Unearthing Disablers in the Cultivation of Civic Skills among Learners in Selected Secondary Schools in Lusaka District, Zambia

>Wilfred Muntengwa, Brendah Namadula, Viola Hamainza, Racheal Simwatachela, Fabian Kakana, Francis Simui and >Gistered Muleya
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>Wilfred Muntengwa: School of Education, University of Zambia
Brendah Namadula: School of Education, University of Zambia
Viola Hamainza: School of Education, University of Zambia
Racheal Simwatachela: Institute of Distance Education, University of Zambia
Fabian Kakana: Institute of Distance Education, University of Zambia
Francis Simui: Institute of Distance Education, University of Zambia
>Gistered Muleya: Institute of Distance Education, University of Zambia

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 9, 228-238

Abstract: The thrust of this study was to unearth disablers in the cultivation of civic skills among learners in selected secondary schools in Lusaka, Zambia. At the core of the study, we interrogated teaching sources, methods and evaluations in Civic Education. Purposive sampling was applied to select participants from the selected schools. Specifically, Civic Education teachers formed part of the sample. Data was generated through the use of an interview Guide. Raw data was produced, coded and organised in themes for the purposes of drawing implications in the discussions. The study revealed that teachers of Civic Education were using methods that did not empower learners with civic skills. Further, the study revealed that the teaching of Civic Education in the schools relied mainly on lecture approaches which did not support the development of civic skills among the learners. The study also revealed that the lack of teaching and learning materials coupled with over enrolments affected the abilities of the teachers in supporting the learners to develop the civic skills. The study therefore concludes that teachers of Civic Education anchor their teaching on sources, methods and evaluation and in the process fail to support the learners in the development of civic skills. Thus, it is recommended among others, given that Civic Education Syllabus for Grade 10 to 12 has only Specific Outcomes based on Cognitive Level (Knowledge based outcomes), there is a need to revise the Syllabus so as to include the Specific Outcomes based on Psychomotor Level (Skill based outcomes) and Affective Level (Value based Outcomes).

Date: 2020
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