Exploring civic engagement in the democratic dispensation among teachers of civic education in selected secondary schools in Mumbwa district, Zambia.
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This study explored the status of Civic Engagement in the democratic dispensation among teachers of Civic Education. The study was based on three objectives which include (i) To explore the status of Civic Engagement in democratic dispensation among teachers of Civic Education, (ii) To establish the challenges teachers encounter on Civic Engagement in the face of democracy and (iii) To highlight appropriate strategies to be put in place in order to enhance authentic civic engagement in democratic dispensation among teachers of Civic Education. To achieve these objectives, descriptive research design was used. Participants included 21 teachers of Civic Education all of whom were homogenous purposefully sampled. Data was gathered by using semi-structured interview Guide. Three secondary schools were purposively sampled as pioneers of Civic Education from its inception in 2004 and their old existence. The study revealed that teachers of Civic Education have robust ideas on Civic Engagement. The researcher established that Civic Education teachers are well informed about Civic Engagement matters while some stakeholders were less involved in civic activities that have wider benefits for communities. The challenges taken into account included, threat to job security, weak national governance system in Zambia, Socio-economic challenges, Political interference and fear of being labeled as ant-government, limited platforms to share civic knowledge and lack of political will among citizens. It was found out that active Civic Engagement can only be revamped through inclusive leadership on Governance matters, teachers of Civic Education to Partnering with local organizations for civic engagement and also by ensuring that engagement activities take place in both formal and informal settings. The study concluded that teachers of Civic Education should be given equal space to exercise their full civic responsibilities at all levels as enshrined in human rights chatter as this is likely to reciprocate full benefits of civic participation. The study therefore recommends for clear policies from the Ministry of General Education on how Civic Education philosophy can be planted in the community. Key words: Civic Engagement, Civic Education, Democratic dispensation and Democratic governance.
The University of Zambia
- Education