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

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.