The relevance of civic education curriculum content in contemporary Zambia: a case of the senior secondary civic education syllabus (2013) in Lusaka district.
Date
2025
Authors
Dokowe, Baza Mambo
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study was an analysis of the relevancy of Civic Education curriculum content provided in the Zambian secondary school syllabus of 2013 in selected secondary schools in Lusaka district. A qualitative study which employed a case study research design was employed. Purposive sampling
technique was used to sample a total of 110 participants, consisting of 56 learners, 42 teachers, 7 heads of department,1 Senior Education Standard Officer, 3 Civic Education lecturers and 1 Civic Education curriculum specialist. Semi-Structured interviews and focus group discussions guides were used to collect data from the participants. Data was analysed according to themes. The findings of the study revealed that in Zambia, a larger portion of the Civic Education curriculum content provided in the senior secondary Civic Education syllabus (2013), could be described as irrelevant in both theory and practice. This is mainly because of the complete neglect and failure to timely incorporate the dynamics of the public policy and legal framework, changing theories and societal trends in the syllabus. Findings further indicated that in Zambia, the curriculum development process to Civic Education curriculum content may be described as arbitrary and largely unscientific. This is for the reason that the key stakeholders affirm little or no confidence in the curriculum development process and that the participation in the curriculum development is neither standardized nor chartered under any statutory framework. There is a significant “anthropographic gap” between the Civic Education curriculum content outlined in the senior secondary Civic Education syllabus and the contextual basis relatively apposite and peculiar for the development of relevant curriculum content. This is all because the Ministry of Education did not provide the most required and adequate technical guidance during curriculum development process. In Zambia, the curriculum development process of Civic Education curriculum content may be described as arbitrary and largely unscientific. This is for the reason that the key stakeholders affirm little or no confidence in the curriculum development process and that the participation in the curriculum development is neither standardized nor chartered under any statutory framework. In Lusaka District, the curriculum implementation moderation technique is hardly actualised by the majority of the Civic Education teachers during lessons, because of what seemingly could be considered as teacher limited professional dexterity. Based on the findings of this study the researcher recommended that the Ministry of Education through the Directorate of Curriculum Development should review its approach to Civic Education curriculum content development process, and explore alternative scientific approaches for future curriculum content development.
Keywords: Civic Education, relevancy, curriculum development, curriculum content, syllabus
Description
Thesis of Master of Education in Curriculum Studies.