Abstract:
Civic and ethical education has been increasingly recognized as one of the mechanisms for
preparing good citizens who could play important roles in addressing the various problems of
their societies (Mulugeta, 2009, Fetene, 2017). In the educational system, it has irreplaceable
roles in equipping citizens especially, young citizens with civic knowledge, attributes and skills
which are necessary for citizens to become active in democratic process (Endalcachew, 2016)).
The objective of teaching Civic Education in Ethiopia is mainly characterized with different
aspects: Firstly, the main cares about the wellbeing of other citizens. In addition to that noted
that Civic Education helps students to determine what rights they are trusted with and which
responsibilities they are expected to discharge in their country.
In this Study, qualitative research approach was used to study the problem at hand. Qualitative
research is a means for exploring and understanding the meaning individuals or groups assign to
a social human problem.
For the purpose of this study the researcher planned to use a purposive/judgmental sampling
technique. Schreier (2018) has claimed that using purposive/judgmental sampling technique was
enable the researcher to select sample members only based on the characteristics that researcher
need in the sample and researcher’s knowledge and judgment (Schreier, 2018). So, to conduct
this study, the researcher purposefully selected chauhit, Gorgora and sankisa secondary school
in Chauhit city of west Dembia in Central Gondar zone of Amhara Region.
Therefore, the researcher attempted to read all the data bit by bit till the researcher gets the
meaning of those varieties of data collected by different techniques. After a thorough reading of
data,
Based on the analysis made, the following major findings were found.
Most teachers to teach civics and ethical education are not professional in
civics and ethical education.
The theory that we teach and the practice that we observe outside the class in
the study area of preparatory and secondary school were unable to coincide.
In the selected school civics and ethical education was delivered by traditional
teaching method and teachers and students have a negative perception towards
civics and ethical education.
