Civic education and conflict resolutions: A case of selected secondary schools in Kitwe district of Copperbelt Province, Zambia

Abstract

“Civic Education” means all the processes that affect people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities. The study was guided by conceptual framework emanating from three strands of Civic Education which are; Civic knowledge, Civic Skills and Civic Values. Related literature on conflict management styles as well as concept and goals of Civic Education were consulted. The study demonstrated the importance of teaching Civic Education as a tool for conflict resolution in the community through the provision of knowledge on: human rights, imparting of civic skills for effective participation, for conflict resolution and for effective leadership. Hence, the study was conducted to ascertain how Civic Education can be used in conflict resolutions especially at community level in selected secondary schools in Kitwe district of Copperbelt province in Zambia. The study involved both the qualitative and quantitative methods and a descriptive research design that sampled the head teachers, teachers of civic education, pupils of civic education and selected members of the community. Data was obtained from the respondents by means of interviews and questionnaires. Frequency tables, graphs, figures and pie-charts were used to analyze the qualitative data whereas quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). The findings indicated that the teaching of Civic Education in secondary schools in Zambia enables learners to be critical thinkers and also helping in curbing social challenges. Strategies used in the teaching of Civic Education in secondary school which includes; affiliation to subject association, pupils’ administrative boards, invitation of professionals, conducting of education tours to public institutions and also through community engagement were discussed as presented by respondents. Learner centered methods which includes; discussion, debate, research and explanation were also discussed.