Assessment of Challenges to Civics and Ethical Education in Ethiopian Secondary Schools

Abstract

Civics and Ethical Education was expected to produce responsible citizens and regulate human conduct in a good manner. As a result, it has been apparently introduced to the Ethiopian schools at different grade levels and tertiary level as well. However, challenges to Civics and Ethical Education in Ethiopian particularly, in Secondary School have not been well studied. This article, therefore, employed qualitative research approach to assess the challenges to Civics and Ethical Education in Ethiopian secondary schools. Accordingly,  pedagogical gaps, lack of appropriate professionals on the field of the study, less emphasis and attention on developing proper skills of enquiry and communication of the learners, the absence of democratic acting and learning at schools, lack of appropriate and updated teaching methodology and materials, lack of character building, imbalance of the contents of civics and ethics, lack of opportunity of the learners to practice and exercise what they have acquired in class, and existence of unnecessary content redundancy at different grade levels are challenging the very essence and aims of Civics and Ethical Education in Ethiopian secondary schools. Generally, misbehave and abuse power of Parents, Students and Teachers Association and their low involvement in the affairs of their respective schools and improper mode of delivery of Civics and Ethical Education are also slow downing the effort of producing critical, responsible and participatory students. Recommended solutions include school community should be exemplary for students, Civics and Ethical Education curriculum and teaching materials should be developed by appropriate, experienced and qualified experts.

Keywords: Challenges, Civics and Ethical Education, Secondary Schools