INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Civic Education in Zambian Secondary Schools through the Lens of  
Competency-Based Curriculum  
Davy Mainde  
Director of Research-Institute of Research and Development, Africa Research University, Lusaka  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000500  
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025  
ABSTRACT  
This systematic review explores the implementation of Civic Education within Zambia’s Competency-Based  
Curriculum (CBC), synthesizing insights from recent empirical studies, government reports, and scholarly  
analyses. It examines key dimensions including curriculum design, teacher preparedness, learner engagement,  
and institutional support. Findings indicate that while the CBC framework holds significant promises for  
advancing civic learning and fostering active citizenship, its effectiveness is constrained by limited teacher  
training and inconsistent assessment practices. The review concludes with targeted recommendations aimed at  
strengthening Civic Education delivery and enhancing its role in cultivating informed, responsible, and  
participatory citizens.  
Key words: Civic Education, Teaching Strategies, Competence Based Curriculum  
INTRODUCTION  
Civic Education is widely recognized as a cornerstone of democratic societies, playing a vital role in cultivating  
informed, responsible and engaged citizens. It equips learners with the essential knowledge, skills and values  
required to actively participate in civic life, contribute to public discourse, and uphold democratic principles  
(Chanda, 2023). In the Zambian context, the integration of Civic Education as a compulsory subject within the  
Competency-Based Curriculum (CBC) reflects a significant pedagogical shift. This transition from traditional  
outcomes-based education to a learner-centred approach aims to foster deeper understanding, critical thinking  
and practical application of civic concepts among students. The CBC framework emphasizes the development  
of competencies that are not only academic but also social and ethical, aligning with the broader goals of national  
development and democratic consolidation.  
This review systematically analyzes the teaching and implementation of Civic Education within Zambia’s  
Competency-Based Curriculum (CBC), drawing on insights from prior research and comparative experiences in  
similar educational reform contexts. It investigates the extent to which curriculum design, instructional  
strategies, and assessment practices support or impede the development of civic competencies among learners.  
Additionally, the review reflects on the broader implications for educational policy, particularly in relation to  
teacher preparedness and the effective integration of civic learning across the curriculum.  
Historical Overview of Civic Education Teaching in Zambia  
Following Zambia’s independence, Civic Education was initially included among the subjects taught at the  
secondary school level (Mainde, 2018). However, Kaumba and Mupeta (2023) noted that, during President  
Kenneth Kaunda’s administration, the teaching of Civic Education at senior secondary and university levels was  
discontinued. This decision stemmed from concerns that an informed citizenry, equipped with civic knowledge  
and skills might challenge the prevailing one-party participatory democracy. The suppression of Civic Education  
reflected broader efforts to limit political dissent and maintain centralized control over civic discourse.  
In 2006, Civic Education was reintroduced into Zambia’s senior secondary school curriculum, marking a  
significant shift in educational policy (Chondoka, 2010 and Musonda et al., 2024). This reinstatement followed  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
a successful pilot project, which demonstrated promising outcomes in the 2005 national examinations (Muleya,  
2015 and Kaumba & Mupeta, 2023). The rationale behind this reintroduction was to equip school leavers with  
the civic knowledge, skills and dispositions necessary to navigate and engage with issues in a multi-party  
democratic society. By fostering civic competence, the renewed emphasis on Civic Education aimed to support  
Zambia’s democratic consolidation and promote active and informed participation among its youth.  
In the 2023 National Education Curriculum Framework, Civic Education was designated as a compulsory subject  
across all secondary school pathways. This inclusion underscores the government's commitment to fostering  
civic competence among learners at a formative stage. But what does teaching Civic Education under the  
Competency-Based Curriculum (CBC) truly entail? According to Magasu et al. (2025), it involves guiding  
learners to become active, responsible, and informed citizens through a hands-on, participatory, and values-  
driven approach. The CBC emphasizes practical engagement, ethical reasoning, and learner-centred pedagogy,  
positioning Civic Education not merely as a subject, but as a transformative tool for democratic development.  
Despite Zambia’s progressive shift toward a Competency-Based Curriculum (CBC), the effective delivery of  
Civic Education in secondary schools continues to face significant challenges. The transition from traditional  
content-based instruction to a competency-driven model has revealed critical gaps, particularly in teacher  
preparedness. Many secondary school educators lack sufficient training in CBC pedagogy, especially in  
implementing experiential and learner-centered approaches that Civic Education demands (Chanda, 2023;  
Musonda et al., 2024; Magasu et al., 2025). The curriculum’s emphasis on competencies such as critical thinking,  
civic engagement, and ethical behavior (Kaumba & Mupeta, 2023) necessitates instructional strategies that move  
beyond rote learning.  
However, the strategies used in teaching Civic Education are inconsistently applied due to limited professional  
development opportunities, inadequate institutional support, and resistance to pedagogical change. Without  
targeted interventions, the transformative potential of the CBC may be compromised, leaving learners ill-  
equipped with the civic competencies essential for active and ethical participation in Zambia’s democratic  
society. Through a systematic review, this study examines the status of Civic Education within the CBC  
framework, evaluates prevailing pedagogical practices, and proposes evidence-based strategies to strengthen its  
implementation in secondary schools.  
Civic Education In Zambia’s Cbc  
Zambia has transitioned from an Outcome-Based Curriculum to a Competency-Based Curriculum (CBC),  
placing emphasis on learners’ ability to demonstrate specific learning outcomes as the core of the educational  
process (Magasu et al., 2025). This shift reflects a broader pedagogical reform aimed at fostering practical skills,  
critical thinking, and learner autonomy. The 2023 National Policy on Education, titled Education for  
Sustainability, articulates the overarching goal of education as enabling learners to acquire knowledge,  
competencies, positive values, and attitudes that contribute to an improved quality of life (MoE, 2023). This  
policy serves as a strategic framework for cultivating 21st -century skills across all educational levels, aligning  
with Zambia’s long-term developmental aspirations.  
Civic Education is one of the four principal subjects in Zambia’s Competency-Based Curriculum (CBC),  
designed to cultivate responsible, active, and informed citizens. It prioritizes the development of practical skills,  
values, and attitudes essential for democratic participation, good governance, human rights, and national unity  
(MoE, 2023). To achieve these objectives, the subject adopts learner-centred and activity-based teaching  
strategies that foster critical thinking, ethical decision-making, and meaningful community engagement. In order  
to fully appreciate the significance of Civic Education within the CBC framework, this study explores three  
thematic areas that form the foundation for its compulsory inclusion in the curriculum.  
Imparting Civic Competences  
Civic Education in Zambia’s Competency-Based Curriculum (CBC) imparts civic competences by equipping  
learners with the knowledge, skills, values and positive attitudes necessary for active citizenship (MoE, 2023).  
It emphasizes understanding of democratic principles, human rights and national responsibilities (Mainde, et al.,  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
2022), while promoting critical thinking, ethical decision-making and community participation (Kaumba and  
Mupeta, 2023). Among its expected outcomes as recorded by Chanda (2023) and Musonda, et al., (2024), Civic  
Education exists to empower and equip learners with knowledge and skills necessary in fostering good characters  
as members of society. Civic Education enhances social-cultural values by inducting learners into societal  
practices leading to increased awareness of common norms of their community (Simushi, et al., 2025). This  
enhances engagement in civic duties and creating mind of tolerance in embracing diverse perspectives.  
Civic Education within Zambia’s Competency-Based Curriculum (CBC) plays a pivotal role in developing civic  
competences by equipping learners with the knowledge, skills, values, and attitudes essential for active and  
responsible citizenship (MoE, 2023). It emphasizes a deep understanding of democratic principles, human rights,  
and national responsibilities (Mainde et al., 2022), while fostering critical thinking, ethical decision-making, and  
meaningful community participation (Kaumba & Mupeta, 2023). As highlighted by Chanda (2023) and Musonda  
et al. (2024), one of the key outcomes of Civic Education is to empower learners with the capacity to cultivate  
good character and contribute positively to society.  
Moreover, Musonda et al. (2024) suggest that Civic Education plays a pivotal role in reinforcing socio-cultural  
values by immersing learners in community practices. This engagement deepens their understanding of shared  
norms and traditions, fostering a stronger sense of civic responsibility (Ningsih, et al., 2025). This engagement  
not only enhances participation in civic responsibilities but also fosters a mindset of tolerance and openness to  
diverse perspectives—an essential trait in a pluralistic democratic society.  
Holistic Development of Learners  
Mahmoudi (2012) describes the aim of education as nurturing well-rounded individuals through the integration  
of cognitive, emotional, social, and ethical development. In alignment with this vision, Civic Education fosters  
these dimensions by cultivating critical thinking, collaboration, and active citizenship. It equips learners to thrive  
both personally and within their communities, thereby contributing to personal and national development (MoE,  
2023). In the context of Zambia’s Competency-Based Curriculum (CBC), holistic development through Civic  
Education can be effectively achieved using learner-centered and activity-based instructional strategies.  
According to Sankar (2025), holistic education emphasizes active learning, interdisciplinarity, lifelong learning,  
and the development of soft skills in each learner.  
Aware of Life-Threatening Vices  
The 2023 Curriculum Framework outlines 17 cross-cutting issues that Civic Education in secondary schools is  
tasked with addressing (MoE, 2023). Through this subject, learners are equipped with the knowledge, skills, and  
values necessary to understand and respond to societal challenges, as articulated in the national education policy,  
ultimately mitigating the effects of ignorance. These cross-cutting and emerging issues represent critical national  
concerns that impact the well-being of citizens, the stewardship of natural resources, and environmental  
sustainability. As such, integrating these concerns across all levels of the education system is essential for  
fostering informed and responsible citizenship.  
Cross-cutting themes and emerging issues have been integrated into Civic Education to help learners develop a  
mindset geared toward responsible living and protection from life-threatening vices (MoE, 2023). As a  
foundational subject, Civic Education promotes responsible citizenship by fostering awareness, empathy, and  
proactive engagement with critical societal challenges, both positive and negative. To support this, teachers are  
encouraged to create safe and inclusive learning environments where students can examine the consequences of  
harmful behaviors, reflect on core values, and build the skills necessary to make responsible choices and  
encourage positive conduct within and beyond the classroom.  
Embrace Patriotism and National Unity  
Promoting patriotism and national unity is a central objective of Civic Education within Zambia’s Competency-  
Based Curriculum (CBC) at the secondary school level. This subject is designed not only to impart knowledge  
but also to shape learners’ attitudes and values toward their country. According to Mainde et al. (2022), Civic  
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Education instills in learners a deep sense of love for their nation, respect for national symbols such as the flag,  
anthem, and coat of arms, and a strong commitment to contributing meaningfully to national development. By  
engaging with content that emphasizes Zambia’s diverse cultural heritage, students are encouraged to appreciate  
and celebrate differences, thereby fostering unity in diversity. Moreover, Civic Education promotes peaceful  
coexistence by teaching conflict resolution, mutual respect, and the importance of dialogue in addressing societal  
issues (Mainde, 2018). Through this process, learners develop a shared sense of identity and civic responsibility,  
which are essential for building a cohesive and resilient society.  
Fostering patriotism and national unity in the classroom can be effectively achieved through deliberate  
instructional strategies such as teaching national symbols and history, promoting appreciation for cultural  
diversity, organizing patriotic events, and facilitating open discussions on national identity and responsible  
citizenship (Simushi, et al., 2025). These approaches nurture in learners a sense of national pride and a deep  
commitment to peaceful coexistence within their communities. As students internalize these values and historical  
narratives, they are more likely to actively participate in efforts that promote unity and social cohesion. Magasu,  
et al., (2020) contend that Civic Education serves as a vital platform for experiential learning, encouraging  
critical thinking and the practical application of civic principles beyond the confines of the classroom. By  
engaging with real-world issues and reflecting on their roles as citizens, learners are empowered to become  
proactive contributors to national development and unity.  
Teaching Strategies and Assessments  
Effective implementation of Civic Education within Zambia’s Competency-Based Curriculum (CBC) requires  
a classroom environment that supports interactive and participatory teaching methods. To achieve this, educators  
must adopt learner-centered strategies that actively engage students in meaningful civic learning experiences.  
Techniques such as group discussions, debates, role-plays (Mainde et al., 2021), and simulations of democratic  
processes, including mock elections and parliamentary sessions (Kamboni et al., 2025), serve as powerful tools  
for immersing learners in real-life civic scenarios (Sakala & Tshabalala, 2025). These methods can be applied to  
explore pressing societal issues such as drug abuse, corruption, and violence (Chidongo et al., 2022), allowing  
students to critically examine their impact and reflect on responsible citizenship. Teachers are encouraged to  
foster inclusive, value-driven learning spaces that promote active participation and integrate real-world civic  
challenges into the curriculum. Assessment should also reflect this experiential approach, utilizing practical tasks  
such as debates, collaborative projects, and community engagement activities to evaluate learners’ understanding  
and application of civic principles.  
Promoting student-led initiatives such as school clubs, case studies, and community service projects or outreach  
programs (Kaumba, 2023), plays a vital role in nurturing essential civic competencies among learners. These  
activities empower students to take ownership of their learning experiences, encouraging them to step into  
leadership roles, collaborate with peers, and engage meaningfully with real-world issues. Through active  
participation, students develop a stronger sense of responsibility, empathy, and commitment to the common  
good. Moreover, these initiatives create opportunities for experiential learning, where theoretical knowledge is  
applied in practical settings, reinforcing the relevance of Civic Education. To maximize their impact, it is crucial  
to incorporate regular reflection and structured assessment, enabling learners to critically evaluate their actions,  
internalize civic values, and refine their understanding of democratic principles (Mainde, et al., 2021). This  
cyclical process of action and reflection ensures that civic learning is not only retained but also translated into  
thoughtful, responsible behavior within and beyond the school environment.  
In contrast to the outcome-based curriculum, Zambia’s Competency-Based Curriculum (CBC) enables Civic  
Education teachers to assess civic competencies through evidence-based approaches. Tools such as classroom  
participation, reflective journals, and scenario-based written assessments provide valuable insights into students’  
understanding, critical thinking, and ethical reasoning (Sankah, 2025). Additionally, teachers employ rubrics and  
checklists to evaluate skills like collaboration, respect for diversity, and problem-solving. This comprehensive  
approach ensures a balanced assessment of both cognitive knowledge and the core values necessary for active  
and responsible citizenship.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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CONCLUSION  
Teaching Civic Education within Zambia’s Competency-Based Curriculum (CBC) presents a transformative  
pathway for nurturing informed, ethical and actively engaged citizens. By prioritizing practical competencies,  
learner-centered pedagogical approaches and ongoing formative assessment, the CBC ensures that Civic  
Education is responsive to the evolving needs of a democratic and inclusive society. This alignment fosters not  
only knowledge acquisition but also the development of critical civic values such as responsibility, participation,  
and respect for diversity. Although implementation challenges persist, including gaps in teacher preparedness,  
limited resources and varying levels of community involvement, targeted investments in professional  
development, instructional materials and stakeholder collaboration can significantly enhance the effectiveness  
of Civic Education in CBC era. With sustained commitment, Civic Education can play a pivotal role in shaping  
a generation equipped to contribute meaningfully to Zambia’s national development and democratic resilience.  
RECOMMENDATIONS  
1. Invest in Teacher Training: The government should allocate resources toward comprehensive teacher  
training programs that emphasize Competency-Based Curriculum (CBC) pedagogy and the development  
of civic competencies. This will enhance instructional quality and ensure educators are well-equipped to  
deliver meaningful Civic Education.  
2. Prioritize Funding for Teaching Materials: Increased funding should be directed toward the  
development and distribution of teaching materials, particularly those that support teachers in creating  
context-driven and locally relevant learning resources. This will promote more effective and engaging  
classroom experiences.  
3. Strengthen Monitoring and Evaluation Tools: The Ministry of Education should design and  
implement robust tools for tracking CBC implementation and monitoring learner progress in secondary  
schools. These tools will provide valuable data to inform policy decisions and improve curriculum  
delivery.  
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