Does Teaching Civics Increase Active Citizenship? A Comparison of Civic Education for Secondary School Students in Ethiopia and in Wales

Abstract

Abstract This article attempts to compare the civic education received by young citizens in Ethiopia and citizenship education in Britain, in particular Wales. Based on the author’s personal experiences, email correspondence with a practitioner in Ethiopia, and evidence located in secondary materials, this research compares delivery of the curriculum, the methods, materials, and assessment used, as well as an evaluation of the possible impact this has on students. It also considers the future development of these subjects as each country attempts to prepare students to be more active citizens. In attempting to compare the provision of civic or citizenship education for young people, the author has researched the content of the curricula and how it has been assessed. The article also looks at the future of civics and citizenship education that, although it may use different words, curricula, and assessment methods, shares a similar aim—to create better citizens. The article begins by looking at youth participation in the recent political events in both countries to determine whether civic education could have had any influence.