Localizing Integrative Approaches in Civic Education: Towards development of Moral and Civic Competencies of Secondary School Learners.

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue I, January 2022 | ISSN 2454–6186

Localizing Integrative Approaches in Civic Education: Towards development of Moral and Civic Competencies of Secondary School Learners.

Davy Mainde¹, Daniel L. Mpolomoka², Maximus Mwansa^3
1Lusaka West Day Secondary School
²Research and Consultancy Unit, Zambian Open University
³School of Education, Zambian Open University

Abstract
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.
Key Terms: Civic Education, Integrative Approaches, Moral Competencies, and Civic Competencies

I. INTRODUCTION

Civic Education is designed to equip learners with knowledge; skills and values that enable them to practice their civic rights and perform duties as responsible citizens at personal, local, national and international levels. Civic Education increases the level of civic awareness by raising civic awareness (civic knowledge) and capacities (civic skills and dispositions) of the population. The former and later are essential aspects of quality civic participation in a democratic country (Piñgul, 2015; Debbie and Stacey, 2016; Gayane, 2016 and Mainde, 2018). The main focus of teaching Civic Education is to produce informed citizenry who will actively participate in public affairs. Kaumba, et al. (2020) categorise participation as, ‘participation wishes’ and ‘participation behaviour’ which can be partly considered as a result of knowledge about the importance of civic engagement. This engagement can lead to positive results only if it is driven by correct interpretation of political issues in schools. Furthermore, civic competences, which encompass the knowledge, skills, values and attitudes are key abilities required from education and training for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society (Kaumba, et al., 2020). Thus, the teaching of Civic Education in schools should ensure instilling of these civic competencies to learners so that they become responsible members of the community.

The most notable competencies that can be found in Civic Education are civic and moral competencies. Hoskins, et el., (2012) define civic competencies as qualities of a competent active citizens. The quality of performance of active citizenship is also based on the knowledge and skills of the individual who may or may not be able to influence a decision. Civic competencies are a necessity and a tool for the survival of democracy at local, national and international fronts. This explains why Crick (2003) contends that vibrant democracies require active citizens – both inside and outside the political system – to monitor the process and to be willing and able to act to create or resist change. What is interesting is that active citizens outside the representative political system and within civil society in the form of non-governmental organizations play an important role in insuring government accountability.
On the other hand, García, et al (2020) described moral competences as based on universal principles, including justice. These consist of the ability to solve problems and conflicts on the basis of one’s moral principles through deliberation and discussion, rather than through violence and deception or submission to others. People with high moral competences are those who demonstrate their ability to systematically appreciate arguments that refer to a socio-moral perspective different from their own. In order for this skill to flourish, it requires a coordinated program which instil certain traits into citizens’ minds so that their participation is accompanied with such systematic abilities so as to accomplish the intended goals. It is for this reason that Zambia actualised the teaching of Civic Education at senior secondary school level of education in 2003 under a pilot project. This came after a long period stretching as far back as 1978 when the Republican President, Kenneth Kaunda abolished it. This abandonment in teaching Civic Education was due to fear that citizens would be enlightened of their rights and duties, consequently, lead to their rebellion and advocacy of the president’s removal with his UNIP government from power (Muleya, 2015, Mainde, 2018; Kaumba, et al., 2020). Since then, the subject has continued to gain considerable ground in the school system. Interestingly, the new education curriculum of 2013 placed it among compulsory subjects under designated pathways (MESVTEE, 2013). This review of the education curriculum focused on ‘Outcome Based Education’ principles espoused to link education (Civic Education) to real life experiences that give learners skills to access, criticize, analyze and apply knowledge that help them make good citizen. According to the High School Syllabus, civic education learners are hoped to be equipped with knowledge, skills and values (CDC, 2013) supposedly to enable them practice their civic rights and perform duties as responsible Zambian citizens at personal, local, national and international levels.

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