Do educators get it? Examining understanding of compulsory civic education for learners in Zambian secondary schools

Abstract

This study explores educators' understanding of the rationale for Civic Education to be taught as a compulsory subject to learners in secondary schools in Zambia, as enshrined in the national policy on education. The study was conducted in all secondary schools of Kabwe district, guided by the Advocacy Coalition Framework Theory (ACF). Using a mixed-method approach within a pragmatic research paradigm, data were collected from 239 participants. Quantitative insights were derived from 215 respondents across 32 selected schools, including head teachers, heads of Social Science departments, heads of Civic Education sections, and Civic Education teachers who completed an online questionnaire. Qualitative data involved interviews with 24 educators and 2 Ministry of Education officials, supplemented by document analysis of national policy and curriculum frameworks. Findings underscore a robust awareness among educators of Civic Education's role in fostering informed citizenship and preparing learners for democratic engagement, focusing on four themes: (1) cultivating informed learners, (2) promoting good citizenship and social cohesion, (3) preparing learners for political engagement, and (4) enhancing critical thinking skills. Additionally, findings may inform policy and practice. Recommendations include enhancing professional development through targeted training programs, ensuring curriculum alignment with national policy frameworks, promoting interdisciplinary collaboration among departments, and establishing mechanisms for ongoing program evaluation to ensure effectiveness and continuous improvement. These recommendations aim to strengthen compulsory Civic Education implementation in Kabwe District, Zambia, fostering a knowledgeable and engaged citizenry capable of contributing positively to society.