ASSESSMENT ON ROLES OF CIVICS AND ETHICAL EDUCATION IN SHAPING

STUDENTS CIVIC ATTITUDES IN BASSURA SECONDARY SCHOOL, ETHIOPIA.

A RESEARCH PAPER SUBMITTED TO DEPARTMENT OF CIVICS AND ETHICAL

EDUCATION IN PARTIAL FULFILLMENT FOR THE REQUIREMENT OF
BACHELOR OF ART (BA) DEGREE IN CIVICS AND ETHICAL EDUCATION.

BY ANDINET BENIGESA

ADVISOR: MR. MUDIN

DILLA UNIVERSITY
SCHOOL OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF CIVICS AND ETHICAL EDUCATION

AUGUST, 2024
DILLA, ETHIOPIA

1
 TABLE OF CONTENTS

TABLE OF CONTENTS
TABLE OF CONTENTS...............................................................................................................I

LIST OF TABLES........................................................................................................................II

LIST OF ABBREVIATIONS....................................................................................................III

ACKNOWLEDGEMNTS..........................................................................................................IV

SUMMARY...................................................................................................................................V

1. INTRODUCTION.................................................................................................................- 1 -

2. REVIEW OF LITERATURE..............................................................................................- 3 -

2.1. Definitions of Civics and Ethical Education................................................................- 3 -

2.2. Historical Development of Civic and Ethical Education in Ethiopia........................- 3 -

2.3. Purpose of Civics and Ethical Education.....................................................................- 5 -

3. RESEARCH DESIGN AND METHODOLOGY..............................................................- 7 -

3.1. Methodology....................................................................................................................- 7 -

3.2. Sampling techniques and Sample size..........................................................................- 7 -

3.3. Data analysis and Interpretations.................................................................................- 7 -

4. RESULTS AND DISCUSSION...........................................................................................- 8 -

4.2 Roles of Civic and Ethical Education in Shaping Attitude of Students.....................- 9 -

5. CONCLUSION AND RECOMMENDATIONS..............................................................- 13 -

6. REFERENCES....................................................................................................................- 14 -

I
LIST OF TABLES PAGES

Table 1: Demographic characteristics of the respondents……………………………..8

Table 2: Attitude assessing questions and response of the respondents………………10

II
LIST OF ABBREVIATIONS

CEE Civic and Ethical Education

MoE Ministry of Education

FDRE Federal Democratic Republic of Ethiopia

UNESCO United Nation Education, Science, and Cultural Organization

III
ACKNOWLEDGEMNTS

The first of all, my great thanks goes to the Lord Jesus for his abundant love and mercy
throughout my life.
Next, my deep thanks and gratitude goes to my advisors Mr. Muhidin for his uninterrupted
follow up, advice, comments and encouragement throughout my thesis work.
Finally, my deep thanks is to my family for their emotional and material support for success of
my study.

IV
SUMMARY

In this study, the researcher used both quantitative and qualitative methods of gathering data
from different groups of respondents as well individuals. Based on the frequency counted from
the questionnaire of teacher respondents gathered, the raw data were tallied, tabulated and
quantitatively analyzed regarding the role of CEE in shaping civic attitude of the students in the
schools. The researcher has listed some common students’ responsibilities and civic disposition
expected from respondents to identify their degree of accomplishing their civic roles in school by
using the rating five point Likert scales. These are፡5= Strongly Agree (SA), 4= Agree (A),
3=neutral (N), 2= Disagree (D) and 1=Strongly Disagree (SD). Then, the frequency of
occurrence was changed into simple percentage. After that the qualitative data obtained from
focus group discussion of students and the qualitative data obtained from the interview of
principals, analyze together in words. Majority of the respondents 85 – 92.5% were agreed on
role of Civics and Education in shaping students civic attitudes. While, 2.5 – 10% of the
respondents were undecided or neutral on the issue, and 0 – 12.5% were disagreed on role of
Civics and Education in shaping students civic attitudes. In general, it has been noticed that,
teaching CEE to equip students with civic attitudes means producing rational and responsible
generation who could act what they know.

Key words: Attitude, Civic, Education, Role, School, Shape, Student.

V
 1. INTRODUCTION

As education is a purposive human activity, any curriculum is designed with the intention to
achieve certain set of goals. These goals, clearly, have something to do with people’s persistent
demand for socio-economic and political development, and then good living condition in general
(Tefera, 2020). The education system has a societal responsibility to produce good and
responsible citizens, who understand, respect the constitution, democratic values and human
rights; develop attitudes for research and community services; develop a sense of citizenship to
participate in and contribute to the development of the community and the country (BHRT,
2001). To achieve this objective, a curriculum for the delivery of Civics and Ethical Education
was developed and harmonized at national level. As a result, Civics and Ethical Education has
started to be taught at the primary, secondary and higher education levels Gosa and Desta, 2014).
Civics and Ethical education has a great role in attitude change of the students in Ethiopia and
many other countries like the United states of America , China , African and middle east
countries, and it also serve as a way of cultivating good citizens. In Ethiopia, it is playing a great
role in producing good citizens, who understand properly the problem of their country,
understand the citizenry obligation to make personal contribution equipped with good ethical and
democratic culture. In shaping citizens to the best of this purpose, it is the obligation of any
government to acquaint his citizens with good civic and ethical values, knowledge and skills
(Seyoum, 1996).

To promote the effectiveness of Civics and Ethical Education, the FDRE Ministry of Education
has taken different measures so far. Of these measures, one is measure regarding curriculum
change. There were three major periods of curricular change. The first period was, of course,
when the subject was introduced. According to the first curriculum, the mission of Civics and
Ethical Education is to help students into competent Ethiopian citizens endowed with a global
and human outlook, strong and democratic national feelings and sense of patriotism; to develop
democratic values and the culture of respect for human rights; to stand for truth and the well-

1
being of the peoples of Ethiopia as well as for equality, justice, and peace; to understand, apply,
and uphold the Constitution (Yamada, 2011).

Civic and Ethical Education is being delivered for students ranging from fifth to twelve grades
making its base the most notable social values. Chapter layouts and the logical sequence of
topics are similar across grade levels regardless of the difference in terms of scope. In higher
education as well, students on different areas of study are taking it as a common course with
wider perspective. Above all, teaching CEE presupposes learner attitudinal change and mental
development besides the theoretical knowledge they need to be acquainted with. Consistently,
making learners aware of shared social values and act accordingly, enabling them to effectively
monitor and influence public policy and shaping students to develop the mentality to be
concerned with social issues are among the tips that curricular and the government is striving to
achieve in teaching the subject matter (MoE, 2008).

Although other researchers have been done in related topics, none of them did come up with the
assessment of the role of civics and ethical education in shaping attitudes of learners in the study
area. This study was, thus, intended to assess the role of civics and ethical education in shaping
students attitude, character and skill.

Objectives

General
 To assess the roles of Civics and Ethical education in shaping the attitude of students in
Bassura secondary school.

Specific

 To assess the roles of Civics and Ethical Education in developing moral and ethical
values of the students in the school.
 To examine the efforts of Civics and Ethical Education in development of democratic
outlook and understanding democratic values.
 To assess the roles of Civics and Ethical Education in creating tolerance, respect and
peace in diverse school environment.

2
 2. REVIEW OF LITERATURE

2.1. Definitions of Civics and Ethical Education

Etymologically, the word civics has been derived from a Latin word civitas, which means
citizen, or of citizen. This, in turn, takes civics to mean a discipline of knowledge dealing with
day-to-day affairs of the state and its citizens (Meron, 2006). In its later use, the term Civic and
Ethical Education has different nomenclatures in different countries (like civic education,
citizenship education, civic engagement, education for democratic citizenship, civic culture,
political education, moral education etc (Vasiljevi, 2009) with no significant difference in their
essence and purpose as can be inferred from the definitions and purposes stated herein under.
Like other social science concepts, Civic and Ethical Education is subject to different definitions
by different scholars, but with considerable commonalities.
According to UNDP (2004), Civic Education is learning for effective participation in democratic
and development processes at both local and national levels. It is an important means for
capacity development on the societal level by empowering people for effective civic
engagement. It is an essential dimension in strengthening a society’s ability to manage its own
affairs and is complementary to capacity development on the individual and institutional levels.
It is also stated that “Civic education is the process of creating awareness and provision of
information and learning experiences to equip and empower citizens to participate positively in
the democratic processes of their community, country and the outside world (UPIMAC, 2014).
This shows the tremendous role of civic education can play in the democratization process of a
given country by actively involving citizens in the political affairs at different levels of their
country, even beyond.

2.2. Historical Development of Civic and Ethical Education in Ethiopia

3
The name, contents and methods of civic education have been changing from regime to regime
being influenced by the deep-rooted religious and cultural values of the country and nature and
orientation of the political philosophy of a particular political system (Meron, 2006).
Notwithstanding such changes, the concept of civic and ethical education in Ethiopia is not a
1990s phenomenon. As Tesfaye et al (2013) noted, its’ historical existence can be traced back to
the beginning of indigenous education that parallels the introduction of Christianity in the 4th
century B.C. From that time on, the Ethiopian Orthodox Church was devoted to offer moral
education, primarily intended to create the unconditional acceptance of, and loyalty to the ruling
class. It continued to be used in the modern education of the country until the end of the Imperial
regime in 1974 (ibid). Hence, the subject with the name moral education was given formally in
Ethiopian schools during the Hailesellassie regime (Birhanu, 2012; Meron, 2006; Tekeste, 2006;
Tesfaye et al, 2013).
However, the very purpose of the subject was to shape the character of students in line with the
Orthodox Christian faith to inculcate the sense of obedience in the younger generation so that
they could remain submissive to the prevailing political, social and economic order (ibid). In the
1970s, civic education had been offered as a component part of the history course at grade eight
under the chapter entitled 'civics', but with the same purpose (Meron, 2006). Generally, the
Emperor used the subject as a means to sustain his power, but later suspended with the collapse
of the regime. Following the collapse of the Imperial regime in 1974, the country was
succumbed into a military rule with a completely different ideology (Tekeste, 2006; Tesfaye et
al, 2013).

The military regime was allied to the socialist ideology so that education of the time was a means
of cultivating such ideology into the society thereby to enable the revolution to move forward
(Tekeste, 2006; Meron, 2006; Birhanu, 2012; Tesfaye et al, 2013). To this end, the socialist
regime introduced political education to better indoctrinate Ethiopian students with
MarxistLeninist politico-economic ideology and Myths of indivisible Ethiopian nationalism
(Tekeste, 2006; Mehari, Birhanu, 2012). It is obvious that the educational system was not
successful due to the reason, inter alia, that it ignored the inculcation of values that keep society
cohesive and forward looking (Tekeste et al, 2006). Most importantly, political education turned
out to be discredited for its devotion to the ideology of the then ruling party and consequently

4
lost its relevance in later years of the 1980s (Birhanu, 2012) and finally eliminated from school
curriculum (Tesfaye et al, 2013).

In Ethiopia, as it is true elsewhere in the world, it was as of the 1990s that citizenship education
with the name of civic and ethical education given considerable attention (Mulugeta, 2015).
After nearly two decades of military dictatorship, democratic civic education has been
incorporated into the Ethiopian Educational System along with the introduction of the 1994
Education and Training Policy (Tesfaye et al, 2013; Meron, 2006). Post-1991 Ethiopian
education policy is developed to meet new national political, economic and social objectives.
The incumbent government has enormously worked to make education compatible with the new
quest for democratic national unity (Mehari, n.d). In line with this, Meron, (2006) asserted that
the current civic education came up with a major departure from the previous curricula in terms
of objective, content and methodology. The process of developing the new school curriculum,
and the subject of civic education had started even before the official inauguration of the FDRE
(Yamada, 2011).

In 1993, after two years of discussion, the first curriculum on civic education was introduced. At
first, the subject was called Civic Education, but was then renamed Civic and Ethical Education
after a curricular reform in (IBID, 2000). The subject Civic and Ethical Education has been
regarded as an important means to inculcate the ideas of democracy among citizens all over the
country (ibid). With this understanding, Civic and Ethical Education has started to be taught at
the primary, secondary and higher education levels (Gosa and Desta, 2014; Tesfaye et al, 2013),
drawing its contents heavily from political science, economics, philosophy, law, ethics and other
related disciplines (Ethiopian National Agency for UNESCO, 2001).

2.3. Purpose of Civics and Ethical Education

The ultimate purpose of Civic Education is creating a good citizen who has an intellectual
capacity to critically analyze ideas, actively participates in civic life, including political life, has
an admirable character, and genuinely cares about the wellbeing of other citizens (Shon, 2015).
According to Vasiljevi (2009) the good citizen is the one who is equipped with appropriate
knowledge, skills and traits of character which are instrumental for the good of the public.

5
Civics and Ethical education has a great role in attitude change of the students in Ethiopia and
many other countries like the United states of America , China , African and middle east
countries, and it also serve as a way of cultivating good citizens(Ibid). In Ethiopia, it is playing a
great role in producing good citizens, who understand properly the problem of their country,
understand the citizenry obligation to make personal contribution equipped with good ethical and
democratic culture. In shaping citizens to the best of this purpose, it is the obligation of any
government to acquaint his citizens with good civic and ethical values, knowledge and skills
(Seyoum, 1996).

6
 3. RESEARCH DESIGN AND METHODOLOGY

3.1. Methodology

This study was employed qualitative research approach which is more descriptive. An advantage
of qualitative approach in exploratory research is that use of open-ended questionnaires and
probing gives participants the opportunity to respond in their own words, rather than forcing
them to choose from fixed responses, as quantitative methods do. In terms of tools of data
collection, the researcher was used both primary and secondary sources. In-depth interview,
FGD (Focus Group Discussion) and Observation will be the tools used to obtain primary data.
As well journal articles, books, proclamation and performance evolution documents will be
employed in regarding to secondary sources.

3.2. Sampling techniques and Sample size

Identifying sampling size and technique is very important when somebody studies a large
number of populations. Therefore, this study was employed purposive sampling technique
because it involves the observations, experiences and reflections of the different teachers who
have been teaching Civics and Ethical Education, students, school principals and parents who
have relation with students.

3.3. Data analysis and Interpretations

The purpose of this study was to investigate the roles of Civic Ethical Education in shaping
students civic attitudes in Bassura secondary school.

This chapter presents the analysis and interpretation of data collected from respondents such as
teachers, students and principals through questionnaire, focus group discussion and interviews.
The analysis of the whole study was made as follows. For quantitative analysis percentage of the
frequencies where calculated. The value of each one is rated using like rate scale, strongly
disagree, disagree, neutral, agree and strongly agree.

7
 4. RESULTS AND DISCUSSION

This study discusses the roles of Civics and Ethical Education in cultivating the moral and
ethical values of the students followed by the efforts of Civics and Ethical Education in
development of democratic outlook and strengthening democratic values. There is no more
important task than the development of informed, active competent and ethical citizen. Civic
development has three dimensions congruent with components of Civic and Ethical Education
that are important to cultivate in order to educate young people for citizenship. The, knowledge
dimension comprises the facts and ideas of democracy, citizenship, the Ethiopian government
systems from the past to now, and global concerns that students are expected to know to be
informed participants in civic life (Tefera, 2020).
The disposition or attitude element includes the democratic ideals, and devotion to those ideals
that motivate civic commitment.

4.1 Demographic characteristic of the respondents

Table 1: Demographic characteristics of respondents (n = 40)

Selected Characteristics Categories Frequency (%)
Gender Male 57.7
Female 42.5
Age 15-18 year 27.5
19-22 year 37.5
23-25 year 36.7
26 – 28year 12.5
above 28 years 12.5
Educational level Grade 9 – 10 35
Grade 11 – 12 35
Diploma 2.5
Degree 25
Masters 2.5
Responsibility in the school Teacher 25

8
 Principal 2.5
Supervisor 2.5
Students 70
Year of experiences 1-2 years 15
3-5 years 23
Above 5 years 62

4.2 Roles of Civic and Ethical Education in Shaping Attitude of Students

The second pillar of CEE is what we call it civic attitudes or Civic dispositions. It encompasses
the ability of students to behave according to the standards or characters of good citizens. It also
involves those character traits, or dispositions which are engrained in the mind of citizens.
Schools should promote pro- social values such as tolerance, open mindedness, truthfulness,
responsibility, diligence, self- control and cooperation (Malin., et.al, 2014:17).

The analysis of the whole study was made as follows. For quantitative analysis percentage of the
frequencies where calculated. The value of each one is rated using like rate scale, strongly
disagree, disagree, neutral, agree and strongly agree

The 10 questionnaires were distributed among teachers and principals all were returned back.
Likewise, a total of 32 grades 9, 10, 11 and 12 students with equal number of 8 students from
each two schools participated in the focus group discussions. The focus group discussion were
made in four groups of students, two groups with one group of grade nine students and with
another grade eleven students with equal members of 8 students in each groups.

9
 Table 1: Attitude indicative questions delivered to the respondents and their response.
Civic attitude indicative questions Frequency and percentage distribution.
SD D N A SA
No % No % No % No % No %
Do you think that civic and education can shape students 1 2.5 3 7.5 1 2.5 14 35 21 52.5
attitude/disposition?
Do you believe that civic and ethical education changed 2 5 1 2.5 3 7.5 10 25.5 24 60
your attitude?
After learning civics and education students absenting 1 2.5 1 2.5 4 10 10 25.5 24 60
character is decreased?
Do you think that Civics and ethical education can 0 0 1 2.5 2 5 17 42.5 20 50
increase your tolerance character?
Civics and Ethical Education service as a Channel to 1 2.5 1 2.5 4 10 22 55 12 30
Build Peace between students.
Do you think that civics and ethical education develop 3 7.5 2 5 4 10 23 57.5 8 20
Democratic Outlook among students?
Do you think that civics and ethical education 2 5 1 2.5 3 7.5 10 25 24 60
Strengthening moral Values of students?
Do you think that learning civics and ethical education 0 0 1 2.5 2 5 16 40 21 52.5
helps you to be punctual?
Do you think that learning civics and ethical education 1 2.5 4 10 1 2.5 14 35 20 50
helps you to studying hard?
Do civics and ethical education helps you to building 2 5 1 2.5 3 7.5 10 25 24 60
friendship with visually impaired students?
Do believe that civics and ethical education knowledge 0 0 1 2.5 2 5 16 40 21 52.5
helps you to resolve conflicts between students?
Learning Civics and ethical education can increase feeling 1 2.5 3 7.5 2 5 14 35 20 50
of Patriotism among students.
Do believe that civics and ethical education knowledge 0 0 2 5 2 5 16 40 20 50
helps you to be honesty?
Knowledge of civics and ethical education can increase 2 5 1 2.5 3 7.5 10 25 24 60

10
value of respect among students and school communities?
Do you think that civics and ethical education can create 1 2.5 1 2.5 2 5 16 40 20 50
awareness in taking care of school compound and
materials?
Note: SD = strongly disagree, D= Disagree, N= Neutral, A= Agree, SA= strongly agree

As indicated on the above table there are 15 questions each question ranked in the scale of never,
seldom, sometimes, Often and very often, showing the behavioral problems of students.

Civic and Ethical education can shape students attitude/disposition; concerning this item,
Students’ realized that 1(2.5%) undecided, 3(7.5%) disagree, 14(35%) agree, 21(52.5%) strongly
agree and the rest 1(2.5%) strongly disagree. The above analysis shows that the highest
percentage of students responded strongly agree. On the side of students and teachers through the
focus group discussion and interviews respectively supervision of CEE roles in shaping attitude
is high.

Civic and ethical education changed your attitude; Students’ respond that 10(25.5%) agree,
24(60%) strongly agree, while 1(2.5%) disagree and 3(7.5%) undecided. More or less students
and teachers’ also supported the teachers responded that most student attitude were changed
through learning CEE. Therefore, according to most of the teachers’ and students responses
Civic and ethical education changed their attitude or civic disposition.

Learning civics and ethical education is decreased students absenting character; Based on
this item, students responded 24(60%) strongly agree, 10(25.5%) agree, 1(2.5%) disagree.
According to most of the students (about 60% of them) believed that learning CEE helps them to
improve absenting behavioral problem that is seen in students of their schools.

Civics and ethical education can increase your tolerance character; Concerning this teachers
reported that 20(50%) strongly agree, 17(42.5%) agree, 4(10%), and neutral/undecided. Students
believed that this depend on the teachers’ attitude. Therefore, civics and ethical educations is a
critical tool in schools to develop tolerance among students and school community.
Civics and Ethical Education service as a Channel to Build Peace between students; Based on
this item, Students responded 12(30%) strongly agree, 22 (55%) agree 1(2.5%) disagree.
Students also said that often conflicts between students are resolved by mutual agreements
through mediation of their own classmates.

11
Develop Democratic Outlook among students; on this item the researcher noted that, 8(20%)
strongly agree, 23(57.5%) agree while 2(5%) disagree and 2(5%) no idea. Students and
principals also responded that CEE is played role in developing democratic outlook in the
classroom or among students of the schools.

Civics and ethical education Strengthen moral Values of students; Students responded that
24(60%) strongly agree, 10(25%) agree, 3(7.5%) neutral and 1(2.5%) disagree. Therefore, the
researcher has seen that CEE played role in strengthening moral value of the students.

Building friendship with visually impaired students; concerned this item 24(60%) students
strongly agree, 10(25%) agree and 1(2.5%) disagree. Students in their focus group discussion
also believed that learning CEE made them open-minded and reasonable for things or situations
around them.

Learning civics and ethical education helps you to be punctual; Concerned this students
mentioned that 21(52.5%) strongly agree, 16(40%) agree, 2(5%) neutral and 1(2.5%) disagree
each. Students also realized that punctuality is key element of civic disposition in school. So
advices are necessarily given to those students who are not punctual.

Civics and ethical education can create awareness in taking care of school compound and
materials; concerning this item, students realized that 20(50%) strongly agree, 16(40%) agree,
2(5%) no idea/neutral and 1(2.5%) strongly disagree... So the role of CEE in enabling students to
protect and take care of school compound is great in this school.

Learning Civics and ethical education can increase feeling of Patriotism among students; in
relation to this item 20(50%) strongly agree, 14(35%) agree, 3(7.5%) disagree and 1(2.5%)
neutral/no idea. Based on what often reported cheating in examination bothered teachers and
schools. Therefore, the researcher perceived that this patriotic feeling should be developed
among all students.

12
 5. CONCLUSION AND RECOMMENDATIONS

Civics and Ethical Education is inculcating and emphasizing the interconnectedness of the core
values, social and cross cultural skills that are critical for character and citizenship development
of the students. It aimed to produce rational and ethical citizens who participate in affairs of their
community in particular and nation in general. Besides, it prepares students for responsible
citizenship and effective participation. It also makes them to involve in activities that promote
and demonstrate good citizenship, community service, and personal responsibility. Generally,
promoting students attitudinal/behavior change can be realized when the entire school
communities are concerned and committed to work for ethical and attitudinal values.
Especially, the teachers are primarily responsible in shaping the attitudes of the students .

13
 6. REFERENCES

BHRT (Business/Higher Education round Table)(2001). Business, Ethics, Values and Education.
Issue 10 BHERT News.
Birhanu Jibril (2012). The Role of Civics and Ethical Education in the Development of Students’
behavior: The Case of Kokebe Tsibiha Secondary and Preparatory school, Unpublished
MA Thesis, Addis Ababa University.

Gosa, S and Desta, T. (2014). The Roles of Civics and Ethical Education in Shaping Attitude of
the Students in Higher Education: The Case of Mekelle University, International Journal
of Scientific and Research Publications, Vol. 4, Issue 10.

Meron Tilahun (2006). Civic Education and Students of Higher Learning: A Case Study.
Proceedings of the Fourth National Conference in Private Higher Education in Ethiopia.
Addis Ababa: St. Mary’s University College.

Ministry of Education (2008). Higher Diploma Program for Teacher Educators: Hand Book.
Ministry of Education. Addis Ababa: Ethiopia.

Seyoum Tefera (1996). Attempts in Educational Reform in Ethiopia: A Top down or A Bottom
up Reform. The Ethiopian Journal of Higher Education. New Delhi: Kanishka Publisher.

Shon, J. (2015). Defining Civic and Citizenship Education or What is The Good Citizen?
Available at: http://manoa.hawaii.edu/hepc/wp-content/uploads/The-Good-Citizen-
HEPC-May-6th2015.

Tefera Amare, (2020). Civic and Ethical Education: Achievements in Knowledge, attitude And
skill aspects; An insight from two Secondary Schools of Bahir dar city Administration.
International Journal of Development in Social Sciences and Humanities; Vol. No. 10.

Tekeste Negash (2006 ). Education in Ethiopia: From Crisis to the Brink of Collapse, discussion
paper 33, nordiska afrikainstitutet, Uppsala.

Tesfaye Semela., Bohl., T. and Kleinknecht., M. (2013). Civic education in Ethiopian schools:
Adopted paradigms, instructional technology, and democratic citizenship in a

14
 multicultural context, International Journal of Educational Development Vol. 33, pp.
156–164.

UNDP, (2004). Civic education: practical guidance note, United States: UNDP.

Vasiljevi, B. (2009). Civic Education as a Potential for Developing Civil Society and
Democracy: The Case of Serbia, Unpublished Master Thesis, University of Tromsø,
Norway.

Yamada, S. (2011). Equilibrium on Diversity and Fragility: Civic and Ethical Education
Textbooks in Democratizing Ethiopia, Journal of International Cooperation in Education,
Vol.14 No.2,

15