ADDIS ABABA UNVERSITY

SCHOOL OF GRADUATE STUDIES

PERCEPTION OF STUDENTS TOWARDS CIVIC

AND ETHICAL EDUCATION: THE CASE OF
COIJLEGES OF HADIYA ZONE jSNNPRSj

BY

JUNE 2008
ADDIS ABABA
 PERCEPTION OF STUDENTS TOWARDS
CIVIC AND ETHICAL EDUCATION: THE CASE
OF COLLEGES OF HADIYA ZONE /SNNPRS/

A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE

STUDIES OF ADDIS ABABA UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE MASTER OF ARTS IN CURRICULUM
AND INSTRUCTION

BY
ABEBE MADEBO

JUNE 2008
ADDIS ABABA
 Acknowledgemen ts

First, I would like to thank God in the name of Jesus for keeping me in hi s
loving-kindness and open the opportunity to join the post gra duate program.

Secondly, I exte nd h eart fel t th a nks to my advisor Ato Akalewold Es h ete

(Ass / professo r) for hi s unfai ling intellectu a l gu idance, extremely h elpfu l
com ments, en courage ments and assista n ce through-out my research work.

Thirdly, I a m very much indebted to Ato Girma Alernayeh u, ministry of

education, civic a nd ethical education department who assisted me by
providing relevant research materials.

Fourthly, I exte nd my deepest appreciation and thanks to my wife Mulunesh

Erdaw and to my beloved children Kalkidan, Betel and Abigail Abebe who
e nco uraged, advised and h elped me to continue my post gradu a te s Ludies.

Lastly, I wish to extend my thanks to Wubalem Haile who typed this paper.
 Table of Contents
Page
Acknowledgments ..... .... .. .... ..... .. .. ... .. .. ... ..... ... .... .. ... .... ........ .... .. ................... .i
Table of Contents ......... ....... .... ... .... .......... ..... ..... ............ ... ............ ..... ...... .... .ii
List of Table .......... ..... ....... ... ............. ... .... .. ... ................... ..... .. ..................... iv
List of Append ices ..................... ........ .......... ........... ... ..... ... .... ... ...... ....... .. ...... v
Ac ronyms a nd Abbreviations ...... ..... ........ .. ..... .... .... ... ................. .. .. .... ....... .... vi
Abstract. ................. ...... .... ......... .... .... ..... ... .. .. .... .......... ... .. .. .. .. .. ... ......... ........ vii
CHAPTER ONE
1. INTRODUCTION ... .... .. ..... .. ..... ... ... ..... ...... .... .. ... ... ........ .......... ... ... .. .... .. . 1
1.1. Background of the Study .... ...... ........................ ...................... .. . 1
1.2. Sta tement of the Problem ............ ........ ... ..... ... .. ... .... .... ....... ... ..... 3
1.3. The Objective of the Study ....... .. .. ..... ... ... .... .... ..... .... .... ...... ...... .. 6
1.4. Significance of the Study .................. .. ....... ........ .. .... ... .. .. ........ ... 6
1.5. Delimitation of the Study ...... ..... .......... ...... ... ..... ... ......... ..... ..... .. 7
1.6. Limitation of th e Study ..... ...... ........ ........... ... ........... .. ....... .. ..... .. 7
1. 7 . Operation a l Defini tion of Key Ter ms ... .. ........... .. ......................... 8
CHAPTER TWO
2. REVIEW OF THE RELATED LITERATURE ... .. ... .. ..... ... .... .. ... .......... ...... 9
2yt<kture of Civic a nd Citize nship Education ................................. 9
2 . 1. 1. Origin a nd Definition of Citizenship a nd
Civic Education ...... ...... ..... ..... ........ ............. .. ..... ..... ....... 9
2Y Role of Civic Education in Democratic System ............ .... .......... 12
2.3 Right a nd Responsibilities of Citize ns .......... .... ...... .... .... .. ...... ... .. . 15
2 .4 Educating Students about Civic Engagement.. .. ...... .. .... .......... .... 17
2 . ~Th e Objective of Civic Education in Ethiopian
Schools ; Pe rce ptions of Education Actors and
Government Response .. ........... .................. ... ....... .... .. .... .... ... ....... 23
2 .6. Civic Education and Experien ces of some
oth er Countries of the World ..... ...... ...... ......... ... ..... .. .. ... .............. 30

11
 2.6.1. Civic and Citizen ship Education in Is rael .................. .. .. 30
2 .6 .2. Citizenship Education in Fra n ce .......... ......... ................ 32
2.6.3. Citizenship education in Post-Apartheid
South Africa ...................... ........... ............ ... .. .............. 33
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGy ............... ........ .. .. ................... 35
3 .1 Design of the Study .......................... .... .. .. ... ." ....... .. ....... .. ... ....... 35
3 .2 . Sources of Data ................................ ....... .... .. ... .. ... ......... .. ......... 35
3 .3 Subjects and Sampling Procedures .. .. ....... . ..... ... .. ..... .. ... .. ........... 36
3 .4 Data Collection Instrume nts ...... ........ ...... .... .......................... .... . 36
3.4 .1 Questionnaire ........................... .. ..... ............................. . 37
3.4 .2 Interview ...................... .. ... ... .... ......... ... .. ........ ... ... ......... 38
3 .4. 3 Observation .. ... .. ... ............ ... .. ...... .. .... ... ....... ...... ........ ..... 38
3 .5 Methods of Da ta Analysis .... .... ....... ... ............................ ... ...... ... . 39
CHAPTER FOUR
4. PRESENTATION AND ANALYSIS OF THE DATA ........ ............. .. ........... 40
4.1 Characteristics of Sample Population .................. ....... ...... .. ........... 41
4.1 .2 . Background In formation of Civic Teachers a nd
Principals .... .. ....... ......... ...... ..... ... .. .... ............... .............. 44
4 .2 Perceptions of Students towards Qualities of
Responsible Citizen ......... .. ................................. ... ... .. .. ... ... ....... 45
4 .3 Behavioral Change of the Students ............ ...... .. .......... ....... ... ..... 50
4.4 Personal Perception of Students' towards Civics and
Ethical Education .......................................................... .. .......... 54
4 .5 Students Percep tion about Service to Society ......... ..................... 57
4 .6 Students Perception about Political Activities ..... .. ... .. ....... .. .. ....... 62
4.7 Teachers' Classroom Interaction ................................................. 66
CHAPTER FIVE
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ...................... 68
5.1 Summary ................ .. ............................ .. .............. ............ .... ..... 68
5.2 Conclusions .... ................. ... ....... ... .......... .... ....... ... .... ...... ..... .. ..... 71
5 .3 Recommendation ...... .. ............. .. ..... .. ... .. ........... ... .. ................... .. 71
Bibliogra phy ..... .......................... ... ....... ......... ....... .. ... ... ...... ..... ... ........... .... 73

III
 List of Tables
Page
Table 1 Students Backgrou nd Information ............... .... ...................... .......... .41
Table 2 Civics Teachers a nd College Principals Invo lved in the Study ... ..... ... .43
Table 3 Students Perception s of the Characteristics that Constitute
Responsible Citizen ......... .... ................ .... ......... . ....... ..... .. .... .... .. ....... .46
Table 4 Rank Order by Mean Scores for Each Item of Students'
Responses on Qualities of Responsible Citizen .. .. ........................... .47
Table 5 Perception of student about their Behavioral Changes that they
Claim to Have Brought Since the in Production Civic and
Ethical Education ............ ... .. ..................... ..... .. ... .. .... ... ....... ........ .... 51
Table 6 Rank order by Mean Scores and Pe rce ntages of Combined
Frequencies of 'VH' a nd 'H' of Behavioral Changes Students
Assert To Have Brought Since the Introduction of Civic a nd
Ethical Education .............. .. ................................................. .... ....... 52
Table 7 Personal Perception of the Students to Wards Civic a nd Ethical
Education .............................. .................. ..... .. ..... ...... .......... .......... 5S
Table 8 Rank Order by Mean Scores and Percentage of Combined
Frequencies on "v. High" and "High " of Personal Views of the
Students toward s Civic a nd Ethical Education .................. ..... .... ... .... 56
Table 9 Perception of S tudents a bout Socia l Participation ........................... .. 58
Table 10 Ra nk Order by Mean Scores and Percentage of Combined
Frequencies on "Very High" and "High" of Students about
Their Socia l Pa rticipation ..... ..... .... ...... ........ ..... ......... ....... .... .... .... ....59
Table 11 Student Per ception about Political Activities .... ... ............................. 63
Table 12 Ra nk orde r by Mea n Scores and Percentages
of Combined Frequencies, on "Very High" and "High " of
Students about Their Political Activities ............................. .... .. .. ...... 64
Tab le 13 . Different Methodologies Employed in Civic and
Ethical Education ................................................ .. ........................ 66

IV
 List of Appendices

Page

Appendix A ...... ... .. ........................................................... ......... ... .. ........... 76

Appendix B ....... ... ... .. ........ .. .. ..... ... ... .. ...... ... ... ..... .. .... ... ... .. ........ ....... .. ........ 8 0

Appendix C .. ........... .. .. .... .. .. ....... .. ...... .. .... ... .. ... ......... ... .... .. .... ...... .. ... ......... 8 4

Appe ndix D .. .... ..... ..... .. ............ .. ................. .. ...... .............. .. ... .. .. ..... .. ......... 8 7

Appe ndix E .... .. ....... .... .. .. ........ ... .. ..... .......... ... ...... .. .. ........ ...... ... .. .. .. .. .... .. ... 88

v
 Acronyms and Abbreviations

HCHS- Hosanna College of Health Sciences

HTVETC - Hosanna Technical and Vocational Education Training

College

SNNPRS- South Nation 's Nationalities and Peoples Regional State

ESDP- Education Sector Development Program

HIV /AIDS- Human Immune-Deficiency Virus/ Acquired

Immune Deficiency Syndrome

MOE- Ministry of Education

UNESCO- United Nations Educational Scientific

and Cultural Organization

MOJ - Ministry of Information

VI
 Abstract
The major purpose of this study was to investigate the perceptions students and
teachers have about responsible citizen, teachers' knowledge of various
methodologies used in teaching civic and ethical education and the types
behavioral changes occurred in college students of Hadiya zone/ SNNPRS/

To this effect descriptive survey approach was employed as a method of the

study. Students, teachers and principals of two colleges were used as sources of
data. Questionnaires, interviews and classroom observations were used to obtain
data pertinent to the investigation. The data obtained were analyzed using
percentages and mean scores statistic.

Results of the study indicated that rendering agreeable service to the community,

peaceful resolution of conflicts, safeguarding of constitution as composed of

common democratic principles perceived as good quality values of a responsible
citizen. It was also found that knowledge of world citizenship, knowledge about
current events and participation in political activities were viewed as less
important in characterizing responsible citizen. The study also indicated average
behavioral change of students as a result of civic instruction. The study also
indicated most of students' perception towards the civic education was on the
positive side. Further more, teacher dominated classroom practices and lack of
design and co-ordination of programs for active participatory learning, lacle of
cooperation and support from school were found negatively influencing the
provision of civic and ethical education.

The college principals and other responsible bodies should take certain actions for
improved provision of the subject. For better handling of the concept of civic
education in colleges needs provision of regular workshops fo r instructors, to take
care of some of their inadequacies, regarding the much needed skills to keep
abreast of the every day demand of the needs of civic and ethical education
teaching.

VII
 CHAPTER ONE
1 . INTRODUCTION

1.1. Background of the Study

Any society strives to continue in existence t hrough constant renewals and that
this renewal takes place by means of educational growth of the young members
of the group. As Dewey pointed out "what nutrition and reproduction are to
physiologica l life, education is to social life ."(Dewey, 2006:9) In the words of
Dewey thus education is a foste ring, a nurturing, and a cultivating process.
Cultivating a nd nurturing young gen eratio n to bring about an expected
behavioral c h a n ge require enabling them acquire necessary knowledge, skill
and develop positive attitudes and characters with acceptab le moral standards.
To this end both developing and developed countries have strongly instituted
civic an d ethical education in the ir educational curriculum though th e naming
slightly d iffers from place to place to create and develop informed, competent,
and effective citizens who importantly a n d ration a lly know their constitutional,
moral and legal rights and responsibilities (Aggrawal, 2002 : 87 ,Khan ,
2005: 188).

On the other hand multicultural societies like Ethiopia, use civics and ethical
education to develop democratic ethical values and a tolerant culture on youth
so that they behave responsibly a nd in accepted way. For insta nce, Israel is a
pluralistic society where (81%) of its citizen s are Jews and (19%) are
Palestinians with considerable number of foreign wo rkers holding temporary
reside ncy permits. Thus its pluralistic n ature calls for tolerance of diversity for
its political continuity.

Giving C IVIC edu cation, even though the purpose differs, is not a recent
experience in t h e Ethiopian edu cation system. Under Ha ile Selassie J, r egime
morale education was offered for character form a tion .The purpose was aimed
at creatin g "ethica lly decen t "citizens' that function in harmony with the
existin g socio-political sys te m. In add ition, it was to ma ke s tudents accept that
the king was given by God, a nd that His kingship was h ereditary. This means
a lso th at mora le education was aimed at informing unquestionable power of the
king a nd preparing citizens who don't question orders fl owing from the crown
(Alamiraw, 2 005:3).

At the same time under the Derge military regime, instead of civic education,
th e so-called political education was provided to inculcate socialis t ideology
a imed at c reating ideal co mmunist society (Ibid , 4). In a ll these preceding
systems of education did not allow citizen s participation, in their own affa irs.
This m ay be, because of the undemocratic nature of preceding systems. The
Current objective of providing civic education appear to promote CIV IC

competence and wide spread pa rticipation of the youth 111 th e socia l a nd

political life of their localities and th e nation at large (Alamiraw, 2005:5)

Accord ingly, Ethiopia recently introduced the education a nd training policy

(TGE, 1994) . The policy addresses to alleviate the problem of age-old
educationa l policy a nd trying to promote a nd bring edu cational d evelopment.
One of the measures undertaken in this development was the incorporation of
Civic a nd Ethical education as a n additiona l subj ect, in primary, secondary a nd
a lso high er education level, with the intent of equipping its citizens with
fundamental democratic principles and values (MOE, 1999E.C :36).

The objective of civic education as indicated in various education a nd policy

do cument is to produce citize ns who:
• Understand, respec t a nd defend the co nsti tu tion, democratic va lues a nd
human rights.
• Develop attitudes for research and work and solve problems.
• Develop a sense of citizenship to pa rticipate in a nd contribute to the
developme n t of the community and the country (MOl, 2002, Akalewold,
2005, MOE, 2006).

2
To this end the education system of Ethiopia has been developing the citizens
through various ways particularly through th e teaching of civic a nd ethical
education at school. The provision of the subj ect h as started in 1996, in all
educational levels (MOE, 2006 :22). However, the government expressed its
discontent concerning the state of implementation of the subject. In this
connection all education institutions, principals and teachers were criticized of
their poor perceptions and weaknesses in imparting civic and ethical education
with the principles of the constitution (Akalewold, 2005). It seems cognizant of
this fact, that government conducted incessant discussion with school
directors, teachers and with other concerned bodies (MOE, 2006). As a result a
revision of the subject was conducted and its name changed to be civic and
ethical education, due to the incorporation of some contents in ethics. In this
process lack of trained personnel in the subject was found as one of the serious
problems, so that the government responded in the formu lation of civic and
ethical education syllabus for the purpose of training primary second cycle and
seco ndary school personnel in the subject. However, according to education
thinkers, part of teaching consists of being alert to what the child is currently
ab le to achieve (Aggarwal, 2002). These may include the perceptions students
have about knowledge possessed by the civic teachers in continuous attempt to
bring behavioral change in the students, his/her training, including knowledge
of various methodologies to civic teaching and other enabling factors (Ibid, 102).
Hence, it has been considered an essential study to be undertaken by the
researcher.

1.2. Statement of the Problem

Instruction in civics education has been more strongly advocated in vanous
forms in different democratic countries of the world (H.Starkey, 2000). The goal
of education for civic education is to prepare children to become members of a
democratic society. As a result civic education becomes necessary in schools of
democratic society. One of the reasons mentioned, for this was discontent with
the attitudes of many young people toward the society; there was electoral

3
a pathy; there was violence in some democ ra tic cou ntri es; co nsequ ently , for
bette r behavioral ch a n ge on the part of citizens, civic education has been made
one of th e subjects of study (UNESCO.1995).

So as it could be see n from the a bove statements civic education in democra tic
socie ty was in place for in enabling citizens, participate actively a nd re sponsibly
in socio-politicallife of their society.

Ethiopia as part of the world democratic country introduced CiViC education

into th e n ew curriculum with the intent of equipping its citizens with
fund a men tal democratic principles a nd valu es (MOE, 1999E .C, MOl, 2002).
However, from its inception there was a tendency to see the subject as an
imposition of the doctrine of governm ent upon the people.

There was a lso some informal criticism from so me people by saying that it is a
teaching of th e doctrine of the ruling party.

Non etheless , what is happening actuality n eeds investigation and it was the
researchers' interest to be involved in this issue. At the same time as the
government in m any of its educational discussions and documents stated, due
to this perception problem, the provision of civic education not achieved its goal
of bringing the required behavioral change in recent times on youth (MOE,
1999, E .C.) ; in contrast, some people informa lly say that this fa iled in achieving
a n expected chan ge, was due to challenge, that it had faced in the process of
implementation .

Thus pe rceptio n dilemma was also anoth er issue th at inspired t he researcher to

co n centrate on this topic .

In this line, few investigations conducted conce rning implementa tion process of
the subject in elementary and secondary schools similarly revealed the poor

4
s ta tc of implementation of the subject (E.g.Aye le, 2006, Girma, 2006, Jun eidi ,
2006, Dawit, 2006,). This poor state of implementation was attributed to
shortage of curriculum materials, lack of trained pe rsonnel in the subject and
use of traditional method of teaching.
1. However, the importance of students' perceptions to learning context and
teachers ' knowledge and use of various methodologies and their a pproac h
for enhanced lea rning outcomes is still call for study.
2. Most of t h ese aforementioned studies were confined to assessi n g problems in
elementary and secondary school level and limited to schools of Addis Ababa
where it can be said that the findings may be applicable to the schools that
have a similar kind of situation, because different setting schools of Addis
Ababa h ave to enjoy than schools out of Addis Ababa.
3 . As to the knowledge of the researcher, none of the studies in this a rea have
been accomplished at college level out of Addis Ababa.
4. At the same time these colleges are selected because they a re providing civic
and ethical education as a common course, and seeing as the training of all
colleges is homogenous in terms of goal and course to be offered, curriculum
maLerials, selection criteria etc., a llow concluding the remainin g colleges.
5. Because the researcher has been teaching the course in one of the colleges
(TVET COLLEGE) for previous two successive years and, the knowledge and
th e skill acquired help him to see the problems a nd facilities in providing the
course in the area.
Besides h e is also familiar with the study area smce he has taught and
educated there and it is the hope of the researcher that he may obtain adequate
cooperation and assistance from respondents.

It is with this substantial information that the researcher is ini tiated to carry
out a research undertaking, which focus es on identification of students'
perceptions towards responsible citizen and their claim of behaviora l change;
teachers' perception of various methodologies and factors influencing civic and
ethical education teaching-lea rning.

5
1.3. The Objectives of the Study
The obj ectives of this study revolve around the following major points.
• To inves tigate th e perceptions of students , towards responsible citizen
a nd the role of civic and ethical education.
• To assess behavioral cha nge believed to have occurred a mong students
as a result of civic and ethical education.
• To assess teachers' use of various methodologi.ys In teaching civics and
ethical education.
• To identify facto rs influencing the provision of civic a nd ethical education
in the colleges.
lnline with these the study trie s to a nswer the foll owing basic research
questions:
• What perceptions do studen ts, h ave about re sponsible citizen and the
role played by civics a nd ethical edu cation?
• What beh aviora l changes have occurred as a result of CIVIC and
ethical education?
• What were the various m ethodologies used In teaching CIVIC and
ethical education?
• What factors are influencing the provision of C IVIC and ethica l
edu cation?

1.4. Significance of the Study

The focus of this study was to investigate students' perceptions towards
responsible citizen and their claim of behavioral change; teach ers'use of various
methodo logies a nd factors influencing civic a nd ethical education teaching-
learning and teachers' perceptions of responsible citizenship a nd factors
influencing civic and eth ical education provision.

6
Accordingly the out come of this study:
1. Will gene rate information on th e factors, which influence the provision of
civic and ethical edu cation.
2. It will initiate oth er researchers to conduct s imilar studies at a wider
scale.

1.5. Delimitation of the Study

This study is delimited to assessment of students' perceptions towards
responsible citizen and their claim of behavioral change; teachers' use of
various methodologies a nd factors influencing civic and ethical education
teaching- learning in two colleges of Hadiya zone -S NNPR.

The study also is delimited to focu s on th e percep tions a nd practices of the

prospective Graduates (10+3 , level stu dents). This was because the researcher
believes th a t grade 10+3 level students may provide appropriate data, seeing as
th ey are m a tured enough and prepared to shoulder responsibilities in their
society to be assigned.

1.6. Limitation of the study

Since this study fo cu sed on grade 10+3, level students; th e limitation of this
study was that a ll the grade levels (grade 10+ 1, 10+2) in both of the colleges
were not rep resented, because of human and financial re source constraint.
Therefore, conclusion deduced from such a narrow context and
recommendations provided may serve th e case of two colleges .

In spite of these however, the researcher relentless effort to make the study as
co mplete as possible by u s ing a ll data sources available .

7
 CHAPTER TWO
REVIEW OF THE RELATED LITERATURE

This chapter focus on reviewing literature and re s earch findings considered

relevant to this study.
2.1. Nature of civic and citizenship Education
2.1.1. Origin and Definition of Citizenship and Civic
Education
The te rms 'Democracy ' and 'citizenship' h a d the sa me origin a nd beginning time.
The citizens who first enjoyed democratic government were th e Gree ks that it
wa s why they who found the name for it. Having d erived from the Latin 'civitas',
which means citizen or of a city, civic education is defined as a branch of social
science which studies the rights and duties of citizens . Where as citizenship is a
membership in a political community (originally a city or town but now usually a
country) a nd carries with it rights to political participation; a person having such
membership is a citizen (Kassaye, 2007 Augier, 1994, Brimble and May, 1966) .

The fir s t form of citizenship, which is explained a bove was based on the way
people lived in the a n cient Greek times, in sma ll-scale organic communities of
the polis. In th ose days citizenship was n ot see n as a public ma tter, separated
fro m the private life of the individual person. The obliga tions of citizens hip were
dee ply connected into one's every day life in the polis. This form of citize nship
wa s ba sed on obliga tions of citizens towards the community rather than rights
given to the citizens of the community. This was not a problem because they all
h ad a strong affinity with the polis; their own d estiny and the destiny of the
co mmunity were strongly linked. However, an important aspect of polis
citizenship was exclusivity. Citizenship in ancient Greece and Rome as well as
m edieval cities that practiced polis citizenship was exclusive and in equality of
s tatu s was widely accepted . Citizens h a d a much higher status than non-
citize ns did. Women, slaves, for exa mple were seen to be irrationa l and

9
incompetent of political participation. Methods used to determine whether some
one could be a citizen or not could be based on wealth, political participation,
heritage (both parents had to be born in the polis) (Kassaye , 2007).

In the Roman Empire, polis citizenship changed form : Romans realized that
granting citizenship to people from all over the empire legitimized Roma n rule
over conquered areas and found that taxes were more easily collected, so that
citizens hip was expanded from small-scale co mmunities to the entire empire .
After the collapse of the Roman Empire, the importance of citizen ship became
less. During the middle ages, the search for personal salvation had replaced the
pursuit of honor through the exercise of citizenship. The church rep laced the
political community as the focus for moral guidance and loyalty (Kassaye,
2007) .

To day most countries have accepted democratic rule. Democracy is a Greek

Word, which means 'power in the hands of the people (Meinberg, 1971:15) .
Accordingly, people in a democracy enjoy more freedom than under any other
form of government. They are the rulers and subjects at same time. The laws
guiding their lives are determined by their own will. If some laws are not in the
common interest, the people can change them. Yet, freedom in democracy as
Meinberg put it:
... is like a coin, one side offers right and privileges, the other side
demands responsibilities and obligations, but the two sides cannot be
separated, it is one coin citizens of a nation who claim rights but refuse to
accept responsibilities, harm the society in which they liven (Meionberg,
1971: 18)

These mean that a citizen is a person who has certain rights and privileges in a
country a nd who expected to render servi ces and ove rcome duty expected from
him.

10
On th e oth e r , h a nd Augie r, gIves the following more elabor ated d efinition as
democracy to be:
... universal system of values and the most appropriate basis for co-
existence in order that human beings might gradually stop
behaving like savages to their neighbors, and the nations, races
and classes might finally live in p eace, if not in harmony (Augier,
1994:2)

According to this d e finition, democracy is composed of values of toleran ce, co-

operation, compromise, consen sus ... Etc. these values keep as a mechanism to
solve differences peacefully amo ng human beings. However according to him
conflict r esolution n eeds the commitment of c itizens who accept the
unavoidability of conflicts as well as the n ecessity of tolerance. As a result,
c itizens n egotiate each oth er and compromise to work in accordance with
establis h ed common democratic values that enable the m to live peacefully . in
view of that (Augier, 2005, Aggrawal, 2006) suggest that youth have to be
introduced to the values of tolerance, respect for the ir fellows, equality, the
fund ame nta l rights common to all huma n beings and liberty. Young people
s h ould be taught to recognize and appreciate these values and develop the
cul ture of appreciating and re s pecting wh at is not theirs a nd like to live in
peaceful coh esion and h armon y with oth er people. To this end, civic edu cation
plays an important r ole . 'Civics' as (Brim ble and May) put it, enable th e youth
the acqui sition of know ledge about the machinery of government, and
development of attitudes of loyalty and respons ibili ty to the communities of
which the pupil will eventua lly become a member. According to them loyalty as
a n essential begins to fa mily, then to school, town, country a nd automatically
global citizen s hip follows. However as they put it loyalty mus t n ot be blind
'recognition of faults is essential if those fau lts are to be e radicated, it n eeds
active suppor t and criticism. As Brimble a nd May said:
A democratic virtue is humility, because humility is needed for
tolerance. Nevertheless, there is one thing the democrat cannot
tolerate, namely, injustice, so that he needs the contrasted
virtue of vigilant s ympathy that will not s tand by and see
injustice done (Brimble and May, 1966:35)

II
Thi s imp lies tha t of n otion of equa li ty of a ll before th e law , in place of on e rule
for our fri e nd s and u s . Law is th e only sa fe gu a rd of fre ed om but it n eeds a ctive
support a nd criticism.

2.2. Role of Civic Education in Democratic System

The role of civic education in democratic systems is equipping citizens with
civic knowledge, civic skills and civic virtue required to become active
pa rticipants in their community affairs .

Mode rn democratic nations need participa ting citizens who take an active
inte res t in public affairs and who exercise their rights a nd perform their dutie s
as me mbers of a community. Modern insti tution s under d emocra tic syste m a lso
n eed individua ls who, observe abstra ct rules, a n d m a ke judgments based on
o bj ective evide nc e and follow a uthorities legitima ted n ot by traditional or
religiou s sanctions but by technical compete n ce . Ac cordingly (Kha n , 2 00 5,
Augier, 1994) Suggest that, to achieve thi s end, acquaintin g an individual with
info rma tion to allow increa sing his ability to rea son, to give him every
opportunity to become an educated man is necessary. What is also inescapable
is a cquainting student with the nature of government and politics. Generally
their s uggestions implies us that if citizens are required to be effective in
pa rticipation, it would presuppose a certain. level of civic competence on the
par t of citizens, s o that equipping youth with civic knowledge , civic skills a nd
civic virtues prepare s students for their a dult life in which they m u st bear in
the socie ty. It is to this end that civic education h elp stude n ts develop a rich
and varied u nderstandin g of governme nt, publ ic policy, a n d citize n s hi p of a
country .

The qua lity of d emocracy seems to de pe nd upon the degr ee to which C lVl C

ed u cation can assist adult citizens in finding mea ningful bases for participation
in public a ffairs. Through participation in new areas, in which learning through
discu s sion, reflection, and further study is desirable. At the some time

12
participation, presumes some knowledge of the community, of government, and
of the problem or issue at hand. It requires skills necessary to function
successfully in groups and contribute effectively to their work (Augier, 1994).
Its primary function, according to Augier, is the education of judgment, which
lead s to r ationa l choice. The problem for democracy and for adult education
has a lways been the same: h ow to keep citizens and learne r s respo n sible for the
wh ole community; while leaving th em free to a nd indeed assisting them in
reaching pe rsonal objectives.

Civic knowledge that a dults reqUire IS both continua lly incr easing and
incomple te a t the sam e time . Each week, if not da ily developments ch a llen ge
the ca pacity of citizens to respo nd with understanding a nd co mpeten ce.
Secondly understanding the political environment requires engagement with it.
Since the conditions a re dynamic the re is much we cannot know until we try it.
Only in the political process are certain kinds of insights possible. Civic
knowledge arises out of th e inter connection between reflection and action
(understa nding through CiV i C edu cation to participate a nd participa te to
unders tanding) I.e . to practice democracy, citize n s require information a bou t
complex local and national issues and the skills a nd wisdom to put the
information to effective u se . According to (Brimble a nd May ,) the effective
citizenship is possible if-and only if of a ll kinds of the skills used to put such
information to effective use (p.10). Thus knowledge about often increasingly
tec hnical issu es, as are source to be shared by citizens, as well as values,
vi r tue, and m oral judgment a bout political action s are a ll inescapable elements
in citizens hip. According to them, Interaction s a mong citizens a s learners a re
charac teristic in particular because they are in teractions among equals; as
s uch, they h ave n o compulsory authority over one an othe r in respect to the
su bjec t m atters of their interactions as citizens.

In add ition, civic knowledge becomes necessary b ecause at the heart of choices
a bout existi n g a nd specific situations lay unavoidable questions abou t often-

13
conf1icting values. Political choosing invol ves moral reason in g and actin g with
refere nce to co nf1icting standards about what is importa nt to a co mmunity
(Augier, 1994).

The problem for adult civic education is to help learners develop civic virtue as
a basis for acting when their involvement in a public issue in the first place is
often drive by emotional investment in a special or "hot" interest, turn away
attention from a la rger view of public responsibilities. Civic virtue involves fir st,
interest in community issues and public affairs, second, willingness to be
involved in matters of importance to the co mmon wealth, a nd third, an attitude
of civility and decency to ward one is fellow citizens (Augier, 1994) .

Brimble says "civic virtue IS not a matter of m ere behavior, it is a matter of

fo r mi n g a civic disposi tion , willingness to act, in behalf of the public good while
being a ttentive of a nd considerate of the fe elings, needs and attitude s of others.
It implies a n obligation or duty to be fa ir to others, to know kindness and
perception a nd to render agreeable service to the community (p. 17).

In this tech nological age, the actions that citizens take in the public sphere
whether concerning land use or to solid waste disposal or any other of the
countless problems facing local communities, have enormous consequence for
thems elves and generation to come. Hence forming civic con science is
fundamental because it in values behaving morally toward other as a response
to their basic dignity and worth. Civic knowledge, skills and disposition to u se
them in orde r to achieve a vision of th e community th a t is desired can be
furthered through purposefully structu red civic education. Informed judgm ent
and action with regard to the public's affairs -dynamic and effective citizenship
in full bloom is the goal of a dult civic education. At its core, responsible citizen
invo lves res ponsible involvement in public issues . Through p a rticipation in
a dult civic education, citizens s hould be able to recognize a nd talk openly about
mora l choices and to make more reflective judgments about them.

14
The s kills of citizen s hip can be lea rn ed through c ivic edu cali on progra m s th a l
en coura ge participa nts to move outside the confines of wha t is familiar and
comfortable and explore new information and perspectives. Civic education
promotes the ability to make connections, to see causal situations and out
comes and to understand the relationship between the individual and the larger
community. Civic education challenges citizens to recognize the inter
rela tionship of s pecific private iss ues with la rger public problems and to u se
civ ic skills in solving them (Augier, 1994).

2.3 Right and Responsibilities of Citizens

Citize n s hip involve s enjoyin g ri ghts an d exe rc is ing res pon sibilities in th e
variou s types of communities. This way of seein g citizens hip includes th e
s pecific idea of politica l pa rticipation by m embers of a d emocratic sta te . It al so
includes the more general notion that citizenship embraces a range of
participatory activities, not all over ... political, that affect the welfare of
communities. Examples a re voluntary work, personal engagement in local
co n cerns such as neighbor hood watch schemes or parent teacher associations,
or general enga gement in civic society. (Brimblel& May, 1966, 32)

The rights a nd responsibilities of citizens are reciprocal in many re spects. If we

al so ha ve a right to be trea ted with re s pect, then it follow s tha t we h a ve a clea r
obligatio n to trea t all others with respect. If we a ll have a ri ght to a say on
matters th a t a ffect our liver, th en we h a ve a res ponsibility to attend to the views
of oth ers on matters tha t a lso a ffec t them. H ow ever , it IS a lso clear th a t
percep tion s of rights and responsibilities by individua ls m different socia l
group s a r e some times in conflict. As a result education for citizenship mu s t
recognize the exis tence of such conflicts and mu s t help young people develop
s tra tegie s for dealin g effectively with-controversies (Kassaye Amare, 2007:26).

These s trategies include negotiation, compromise, and awareness of the impact

of conflict on the over all well being of the community a nd the environment, and

15
develo pment of well-informed respect for differences between peo ple (Ibid). At
th e same t ime young people need to learn that although in dividuals should
always be treated with respect, some of the views some people may h erd
including those associated with racism and sectarianism, a re a grave threat to
the well being of individuals and communities and must be opposed.

According to Khan, (2005: 193) active and responsible citizenship is not just
about individuals having a sense of belonging to, and functioning in,
communities. It is a lso an aspect of corporate or institutional life. Just as a key
face t of each individual citizenship should be a caring and responsible use of
material and financial resources to achieve the economic goals in a ways that
are consistent with sustainable developme nt and with the health a nd welfare of
com munities .

Civic education for citizenship is importa nt because society needs people to

co ntribute effectively, in a variety of ways to the future h ealth and well being of
com munities and the e n vironment, locally, nationally and globally. Fostering
,
active and responsible citizens contribu tes to the process of developing a
healthy and vibrant culture of democratic participation . Moreover Brimble and
May, (1966:27) suggests that, people are more likely to u nderstand the reasons
for policies and procedures, and therefore genuinely subscribe to them, when
they h ave been actively involved in settling on them.

In deve loping students awareness of their rights a nd duties of other people and
wou ld thu s app reciate and respect other people' s cultures, languages reli gions
etc., early education settings make important contributions to the process of
educati ng ac tive and r esponsible citizen. According to Augier, (1994),
con tributions of formal education need to be seen a lon g side, a nd in interaction
with, other influences, such influence of pare nts, careers and the media and
oppo rtunities for co mmunity-based learning. He a lso a dded saying that school

16
and early education establishments need to take account of th e divers ity of the
local communities in which young people live (Augier, 1994:86).

Broadly speaking, this implies that t he citizenship that formal education seek
to promote and foster n eeds to be unselfish and responsible-rooted in and
communicative of, a respectful and car rying d isposition in relation to people,
human society, generally, the natura l world and the environment. It should
a lso be active, in the sense of people being a ble to act a nd participating
offe nd ed communities, whenever it seems to th em d esira ble or a ppropriate to
do so.

Moreover, this has important implications for schools a nd early education

centers of this view of citizenship. Approaches to all aspects of education for
citizenshi p in th e classroom, or the widest life of the school or community
s hould be informed by the awareness that citizenship is best learnt through
experien ce a nd interaction with others. In s h ort, learning a bout citizenship is
best achieved by being an active citizen.

A further implication is that young people and th eir parents or careers should
be norma lly involved in school development pla nning and other a reas of school
decisio n m a king. a lso, becau se citizenship is a life lon g process, young people's
learning experiences should encourage them fee l ac tive and responsible citizens
both n ow and later in their lives (F.R.Kersley, 1976: 106)

2.4 Educating Students about Civic Engagement

Educating students a bout principles a nd practices of d emocracy is a continuing
process a nd cann ot be confined within educational s pace-time (Aggarwa l, 2006 ,
Augier, 1994, Kassaye, 2007).According them , to consider oth er place, way and
means is n ecessary, for teaching students to d evelop competen t citizens who
have the knowledge, skill and attitude necessary to participa te responsibly and
effectively in the political and civic life of a democracy. These qualities of

17
respon sible citize n s hip are possib le when there is foundation works in sch ools .
(Kassaye , 2 007) emph asized this point by sayin g th a t :

Without experience and practice in classroom, in the school and in

the world beyond the class room, the s tudy of participation will be
largely an academic exercis e with no d irect transf er to actual civic
and political lije. (Kassaye, 2007: 23).

This suggest us th at in addition to direct cla ssroom a c tivities read ing wri ting
a nd discussion wit h teach er t h a t a dvance th e goals of civic education ,
promoting th e pa rticipa tory role of students in schools is b asic precondition for
im proved pa r ticipa tion of citizen s in later adult role.

Some important me thods of instru ction fo r promoting p a rticipation of stu dents

in sc hools a re sugge sted by Aggarwa l (2006 :101), Kassaye (2007 : 2 09), and
Kh a n (2 005: 213) a s fo llows :
St udy of exemplary citizens
This is to study th e biogra phy a nd his to rical acco u nts of exemplary citizen s .
Stu dents based on the life a nd experien ce of exempla ry citize n s , learn h ow to
deal with difficu ltie s a nd m aj or issu es and create th eir own in s piration.
participation in school governance
Pa rtic ipation in sch ools is a labor atory for stud en t s in th e development of
competence to m onitory a nd in fluen ce policies some of the roles a r e runnin g for
elec tion, suppor ting candidates , pa r ticipating in advisory committees, student
courts , stude n t legis lative bodies, stu den t par ticipation in sch ool b oards
obse rvations and interviews with active citizens
t h e fo cu s of observatio n s and interviews ca n be on th e study of specifi c policy
issues (exa mple ch ild care , proces s how to obta in spo n sors for legis la tive bills
or ge n er a l views , ob s erva tion s a nd interv iew can be u sed as bas ic data for
deve loping position s on issu es, completin g communi ty research proj ects ,
guid ing on e's elec tora l pa rticipa tion , conducting ac tion projects .. .etc .

18
 community service
The deve lopment of culture of volu nteer service provides conc rete a nd real life
ex perience. Some of th e area volun teer services are, working in hospitals,
nursing homes, day care ce nters, assisting older people in th eir h ou ses,
environmental sanitation ... etc.
electoral participation
This is done in different ways to take part during running for office in and out
of the sch ool. Work for the election of other students or adults ... etc
model governments and simulation projects
Activities such as model UN or OAU, Mock trials, simulation on internationa l,
regional, n a tional, or local issues, passing legis lation .. .etc.
Public speaking, writing position papers and conducting debates on
po licy issues.
This kind of experience offer opportu ni ties for moral deliberation and for
building in depth knowledge on issues, developing one's view on issues, trying
to co nvey persuasively to others in a critical step. Particularly public s peaking
is a key s kill in the endless venues of civic life. Stud ents should be encouraged
to cultivate public speaking and develop a bility of s pontaneously speaking to
variety of audien ces.
• Community researches
By conducting studies, students acquire information a nd skills. students can
fu n ction as investigative journalists trying to get beha vior superficial news,
gath er information abou t citizens perception and attitudes, accidents, taxes,
living conditions, pollution, the qua lity of socia l service, collect oral histories,
develop biogra phies of residents, ma k e public a ll th eir findings and co me u p
with solutions.

Action projects a re considered as powerful dress rehearsa ls for participation

as adult citizen. By designing action projects studen ts are able to j oin a dvocacy
groups as volunteer.

19
some of t h e activities are recyclin g or e nvironme nta l protection, reducing
gove rnmental waste , promo ting welfare program, providing efficient social
services, improving library service , maintaining sanitary school en vironment,
working in aware n ess progra ms (like Anti a ids , a nti malaria).

• factors influencing civic participation

Th e educa tional th inkers point ou t that th er e a re fac tors that promote or
obstruct the pa rticipation of citize n s in local, regional a nd national ac tivitie s .
So m e of the m for instance.

• family
According to Augier family unit is the environment in which children meet
a uthority for the first time: th eir p a rents . As family h as a significant influence
on the behavior and motivation of children, th e way t h e child ren brought up
could be a s ignificant factor th at could dictate our participation in civic
ac tivities . As Augier put it :
These authorities although not a lways aware of elementary teaching
methods or necessarily competent to teach democracy in a
"technical" way may either enhance school education or dive rt its
influence by taking a different attitude (Augier, 1994 : 86).

Thus, this implies that the way we were brought up by pa re nts influen ce our
participation in civic activities. For instance if we were brou gh t up to be
inte ractive a nd outgoing with people a nd friend, it would be easy for u s to work
with people. However, if we brought up in an in-secured environment our
par ticipa tion would be impa ired ideally therefore , parents sh ould be trained
t re a t the children as themselves, and get them to ta ke an active part in family
life, giving those tasks a nd responsibilities.
• Media
One of the greatest c h a nges a ffec ting the wo rld to d ay IS the d eve lopment of
me a n s of co mmunication.
Th e prese nc e or a b sence of m edia that refl ect on variou s political, economic and
social ac tivities could help the public ta ke part in activi ties. On th e other h a nd,

20
if the media does not inform the people about the various activities and does
not motivate the people, civic participation would be low and even could
stagnate. In like with this Augier point out saying:
It is easy to see that it is an out standing instrument for education and
progress which encourages the development of intelligence and culture,
and hence that of the democratic attitude (Augier, 1994: 90).

This implies that media play an important role in the way they used In

transm itting civic concepts to the public.

• religious institutions
These institutions h ave high persuasive power, may be more so th an the
government, they can easily motivate the public to take active part in the
various eco nomic and social activities. This however, does not contravene the
constitution which states that state and religions are independent from each
other.

• trade unions
Trade unions are organizations of workers in a country. If these Unions a re
positive and active in the development endeavors, they can persuade the people
to be active in the economic and socio- poli tical activities of the people.

In the words of Augier these organizations represent a significant portion of a

society; they can mobilize a big population for development activities . However,
if th ey are inactive or indifferent to what the government tries to do, they will
have little or no influence in promoting participation.

• A democratic social climate in the school

School must prepare students for a democratic society by providing them
democratic experiences. According to Aggcarwal (2006), the students should be
trained in the art of living together and m ade to rea lize the implica tions of the
-ms, 'rights and duties' of responsible member of a democratic society.
'ating democratic culture requires d emocratic social climate in the school.

21
As he said "th e school it self must first become a contagious illustra tion of and
a laboratory for the highest possible level of democ ratic living" (p . 106) .

This implies that school should prepare conditions encourage stud ents develop
sense of responsibility and become acquainted with the social and civic
problems and the need to tackle them. In line with this sharing some of the
functions of school administration with the students in the form of student
council which may be responsible for m a king rules for di scipline and work,
planning co-curricular activities ... etc., so that students get practical
expe riences in the workin g of representative government in choosing th eir
representatives, in m a kin g and obeying laws made by them and others in
formulating their judgment on matters of conduct and learn the necessity of
h a ving rules and regulations for their every day behavior in various groups and
s itua tions.

• effective interpersonal relationships

A school must provide situations in which the students may be gradually led to
understand the relationships in community, country, and in the world at large.
Aggarwal remarks,

"The school should set up situations which provide constant practice in social
and co-operative living. It must encourage activities through which the child
can make a personal contribution in-group enterprise, co-operative instead of
co mpetitive individualism (p. 107).

Thus implies they s hould be trained to co-ope rate with fellow students as well
a s to take orders freely from the teacher. The s chool provides experience of
t·elationships with the senior generation as well as equals which enable them
build democratic out look.

22
 • school-community inter-relationships
The school must make it self responsible for equipping its students adequ ately
with civic as well as vocational efficiency a n d the qualities of ch a racter they go
with it so that they m ay be able to play th eir part worthily and competently in
the improvement of national life. By providing socia l-service to th e sch ool and
locality, by doing j obs like cleanin g the school, rendering first a id to th e injured,
helping weak children in their studies, digging roads and we lls; studen ts
develop a sense of responsibility and beco m e acquainted with the civic a nd
problems and the need to tackle them. Students should no longer emerge as
helpless, inactive individuals who do not know what to do with themselves.
Acco rding to Aggarwal, "schools ought to stress the duties and re s ponsibilities
of individual citizen; they have to train their pupils in the spirit of cheerful,
willing a nd effective service they will themselves be model communities" (p. 109 ).

This means that what is taught in schools mus t h ave a pos itive value for the
pupil a nd fo r th e society of which h e or she is a m ember. In this case,
education not only provides knowledge but a lso understanding of the society,
which it serves . Therefore the n eed arises of relating what is taught in schools
to what is happening outside.

2_5/fhe Objective of Civic Education in Ethiopian Schools;

Perceptions of Education Actors and Government Response
The disintegration of socialist system in Soviet-union and socialist republics of
Europe ind icated the shift of their political course to democratic system and
ideology. By t hi s moment about fifty countries of th e world convened in Prague,
Czechoslovakia r each ed to agreemen t to make civic education part their
cou ntry's school educationa l program (MOE, 1998 E.C.). Ethiopia as part of the
internation a l community a nd of the agreement with collapse of 'Darge' Regime,
the so-called political edu cation was abandoned and in place civic education
was proposed to instill citizens' with democr atic principles and democratic

23
va lues . Consequently civic ideals in primary sc hools first cycle (grade 1-4) to be
presented with environmental scie nce and second cycle (grade 1-8) to be given
incorporated with social studies was suggested and included in the curriculum .
The role of education in general and civic and ethical education in particular
have been recognized and given especial consideration for it as an instrument

-
in effecting eco nomic, social and political development(Akalewold , 2005).

Civic education as teaching of knowledge , skills and dispositions needed to

become a responsible and effective citizen of a representative and constitutional
democracy, therefore mad e pa rt of the co re curriculum of elementary and
secondary sc hools of Ethiopia. In r ecent years, however leaders in education
and government have expressed th e role that civic education has in realizing
democratic system bu ilding, they articulated concern about the quali ty a nd out
comes of civic education in schools and they have called enthusiastically for
renewal and reform of civic education in school (Akalewold, 2005)./

The eventu a l aim of civic and Ethical Education is to create competent citizen
who have the knowledge, skills and attitudes necessary to participate
responsibly and effectively in the political and civic life of a representative and
constitutional democracy. Ministry of education in its commitment in revising
and stre ngthening civic and ethical education defined aims of the subject
should be:
• To enable the young know and exercise basic democratic values that will
make them effi cient and responsible citizen .
• To equip the youn g with appropriate knowledge and skills that enable
them participate actively during formulation, implementation and
evaluation of government p olicies and;
• To ensure the participation of the yo ung 111 their local and communal
affairs based on enlightened self interest and out of personal concern .
(MOE, 1999 E.C, Akalwold, 2005, MOE, 1994 E .C)

24
 To achieve this a im CIVI C and Ethical Education has been in operation since
1996 E.C. Howeve r, government expressed its displeasure of the way civic
education is perceived and implem ented in a ll educational levels a nd put its
blame on a ll edu cational actors for its poor state of implementation. As the
government in its various policy documents put it, the students h aven't
brought expected behavioral ch anges as a result of t h e instruction of the
subject. For th ese deficien cies the government reaso n ed as a problem,
misperceptions hold by subject teachers, schools p r incipals and oth er
concerned bodies who are responsible for the execution of the subject (MOE,
1999 E.C: 4 MOE, 1994 E .C: 51, Akalewo ld, 2005:4 1, MOE, 2006 :22).

The gove rnment reaso ned source of this perception problem in two ways-first as
it pu t it teachers fa iled to understand and accept th at a nations education need
to be based on country's existing constitution and that their obligation is to
impart on s tuden ts with accepted democratic a nd constitutional values and
ideas. Secondly that th ere is problem of perception among educa tion actors
who se perception said have been inappropriate what civic education is a ll a bout
a nd how it can be delivered (Akalewold, 2005 , MOE, 1994, E .C).

Moreover there, as the government continues to say a lso unders tand s problem
'.
a mong some educa tors who co nsid er th e subje ct a s one rulin g party politics
a nd teac hing the subject in sc h ools is politicizin g students with on par ty
ideology. This perception as the government said, has n o ground because every
cou ntry or n a tion, whether democratic or undemocr atic basis its socio
eco n omic and political accomplishments on its constitution . Thus education is
one of the major instruments in accomplishing this mission; consequently th e
government on one hand put its a nger on education actors of a ll level or
structure a nd recommended its revision. In line with these recommenda tions
the ministry of education initiated revision and improvement s hould be made
concerning th e civic a nd E th ical Education.

25
Acco rdingly ministry of education (MOE , 1998, Akalewold , 2005) suggested th e
esta blishment of civic a nd ethical educa tion traini ng a nd g uid a nce depa rtment ,
a body that is responsible for training and guidance of the civic education. This
body co nducted n eeds assessment a nd a mong a bout eighty common socia l
values eleven were selected to be given in eleme ntary and secondary school
level. These are Democratic system building, Rule of law, equality, justice,
Patriotism, Responsibility, Industriousness, self Reliance, saving, ac tive popular
participation and pursuit of wisdom- each of them should be integrated with
environmental science and social studies in first and second cycle primary level
a n d in secondary level the subject should be provided as a n independent
subject since 1996 E .C (MOE, 1998). However still a n oth e r problem facin g the
in struction of civic a nd Ethical Education is absence of trained personnel in the
a rea so tha t what was don e was, socia l scie n ce (History, Geography, political
Science graduate,) were a ssigned to teach th e subject. Another problem a lso is
the perceptio ns that principa ls hold about the subject. They have less
co n side ration to the subject and made very little (poor) effort for the
implementa tion of the subject. Consequently, Particularly in relation to civic
educatio n the government argued as suffering from problem of perception and
understanding (MOl, 2002, E.C, Akalewold 2005, MOE 1999 E.C) there is a
problem of perception by all actors, p a rticula rly concerning teachers: reluctant
th at education needs to be based on existing constitution. Secondly they were
hesitant, that one of their m ajor obligations was to equip stud ents with the
spirit of the constitution (Akalewold, 2005) . Further m o re according to
Akalewo ld, teachers a nd principa ls in common blamed never recognized
preparing democratic citizen as their profess ional a nd citizenry responsibility-
they don't consider that failure in meeting this p a rticular program is fa ilure in
th e enti re mission of education. Generally their commitmen t so fa r in this
regard was m eant as not adequate (pA S). What government forwarded as a
solu tion to these problems include:
• Education should be based on its grand document constitution

26
 • Strategy should be devised to ensure a system that mediate effective
implementation of the subject
• Inculcating democratic culture a nd shaping attitudes s hould be the
concern of a ll school actors.
• School work procedures, organizations and even out of school activities
should be geared to wards the new commitment of shaping students
attitudes.
• Revise the subject continuously based on the results of
implementations. (MOE, 1999 E.C; Akalwold)

In response to government critic-to reaffirm constitu t ional basis ministry took

measures of revision-consequently took responsibility over designing the
subject from ICDR following it established department-who worked out the new
civic education curriculum policy entitled "What values should citizen develop?"
with in government agenda (Akalwold).

As Akalewold further pointed out: The ministry, by exploiting on experien ces of

developed countries, and recognizing the problems expressed by government
and further adding a new problem-existing a larming unethical conducts among
professionals and high ranking government office holders and politicians, the
subsequent naming of the subject as 'civic and Ethics' Education taken as
appropriate(p.4S) . This government undertaking seems to bring the required
enhanced learning out comes in the subject. However, no matter how good the
curriculum may be and how we ll it is organized and whether or not teaching
materials are available, its effectiveness in the school system rests mainly on
the teachers' perceptions, beliefs a nd knowledge of various methodologies for
the full engagement of students (Yalew, 2004: IS).

On the other hand Researches conducted to investigate the role of students'

active involvement and attitudes toward the subject demonstrated to variou s
factors affect enhanced lea rning outcomes. The research into teachers' and

27
students' perceptions of teaching and learning context established a senes of
systematic associations linking teacher's perceptions and approaches with
stud en ts perceptions, learning a pproaches a nd outcom es (Yalew,2004:23,
Amare Asgedom, 2000: 74).

According to them teachers con ceptualize a nd approach teaching in different

ways. Generally, teachers who perceive learning as the accumulation of
information a re more likely to view teaching as the transfer of information .
Such teach ers are more likely to u se teacher-centered approach where the
teacher imparts information to stu de n ts wh o report su rface learning
approaches and uses assessment technique which en courages test rote
learning. As they further pu t it, a mere sh a ring or transm ission of knowledge
from the teach er to the s tudents does no t ensure and facilitate learning. There
is little to be hoped from it in th e bettering of man's fu ture (Amare , 73). I n
contrast teachers who view learning as concep tual change a re more likely to
use a student centered teaching approach where independen ce in learning is
encouraged through discussion, debate and questioning among students and
assessment which reveals conceptual change (Amare, p .74) . Amare further,
noted, "The learning context provided by a teacher IS the practica l
implementation of the teacher's perce ptions of lea rning and teaching, and
approach to teaching."(lbid,). This implies that teach er's use of m ethodology
a nd his approach to teaching is determined by perceptions they hold towards
teach ing- learning. For that reason s tudents have found to vary in thei r learning
approach in re s ponse to certa in facto rs they perceive in the learning context.
Students us ing d eep lea rning approach are more likely to value independen ce
in learning. Students using surface learning app roaches are more likely to have
d ifferent values and consequently different perceptions . With a deep learning
approach there is the possibility of th e con ceptu a l change and deeper
unde rstanding which is assumed to constitute enhanced learning outcomes
(Ama re, p.7S).

28
Therefore teach ers ' perceptions and approaches a nd consequently the learning
contexts they provide, are known to influence students perceptions. This
implies that teacher's beliefs and perceptions are importa nt in instructional
process beca use perceptions and beliefs affect th e ways they present their
lesso n s . In the same saying understanding students' perception to learning,
facilitate training children in correct h a bits of though t. In emphas is of this
point Brimble, (1966), stated:

Children as well as adults are inevitably subject to propaganda

directly opposed to training in the broad minded and tolerant ways of
thinking. . .. building a citizen hood, which will not tolerate the
disto rtions of the truth for nationalistic or personal ends can be done,
not only through formal s tudy of the subject but in perception,
criticis m and discussion (Brimble, 1966:38).

This implies that training children in correct h a bits of thought necessitates

assessing what perceptions student have about the subject. Thus this was also
a n oth er issue that inspired the researcher to be involved in this topic.

Although , a ll school subjects a re expected to contribute to the ma king of the

we ll-rounded citizen; civic education is generally regarded as a subject th at is
relative ly more rela ted to the prom otion of citizenship education in schools.
Therefore, civic education teachers should have the knowledge of methodologies
peculiar to civic a nd ethical education teaching. Different methodologies as
stated, such as, emphasis formal instruction in gove rnment a nd constitution,
discussion of current events, a pplying forma l civic lea rning in classroom to
community service projects, extra-curricular activities, encourage studen ts'
participation in school governance; and simulation of democra tic processes and
procedures, and also involving students in co-curricular activities, drama,
debate, inquiry, community service-learning, etc, in and out side the classroom
(MOl,2002,MOE,1999E.C).

If civic teac hers a re unaware of these , their objective of creating re spon s ible
citizen wi ll be a fa iled.

29
So wha t different methodologies teachers employ in C IVI CS teaching and wh a t
perceptions students have about the subject, need investigation to inform
something in the provision process of the subject

2.6 Civic Education and Experiences of some other

Countries of the World
2.6.1. Civic and Citizenship Education in Israel
The main aim of civic Education in Israel is to create a strong commitment to
pa rticipate in civic life, to achieve nationalis tic goals and to ensure Israel retain
its ,Jewish Charac ter. Civic Education conducted through informal a nd form a l
mechanisms in the Israelis' community. Generally, civic education in Is rael
continu es through two prima ry agencies of socialization civic militaris m and the
school system (Adanet al-, 2000).

Formal study of citizenship in schools h as started late in Israel. Militarism is a

norma l condition in Israel so that every child is aware of the militaristic nature
of Israeli society for that fathers , n eighbor a nd relatives appearing wearing
army uniforms and disappears during service in the military reserves. As being
located in the Middle East in t he centre of Muslim Arabs, Israe l determined to
mai n tain its "Jewish ness" intact through a political maxim or myth originated
since incep tion of its history. The two primary civic myths are - 'Israel IS a
Jewish a nd democratic state' a nd Israeli's are J ews' (Ada net a l-, 2000).

But the solid truth is that there are quite sizeable non- J ewish elements in
Israel i.e., practically and officially, Israel is a pluralistic society-where (81 %), of
its citizens are Jews and (19%), are Palestinians with c. 3000,000 foreign
workers holding temporary residency permits (Ibid,).

Thus its plura listic nature calls for tolerance of diversity for its politica l
continuity . It seems out of this necessity that formal civics education was set

30
in place for Isra eli students. Formal study of c itizenship education In Israeli
sch ools h as the following characteristics:

1. There is no national curriculum or requirement to study c itize nship in

primary school
2 . A re-commended citizenship curriculum a nd instructional m ate ria ls for
junior high sc hool (ages 12-15, grades 7-9) h ave been d eveloped;
however, impleme n tation is a t the d ecision of the hea d teacher.
3. Compul so ry s tudy of citizenship edu cation a s a sepa ra te discipline IS

undertaken in one of the last two ye ars of th e acad emic t rac k of

secondary education for three hours a weak s tudy culminates with a
matricula tion examination a nd there fore the study of citizenship is
re quired for entry into institutions of higher e ducation (Bennavot and
Resh, 2002).

Th e goal of c ivics education is stated to be :

• To inculcate a common Israeli C!V1C ide ntity to gather with the
d evelopme nt of distinct nation a l ide ntities, and to impart to
s tudents values of plura lis m a nd tolera n ce .
• educate stud ent to accept the diversity th at exists within Is raeli
society, and to respect those wh o a re different from one self (Adan
et a i, 2000)

Th e two m a in parts of civics curriculum include: Government, minority and

majority r elations a nd the Ara bs of Israel. The government unit includes topics
such as principles of democracy, the Israeli declaration of in dependence of
Israeli, citizens' rights, state and religion in Israel, elections, bra nches of
government, etc .

31
In the Arabs of Is rae l unit, pupils lea rn abo ul the lega l s ta lu s of the Arabs as
minority in a Jewish and democratic state, as well as d em ogra phic, economic
and cultural changes that are taking place in their community (Ibid,).

On th e other hand concerning the teaching of civic education, there a re not

preparation or certification requirements for teaching citizenship. Secondly
there a re no citize nship r elated courses required in the teacher education and
ce rtification progra ms nor are there courses in pre-service tea cher education
curriculum for te aching citizenship. Howeve r, a common rule of r eques t is tha t
teac h er s a r e normally certified to teach hi story, sociology or literature, teach
civic educatio n (Krem nitzer, 1996).

2.6.2. Citizenship Education in France

France is considered as one of the countries where citize n s hip edu cation mostly
firmly established as a system of educating citizens since 1882 (H.Starkey,
2000).

At this time religious teaching was abandoned from public schools and replaced
by some moral education, however, teaching of religion was provided by parents
a nd church a uthorities out side of the school.

Defeat in the Fra n co-Prussia n war had n ecessitated providing education of

patriotism to inculcate in the minds of youn g ge n e ra tio n to become staunch
rep ublicans and defend their coun try . The co nte nts of this education include as
Starkey, di scusses- respect our Elders" and other aspects of behavior expec ted
of a goo d citizen. In 1880s' this education had b een superseded by the
inclusion of principles of civic and citizenship characteristics. These were
"h onesty, courage, antiracism, love of the republic. Towards the end of the 20 th
century this provision in the primary school was reinforced by introducing
citizenship education into the lower secondary school, and the teachers of
French, history, and geography being given responsibility for the subject. On

32
the other hand CIVIC education program for the nursery school was also
introduced and at the same time the contribution of informal education was
recognized as important by education authorities, so that by the meetings
outside the school. And the exercise of democratic rights within the school has
been proposed as one relevant activity (Starkey, 2000).

There was a lso a need to training of teachers should include development of the
skills useful in chairing discussion, and awareness of the connections betwee n
the teache rs' special subject a nd citizenship education. This suggests that the
emphasis of student-centered approach in the teaching of civics education.

Thus in France the education authorities seem determined to continue with the
approach to cit.izenship education that has been in operation for over a
hundred years, regarding it as some thing to be done by class room teaching,
admittedly with modified and reformed programs. It has been thought worth
while to extend this part of education by teaching for the whole age range of
school pupils even for children in nursery schools. While recognizing the
contribution of out of school factors, the French system seems to manifest faith
in systematic classroom teaching with a centrally defined program.

2.6.3. Citizenship education in Post-Apartheid South

Africa
One of the marked inequalities that were characterizing apartheid-South Africa
has been in education system. Unequal citizenship was implicit in the provision
of schooli ng between whites and blacks (Ramphele, 2001:7). Therefore equity
has been a central theme in educational policy. The White paper on education
and training (1995) cast education policy with in the frame work of the common
citizenship en shrined in the interim constitution of 1993, and acknowledges
citizens' rights to education . In the curriculum, emphasis was given to common
citizenship (Ramphele , 2001 :7). One of the specific out comes of the
curriculum was, to produce 'thinking' competent citizens'. Among eight learning

33
a reas introduced as part of the curriculu m; the Human and social sciences a im
to produce 'responsible citizens in a cul tura lly diverse and democratic society
(Ibid,). O ne of the specific out comes of th ese learnin g a rea is active
participation In th e promotion of a democr a tic, equitable and just society.
An other is t h at lea rners will be h elped to exer cise their respon s ibility as
citizens'.

After public debate on issue s of education, the Manifesto on values, education

a nd democracy was issued. The Manifesto a ims to s h ow h ow the co n stitution
can be though t as part of th e curriculum and brought to life in th e classroom.

Th e Manifesto on values education and Dem ocr acy (iden t ified te n values :
Democracy, Socia l justice and equity, equality non-racism and n on-seXism,
huma n d ign ity, sustaining a n open society, acco un tab ility (responsibili ty), rule
of law, respect and recon ciliation) . Each of the se va lues is d escribed with the
reference to the constitution.

By nurturing a sense of the democratic values of the constitution in young

South African s , m a nifesto put emphasis on civic education should be for
meaningful participa tion in the s ociety.

To su m up , as exp en en ces of a forementioned countries expen en ces indicate

th ey used c ivic and ethical edu cation to teach d em ocratic and ethica l values in
th e classroo m to equip their youth with civic knowledge and s kill that enable
th em participate active ly in socio-politicallife their socie ty.

On the basis of this literature, reviewed stude n ts p erceptions, practices a bout

civic a nd ethical edu cation and beh avioral ch anges occurred as a result;
teac h ers' u se of variou s methodologies were explored. In the next chapter th e
re searc h m ethodology a nd m echanisms used in collecting d ata were described.

34
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the sources o f data, subjects a nd sampling procedures,
a nd the rational for selecting them; instruments u sed for data gathering and
the method of data a n alysis .

3.1 Design of the Study

The main intention of th is study was to investigate students' perceptions
towards re s ponsible citizen and their cla im of behavioral chan ge; teachers'
perception of variou s methodologies and factors influencing civic and ethical
education teaching-learning; in technical and vocational Education training
College a nd College of He a lth Sciences (TVET & CHS) of Hadiya zone- SNNPRS.
Accord in gly information was sought on students' perce ptions about civic and
ethical edu cation. To this end descriptive survey was u sed as an appropriate
method. According to Cohen a nd Manion, (1994: 83), Donald Jacobs and
Razavieh, (1 990 : 374), Cha rles, (1988: 10), descriptive survey approach permits
to gather several kind s of data pertinent to the study, from a large sample
relatively quickly and inexpensively.

3.2. Sources of Data

Four Sources of data were identified. These were :
A / t he stu den ts a nd teachers, wh o are currently engaged in civic a n d ethical,
education teaching- learning process,
B / the ac tua l classroom practice
C/ The principals of the colleges.

35
3.3 Subjects and Sampling Procedures
The subjects of this study were students, teachers and principals of the above
mentioned co ll eges . As to sampling procedure a ll the available prospective
grad uates (10 +3, level s tudents) of th e two colleges were included in the s tudy.
This was because the researcher believes that gra de 10+3 level students m ay
provide appropriate d a ta, s ince they are m a tured enough a nd pre pared to
sh oulder r esponsibilities in their society to be assigned.

Before conducting sampling, th e students , the principals a nd De pa rtme nt

hea ds of eac h college we re contacted a nd di scu ssion was m ade about the a ims
of the study and they provided t h e r esearcher with list of stude nts a nd the ir
fir st semester results. It was difficul t to include a ll the students in the study,
because of time, budget a n d m a npower constra ints . As a re s u lt s tratified
sam pling tech niqu e was employed on th e basis of first se m es ter re su lts as to
high (75-99), average (55-74), low 54, and below, to m a ke the sample m ore
represe nting. According to Best and Khan, (2 005: 16), Cohen and Ma ni on
(1994:87), stratified sa mpling technique ens ures obtaining a sample
representative of the whole population . So to make the sample more
represen ting stratified sampling techniqu e was employed . From each stratum
by using simple random sampling technique 230 students were selected from a
total of 76 4 students . Since their numbe r was m a n ageable a nd th ey
volunteered to participate a ll the civics teachers a nd principals of the respective
colleges were made participants of this study.

3.4 Data Collection Instruments

The instruments employed to gath e r the n ecessary data for thi s study were
qu e stion n ai re, frequen cy cou nt observation chec kli st a n d in te rview. According
to Cohe n a nd Manion, (1994), u se of combination of m eth ods is suggested as
having advantages of correct so me of the deficiencies of anyone source of data .
Therefo re the a bove mention ed data gathe ring in strume nts were employed in
this study.

36
 3.4.1 Questionnaire
Questionnaire was one of the instruments developed based on the reviewed
literature to collect relevant data from students to answer basic questions
raised. According to Ary, Jacobs and Asghar Razavien, (1990: 385); Best and
Khan, (2005: 300), questionnaire allow and make possible an economy of time
and expense and provides a high amount of usable responses. Accordingly,
questionnaires were prepared to get information from students on their
perception of the subject a nd the behaviora l ch anges they claim as a result of
the instruction of the civic and ethical education. They were made to give their
responses upon each item using a five point scale, "Strongly agree" "Agree"
"Undecided" "Disagree" and "Strongly disagree".

The questionnaires were translated from English to 'Amharic ' for the student
respondents. This was done to minimize the problem of comprehending the
items when responding, due to language ba rrier.

The questionnaire was primarily submitted to the advisor for comments. Then
the questionnaires were tested. Pilot study was undertaken in Wachamo Senior
Secondary and Preparatory school that was situated at Hossana town of Hadiya
zone . The purpose of the pilot study was to check the usability of the
instrument for the planned procedure of data collection. Accordingly, it was
tested with 15 students. After having administered the que s tionnaire, it was
examined item-by-item to detect ambiguous and unclear statements which can
affect the students' genuine responses. On the basis of the feedback received
and advisors comment some corrections were made by omitting and inserting.
For instance item 14, was totally cancelled because respondents commented ,
as it was vague to respond. With the exception of this modification, all the
questio n s were found to be useful to gather data for the m a in s tudy. Then the
question n aires were given to the sample population. All the questionnaires were
filled in and return ed except two of them a mong distributed to sample students
in Hossana TVET College remained unreturned.

37
 3.4.2 Interview
Structu red interview questions were formulated and employed . According to
Cohen a nd Manion, (1994), Best and Khan , (2005:323) a structured inte rview is
appropriate in th at it provides reliable information and assures comparability of
data. Having this in mind, interview questions were developed by the researcher
based on th e reviewed lite rature and in accordance with basic question used in
this study. For the sake of effe ctive communication between the interviewees,
and th e r esearc h e r communicate with adequacy; the interview questions were
prepar ed in Amharic.

Then interview was conducted with volunteer teac h e r s wh o are cu rrently

involved in teaching civic and Ethical Education in the two colleges and at the
same time with principals of the respective colleges. A period of 30 minutes
fa ce-to-face interview with each of respond e n ts was co nducted and tape-
recorded, a nd later a ll releva nt interviews were tra n scribed a nd trans lated into
English for analysis. The responses fin ally h ave been used in the process of
discussing data.

3.4.3 Observation
Observation is on e way of collecting primary data, according to Ary, J acobs a nd
Razavieh; (1990: 237) there are various devices for recording observations. In
thi s study ob servation, c h ecklist h as been employed to gather data on the
actua l college civic education classroom practices i. e ., to see teachers' use of
various m ethodologies . The observatio n was co nducted by th e re searcher and
with one teacher who has B.A degree in history a nd with 10 year s of teaching
expe rIence. The research assistant was well orie nted on the o bj ectives of the
study a nd the instrume nt employed. All the a vailable teachers who were
vo lunteer s to be involved, one in Hossana College of Health Sciences and two
Hossana Technic a l and Vocational Educationa l College w h o were teaching civic

38
educatio n were o bse rved eac h (tota l of 6 observatio n s) for two co n secu tive
periods of 50 minutes at sections of 10+3 grade leve l.

3 .5 Methods of Data Analysis

The response obtained from the questionnaire items an~observation checklist
were tabulated, interpreted a nd analyzed with the help of percentages and
m ean scores. Respondents' answers to each item were marked by frequencies
a nd percentages on alternatives given. The mean scores for each item a lso are
indicated in the same table 3. However, for ease of presentation students
re sponses a re ranked or a rranged in rank order based on the mean values of
th e responses for each characteristic. The combined frequencie s of responses
on 'strongly agree' and 'agree ' and perce ntages of the combined frequ e n cies
were also s hown in table 4. This h elps the research e r to d iscover the relevant
qualities of a respo nsible citizen as perceived by the s tud e nt. The m ean score of
3 .00 , or a bove is interpreted as an overall positive perce ption of the
characteristic, while the score less than 3 .00, a nd s ignify negative perception of
characteristics of responsible citizen.

Then, the response obtained from teach e rs and principals by using interview
guid e was used to substantiate the inte rpretation, a n a lysis a nd the discussion.

39
 CHAPTER FOUR
PRESENTATION AND ANALYSIS OF THE DATA

Introduction
In this section of the Study, the researc her deals with description of
respo nde nts' profiles fo llowed by presentation a nd analysis of the data obtained
through the questionnaire, interview and docum ents . Moreover the chapter is
grouped into five parts to satisfy the coh erent presentation of the data.
Therefore the first part of this ch apter deals with analysis of respondents'
background. Next, it deals with analysis and discussion of data related to
perception s of students' h ave about responsible citizen and behavioral change
occurred as a result of instruction of civic and ethical educatio n . Third part of
this chapter deals with analysis and discussion of the data secured in relation
to attitudes and feelings of students towards the s ubject. In the fourth part the
extent of the students' involvement in socio-political ac tivities was analyzed and
discussed.

Finally, data collected through classroom observation about the use of th e

va ri OUS methodologies in classroom interac tio n by the teach e r s was a nalyzed
and discussed.

40
4.1 Characteristics of Sample Population
Table l.Students background Information
No School Total No % Sample No %
population
1 Hossana College sex 305 64.90 a. Male 81 57 .5
of Health Scien ces a - Male 165 35.10 b . Female 60 42.5
b- Female
Total 470 100 Total 141 100
Age
a) 15-17 - -
b) 18-20 102 72.3
ci 21-25 39 27.7
Tota l 141 100
2 Hossana sex 68.4 a) Male 65 73
Technical and Male 201 31.6 b) Fema le 24 27
Vocation Female 93
Education
Training College
Total 294 100 Total 89 100
Age
a) 15- 17 - -
b) 18-20 44 49.4
c) 21-25 45 50.6
Grand total 764 100 89 100

Table, 1 shows bac kground information about targeL and sample popula t io n.

The information a bout their characteristics with regard to age , sex a nd about
sampling procedure is portrayed. More description is given in th e n ext pa ge .

41
As indicated in table 1. the schools included in this study were Hosanna
Collage of Health sciences and Hosanna Technical and Vocational Education
training college of Hadiya Zone / SNNPRS /. Total population of the study
include grade 10+3, studen ts of the two colleges that constitute 764. As it could
be seen from the table, out of total population, 470, students were from
Ho san na college of Health sciences and 294, were s tudents of Hosanna college
of Technical and Vocational education college. Out of them 305 (64.9%), were
males and 165 (35 . 10%), were female students. And from total number of 294,
Technical and vocational colleges students 201 (68.4 %), were male students
a nd 93 (31.6%), were female students.

Out of total sample population 81 (57.5%) and 60 (42.5%), were males and
female students respectively, selected from Hosanna college of Health sciences.
Simila rly 65 (73%) and 24 (27%), were males and female students respectively
selected from Hosanna college of Technical and Vocational Education. Total
sample students participated in this study were 230 . Concerning their age 146
(60.85%), were between age range of 18-20 a nd 84 (39.5%), were in age range of
21-25 .

Totally, 230 students, three teachers and seven principals of the res pec tive
co lleges were volunteered to participate and made participants of this study.
Thus responses from 228, respondents were finally used in th is study; in
add ition to 7 principals' and three teachers ' in terview respon ses.

42
Table 2: Civics Teachers and College Principals Involved In the Study
No School Teachers No Principals No

1 Hosanna college of healt h 1. Sex Sex

sciences a ) ma le - ma le 4
b) female 1 female -

Total 1 Total 4
2 Hosanna technical and 2.Sex 2 sex
vocational education training A. male - A. male 3
college B. female B. female -
Total 2 total 3
3. Age age
A.20-30 2 A. 20-30 1
B.3 1-40 - B. 31-40 4
C.41-50 1 C. 41-50 2
D. 55-60 - D. 55-60 -
Total 3 total 7
4. Qualification A. diploma -
A. d ip loma - B.B.A / B.ed 7
B. degree B.A 3 C. M.A/ M.Ed -
C. M.A I M.Ed -

5. Year s of experien ce Years of

in civic teaching 3 experience 1
A. 1-3 - A. 1-3 3
B. 4-6 - B. 4-6 2
C. 7- 10 C. 7- 10 -
D. 11-20 1
E. 2 1&above
Total 3 Total 7

Table 2, s h ows th e back ground information about p rincipals and C IVIC a nd

ethica l education teach er s who participated in t h e stu dy. Infor mation regarding
th eir ages, sex, qua lification a n d years of experiences a re portrayed . For
a dditional description see next page.

43
 4.1.2 Background Information of Civic Teachers and
Principals
As it could be seen form the table 2, all accessible CIVICS teachers and
principals of the two colleges were made participants of this study. At the same
time as to Civics and ethical education teachers in Hosanna College of health
SCiences, there was only one female teacher whose qualification is B-Ed. In
Hosanna Tec hnical College there were two male civic and ethical education
teachers whose qualification is B-Sc and B.A re spectively .

Age wise two of them were included in age range 20-30 and one of them was in
age range 41-50, and regarding their qualification as one can see from the table
three of them have B-ed degree. Among them two were specialized in history
and one of them who were assigned to teach civics in technical college of
Hosanna was specialized in textile education. From this one can understand
that either of them was proficient in civic and ethical education. Yet one of
them was a professional from non-related area assigned to teach civics
education. As one can read from the table each of them served for there years
in teaching civic and ethical education.

At the same time as to principals, seven principa ls were involved in this study.
As indicated in table 2, four of them were from Hosanna College of health
sciences a nd three of them from Hosanna technical and vocational education
training college . All of them were males. As to Hosanna College of health
sciences, those who involved in this study were principal, academic vice dean,
vice administrative principa l and registrar, and from Hosanna technical and
vocational college principal, vice principal and registrar participated in this
study. All of them were degree (1 st degree) holders. Age wise one of them was in
age ra nge 2-30, 4 of them were in age range 31-40 and 2 of them were in age
range 41-50.

44
As one can see from the table, each of them h ave a se rvice year of 1-3 and 3 of
them served for 4 -6 years, 2 of them for 7- 10 years a nd one of them h a d a
service year a bove 21.

4.2. Perceptions of Students towards Qualities of Responsible

Citizen
Students' perceptions and interest has a strong impact in their educational
a tta inment. Students with favorab le feelings and interest are expected to learn
more about the subject both in and outside the school if they have positive
perce ption toward the subject and gain satisfaction from learning more about it
(Yalew, 2004, Fishbein, Aj zen, I. 1975) .

This implies that students differ in their perceptions they have of school
sUbjects. students understanding of the subject needs to be measured in terms
pe rce ptions they have to wa rd s it as well as th e behavioral change they show as
a result of their experience to civic and Ethical Education. To this end in
relation to major resear ch questions, items were prepared based on the
literature reviewed a nd educational policy docume nt (MOE, 1999 E.C, MO l,
2002); whether these ideals were acquired and what perceptions they hold of
the qualities of responsible citizen, they were made to give their responses upon
each item.

45
 Table 3 : Students Perceptions of Characteristics that Constitute Responsible Citizen

No Items 1 2 3 4 5 mean
f % f % f % f % f % value
1 Render agreeable service to th e community 6 2.63 5 2.19 10 4.38 32 14.03 175 76.75 4.58
2 Accept constitution as composed of common 6 2.63 6 2.63 20 8.77 52 22.80 144 63 .15 4.41
democratic values
3 Knowledge a bou t government structure
4 1.75 5 2.19 35 15.35 68 29.82 116 50.87
4 .25
4 Participation in political ac tivities 25 10.96 70 30 .70 114 50.0 15 6.57 4 1. 75
2.57
5 accept the inevita bility of conflicts a nd the
n ecessity of tolera nce 3 1.31 7 3.07 15 6.57 51 22 .36 152 66.66
4. 5 1
6 competency in questioning ideas to monitor and
influence polic ies 2 6.87 5 2. 19 20 8.77 55 24. 12 146 64 .03
4.50
7 Has qualities of good moral and ethical conduct
5 2.19 5 2.19 12 5.26 38 16.66 168 7 3.68 4.54
8 Accept r esponsibility to bear duties 8 3.50 5 2.19 20 8.77 46 20.17 149 65.35
4.42
9 Knowledge about current events and conditions
107 46.92 71 31.14 32 14.03 12 5.26 6 2.63 1. 86
10 Accept his fam ily r espon sibilities 6 2.63 5 2.19 23 10.08 48 25.05 146 64.08 4.42
II Knowledge of world citizenship 103 45.17 68 29 .82 40 17.54 10 4.38 7 3.07 1.90
12 Appreciate and respect other peoples cultures 4.39
13 5.70 :3 1.31 15 6.75 47 80.6 150 65.78
13 Caring and wise use of material and financial
resources 10 4.38 5 2.19 12 5.26 54 23.68 147 64.47 4.42
Table 3, shows Students Perceptions of Characteristics that Constitute Responsible Citizen. Frequency
count of their responses and percentages of the Frequencies on each item and mean value of the total
response is portrayed on this table. For more description see the next page.

,\...\
~ 'l/ .l!;
.,
46 [ .>r \
 Table4. Rank Order by Mean Scores for Each Item of Students' Responses on Qualities of
Responsible Citizen
No items Combined Responses on 'SA'
and 'A'
Mean f %
I Render aeree able service to the community 4 .58 207 90.78
2 Has aualities of good moral and ethical conduct 4.54 205 90.34
3 Accent the inevitabilitv of conflicts and the necessitv of tolerance 4.51 203 89.02
4 Competency in questioning ideas to monitor and influence 4.50 20 1 88.15
nolicies
5 Accent resDonsibilitv to bear duties 4.42 195 85.52
6 Bear his familv resnonsibilities 4.42 194 85.08
7 Caring a nd wise use of material and financial resources 4.42 20 1 88.15
8 Accept constitution as composed of common democratic values
4.41 196 85.95
9 Appreciate a nd respect other peoples cultures and religion
4.39 197 86. 3 9
10 Knowledge a bout government structure
4. 2 5 184 80 .69
II Pa rticination in nolitica l activities 2. 57 20 8.77
12 Knowledtle a bout cu rrent events and condition s 1.86 18 7 .89
13 Knowledge of world citizenship 1. 9 0 17 7 .46

Hence as indicated in table3&4, the characteristics such as rendering agreeable

se rvice to the community and good moral and Ethical conduct were perceived
a s m ost important, by the respondents. About (90.78 %) to (90.34%), of the
tota l respondents viewed thesc traits as good quality values that characterize
responsible citizen. This can be proved by their mea n scores calculated as 4.58
and 4.54 respectively. From this one can understand that the above mentioned
ch a racteristics we re rated by the students as most important qualities of
responsible citizen.

The characteristics, peaceful resolution of conflicts, and the necessity of

to lerance, ranked next by having (89.02%) and (88.15%), with mean value of
4.51 and 4 .50, respectively. On the other hand acceptance of responsibility,
caring and wise use of material and finan cial re source s and also bearing fa mily
responsibilities considered by the responden ts as good qualities of the
re sponsible citizen . This can be attested from me a n value calculated for each of
th e item on the table. The mean value for each of this characteristic was
calculated to be 4.42 and 4.42 i. e. (85.52%) and (85.08%), of the total
respondents, believe that this behaviors characterize a responsible citizen.

47
Next to the above m entioned characteristics, that rated by the studen ts as
important qualities of respon s ible citizen were, accepting a nd safeguard
constitution as composed of co mmon democratic values, knowledge about
government stru cture , a nd its functions and respect oth er people's cultures
a nd religion. These characteri stics as qualities of responsib le citizen were
calculated from stu dent responses to be 4.39, 4.41 and 4.25 respectively.
Howeve r, characteristics, participation in politi cal activities, knowledge about
current events and knowledge of world citizenship were rated low by the
respondents. The m ean value of the responses calculated for each
characteristic was 2.57, 1. 86 and 1.90 respectively.

Compared to the responses expressed a bove by the s tude nts , the perception
hold by the students towards these ch a racte ristics as qua lities of r esponsible
citizenry rem ain ed low, that is inappropria te. This may b e because th e course
under the lesson topic globalization in student's text provides very limited
co ntent.

Accordi n g to Brimble, (1966), every local or regional event has an impact on the
planet as a whole. As a result of development of means of com munication
(Television, radio, telepho n e, fax , a ir travel, etc.), citizens have means of co ming
in to contact and gettin g acquainted with their fe llow men on the other side of
the world just as easily to know their n ext door neighbor s . So in this situ ation
stude nts should be introduced to world citizenship to develop attitudes towards
world affairs .

Brim ble (1966:3) further emphasized this point by saying tha t:

Education in civic and national affairs is good, but it is in adequate,

every p erson is a member not of one, but of several communities-
family, parish, county, country, empire and world... since science
has eliminated distance and time.

This means th at in the situation where world is more closely integrated to day
emphasis should be given to understanding of world citize nship. Edu cation in
civics must p rom ote a pupil's, u n derstan ding of importa nce of world

48
citizenship. Education of world citizenship enables youth to play important role
on their part for the peace and co-operation of the world based on democracy.
However as data in table 4, shows this understanding seems lacking among
majority of the respondents. As Brimble, (1966), further suggested by saying
that schools as the prime agent of society, should prepare conditions for
students develop sense of responsibility, and understand the relationships in
commun ity, country a nd in the world at large(p,4).

On the other hand during interview sesSIOn teachers responded that college
administration give priority support for professional training rather than
training in civics. Generally it can be said there is weak co-operation between
civic teachers and school admin istration and less attention was given to the
provision of civic education. Therefore in this case the colleges h ave to give
a ttention to suc h inconvenience in teaching-learning process of the subject.

What is equally important IS knowledge about current events. By putting

emphasis to the necessity of knowledge of current events Brimble, proposed
th a t,
... Building a citizen hood which will not tolerate the distortion of the
truth for nationalistic or personal ends can be done, not only
through formal study of the subject but in percept, criticism and
discussion (Brimble, 1966:89).

This implies that the study of current events helps to give the students certain
useful information about the affairs of the world in which they live and thus
help them to form habits of critica l thought and the reading about modern
problems. In connection to this one teacher respondent commented:

because ClUlCS teachers were considered as ruling party cadres in our

school, if we raise discussion on current issues it would be tumed to hostility
leading to contestation among students favoring various political groups. So
in the fear of this our concem was limited to content of the course
(24/7/2000E.c.)

49
From this one can understand th a t fear a nd h ostility th a t could be a roused
between students favoring different political groups were affecting instruction in
current political issues.

In con trary , as it could be seen from most of students response on most of

perception items is on the positive side, therefore it can be said that their
perception towards responsible citizen was encouraging. These their perception
corresponds with the general aims of the civic course, in that the objective of
working to produce responsible citizens h a d either minimally or satisfactorily
achieved.

4.3. Behavioral Change of the Students

One of the aims of providing civic and ethic education in schools is to help the
youth to take their place in the society as competent c itizens . These objectives
can be realized, when change of character brought on the students through the
instruc tion of the concepts of civic education in both classroom and
en gagements outside of the classroom. In this line F.R. Kersley ,stated by saying
that:
Good citizenship is not just a matter of book learning; it is the
res ult of aright attitude of mind, based on sound knowledge,
which in tum leads to practical service for the community in
which you live (1975: 107)
This implies that students are expected to develop a sense of citizenship and
se rVlCe to the society. This exercise should begin in their locality a nd in the
school. In the words of Aggarwal "schools ou ght to s tress the duties and
res pon sibilities of individual citizen; they h ave to tra in their pupils in the spirit
of cheerful, willing and effective service, they th em s elves will be model
communities" (p.l09).

Thi s implies that students should develop a belief in variety of participatory

ac tivities, in school as well in their locality. Volunteer services, such as
en vironmental sanitation, improving library service, provides students with
concrete and real life experience. In this study students were asked to rate or
give their responses for behavior items in table5&6 .

50
Table 5: Perception of students' about their Behavioral Changes that they Claim to have as a Result of
Their Experience of Civic and Ethical Education

No Item 1 2 3 4 5 mean
f % f % f % f % f % value
1 Your commitment to claim and safe
guard your rights 42 18.42 35 13.35 54 23.68 48 2l.05 49 2l.49 3.11
2 Improvement of students discipline in 3.29
and out of the class 28 12.28 28 12 .28 76 33 .33 41 17.98 55 24.12
3 Respecting the right of female students 3.35
and respect their equality right by male
students 18 7.89 44 19.20 57 25 57 25 52 22 .80
4 Female students activities in safe 3.32
I guarding their right 25 10.96 40 17.54 53 23.24 55 24.12 55 24.12
5 Motivation of students to learn 16 7.01 18 70.89 50 2l.92 57 25 87 38. 15 3.79
6 students effort in executing of ones 3.57
responsibilitv 10 4.38 32 14.63 64 28.07 62 27.19 60 26.31
7 Punctuality to get the school and attend 19 8 .33 43 18.85 45 19.73 58 25.43 63 27.63 3.45
the class
8 Show respect for their instructo rs 10 4.38 17 7.45 43 18.85 64 28.07 94 47.22 3.94

9 Respect for school comm un ity 14 6.14 16 7 .01 44 19.29 77 33.77 77 33.77 3.82
10 Execution of the rules and regulations of
the school 10 4.38 23 10.08 63 27.65 65 28.50 67 29.38 3.68
11 Learning by asking questions and
participation in class discussion 13 5.70 17 7.45 80 35.08 64 28.07 54 23.68 3.56

Table, 5 shows the perception of respondents about their behaviora l ch a nge they claim as a result of civic and
ethical education instruction. Their responses on each item are portrayed with help of percentages and
frequency count. The mea n score of their response also is indicated in the same table. For more information
see the next page.

51
Table 6: Rank order by Mean Scores an d Percentages of Combined
Frequencies of 'VH' and 'H' of Be havioral Changes Students
Assert to Have Brought Since t he Introduction of Civic And
Ethical Education

No Items Co mbined respo nses on

'V/ H and 'H'
Mean score r %
1 Sh ow respect for t heir instructor s 3 .94 158 69.29

2 Respect for school comm u nity 3.82 154 67.57

3 Motivation of students to learn 3.79 144 63.15

4 Observance of the ru les and regu lations of the 3.68 132 57.88
school
5 Students effort in executing of ones responsibility 3.57 122 53.5

6 Learning by asking questions and participating in

class discussion 3.56 ll8 51.75

7 Punctuality to get to school and to attend the class 3.45 121 53.06
8 Respecting the right of female students and
respect their equality right by male students 3.35 109 47.8

9 Female students activities in safe guarding their 3.32 96 42.1

right
10 Improvement of students discipline in and out of 3.29 96 42.1
the class
11 Your commitment to claim and safe guard your 3 .ll 97 42 .54
right

As it cou ld be seen from th e ta ble, 5&6 respects of stu den ts to their instructors
and th e school commu n ity ind icates average behaviora l ch ange, fo r which the
mean score for their response is 3.94 and 3.82, respectively. This respon se
consti tute fo r (69 .29%) to (67.54%), of the total sample population which is
above average. This can be proved by information gained from teachers and
principals of the respective colleges . The principal was asked to state th e
responses given by responden ts' general beh avioral change a n d the in formant
replied by saying th at:

Students work and p resent their homework's, assignments and other

activities on time, s o that we can s ay s tudents' change of behavior is
not discouraging (26/ 7/ 2000E.C.)

52
As a result from this it can be said that th e re is s ome s ense of agreement tha t
so me mode s t change of be havior is obse rvant s ince the introduction of civ ic
edu cation.

In the same manner motivation of stud ents to learn, observance of th e rules

and regulations of the school a nd execution of ones respon sibility showed
average behavioral change. This can be seen from the mean value calculated for
their responses in table 6 . The mean score for the responses of these three
characteristics is 3.79, 3.68 and 3.57 respectively, which is yet again above
average . the perce ntages of combined responses on "V I high" and "high" shows
above (50%), there fore showing change of behaviors of the students.

Next, the student were asked to give their response was abou t their safe guard
of ri gh ts a nd respect the rights of others, showed ave r age behaviora l ch ange . As
it ca n be seen from the table , the calculated mean value for response s on items
respecti n g the right and equali ty of female studen ts by male stu den ts and
commitments to accept and safeguard th eir right is 3.35 a nd 3 .32 , a nd the
percentage calcula ted for combined frequcncies on "VI high" a nd "high" is (47. 8
%)and (42.54%), r espectively. Therefore behaviora l ch ange the respondent claim
on these issues is on the average.

Then students were asked to gIve their responses concermng their

participation, in class discussion and punctuality in attending the class.
Students gave their responses on rating scale for these characters, a nd the
mean value calculated for the res pon ses co nstituted 3.56, 3.45 a nd 3-35 which
a re above ave rage indicating average behavioral change brought by the
respondents .

On th e other hand s tudents discipline in a nd out s ide of the class indicated

ave rage behavior chan ge having the mean value of 3. 11 , that is (42.54 % ,) of
the total re spo nse . The principals' interview results also confirm with student
claim.

53
Students' and teachers' response seem to lac k cohe re n ce and clarity, in that on
the one h and teachers' interview responses specify th a t, im portant fac ili ties and
situation s for the appropriate provision of civics education were lacking in th eir
colleges. Facili ties such as suppor t for organization and guid ance of co-
curricular activities, library references, situations for co-ordination of extra-
curricular activities and for programming community service learning were
limited and almost non-functional. This was also co nfirmed by principles of the
two colleges. On the other h and stu den ts' questionnaire data in table 6 and 8
shows students attitude a nd behaviora l ch ange in most of behavioral
characteristics set.

Never the less, t hi s b eh avioral ch ange maybe as educational thinke r s point out:
there are variou s ways of acquiring knowledge and skills . Education for
citizenship takes place, not only in the formal classroom environment, but it is
a lso part of the behind socialization of learners that occurs through incide nta l
learning. Family, peers, media, religious and secular institutions contribute or
inf1uence on the behavior and motivation of children (MOE, 1999E.C: 16-17,
Aggarwal, 2006: 115, Khan, 2005:2 13).

Thus as it could be seen from data it is ev ident that there IS encouragm g

behavioral change of students in the ch aracteristic listed.

4.4. Personal perception of Students' towards Civics and

Ethical Education
What perceptions students hold on to, wh at awareness they have towards the
subject affect the ways they accomp lish th eir lesson s. (Yalew, 2004). These
mean tha t those who have positive a ttitude towards the subject motivated to
learn wh ile those hold n egative attitude get the reverse. Inline with the se
students were asked to respond on likeness and dislike ness to the subject.
Ta ble 7&8 will summarize students' response.

54
 b- -
- --- -- - --- - - --- -- -- - - --- - --- - _ _ _ _ ..... _~ ...... ...... . . ...... ..... _ . . ... . . ........... . . ... _ & . I ......................... ~ _ _ _ _ _ _ ........... .

No Item 1 2 3 4 5 mean
f % f % f % f % f % value
I
1 I like c ivic a nd ethic education lessons, the
way we a re involved In its process of
instruction. 12 5-26 18 7-89 37 16-22 52 22-80 109 47.80 4

2 I hate c ivic and education because our

teacher does not involve us in discussion
rather often lecturing 56 24-56 47 20-61 61 26.75 30 13.15 34 14-91 2-73
3 I like civic and ethic education classes 3.93
because our teac h ers involve us in 19 8.33 22 9-64 29 12.71 44 19.29 114 50
discu ssion s .
2. 10 I
4 I hate civic and ethic education because
always students dis like it. 105 46.05 59 25-87 24 10.52 16 7.01 24 10 .52
5 I dislike c ivic and ethical education 10.52 16 7.0 1 31 13.59 2.12
because it advocates current government 121 53. 07 36 15.78 24
on power.
6 Becau se of large class size, I can't learn
; properly the su biect 79 34.64 46 20 .17 40 17.54 25 10.96 38 16.66 2.54
7 I like c ivic and ethic educa tion because it
enabled me to e ngage helping the elderly,
tutoring slow learners and beautifying 32 14.03 41 17.98 11 2 49 . 12 3.84
neighborhoods 30 13 . 15 13 5.70 I
Table7 s hows the perception of respondents towards civic and ethical edu cation ins t ruction. Their respon ses
on each item a re portrayed with h elp of percentages and frequency count. Th e mean score of their response
a lso is indicated in the same table

55
Table 8: Rank Order by Mean Scores and Percentage of Combined
Frequencies on "v. high" and "high" of Personal perception of the
Students towards Civic and Ethical Education
No Item Combined Responses On 'V.H'
And 'H'
Mean f %
..
I I like CIVIC a nd ethical edu cation a nd the way we a re
involved in its proces s instruction 4.0 161 70.6
2 I like civic and ethical education classes because our
teacher involve us in class discussion 3.93 158 69 .29
3 I like civic and ethical education beca use it enabled me to
en eaee heloine o ther s 3.84 153 76.1
4 I hate civic and ethical education because our teacher does
not involve u s in discussion 2.73 64 28 .06
5 because of la rge clas s size, I cannot learn properly the
subiect 2.54 63 27.62
6 I hate civic and ethical education because it advocates
current l!Qvernment on Dower 2.12 47 20.6
7 I h a te civic and ethical education because a lways students
d is like it 2. 10 40 17.53

As ind icated in table, the sample students' re s pon se is high with m ean value of
4 .0 i.e. about (70 .6%) of the total respondents rated that they like civic and
eth ica l educa tion . Students were a lso asked to express th eir views wh ether they
like the subjcct and level of th eir involvement in the class discu ssion during t h e
process of instruction. The mean scor e of the respo nse for thi s item as shown
in th e table is 3.93 (69 .29%) . which is above average. Total respon se for items
first a nd seco nd is (70. 6%) a nd (69.29%) respectively. th at is nea rly (70%) of the
total respondents expressed their views that they like civic a nd ethical
education.

On the other hand student responses for items 4, 5, 6 , and 7, as indicated in

th e table . 8, is below average i.e., low. The calculated mea n score for items
mentioned is, 2.73 , 2.54, 2 .1 2, and 2.10 respectively. Therefore very s m a ll
number (23.5%) of total sample studen ts exp ressed the ir views as they h ate th e
subject. consequen tly from these one can understand th a t the maj ority of
responden ts' perception to wards civic and ethical educa tion is on th e positive
side .

56
4.5. Students perception about Service to Society
In additio n to direct class r oom ac tivities, read ing writing a nd discussion with
teacher s , preparing youth for improved pa rtic ipatio n , for later adu lt role req uire
promoting the participatory role of students ins ide and outside of th e school.
Augie r, emphasized this point by saying that:

An apprenticeship in democracy through school,

extracurricular or similar activities (surveys, preparation of
exhibition, collections for charity, etc) is necessary to
provide a tangible base for education for democracy
(Augier, 1994:68).

This implies that students s hould exercise a nd prac tice acquired knowledge in
c lassroo m activity in the world beyond th e classroo m . The re fore, for thi s
purpose items about service to society were prepared based on reviewed
literature and civic a nd eth ical education guide (Blue print) (MOE, 2006) . In
relation to civic educa tion teac hing approach this document states that:

. C IVIC education s hould stress the importance of providing direct experiences

for developing understanding, skills a nd attitudes which are basic to
responsible citizenship- such as sharing some of th e activities of the school
a dministration, socia l-service to the school and locality by doing jobs like
cleaning the school, helping e lderly in their house ... organizing participating in
clubs, etc .(MOE, 1999E.C: 17). The assumption is that, the school shou ld
provide such opportunities to the students' pa rticipation in public activities, so
that stud e n ts become acqu a inted w ith social and civic problems and the n eed
to tackle them. Therefore assuming that such program a nd plan of school is in
a place for s tude nt participa tion; to see how stud ents are involved in the social
activities through their civic a nd e thical education, they were asked to express
th e extent o f their involvement both in school a nd in community activities.

57
Table 9: perception of Students about Social Participation

No Item 1 2 3 4 5 mean
f % f % f % f % f % value
1 Cleaning school compound m ending 72 31.57 35 15.35 48 21.05 33 14.47 40 17.54 2.71
classroom chairs
2 Teaching peers adult bas ic education
53 23.24 44 19.29 47 20.61 41 17.9 8 43 18.85 2.90
3 He lping elderly in their house 79 34.64 46 20-17 48 21-05 26 11-40 29 12-71 2.47
4 Plan ting seedling to replace cleared
away forest 44 19.29 48 21.05 43 18.85 40 17.54 53 23.24 3.04
5 Cleaning and developing to new
spring water of ponds 57 25 53 23.24 40 17.54 33 14.47 45 19.73 2.80
6 Cleaning and beautifying the
neig h bor hood 43 18.85 36 15.78 61 26.75 40 17.54 48 21.05 3.06
7 Teaching peers community members
about HIV / AID S 24 10.52 30 13.15 51 22.36 42 18.42 81 3 5.52 3.55
-

Table 9, shows the perception of respondents about Socia l Pa rticipation. Their re s p on ses on each item a r e
portrayed with h elp of percentages and frequency count. The mean score of their res p onse a lso is indicated in
the same table

58
 Table 10: Rank Order by Mean Scores and Percentage of Combined
Frequencies on "Very High" and "High" of Students about Their
Social Participation
No Items Combined Responses on
'V/H' and 'H'
Mean F %
1 Teaching peers community members about HIV / AIDS
3.55 123 53.94
2 Cleaning and beautifying the neighbor hood 3.06 88 38.59
3 Planting seedling to replace cleared a way forest 3.04 93 40.78
4 Teaching peers adult basic education 2-90 84 36-83
5 Cleaning and developing new spring water of ponds
2-80 78 34-2
6 Cleaning school compound mending classroom chair's
2.71 73 32.01
7 Helping elderly in their house 2-47 55 24.1

As one can see from the table, teaching pee rs and community members about
HIV / AIDS rank first than other socia l participatory activities listed . This can be
proved by seeing m ean value calculated for the item. The mean value calculated
for this item was 3.55, and the combined re sponses on "V / high" and "high" is
123, that is (53,94%) of the total respondents showing th e participation of
students in this social activity was above average. Next item the students asked
to rate their responses on the a lternatives given was, cleaning a nd beautifying
th e neigh borhood. The mean score calcula ted for t h ese responses was 3.06,
which indicate overage participation of the respondents in this activity.

The next social participatory activity students requested to show the ir level of
participation was planting seedlings to rep lace the cleared away forest. The
response of the studen ts on these activities, as indicated in the table is again
medium . The mean value of the responses is 3.04 .

The interview response coming from principals informed, that students conduct
or participate in such socia l activities, not always; th ey do these activities once
or twice a year as conditions require.

59
Thus this informs that th ere is little or n o proper attention; pla nned program
a nd school wide responsibilities in pa rticipating s tudents in various activities
th rough special progra m s . This comes in co ntrary to Aggarwa ls' suggestions: -
the principal interprets his school,' "a public relations progra m should be
continuous the re is n o substitute for continui ty of action a day by a day, year
by year program including th e summer." He a lso furth er stated "The secondary
school principal of to day, if h e is to provide a sound educational program must
sh ow paramount co n cern for a need of community understa nding, oth er wise
his program will fail to m eet the objects of modern philosop hy of education"
(Aggrawal, 2005: 112). Here th e assumption is that the sch ool s h ould setup
situations whic h provide and activities that imp rove th e provision of subj ect in
the process of creating active citizen.

The students ' pa rticipation in teaching peer s and adults basic education and
cleaning and developing new spring water of ponds marked low. The mea n
value calculated for responses of these items is 2 .9 0 a nd 2.80 respectively, and
the percentages of co mbined responses on 'very high' and 'high' also are
(36.83%)- (34 .2%), which is again indicatin g low pa rticipation of students in
these activi ties. In the sam e m a nne r stude nts were asked to rate th e extent of
their participation in clea ning sch ool compound and m ending classroom
broken ch a irs. The responses of the students are calculated by using mean
sco re stati stics and percentage. The mean sco re of the responses of thi s item is
2.71, ind ica ting low participation. The last in the list of item that shows least
participation in studen ts' socia l interaction is h elping elderly in their hou se .
The mean co re for th e responses of thi s item is 2.47 a nd the percentage for th e
co mbined frequ e n cies 'very high ' a nd 'high' is also (24.11 %) which is showing
low participation of students. Thus because of lack of planned participa tory
ac tivities by the school a nd teachers as a result of inconvenience, the students'
involvement in most of society-service a nd school activities was low. The
stude nts' participation in such activities as teaching pee r s about HIV / AIDS,
planting seedlings, a nd beautifying n eighborhood was en couraging. Howeve r, it

60
seems stud ents were reporting, just as they participated through pla nn ed
programs of civic education. Some students for open-ended que s tionnaire in
writing replied : dur ing schooldays they plant seedlings and beautify school
co mpound. They a lso said the content on the civic text under the h eading
responsibility inform us to engage in such activities . However, duties like
h elping elde rly in their house were not instigated a nd coordinated either by the
teachers or by the schoo l program. On the othe r h a nd stud e nt re sponde n ts
from Hosanna College of Health sciences informed , that pa rticipa tion in
teach ing about HIV! AIDS is our assignment in some of our Health scie n ce
courses, a nd th en again it is a lready th ere in the civic and ethical edu ca tion
text. Fro m thi s student re s ponse, it is clear tha t this understanding of the
subject come from their lecture and reading a nd a lso h orizo nta lly from their
learning of other subjects; besides informa l influence . If school, in collaboration
with teachers, and other stakeholders, outside the school, h a d prepa red
conducive situations students would have brought the expected enhanced
learnin g outcomes . In line with this teachers for interview guide, have you had
any training to teach the concept in citizenship education and the u se of the
different m ethodologies used in teaching civic education? Re plied, that they
h a ven't und ergone sufficient training to efficiently teach the concepts in civic
and ethical education. . At sa me time one of the teacher r espondents from
Hosanna TVET College in open-ended inte rview com m ented by saying that:

you see my educational background is textile education, I was made

to teach civic and ethical education because of s hortage of teachers
but I have had no training in concepts of citizenship and the use of
the different methodologies to be used In teaching the
subject(,25j7j 2000E.C. ).

From this one can understand that teachers were simply a s s ign ed to teach the
subject without any background knowledge or training on the issue . On the
other hand the principals on the same issue interviewed replied, that no

61
train ing in variety of workshop or seminar given to e nable them handle prope rly
the teaching learning process in civic and ethical education.
One of the principals from Hosanna College of health sciences opined for open-
en ded interview by saying:
The college proposed workshop to be prepared and
provided on the issue to civic teachers, however, regional
educational office responsible for this purpose still now
gave no answer for our request (25/7/ 2000E. C.).

This implies that CIVIC teachers were not undergone any training concernmg
civic teachi ng and use of the different methodologies. Never the less the
behavioral change students report occurred yet seem coming from their lecture
was encouragmg.

4.6. Students perception about their Political activities

The civic education that formal education should seek to promote and foster
needs to be active, in the sense of people being able to act and participate.
Citizensh ip is best learned through experience a nd interaction with others .
As suggested in Aggarwal:

Experience is the best teacher no body can deny the fact that civic
attitudes are leamed and are the result of repetition and
reinforcement, opportunities for active and responsible participation
should be given to these students both in the school and the
community (Aggarwal, 2002: 101).

This implies that learning about citizenship is best achieved by being an active
citizen. Therefore to know what perception they hold of political participation,
students were asked to give their views on each item listed.

62
 Table 11: Student Perception about their Political activities

No Item 1 2 3 4 5 mean
f % f % f % f % f % value
1 Participation in the formula tion of
classroom school rules and decision
making of school program 51 22.36 41 17.98 57 25 37 16.22 42 18.42 2.90
2 Participating in student council
activities, drama and debating 35 15.35 35 15.35 53 23 .24 49 21.49 56 24.56 3.25

,. 3 Participation in registration and voting.

24 10.52 26 11.40 57 25 48 21.05 73 32.01 3.53
4 Participating in public meeting and
o sharing ideas 44 19.29 38 16.66 65 28 .50 45 19.73 36 15.75 2.96
.,a 38
5 Discussing on current issues
44 19.29 52 22.80 56 24.56 40 17 .54 36 15.78 2 .88
6 Opposing the a bu se of rights of others. 24
37 16.22 10. 52 43 18.85 64 28.07 60 26.31 3.38
7 Participating in advisory committee
36 15.78 31 13.59 43 18.85 55 24.12 63 27.63 3.34
- - _ .- - - - -

Tables 11, shows student perception about their political activities, their responses on each
item are indicated by using percentage and mean value statistics.

63
Table 12: Rank order by Mean Scores and Percentages of Combined
Frequencies, on "Very High" and "High" of Students about Their
Political activities
Combined
Responses on 'SA'
No Item and 'A'
Mean F %
1 Participa tion in registration and voting. 3.53 121 53.06
2 Oppose wh en rights of others is a bused 3.38 124 54.38
3 Participating in advisory committee 3.34 118 51.75
4 Participa ting In student council activities, drama 3.25 105 46.05
and d ebating
5 Participation in public meeting a nd sharing ideas 2 -96 81 35.51
6 Participation in the formulation of school classroom 2.90 79 34.64
rules a nd decision making of school progra m
7 Discussing on current issues 2 .88 76 33.32

As one can see from the table, participation In regi s tration and voting was
considered most impor tant a nd ranked first, the mean value calculated for the
respon ses of this item is 3.53, and percentage of combined frequencies of very
high and high is (53.06%), which is indicating above average pa r ticipation of
students. This en couraging participation of students in registra tion and votin g
seems to come in a ddition to classroom instruction from media . As one stude nt
respondent in open ended questionnaire in written respon se replied:

Many civic student texts contain more pages about election

and during contestation for election local and national radio
inform well about election of the representatives in various
level(, 2000E. C.).

According to student response various factors were contributing for their civic
knowledge and participation in such political activity.

64

--
The mean va lue calculated for the n ext item in the list is 3.38, showin g ave rage
participation of students, opposing when rights of others was abused. On the
other hand the responses of students for the items, participating in advisory
committee and in student council activities and drama showed average
participation.

Next item what students asked to rate their views was attending public meeting
and s haring ideas. The mean value for the responses of this item is calculated
to be 2.96 indicating low participation of students on this issue. In the same
manne r participation in the formulation of school rules and decision making of
school program was low. The mean score calculated for the responses of
students on this item is 2.90, i. e . (34.64%) of the total respondents.
Participating in the discussion of current issues was low. The mean value for
the re s ponses calculated for the item is 2.88 (33.32%), indicating again low
participation of respondents in this activity.

As it could be seen from students' responses participation in political activities

was discouraging; students' participation in classroom and school rule making,
attending public meeting and sharing ideas, was very low.

Active citize nship requires participation of citizens, actively and responsibly in

public political and social affairs. In relation to this Khan, (2005), Augier,
(1994), suggest, that to achieve this end acquainting an individual with
information to allow increasing his abili ty to reason; to give him every
opportunity to become an educated man IS necessary. In addition to
acquainting student with nature of government and politics is inesca pable.

In line with this school should plan co-curricular activities so that students get
practical experiences.

65
 4.7. Teachers' Classroom Interaction
Teachers are considered to be very prominent component and the most natural
insiders of the educational system (Khan, 2005: 105), state that teachers are
central to the delivery as well as quality of education. They can make a
difference in student achievement and growth. They can also shape the learning
environment and expe riences in their classroom . Taking into consideration th e
role that teachers p lay in teaching and facilitating the learning process, three of
the civic and ethical education teachers were observed for two successive
periods each (a total of six periods) and the frequency (occurrences) of the
behavior that were observed in six period times were counted and averaged
and described as follows.
Table: 13. Different methodologies Employed by Teachers in
Teaching Civic and Ethical Education

Methodologies f %
Dialogue 3 5
Inquiry 6 10
Group work
Lecture 30 50
Classroom Discussion 15 25
Assignment 6 10
Drama and role-play
Discussion through
Student
Presentation
Total 60 100

As to the methods a dopted by the teachers in teaching CIVIC and ethical

education, the freque ncy mention of the encouraging students to engage in
dialogue both with the teacher and with one another was three (5%) of the sixty
frequencies of the total. Encouraging students' inquiry by asking thoughtful,

66

r O Of)
open-ended questions, mentioned six times (10%), pair a nd group work was not
mentio ned during interaction; on th e other h and lecture mention was th irty
(50%) of the total frequencies. Next is class room d iscussion in the form of
teacher question and student answer type d ominated received a mention of
fifteen (25%). In contrary drama a nd role-play were not m e ntioned . The same
thing was true to content presented through student presentation, which was
not attempted. Therefore, as could be seen from thi s inmost of th e classes
teachers were not using varied methodologies that encourage student
participation frequently. Participatory techn iques, such as content presen ted
through student discussion, small group d iscussion, drama a nd role play were
observed low indicating these methods were neglected m classroom
performance. Thus the classroom observed results seem to lead one to assume
th at teach ers rely on pure lecture. As the researcher personally observed during
classroom observatio n , much of lesson time was spent in conveying
information to s tudents a nd th ere was a lso very little attemp t made to
participate students, that m eans civic and ethical educatio n teaching learning
was used to pursuing question and a nswer, particula rly a t beginning a nd at
end of the lesson. On the other hand a teacher for open- ended interview
opined, that because of lack of enough civic teachers a nd beca u se of heavy
work load, used to co nduct co mbined classes in order to overcome the problem.
Conseque n tly in such situation or h avin g large class size the use of varied
methodologies is unfeasible. From this teacher response, it can be concluded
that civic and ethical education teaching a nd learning is predomina ted by
lecture, so that c h a racte rized by mere tran s mission of facts, wh ich seriously
affect building civic skill and disposition, which enable them to play their role
in the society.

67
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This ch apter summa rizes the m ajor findings of the general study and then
conclud es based on these findings . Finally, some suggestio n s are provided .

5.1 Summary
The pu rpose of this study is to inves tigate, the perception s students a nd
teacher s hold of res pon sible citizen and the role of civic and Ethical Education,
the type of behavioral changes occurred in college students as a result of civic
education, teachers ' knowledge of vanou s methodologies and factors
influencing the provision of civic education in colleges of Hadiya of zone
(SNNPRS). In order to achieve these purposes, the following m ajor research
questions were ra ised and their answers sought in the course of investigation.

• What a re the p erceptions students, teach ers a nd principals have about

responsible citizen and the role of civic and Ethical Education?
• What behavioral ch a nges h ave occurred as a result of civic a nd E thica l
education?
• What is teachers' knowledge of various m ethodologies used 111 teachin g
civic and Ethical education?
• What fac tors a r e influencing provision of civic a nd ethical edu cation?

The study was carried out in two colleges of Had iya zon e . To this effect,
descriptive survey a pproach was employed as a method of study. In order to
seek a n swers to the above res earch questions, que s tionna ires, interviews, class
room observations and documents were used to obtain data pertinent to the
study. The questionnaires were distributed to the 230 students a nd 228
questionnaires were filled and returned. Class room observations and
inte rviews were conducted with teachers, a nd a lso with principa ls of the

68

"-,
co ll eges who voluntee red to participate m th e s tudy, by usmg avai lable
sampling technique. Then the analysis was carried out by employing
percentages, mean scores and descriptive statem ents. On the basis of the
analysis made on the data secured through the above procedures, the major
findings of the study are summarized as follows.

• The characteristic rendering agreeable servIce to the community good

moral and Ethical conduct are perceived by the majority of the students
as traits that characterize res pon sible citizen. And also the
characteristics peaceful resolution of conflicts a nd the necessity of
tolerance, wise use of material and fin a n cial re sources , bearing family
responsibilities were viewed as good values of responsible citizen . They
a lso perceived re sponsible citizen as the one that accept and sa feguard
constitution as composed of common democratic values, and wh o has
knowledge about government structure; respect other people's cultures
as important qualities of responsible citi ze n.
• On the other hand as data indica tes the characteri stics : Knowledge of
world citizenship, knowledge about current events and participation in
political activities perceived by the students as less important
characterizing responsible citizen.
• With regard to behavioral changes, to have been occurred among
students, respect of students to their instructors a nd the school
community, observance of school regulations and execution of ones
respo n s ibility showed change. And also safeguard of th eir rights and
respect the rights of others, attending the class and their discipline in
and out s ide the class, their motivation to learn h ave bee n average ly
changed.
• According to the data majority of the students a pproximate ly seventy
percent, (70%) like and have positive perception towards civic and Ethical
Education.

69

-.
 • Wi th regard to social participation, teachi n g peers about HI V/ AIDS,
cleanin g a nd beautifying the n eighborhood, pla nting seedlings are
ac tivities that most students pa rticipate. However social activities like
h elping elderly in their house, Teaching adults basic education and
developing n ew spring water of ponds a re viewed by students less
important. The information secured from students' written opinion
indicates th a t there was no appropriate guidance; e ncouragement and co-
ordination to involve them in such socia l ac tivities.
• According to th e d a ta s tudents pa rticipation in political activ ities like, In

registration and voting indicated average participation.

Discu ssi n g on current political issues, attend ing public m eeting and sh aring
ideas, decision making of school program are political activities that indicated
minimal participation of students.
• As to the knowledge of the different methodologies by the teach ers,
inquiry and group work has tended to enhance the creation of
respo nsible citizens . Some of the teachers' felt that it is not a lways
possible to use these varied methods and strategies because of the heavy
work loa d s , teachers were finding less time, de s pite the evident benefits
for stude n ts .

According to the data secured factors, like lack of s upport a nd lack of time to
teache rs design or organize for learning ac tivities out side the sch ool, absence
of parent-school r elation s hips, lack of regular workshops to enable them keep
alongside with strategies on civic education acted as a significant dete rrent in
citizenship development.

70

....;
5.2 Conclusions
From the findings of this study it can be concluded that:
• The on e who re nder agreeable se rvice to the community, who has good
moral a nd ethical co nduct, and who accept a nd safeguard consti tution as
co m posed of co mmon democ ra tic values, to le ra n t to othe r s views was
perceived by the students a nd teachers as importa nt qualities of
responsible citizen.
• It was evide nt that knowledge of world citizenship, knowledge about
current events a nd political activities seem to h ave not properly developed
better behavior and perceived by students as less important.
• Class-room civic Education practices were teach er dominated and
n egatively influencing the development of responsible citizen.
• Lack of support to teachers design or organize learnin g activities ou t side
the sc h ool, lack of regular workshop s to enable teache r s keep a lon gside
with eac h of strategies on civic Education, abse n ce of re lation s hip with
parents , community elders and others acted a s a s ignifican t deterren t in
citizenship development.
• Absence of a ttention for co-curricular programs was on e of the mam
deterrents to improved civic a nd Ethical education a nd students '
citizenship expe riences.

5.3 Recommendation
Based o n the findings of the study it IS reason a ble to forward the following
reco mmendations:

The process of preparing young citizens for pa rticipation in societa l interaction

in democra tic d evelopme nt is a question of crea ting participatory school
orga nization and employing teaching strategies o ut of which learne:'s can be
benefited through the direct experie n ce. Therefore :
• Teachers and schools need to hold the idea of creating participatory
communities a nd then exercise first in their clas s room a nd sch ools.

71

---
• It is advisable that teachers and students be regard ed as citize n s and
members of the school community who can contribute to the effective school
management and the teaching learning process . Hence, school leadership
need to establish warm relationship among teachers, teachers and students
a nd with the whole school community by opening its door to involve them in
decision making, promoting team action and shared responsibilities.
• It is recommendable that teachers be able to carefully identify and select
teaching strategies, and organize learning activities that democratize their
classroom by creating nurturing environment.
• It is advisable to involve students in discussion, debates and dialogue on
con temporary issues that are considered as the promising practices in civic
education and in development of students' civic competence . Hence teachers
need to employ this practice for good qualities of citizenship development.
• School leader ship should make relentless efforts to establish close
relationships with local political leaders and community members a n d
design programs to discuss on civic education of the students. Such
measure may create common understanding regarding the political concern
of civic education, and can avoid misunderstanding about the interest of
teachers and students as they can have opportunities to express their
opmlOn.
• It is important to give necessary attention a nd follow-up to co-curricular
activities and student council as they can contribute to the development of
stude nts' social and political behavior, critical thinking, reflection, common
interest or common goals, etc necessary for democratic citizenship .
• Lastly, outside classroom and out of school practices need to be
stre ngthened through community project activities and collaborative
com munity services with other civic organizations, which enhance the
provision of improved civic and ethical education and the development of
stude nts' civic competence.

72

r: o b.O
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77
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79
 Appendix B
Addis Ababa University
School of Graduate Studies
College of Education

Department of Teacher Education an;'. Curriculum Studies

Questionnaires to be filled in by Civic and Ethical Education Students of
Hadiya Zone Training Colleges (TVET and CHS)

Dear respondent:

The purpose of this que s tionna ire IS to gather data for a study leading to MA
degree in Teacher Education a nd Curriculum. Studies. It is adm ini stered to
survey your views and to collect fir st hand information about the problems of
civic and ethical education teaching and learning in Hadiya zone colleges. It
also looks for possible solutions to improve ins?ruction and learning civic and
ethical education . Since the successes o[ this study depend on your genuin e
responses, you are kindly requ ested to be honest to wards all items provided in
the questionnaire. The information you provide will be used only [or researc h
purpose.
Th ank you for your co-ope ration
Direction
You are not required to write your name 111 any part of the questionnaire. To
those questions with alternatives you can encircle the Jetter or you can provide
the answe r by putting the sign (X) in front of each item . For items that require
open answers, please feel free to express and write down your responses in the
blank spaces provided.
1. Name of the College _ _ _ _ _ _ _ _ _ _ _ _ __
2. Sex Male_ _ _._ _ _ F'emale._ _ _ __
3. Age A. 15-17 B. 18-20 c. 21 -25 0.26 a nd above
 I. Please indicate your re sponses about the qualities of respons ible
citizens by putting (X) in one of the boxe s provided in front o f each
item
No Ite m s .....
~IJ)
bJl " ""
"""
""u
."
N

"".. -"
>,
bJl"
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C')
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bJl

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o
.. ..
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...,
bJl

::> Q
rJJ
Q
'"
.~

1 Show kindn ess and talent and render agreeable service

to the commun ity
2 Accept and safe guard consti tution as composed of
common democratic val ues
3 Respect to authority
4 Participation in socia-pol iti cal activities
5 Accept the inevitabil ity of conflicts an d t he necessity of
tolerance
6 Caring and wi s e use of material and financial resources
7 Competency 1I1 questioning ideas to monitor and
influen ce policies
8 Knowledge of c u rrent events
9 Appreciate and respect other peoples cu ltures (religion,
language etc)
10 Oppose racism and sectarianism a s threat to \vell being
I of individuals a nd community
1
11 Loyalty to law and respect for the regime anu its
ideology I
12 Knowledge of world citizenship
I
13 Knowle dge about government structure and its
in stitutions and functi on s
14 A willing to act in behalf of the pu bli c good
 II. Please indicate your Views about behavioral Change you Claim as
a result of the Instruction of the Civic and Ethical Education.

-'"
~ v .d
.!!! on on
~
..,
~ .d
.~
:a
..,">
No Items of Expected Behavioral Changes 0 v
"V N
:t:
.f '"
v"
...~ M ~
I/)

1 Your com m i tme n t to cla im and safeguard you r ri g hts

2 Execu tion of ones respons ibi lity (respect for school community
a nd regulation)
3 Punctu ality to attend the class
4 Proper use of school property and protestin g from m isu se
5 Inqui sitiven ess of le arni ng as k in g questions, participatin g 111

class discu ssion

6 Respecting the right of female students and respect th eir equality
right by mal e studen t s
7 Female stud e nts activities in safe guarding their right
8 Observance o f the rules and regu lations of the school
9 Motiva tion of students to learn and Improvement o f d iscipline 111

a nd out of th e class
Par t II Per~ nna] View o f t he Students toward s Civic a nd Ethi cal
Edu cation and It s Schoo l Practice

10 I like civic a nd Et hic Ed ucation lessons a nd t h e way we a re

involved in its process of instruct ion
11 I ha te ci\"i c a nd ethic education because our teacher does not
in volve us in d iscussion rath er of ten lecturing II
12 I like ci\"ic a nd e thic education classes because our teacher
involve us in class discussion
i
I
13 I ha te c ivic &:1d ethics educat ion beca use a lways o u r companions
i
dislike it II
14 I like c ivic and e th ic edu ca tion because it enabled us to e nga ge in :
helpi n g the elde rly, tutoring slo w learn ers, cleaning and I
bea u t ify ing :leigh boor hoods and school s, supervise lalchkey I
ch il dren arlee sch ool II
 III. Please indicate your Views about Social and Political
Participation
No Items
.<:
Social participation
~
0 '"" '<t bl)
'"
Il
..'"
..l bl)
.-< .<: .<:
0 Col IJ')
e- ..l
bJ)

:Ii e-
:>" ~" :>"
1 Helping needy students through fund -raising
co mmittee

2
3
h e lping e lderly in their hou se
Clearing school compound, mending your classroom
-I
c hairs, constructin g your classroom building
I
4 Teachin g peers a nd community members a bout
HlV / AIDS
5 Teaching peers and adult basic educa tion
6 Planting seedlin g. cleaning and developing new
s pring water of ponds
Political activities (participation)
7 Participatio n in the formulation of classr oom and

school rules and decision making of school program

8 Disc ussin g and debating on your country's curren t
political issues
9 Advocating for re gio nal and national e lection
,I
10 Election of regional a nd nation al representatives
11 Partici pating in p u blic meeting
12 Participating in local peace keeping committee

83
 Appendix - c
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tf..h't\t f'I']6h'/\9" f':"9"UC'" t/£i:t\ /\V-'t,f' Ii'> 1;t//oo-,f''l

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U. h<j">/' >;'

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8. P ', -II,,:J';' p',-?,"'l rJ C :/'9"UC ''/' /1 -/·"'IL/1 ·0:/· r :/' 9"UC:/' uD {]h m·en.
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85
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 Appendix D
I\M~ -'t <i"f f' TIt,7:e: :J>t'\ 00 mNo
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\,u09"Ut, " -'II'\'{i'r}- I'\m.9''If?, 9", YUt,\ '/OJ'?
u. h'l:" '7 1'\. uom'/~' (h. 1';" " '7 '/0l '

2. \'CilP' "'1:9" ,,_o,/t9':)'- n "' I'\Y~ OJf?,f?,·H·· OJ;";:J-(I? ?' I'\ ·tl] ']·.c'r·:):r, Ct'JI'I'-j'-
no')unLo·n ~.,?I'\,?I'\,,-y.:}'. ~.'''I.I'\-'-?- nOTJ.'l:L'? nh·t,\ 9", ,f'Ut,\ ·'ic."?(.JI"··j'··} ','Cg
\"}<I> 1'\ "'1'\ t,\ ?
U. ~.P" 1'\. W!"C,', (h. 9"'}9"

3. n·, ·;; OJ·iI'!, r·'·t'\Y~ "'::j "IV1C''? (.J[o:j'. n.)-hht,\ f?,·}<I'I'\",o· ·nI'\OJ· !0'/9";:J-I'\"!
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4. f'.,.o'ltP':j'· u o°'1hC": _'-1:" :9" 9"'} yut,\ f'I,,'I'\.,'I'\t,\?

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87
 Appendix E

Observation Check List

This observation check list is designed for the purpose of recording data
pertinent to investigate the current classroom practice in civic and
ethical education

Please indicate the activities occurring in the teaching-learning process in

classroom in ten minutes interval very carefully by using boxes provided
against each item ...
z z
.... z
.... z
.... z....
No Items
....
::;:!
0
::;:!
0
::;:!
0
::;:!
0
::;:!
0
.
....
..,
0
.... N,
........ ....,
(') '<t,
.... ....,
I/)
E-<
6 N (') '<t

1 Encourage students to engage in dialogue both with

I
1..he teac her and with one another
,,i 2 Encourage studen ts inquiry by asking thoughtful,
! open -ended questions a nd encouraging students to
I
I ask question s of each other
I

~ Pai r a nd group work a re emphasized

~. Content presented through teac her lecturing
i f -Teac her and questioning strategies require problem
solving, analysis and reason
--is I Cla ss discussion
'-~small group discuss ion a n d assignmen t
8 Use of d rama a nd role playing
9 Content presented through student discussion

88

\
 DECLARATION

I, the undersigned, h ere by decla re that this thesis is my original work done
unde r the gu idance of Aka lewold (Ass / professor) and it h as not been presented
for a degree in any othe r university. All sources of materials used for t he th esis
have been duly acknowledged .

Name ABEBE MADEBO

Signature
Place
R
Addis Ababa University
Date
June 2 008

Th;s tbesis has been submitted for examination with my approval as university
adviso r.

Name Akalewold Esbete (Ass / professor)

Signatu re

Date : June, 2008

i-, .. ...<

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