Civic Education at a Crossroads in Zambia: A Case Study of the 2023 Grade 12 Civic Education Final Examination

Abstract

This study investigated the causes of learner discontent in the 2023 Grade 12 Civic Education Final Examination in Zambia. The study was motivated by the unprecedented learner protests during the 2023 examination session, which raised concerns about the relevance and fairness of the assessment process. The study adopted a qualitative research approach using a descriptive case study design. Data were collected through oral interviews with Civic Education teachers and school leavers from selected secondary schools in Lusaka District. Purposive and snowball sampling techniques were used to select participants, while data were analyzed thematically. The findings revealed that the major causes of learner discontent were the inclusion of unfamiliar questions from untaught topics, limited examination time, and an overly broad paper coverage. The study further identified difficult topics such as separation of powers, corruption under specific Acts, the Bill of Rights, and international organisations particularly the United Nations as the most challenging for learners. The study concluded that the current assessment model in Civic Education was heavily theory-based and did not adequately measure civic competencies such as skills, values, and attitudes. To address these issues, the study recommended syllabus tracking to ensure full coverage, adoption of interactive teaching methods, integration of continuous assessment, and teacher retraining in assessment design. Additionally, learners should be sensitized and trained in study skills and exam preparation. Furthermore, it recommended that the Ministry of Education (MoE) and the Examinations Council of Zambia (ECZ) realign Civic Education assessments with the Competency-Based Curriculum (CBC) to enhance learner engagement, fairness, and performance.