ROCKVIEW UNIVERSITY

SCHOOL OF EDUCATION AND HUMANITIES

AN INVESTIGATION INTO THE INFLUENCE OF CIVIC EDUCATION

ON DECISION MAKING IN SCHOOL MANAGEMENT: A CASE OF
SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT OF
LUSAKA PROVINCE.

BY

CAROLINE KOBEKOBE

20210469

A RESEARCH PROPOSAL SUBMITTED TO ROCKVIEW UNIVERSITY

IN PARTIAL FULFILLMENT FOR THE AWARD OF SECONDARY
TEACHING DIPLOMA

SUPERVISOR: MR. C.K CHANSA

LUSAKA-ZAMBIA DECEMBER-2021
 Table of Contents
CHAPTER ONE: INTRODUCTION..............................................................................................1

1.0 Introduction................................................................................................................................1

1.1 Background of the Study...........................................................................................................1

1.2 Statement of the problem...........................................................................................................2

1.3 Purpose of the study...................................................................................................................2

1.4 Objectives of the study..............................................................................................................2

1.5 Specific objectives.....................................................................................................................2

1.6 Research Questions....................................................................................................................3

1.7 Significance of the study...........................................................................................................3

1.8 Delimitation...............................................................................................................................3

1.9 Limitation of the study...............................................................................................................3

1.10 Definitions of Operational Terms............................................................................................4

CHAPTER TWO.............................................................................................................................6

LITERATURE REVIEW................................................................................................................6

2.1 Introduction................................................................................................................................6

2.2 Theoretical Frame Work............................................................................................................6

2.3 Global View...............................................................................................................................7

2.4 Regional View...........................................................................................................................7

2.5 Local View.................................................................................................................................8

CHAPTER THREE: METHODOLOGY......................................................................................11

3.0 Introduction..............................................................................................................................11

3.1 Research Design......................................................................................................................11

3.2 Study Population......................................................................................................................11

3.3 Sample Size.............................................................................................................................11

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3.4 Sampling Procedure.................................................................................................................11

3.5 Data Collection Procedure.......................................................................................................12

3.6 Data Analysis...........................................................................................................................12

3.7 Ethical consideration...............................................................................................................12

References......................................................................................................................................13

Appendices....................................................................................................................................16

Appendix A: Interview Guide for Head Teachers.........................................................................16

Appendix B: Questionnaires for Civic Education Teachers..........................................................18

Appendix C: Questionnaires for Civic Education Pupils..............................................................19

Appendix D: Research Time Frame..............................................................................................21

Appendix E: Proposed Budget.......................................................................................................22

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 CHAPTER ONE: INTRODUCTION

1.0 Introduction
The major purpose of this chapter will be to point out an overview of the
background to the study. Statement of the problem and purpose of the study. The
other thing will be to come up with the general and specific objectives of the
research.

1.1 Background of the Study

According to Michelle (2016) points out that, Civic Education has evolved into an
important school curriculum subject in Zambia. Similar to other parts of the world, Zambia has
experienced changes mostly driven by educational policy innovations. The educational policy
innovations have, in turn, been driven by the desire to democratize the teaching and learning
environment in schools. As a result of this development, the call for more critical, active, and
participatory approaches to the teaching of Civic Education has become imperative. In this
chapter, the historical development of Civic Education in Zambia, including the curriculum
policy provisions for Civic Education and current practical aspects of the subject, is discussed.

Because both educators and political scientists have advocated the need for a serious curriculum
revision, this paper proposes the teaching of decision making as a goal of citizenship education
for schools in the United States at the secondary level. The concept of teaching decision making
has been emerging but very little attempt has been made examine in any depth its validity as a
topic per se for adolescent citizenship education. Educators have slowly begun to add it to their
descriptions of the "problems approach" but have usually relegated it to a subtopic or very minor
goal.

Few who have proposed decision making as a teaching tool have prescribed methods! or a
specific unit or course devoted to implementation of such a goal. One recent proposal for student
participation which includes an outline of a teaching method does not cover the scope of the
proposal set forth here. Questions to be examined are been an important agent for citizenship
education’s what aspects of citizenship should be taught at the high school level? Is decision
making a valid goal for citizenship education?

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 Civic education is concerned with three different elements: civic knowledge, civic skills and
civic disposition. Civic knowledge refers to citizens’ understanding of the workings of the
political system and of their own political and civic rights and responsibilities (e.g. the rights to
freedom of expression and to vote and run for public office, and the responsibilities to respect the
rule of law and the rights and interests of others). Civic skills refer to citizens’ ability to analyze,
evaluate, take and defend positions on public issues, and to use their knowledge to participate in
civic and political processes (e.g. to monitor government performance, or mobilize other citizens
around particular issues). Civic dispositions are defined as the citizen traits necessary for a
democracy (e.g. tolerance, public spiritedness, civility, critical mindedness and willingness to
listen,

1.2 Statement of the problem.

Societies have long had an interest in the ways in which their young are prepared
for citizenship and in how they learn to take part in civic life. Today that interest
might better be described as a concern-in fact as a growing concern, particularly in
democratic societies. “

1.3 Purpose of the study.

The purpose of the study will be to investigate the influence of civic education on
decision making a case of selected secondary schools in Lusaka of Lusaka
province. To employ measures that can be put in place to address the challenges
identified.

1.4 Objectives of the study.

This research will be guided by the following general and specific objectives.

1.5 Specific objectives.

i. what can schools do to prepare students as active citizens and participants of

community life, owners and developers of the principles of democracy?

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 ii. what can schools do to provide students with opportunities to apply what they
learn through performing community service that is linked to the formal
curriculum and classroom instruction?
iii. what should schools do to provide student’s opportunities to participate in
extracurricular activities focused on civic life?

1.6 Research Questions.

i. What challenges do teachers face when teaching learners civic education at the
school?
ii. Schools should provide students with opportunities to apply what they learn
through performing community service that is linked to the formal
curriculum and classroom instruction in civic education.
iii. Schools should provide student’s opportunities to participate in
extracurricular activities focused on civic life.

1.7 Significance of the study.

This study will be of great significance and benefit to the government, teachers
who teach civic education, learners and other stake holders who participate in the
provision of education and teaching of civic education in some selected. Teachers
and educational planners may have the knowledge on the challenges faced by
learners getting the concept when teaching Civic education. It may also help
education administrations to plan on how to teach civic education at Carolina Kobe
Kobe and at Libala Secondary School in Lusaka district of Lusaka province..
Findings may add on to the existing body of knowledge.

1.8 Delimitation.
This study will be conducted from one of the selected schools and school
management at Carolina Kobe Kobe and at Libala Secondary School in Lusaka
district of Lusaka province. This is so because am based in the same locality.

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1.9 Limitation of the study.
I will do my research at school management at Carolina Kobe Kobe and at Libala
Secondary School in Lusaka district of Lusaka province and expect some
challenges since the study will be conducted on a small sample school; this is due
to financial problems and time. The other limitation will be the misunderstanding
of the study by the teachers and learners as results, data collection may not be very
smooth. Due to Covid 19, the research will also be affected because most of the
respondents will not within the school. The researcher will need to follow some
pupils with disabilities in their homes. The areas where the research will be
conducted will not be fully equipped with research materials such as books or in
short lack of libraries. This will prompt the researcher to travel to schools which
are equipped with good research books for example Lusaka University and the
University of Zambia etc.

1.10 Definitions of Operational Terms.

Civic education. As the provision of information and learning experiences to equip

and empower citizens to participate in democratic processes. The

education can take very different forms, including classroom-

based learning, informal training, experiential learning, and

mass media campaigns.

Inclusive school; ----------an inclusive school is a place where every pupil

belongs , is accepted and supported by his or her peers and other members of
school community in the course of having his or her educational needs met.

Inclusive practice: -----------this is a placement of pupils with disabilities and

those with specific learning difficulties in ordinary education setting where their

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special needs are met. The able bodied and the disabled learn together in an
ordinary school or class.

Disability: ------------------this is any condition that makes it more difficult for a

person to do certain activities like mental , visual impaired , health conditions, etc.

Ramps: --------------are sloped pathways used both inside and outside buildings
used to provide access between vertical levels. Ramps provide an alternative of
stairs for wheelchairs users, people with mobility issues and people with prams,
bicycles and other wheeled items.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
This chapter presents the following, introduction, theoretical framework, literature review on
Global View, Regional View and Local (Zambian View.

2.2 Theoretical Frame Work.

The Humgarian civic education standards require that the students shall gather information on
the political and organizational culture as well as on the operation of organizations shaping
local democracy. The student shall be able to recognize the elements of public affairs that
influence the local community and the motives behind local decisions. Students shall utilize
their knowledge acquired by studying public policies and the operation and values of
democracy. Furthermore, graduates shall list alternative decisions after analyzing a certain
public affair. Students shall be able to elaborate on elements of public interest and civic
solidarity in connection with a matter of local significance (Civitas Hungary 16When taken
together, recent studies have an incremental finding that says political orientations are formed
over a longer span of a person's life than just the early formative years as was first surmised
from initial political socialization research. Although late research shows there are levels of
political thinking that are not possible until a certain maturity is reached and the capacity for
such thought is not fully developed until the early high school years, at present the high
school years appear to be only plateau years politically speaking.

All experts identify the ultimate goal of civic education as the preparation of citizens for
democratic society, and that the knowledge transferred through various educational processes
should contribute, enhance, and strengthen democratic values. Civic education should develop
learners’ intellectual skills such as analysis, evaluation, synthesis, multiple perspectives,
critical thinking, and in-depth understanding of political, social, and economic issues. “Recent
political events and the attention to world-wide issues have opened the door to increased focus

6
on citizenship, rights and responsibilities, comparative governments, the role of religion,
foreign and domestic policy, global responsibility, and the need for understanding from
multiple cultural and economic perspectives. Service learning, with a civic mission focus, has
become a mainstay in many school programs” (F Kidwell, 2005, p. 16).

2.3 Global View

In the United Kingdom for instance subsequent to Parliament making citizenship a statutory
requirement for all English secondary schools from 2002 onwards, the government funded a
large-scale longitudinal study to monitor the implementation of the new initiative and determine
its effects. Cleaver, Ireland, Kerr and Lopes ( in Hahn 2010) report that in one of the early
reports the Citizenship Education Longitudinal Study (CELS) found that socio-economic status
correlated with student knowledge, feelings of empowerment, levels of trust, community
attachment, engagement. It must be pointed out here also that most of the CELS annual reports
were however, focused primarily on the implementation of Citizenship Education in schools
rather than on student learning and this could explain why most of the results and findings are
not clearly pointing out the effects of Civic Education on the learners.

However, Kerr, Lopes, Featherstone and Benton (in Hahn, 2010) noted in their report that there
was some change from 2002 when most citizenship teaching occurred through subjects across
the curriculum, assemblies and from the school ethos. It was reported further that there was
increased use of active instructional methods and teacher confidence in the teaching of Civic
Education though there were still no valuable information on how particular approaches to
Citizenship Education were affecting student learning. In this case, it is important to state that
this study becomes an important tool to provide or appreciate the extent of using service learning
and other maximal approaches would yield positive results in the teaching and learning of Civic
Education in schools. Much seems to be said about the importance of Civic Education in schools
but little is said about the effect that the subject does to the learners and society including
responding to the needs of the community.

2.4 Regional View

Niworo et-al (2016) conducted a study in Ghana. This study explored the impact of civic
education on political participation in the Sissala East District of the Upper West Region of
Ghana. The study suggests that beneficiaries of civic education in the study area had high level

7
of political participation, including the readiness to vote, join political party, contest elections,
participate in community service and demanding accountability from duty bearers. The study,
which is an Mphil thesis, benefitted from both secondary and primary data, as well as the
quantitative and qualitative research strategies for data collection and analysis. The study
suggests that beneficiaries of civic education in the study area had high level of political
participation, including the readiness to vote, join political party, contest elections, participate in
community service and demanding accountability from duty bearers.

Mngoma (2010) conducted a study in Johannesburg on public participation in law amendment.

In 2002, informal traders aired their grievances in the newspapers arguing that city authorities
had adopted a closed-door policy in formulating by-laws and ignored their needs by enforcing
these by-laws that tended to subject informal traders to inhuman treatment (Sowetan, 26
September, 2002). According to the informal traders’ organizations, the CoJ was adopting these
punitive measures as part of preparations for the 2010 World Cup tournament to be held in South
Africa. In the same vein Ballard et al (2007) pointed out that the government’s neglect of proper
participatory democracy is aimed at avoiding the masses’ concerns, and to protect the interests of
multi-national companies. A study conducted by Mapetla (2007:) revealed that 80% of the
informal traders operating in the Metro Mall Market (in Bree Street) believe that their economic
situation has declined dramatically since they were moved from their trading areas to the Market.
One of the claims as highlighted by Mapetla is that the Inner-City Regeneration programmes did
not accommodate the poor and their interests. In collecting the necessary information for this
research, the researcher conducted face to face interviews with the informal traders. The
researcher used a prepared questionnaire to interview informal traders. The responses to the
questions were recorded next to corresponding questions during the interviews. The study
indicated that, one of the strategies to use in enhancing parental participation in governance is
through the Constitution, Public participation in decision-making is encouraged in the 1996
Constitution in south Africa which stipulated that, “peoples’ needs must be responded to and the
public must be encouraged to participate in policy making local government is to encourage the
involvement of communities and community organizations in local government.

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2.5 Local View
In addition, the main objective is to determine whether or not the introduction of civic education
in Zambia has any positive or negative impact on citizen participation in local governance. In the
paragraph above, the writer makes it clear that civic education equips citizens with three
important elements which are civic knowledge, civic skills and civic disposition. These three
elements are 21 very important if citizens are going to fully take part in the activities of their
country. Citizen participation in local governance involves ordinary citizens assessing their own
needs and taking part in planning local projects that are meant to benefit them. The involvement
of citizens at the planning level helps in the reduction of corruption by making public servants
and political leaders accountable to the people.

YEZI Consulting & Associates (2013) conducted a study on Political governance in Zambia, this
study which was commissioned by Diakonia Zambia. The researchers had an opportunity to visit
two districts and also carry out a number of interactions in Lusaka. A total of 56 Zambians with
diverse backgrounds participated in the focus group discussions in Sesheke, Milenge and Lusaka.
This interaction was the basis for capturing the qualitative views from the community on the
issues addressed in the study. The study showed that community-based action (communing) and
face to face interactions with political representatives (contacting) is what Zambian’s regard to
be more important about democracy as compared to voting. The analysis further shows that there
are mainly three determinants of political participation: socio-economic, attitudinal and
institutional. According to the above study, socio-economic factors include age, gender, and
residential location and education factors influence citizens’ active participation in democracy. In
addition, it indicated that political attitudes shape citizen's interest in politics and a citizen's
assessment of the performance of the local government councilor influences the ability and
willingness to participate in processes that have an impact on governance. Furthermore, the
research indicated that Poverty does indeed appear to reduce political participation in Zambia.
Evidence from district level data as well as from individual-level survey data lends support to the
notion that poverty undermines participation according to either of the means suggested above.

Beside the intellectual and participatory standards, there are standards for teachers, schools, and
state and local education agencies. These standards set benchmarks to find out whether teachers
ensure that students are achieving content and performance standards, schools are providing

9
equal access to resources and opportunities, and educational agencies are doing well,
respectively (CCE, 1994, p. 3). Alternatively, these extra standards guarantee the environment
for better internalization of content standards.

As the extra standards relate to teacher effectiveness, students’ performance evaluation, the
role of parents and the community, the way of curriculum organization, and policy issues in
teaching civics (CCE, 1994, p. 10), there is a strong correlation between conditions for
effective learning and these standards. The mentioned environment is also the best place for
educators, policy makers, and teachers to exercise the principles of democracy in practice and
link them into students’ everyday life.
Experts in the field identify “the knowledge, skills and veracity” of society members and

administrators owning democratic values and beliefs as a foundation for society’s well being.

Moreover, individual and society are interrelated, and their progress mutually depends on

each other: “Being an effective and responsible citizen requires knowledge of the democratic

principles and the ability and willingness to be an informed participant in the process. It also

requires the development of certain qualities of character that increases the individual’s

capacity to participate in the political process and contribute to the effective functioning of the

political system and improvement of society” An important consideration that should be noted

while teaching civic education in order to accomplish expected results is profoundly embedded in

cultural values and ideas. The Hungarian civic expert Setenyl claims that, “the fact that living in a

democracy has become an everyday experience does not necessary mean that these values have

become automatically deeply rooted” (Setenyl, 1996, p. 1). Besides, he believes that the school

environment should be inviting, open, and critical. Many experts in the field highlight the role of

organizational “obstacles” along with the educational knowledge that decision makers should consider,

which embrace the issues of class size, teaching load, standardized tests, teacher collaboration,

technical support, and so on.

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 CHAPTER THREE: METHODOLOGY

3.0 Introduction
This chapter describes the methodologies used to carry out the study and how the
data will be analyzed. That is the research design, focus group discussion.

3.1 Research Design

The study will be conducted in order to answer the research objectives. Research
designs are the specific procedures involves in the research process which are; data
collection, data analysis and report writing [cresswel,2012;20]. This design will
allow the researcher to describe the challenges that teachers and learners face.
Questionnaires will be used because they will not be bias against any respondents
and will be reasonably cheap and time saving. The research design will also give
enough time to respondents to answer the questions properly. This method will be
relevant because it will allow the group setting attempts to create a synergistic
environment resulting in deeper, more insightful discussion. [Anderson,1998;200]

3.2 Study Population

This research will target the head teacher, teachers and pupils in all the classes at
the school. This is to provide a balanced analysis of challenges and measures
which will be used to address the identified challenges.

3.3 Sample Size

This study will have a sample size of eight (8) learners with disabilities, the head
teacher and three teachers. The total number of respondents will be twelve (12).

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3.4 Sampling Procedure.
The study will use probability sampling procedure and purposive, under random
sampling will be applied in order to give an equal chance to every participant of
which will be selected. The purpose of sampling procedure will also be used to
select the head teacher and other teachers involved in the study.

3.5 Data Collection Procedure.

The collection of data in this study will be done within two weeks. During the first
weeks, the researcher will distribute questionnaires to participate in the study.
During the second week, the researcher met the selected teachers and collected
questionnaires. The researcher will also have a platform with participants to ask
questions concerning the research.

3.6 Data Analysis

The researched data will be analyzed manually. Both quantitative and qualitative
methods will be used to analyze the data by the use of graphs and the statistical
figures which will later be intergraded by the use of words to give the true meaning
of the findings.

3.7 Ethical consideration.

According to Hortonville (2003), research ethics are important in social science.
from this assertion the following ethical principles will be adhered, privacy of
respondents will not be revealed to anyone and statement that can affect the
respondent negatively will not be used because human beings are very sensitive.
Finally, all the information collected from respondents will be treated with great
important and confidential.

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Dewey, J. (1997). Experience & education. New York, NY: Simon & Schuster.

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 Gaventa .J. (2006).Triumph, Deficit or Contestation? Deepening the ‘deepening democracy’
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Appendices

Appendix A: Interview Guide for Head Teachers

Section A: Biographic Data

1. Gender: Male [ ]

Female [ ]

2. Age:

3. Qualification:

4. Position /Designation:

5. Years of experience:

Section B: Questions on the relevance and the role of Civic Education in the promotion of
social change in society.

1. Briefly explain your understanding of Civic Education

2. How do teachers deal with Civic Education related issues in their teaching in relation to social
change?

3. Do they allow a climate of discussion and participation on some of the contentious issues
raised during the process of teaching and learning in the classroom?

4. What sort of classroom practices do teachers encourage among their learners/students when
teaching Civic Education in relation to social change?

5. Do the practices mentioned above influence or affect the thinking of the students or learners
over time to promote social change?

6. How does Civic Education promote Civic Engagement among the learners?

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7. How does Civic Education facilitate or hinder social change of society among the learners in
schools?

8. To what extent do you see Civic education being responsive to the needs of society?

9. What would be your opinion/views on the current status of civic education in schools today
10. How well-trained are the teachers of Civic Education in relevant methodologies of delivering
in schools?

11. Are all the teachers teaching Civic Education trained?

12. How do teachers deal with different orientations of Civic Education in their teaching?

13. Do you see Civic Education as a subject that brings social change to society?

14. How does Civic Education foster the awareness of the importance of responding to social
change in society?

15. What challenges are faced in the teaching and learning of Civic Education in the school
system?

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 Appendix B: Questionnaires for Civic Education Teachers

Tick the most appropriate.

SECTION A; General Information
1. Gender: i) Male [ ]
ii) Female [ ]
2. Age of respondents: Indicate your age range
i) Below 25 years [ ]
ii) 25-35 years [ ]
iii) 35-45 years [ ]
iv) Over 45 years [ ]
3. How long have you been teaching Civic Education?
i) Less than 3 years [ ]
ii) 3- 5 years [ ]
ii) 5 - 10 years [ ]
iv) Over 10 years [ ]

SECTION B:
What are your views about the effect of civic education on the social change of Zambian
citizens, looking at Samfya an example?
Tick your opinion against each statement below according to the scale given.
Strongly Agree (SA), Agree (A), Neutral (N) Disagree (D) and Strongly Disagree (SD)

S/N STATEMENT SA A N D SD
4 Gives the learner an opportunity to participate in the
social transformation of society

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5 Not limited to instruction in schools but engagement
with all that surrounds the individual

6 Places the learner at the center of all activities of

society

7 An emphasis on objectives and teaching approaches

stimulates social change and transformation of society.

8 Civic Education is helping learners to know their right

and, duties and obligations and later the society at
large.

9 Every Civic Education teacher knows exactly what

they need to do.

10 Civic Education is informed by three major

pedagogical strands such as education about
citizenship, education through citizenship and
education for citizenship

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THANK YOU

Appendix C: Questionnaires for Civic Education Pupils

Tick the most appropriate.

SECTION A; General Information
1. Gender: i) Male [ ]
ii) Female [ ]
2. Age of respondents: Indicate your age range
i) Below 15 years [ ]
ii) 15-17 years [ ]
iii) 17-19 years [ ]
iv) Over 19 years [ ]
3. What grade are you doing?
i) Grade 10 [ ]
ii) Grade 11 [ ]
ii) Grade 12 [ ]

SECTION B:
What are your views about the effect of civic education in your school?
Tick your opinion against each statement below according to the scale given.
Strongly Agree (SA), Agree (A), Neutral (N) Disagree (D) and Strongly Disagree (SD)

S/N STATEMENT SA A N D SD
4 Helps pupils understand their rights, duties and
obligations

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5 Students develop the decision making and social
action skills

6 Increase student motivation, empathy and self esteem

7 Develop democratic attitudes and perceptions

8 pupils become socially transformative and develop a

deep sense of citizenship

9 Fosters cooperation among pupils from diverse racial,

ethnic and cultural groups

10 Helps pupils to acquire the knowledge, values and

skills needed for social transformation of society

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Appendix D: Research Time Frame

ACTIVITY DURATION
2021
OCT NOV DEC
Acceptance of research
proposal and preparing
research instrument
Talk with local authority in
study areas

Proposal writing

Submission Proposal

Proposal Presentation

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Appendix E: Proposed Budget

Item Total

Stationery K1,500.00

Transport K800.00

Bundles K500.00

Printing K200.00

Contingency @ 10% K150.00

GRAND TOTAL K3,150.00

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