An exploration of how the teaching and learning of civic education contribute to transformative eduction in Zambian secondary schools: a study of four selected secondary schools in Kabwe district, central province.
| dc.contributor.author | Kaunda, Mulala | |
| dc.date.accessioned | 2024-04-19T08:55:18Z | |
| dc.date.available | 2024-04-19T08:55:18Z | |
| dc.date.issued | 2023 | |
| dc.description | Thesis of the Master of Education in Civic Education. | |
| dc.description.abstract | The study explored how the teaching and learning of civic education contribute to transformative education in selected secondary schools of Kabwe district, Zambia. The study had three research objectives. The first one was to establish how teaching and learning of Civic Education contribute to transformative education among learners in schools. The second one focused on exploring challenges that impede Civic Education as transformative education among learners in schools and the third one focused on investigating possible measures that could be adopted to support Civic Education as transformative education among learners in schools. The study used qualitative paradigm with an application of case research design. The study recruited thirty (30) participants and there were selected using homogenous and expert purposive sampling. Data was collected through individual interviews and focus group discussion. Data was analyzed using thematic approach. The study revealed that civic education helps learners to understand their rights, develop critical thinking in learners and prepare analytical leaders. Equally, it was revealed that civic education prepare future and current participants in national development. On challenges that impede Civic Education as transformative education among learners in schools, these were the themes: inadequate school infrastructure, teacher incompetence, use of traditional strategies by teachers, pupil congestion and lack of teaching materials. Others included less contact sessions allocated for teaching Civic Education and lack of practical in Civic Education. On suggestions that could be adopted to support Civic Education as transformative education among learners in schools, the study revealed that provision of adequate school infrastructure, providing more learning materials, allocating more time to teaching of Civic Education and introducing practical in Civic Education was cardinal. The study concluded that despite challenges that impede the teaching of Civic Education in schools, Civic Education is still fundamental in transforming learners and the community. Therefore, the study recommended that there is need for teachers of Civic Education to embrace the use of active pedagogies when delivering civic education lessons as this may be critical for fostering transformative education. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8569 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | An exploration of how the teaching and learning of civic education contribute to transformative eduction in Zambian secondary schools: a study of four selected secondary schools in Kabwe district, central province. | |
| dc.type | Thesis |