Exploring curriculum-related barriers to the teaching and learning of anti-corruption education in selected secondary schools in Zambia.
| dc.contributor.author | Mashabe, Kampamba | |
| dc.date.accessioned | 2024-08-26T10:10:36Z | |
| dc.date.available | 2024-08-26T10:10:36Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Sociology of Education. | |
| dc.description.abstract | This study aimed to explore the curriculum-related barriers in the teaching and learning of anti-corruption education in selected secondary schools in Zambia. The study sought to identify the challenges teachers encountered in their quest to deliver Anti-Corruption Education (ACE) while also exploring barriers learners faced in the learning of anti corruption content and values. It further examined the perceived views of teachers and learners about the purpose of anti-corruption education in the curriculum in selected secondary schools in Zambia. The study sample consisted of fifty-two respondents and used sampling techniques such as convenience and expert purposive sampling techniques. The data were collected using questionnaires on teachers, focus group discussions with pupils and semi-structured interview guides with administrators and technocrats. The data collected was then analysed thematically. The research employed a qualitative exploratory multiple case study design to investigate this topic and covered the two provinces of Lusaka and Northern provinces. The research findings shed light on a plethora of issues hindering the effective delivery of anti-corruption education including the lack of specific training in value impartation skills for teachers, the limitation of anti-corruption education content coverage and the delayed induction of learners into integrity education through the curriculum. Moreover, the study among other challenges also identified insufficient teaching and learning resources on anti-corruption education, the absence of dedicated forums for teachers of anti corruption education carrier subjects. Lack of real-life role models and double standards by some teachers, coupled with a constrained censure of the vice by key figures in society. The study showed that a radical modification to the curriculum is needed. It recommended the introduction of a comprehensive stand-alone subject on integrity education or at the very least an increment in the depth, provision of a continuum and higher number of carrier subjects which have been identified by this and other researchers as being suitable for further insertion of anti-corruption education such as business studies and language subjects. Training programs should also be developed to equip teachers with the necessary skill set for effective anti-corruption value impartation and delivery in learners. Furthermore, monitoring and evaluation mechanisms need to be established to assess the impact and effectiveness of anti-corruption education initiatives in the curriculum. Key Words: Anti-Corruption Education, Carrier Subjects, Impartation Skills, Monitoring and Evaluation | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8808 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Exploring curriculum-related barriers to the teaching and learning of anti-corruption education in selected secondary schools in Zambia. | |
| dc.type | Thesis |