The core focus of this study was to investigate the teaching pedagogies used in Civic Education in Zambian secondary schools and how they promote effective political participation. This study used a qualitative case study. 20 Civic Education teachers and 35 learners in Civic Education classes from 5 selected secondary schools in Lusaka District were purposively selected through homogenous sampling. Oneonone interview were used to collect data from teachers while focus group discussions were used to collected data from learners in Civic Education classes. Thematic data analysis method was used in this study. Findings established that teachers use lecture, debate, discussion, community engagement, education tour, and pupils' management boards in teaching Civic Education in secondary schools. Apart from the lecture method which depends on the teacher as the sole source of knowledge, the other methods are incorporated well in teaching Civic Education and have potential to promote effective political participation among secondary school learners. The study recommends that schools should strengthen Continuous Professional Development (CPD) activities such as Lesson Study Circle, Cluster Meetings and Professional Subject Association Workshops to reinvigorate pedagogies of Civic Education and spur innovative pedagogical approaches that promote effective political participation; The Ministry of General Education should constantly hold educational conferences to sensitise Civic Education teachers on pedagogies that help to prepare learners for political participation as outline in the 2013 Zambia Education Curriculum Framework; The Ministry of General Education and the Curriculum Development Centre (CDC) should consider introducing community based assessment in Civic Education as part of final examination grading than current theoretical based approaches.

No abstract

The study was a descriptive case study design aimed at investigating if digital media literacy can lead to Youths' positive engagement in politics. Two secondary schools, a college of education and a university were sampled. The target population size was 178 respondents. Data analysis showed that youths did not stand in elective positions and that youths were not active in voting. The study however, noted that the older youths (20s to 30s) participated more in voting than the younger youths (below 20). The study found that youths were active participants in campaign activities as well as attendance of political meetings. The study concluded that youths did not engage civic leaders on matters related to their livelihood and welfare. Furthermore, the study also found that youths did not engage in supporting of disability rights such as running for autism day. The study however, found that digital media literacy influences youth engagement in politics. The researcher recommended that there was need to place greater priority on the coordination of opportunities for exploration, expression, and empowerment through digital media with risk prevention efforts; adolescents needed to learn to manage, rather than simply avoid, risks inherent to life online... Lastly the study asserted the need to involve youth themselves (through youth councils) in efforts to set policy and inform practice related to digital media.

This study investigated the teaching of Civic Education and how it serves as a tool for conflict resolution in the community. Qualitative case study design was used and 12 participants (8-Civic Education teachers and 4-deputy headteachers) from four selected secondary schools in Lusaka Province of Zambia were purposively selected through homogenous sampling. One-on-one interviews were used to collect data from both teachers of Civic Education and deputy head-teachers. Thematic data analysis was used in this study. The study established that Civic Education provides awareness to citizens on fundamental rights and freedoms; empower citizens for effective participation in decision making, produce critical thinkers, impart learners with conflict resolution skills, used as a strategy for curbing social challenges and helps in the appreciation of cultural diversity in communities. Civic knowledge, skills and values embedded in Civic Education have a potential to transform a violent to a peaceful community. The study recommends that Continuous Professional Development (CPD) activities such as Lesson Study Circle, Cluster Meetings and Professional Subject Associations Workshops must be strengthen in schools to revive Civic Education teachers with new knowledge and skills in teaching Civic Education for conflict resolution in communities. Further, the government should come up with a clear policy that will empower young people through the teaching of Civic Education to organise school associations aimed at promoting peaceful core-existence in multicultural communities as outline in the 2013 Zambia education curriculum framework. This study act as an eye opener to policy makers and implementers to use nonviolent approaches such as teaching of Civic Education in secondary schools in denouncing conflict in communities.

This study examined localizing Civic Education's integrative approaches on the development of moral and civic competencies among secondary school learners. A descriptive research design was used targeting 96 respondents who were selected to participate in collecting primary data which was analyzed thematically. The study used 'Social Learning Theory' expounded by Albert Bandura which stresses the importance of observation and imitation of behavioural samples, which meet moral standards of the society. Through this theory, it is hopeful that learners will observe and imitate positive community behaviours which will be integrated with Civic Education's integrative approaches in developing moral and civic competencies in the community. The common themes that emerged were: human rights recognition, instilling feeling of patriotism, social justice promotion, respect for the Rule of Law and molding moral conduct in society. After thorough engagement with literature and primary data provided, the study recommends the formulation of a National Commission for Civic Education (NCCE) which will be responsible for the education of Zambians on civic matters, especially those who are still in secondary schools; and school administrators should collaborate with cooperating partners to act as role models in teaching Civic Education. This study has highlighted key areas which need to be considered in teaching Civic Education in secondary schools.