The resposivness of civic education teacher training curriculum towrads democratic citizenship in Zambia

This study examined the responsiveness of Civic Education Teacher Training Curriculum
towards democratic citizenship in two selected Colleges of Education and Universities in
Zambia. The study was anchored on the following objectives: To establish the understanding
of student teachers and lecturers on the concept of citizenship. To explore the appropriateness
of teaching strategies lecturers use in Civic Education for transmitting democratic citizenship
ideals and to explore the challenges faced in the learning and teaching of Civic Education
with regard to democratic citizenship in Colleges of Education and Universities in Zambia.
Methodologically the study used a qualitative phenomenological research design. The
following instruments were used as a means to gather data: Individual interviews, focus
group discussions and document analysis. Using a Homogenous purposive sampling the
study comprised of (4) college lecturers and four (4) university lecturers. Homogenous
purposive sampling was also used to select twenty-four (24) student teachers in Colleges and
Universities.
The findings of the study have shown that the teaching of Civic Education for the promotion
of democratic citizenship ideals in Colleges of Education and Universities has not been
successful as expected. Firstly, the study established that college lecturers, students and
university students had a minimal understanding of the concept of citizenship. Secondly,
Civic Education teacher training curriculum has adequate content to promote democratic
citizenship but was deficient on active and practical learning pedagogies such as service
learning. College and University lecturers believed in active methods of teaching for Civic
Education but rarely followed such. Lastly, Colleges and Universities have a lot of challenges
that hamper effective teaching of Civic Education and the promotion of democratic
citizenship ideals. These range from huge student numbers, unqualified lecturers in the field
of Civic Education and limited lecture theatres to undemocratic college leadership that does
not recognise the voices of the students in decision making.
Based on the findings outlined above, the study concluded that Civic Education Teacher
Training in Colleges of Education and Universities were not very successful in their quest to
promote democratic citizenship ideals. The teaching of Civic Education lacked practical and
active approaches anchored on service learning in the Colleges of Education and Universities.
Furthermore, Civic Education Teacher Training was hampered by the lack of qualified
lecturers trained in the field of Civic Education; most of the lecturers were trained in fields
such as Economic, Religious Studies, History and Geography.
The study recommended inter alia the use of participative pedagogical approaches such as
service learning in the Civic Education Teacher Training Curriculum in order to foster
democratic citizenship ideals in the learners.