The teaching civic education in Zambian schools: a tool for conflict resolution in the community.a study of selected schools in Lusaka INCE.
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Date
2018
Authors
Mainde, Davy
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study was aimed at examining the teaching of Civic Education in the secondary
schools in Zambia and how it serves as tool for conflict resolution in the community. The
following questions guided the study: How is the teaching of civic education in Zambian
school used as a tool for conflict resolution in the community? What strategies are used in
the teaching of Civic Education in Zambian schools which make it a tool for conflict
resolution in the community? What challenges are experienced in the teaching of Civic
Education in Zambian schools as a tool for conflict resolution in the community? What
solutions can be proposed to the challenges faced in the Teaching of Civic Education in
Zambian school as a tool for conflict resolution in the community? The study was guided
by conceptual framework emanating from three strands of Civic Education which are;
Civic knowledge, Civic Skills and Civic Values. Related literature on conflict
management styles as well as concept and goals of Civic Education were consulted.
In ensuring that the study is systematic, a case study design under qualitative research was
used. The data was collected using primary and secondary sources, while thematic analysis
was employed to analyse the data so that it can make sense.
The study demonstrated the importance of teaching Civic Education as a tool for conflict
resolution in the community through the provision of knowledge on: human rights,
imparting of civic skills for effective participation, for conflict resolution and for effective
leadership. It was established that the teaching of Civic Education in secondary schools in
Zambia enables learners to be critical thinkers and also helping in curbing social
challenges. Strategies used in the teaching of Civic Education in secondary school which
includes: affiliation to subject association, pupils’ administrative boards, invitation of
professionals, conducting of education tours to public institutions and also through
community engagement were discussed as presented by respondents. Learner centered
methods which includes; discussion, debate, research and explanation were also discussed.
This study established that revision of the curriculum, lack of reliable textbooks, high
illiteracy level in the community and lack of academic freedom as the main challenges
which teachers face in the teaching of Civic Education. In order to address these
challenges, the study suggested the: involvement of teachers in curriculum revision,compulsory teaching of Civic Education in all secondary school faculties, continue
revision of Civic Education textbooks and provision of online libraries as remedies to
challenges which educators faces in the teaching of Civic Education.
From the findings of the study, it was recommended that, there must be constant revision
of Civic Education syllabus and textbooks to meet the new changes in the community.
The Ministry of General Education to empower teachers and other professionals who take
a leading role in the production of the Civic Education textbooks at all levels of education
which meet the current demands of the community and there must be academic freedom
to allow teachers cover subject content without fear of victimisation. Government through
the Ministry of General Education should recast their decision to enforce the teaching of
Civic Education as a compulsory teaching subject in all education faculties in secondary
schools. In addition, the Ministry of General Education must open online libraries to
enable teachers and learners to access variety of teaching and learning materials.
Description
Thesis
Keywords
Conflict resolution--Teaching--Schools , Civic education--Study and teaching