Challenges of Teaching Civic Education as part of the Integrated Social Studies Curriculum in Zambia: A Case of Selected Secondary Schools in Chongwe District

Sianyama Justine and Dr. Oliver Magasu (PhD)
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Sianyama Justine: Kwame Nkrumah University, Zambia
Dr. Oliver Magasu (PhD): Kwame Nkrumah University, Zambia

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 1, 554-562

Abstract: This study is an exploration of the challenges of teaching Civic Education as part of the integrated Social Studies Curriculum in some secondary schools of Chongwe District in Zambia. A Case study design was used since the study employed a qualitative approach. The total study sample was 24 participants. A purposive sampling technique was used to identify Deputy Headteachers, Heads of Departments (HoDs), teachers, and pupils. Data was collected using an interview guide and a focus group guide. Thematic analysis was applied to analyze the data. The key findings included difficulties in assessing and consolidating learner results, lack of trained teachers in Social Studies, and inadequate Civic Education contact time. Lastly, it was established that some participants had a negative attitude towards the revised Social Studies because they lacked information on its implementation. Based on the findings, the study recommends that the Ministry of Education (MoE) should spearhead Continuing Professional Development activities for teachers, train Social Studies graduates and through the Curriculum Development Center (CDC), carefully revise the substandard teaching and learning materials in schools.

Date: 2022
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