for democratic citizenship among the learners. This study took a qualitative approach and used a descriptive case study design. Data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-three participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings among others were that teachers of Civic Education in secondary schools in Zambia used non-reflective strategies during teaching, that, Civic Education lessons were theoretically based and did not follow emancipatory approaches that are key in the development and consolidation of education for democratic citizenship. the learning environment in secondary schools did not give opportunities to learners to fully express themselves. Based on these findings, this study recommends that the Ministry of General Education (MoGE) should take a deliberate move to provide workshops/short courses aimed at supporting the teachers of Civic Education in applying appropriate approaches whenever, there are teaching Civic Education in schools. Keywords: Pedagogical Challenges; Civic Education; Education for Democratic Citizenship