Exploring Civic Education Profile Dimensions in Social Studies lessons and how it creates Learner Transformation Possibilities in Schools in Masaiti district: A Hermeneutic Phenomenological Approach.

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

Exploring Civic Education Profile Dimensions in Social Studies lessons and how it creates Learner Transformation Possibilities in Schools in Masaiti district: A Hermeneutic Phenomenological Approach.

Setwin Mutau Mufalo¹, Gistered Muleya², Francis Simui^3
1Mishikishi Secondary School, Masaiti, Zambia
^2,3Institute of Distance Education, University of Zambia, Lusaka, Zambia

ABSTRACT
The purpose of the study was to explore how Civic Education profile dimensions in Social Studies lessons create learner transformation possibilities in schools. The study was qualitative in nature and hermeneutic phenomenological design guided the study. The study had 12 participants who were selected through homogenous purposive sampling. The production of data was through semi structured interviews, semi structured questionnaires, observation schedules and document analysis. Then generated data was thematically analysed. Findings of the study were that Civic Education enabled learners to acquire civic knowledge, civic values, civic skills, civic dispositions on corruption and human rights education. The study recommended that Ministry of Education should employ more qualified Civic Education teachers in schools in order to enhance subject delivery and learner acquisition of profile dimensions. Ministry of Education and Curriculum Development Centre (CDC) should collaborate and address the issues surrounding Social Studies. Additionally, the Ministry of Education should fund schools adequately to enable them procure necessary teaching and learning materials that will enhance the teaching and learning of social studies in schools.

Keywords: Civic Education, Learner Transformation, Profile Dimensions, Social Studies

I. INTRODUCTION

The revision of the school curricula from pre-school up to the tertiary level in 2013 saw the introduction of Social Studies at junior secondary school as an integrated subject bringing together three subjects thus Civic Education, History and Geography. But before that, History, Geography and Civics were taught as separate subjects at junior secondary school. Before then, there was Civics which was a compulsory subject and was being taught at junior secondary school level in grades 8 & 9 across the country. The implementation of the Zambia Education Curriculum Framework (ZECF) in 2014 and 2015 saw the introduction of Civic Education at junior level which replaced the traditional Civics. One of the reasons which led to this replacement was that there was a disconnection between Civics taught at junior secondary school and Civic Education which was being taught at senior secondary school level from grades 10 to 12 (Muleya, 2015). This position is supported by Kaumba et al. (2020) who submitted that Civics was carefully tailored to produce passive and obedient learners while Civic Education places more emphasis on civic engagement among learners. This submission also corresponds with the view of Muleya (2019) who noted that Civics which was being taught at junior secondary school merely promoted blind loyalty to those in authority at various levels. Furthermore, it was observed that Civics mainly promoted procedural knowledge where learners were taught about state institutions as opposed to the knowledge of challenging imbalances which prevailed in the society (Muleya, 2015). Additionally, Kaumba et al. (2020) posited that the Civics content at junior secondary school was too loaded to be grasped by learners and that the content was limited in terms of skills and values that enable them to appreciate and practice their civic rights and obligations in various communities. Therefore, in 2014 the integration of Civic Education under the umbrella of Social Studies at junior secondary school was operationalised. This move by government was deemed as a panacea for the identified mismatch as well as equipping learners with relevant profile dimensions for survival in the 21st century. This point has also been shared with Magasu et al. (2020b) who pointed out that the introduction of Civic Education in Zambia was meant to respond to different societal needs in a liberal democratic society. The subject was also meant to produce learners who would be aware of the ideals and practices of a democratic community (Muleya, 2019; and Mufalo et al., 2021).

Read More