The Teaching of Civic Education in Selected Secondary Schools in Lusaka Province of Zambian: A Tool for Conflict Resolution in the Community

This study investigated the teaching of Civic Education and how it serves as a tool for conflict resolution in the community. Qualitative case study design was used and 12 participants (8-Civic Education teachers and 4-deputy head-teachers) from four selected secondary schools in Lusaka Province of Zambia were purposively selected through homogenous sampling. One-on-one interviews were used to collect data from both teachers of Civic Education and deputy head-teachers. Thematic data analysis was used in this study. The study established that Civic Education provides awareness to citizens on fundamental rights and freedoms; empower citizens for effective participation in decision making, produce critical thinkers, impart learners with conflict resolution skills, used as a strategy for curbing social challenges and helps in the appreciation of cultural diversity in communities. Civic knowledge, skills and values embedded in Civic Education have a potential to transform a violent to a peaceful community. The study recommends that Continuous Professional Development (CPD) activities such as Lesson Study Circle, Cluster Meetings and Professional Subject Associations Workshops must be strengthen in schools to revive Civic Education teachers with new knowledge and skills in teaching Civic Education for conflict resolution in communities. Further, the government should come up with a clear policy that will empower young people through the teaching of Civic Education to organise school associations aimed at promoting peaceful core-existence in multicultural communities as outline in the 2013 Zambia education curriculum framework. This study act as an eye opener to policy makers and implementers to use nonviolent approaches such as teaching of Civic Education in secondary schools in denouncing conflict in communities.