The Teaching of Civic Education in Zambian Secondary Schools as a Strategy for Effective Political Participation

Mainde, Davy; Chola, Daniel Katongo

doi:10.47772/ijriss.2020.41214

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Skills refer to citizens' ability to analyse, evaluate, take and defend their positions on public issues (Mainde and Chola, 2020); and the ability of every individual to solve problems (Lind, 2019). Education skills in the 21 st century through the lenses of Fadel include; Learning and Innovation Skills (Critical Thinking and Problem Solving, Creativity and Innovation, Communication and Collaboration); Information, Media and Technology Skills (Information Literacy, Media Literacy, Communications, and Technology Literacy); and Life and Career Skills (Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability and Leadership and Responsibility (Payne, 1999;Fadel, 2008).…”

Section: Skillsmentioning

confidence: 99%

Adapting Fadel’s Four-Dimensional Education Model in Teaching and Learning Civic Education In 21st Century Zambia

2022

JEP

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This study focused on contextualizing Charles Fadel's four-dimensional model of education to teaching and learning Civic Education in secondary schools in of the 21 st century Zambia. The study confirmed the importance of Fadel's four-dimensional model of education in teaching and learning Civic Education in secondary schools in the 21 st century in Zambia. All the four interlinked educational components in the model are crucial in teaching and learning of Civic Education in secondary schools. The study recommends the review of Civic Education curriculum course that secondary school teacher training institutions offer in colleges and universities in Zambia to incorporate the 21 st teaching and learning methods as espoused in the four-dimensional education model; and the need to periodically review how methods used in teaching and learning Civic Education help prepare learners for civic agency, give them confidence to vote, and engage with their communities voluntarily as these are the tenets of the 21 st teaching and learning of this epoch.

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Section: Skillsmentioning

confidence: 99%

Adapting Fadel’s Four-Dimensional Education Model in Teaching and Learning Civic Education In 21st Century Zambia

2022

JEP

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Interrogating Civic Education Pedagogies that Stimulate Political Participation in Selected Secondary Schools in Zambia

Mainde¹,

Chola²,

Mpolomoka³

2021

IJRISS

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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.

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The Teaching of Civic Education in Zambian Secondary Schools as a Strategy for Effective Political Participation

Cited by 2 publications

References 3 publications

Adapting Fadel’s Four-Dimensional Education Model in Teaching and Learning Civic Education In 21st Century Zambia

Adapting Fadel’s Four-Dimensional Education Model in Teaching and Learning Civic Education In 21st Century Zambia

Interrogating Civic Education Pedagogies that Stimulate Political Participation in Selected Secondary Schools in Zambia

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