Chapter one

Introduction
Background of the study
civics is the study of the theoretical and practical aspect of
citizenship, citizens rights and duties; the duties of citizen to
each others as member of a political body and to the
government. The word civics is considerer to be derived from
the word <civis> which means city or citizens of the city. In
ancient Rome, where as the word was first used only wealthy
land owners were allowed to be citizens. They enjoyed a special
privilege that common people did not share. Today this
definition broadly in such a way that civics is the study of rule,
rights and responsibilities of both government and citizen
within the state (David, 1996;56).

Civics is an old filed of study which was given for citizens

along with other disciplines like history ,political science and
political philosophy. It was introduced as a separate discipline
in 19th century. Civic education in a democracy is about self-
government enable citizen to actively involve in their own
governance. In other word the idea of democracy are most
completely realized when early member of political community
shared in its government. Also ethics is the branch of
philosophy which deals with what is right or wrong, what is
good and bad and it enable citizen to identify, good from bad,
right from wrong and pleasant from unpleasant
(Kassaye,2001;2).

In Ethiopia , since Ethiopia as country of great history, culture

and divers people, there are great deal of Ethiopian distinction,
valuers, for instance hospitality , respecting truthfulness
obedience moderation religion, forgiveness, firmness are
among the Ethiopian values. In which consist of diverse ethnic
and cultural group, due to this the maintenance of unity as a
country is an issue of serious concern of civics and ethical
education (Habtamu, 1994;43). So, civics and ethical education
is considered as a means to ensure the unity of countries as a
whole and the rule of federal democratic republic of Ethiopia
government which emerged 1990s after a long period of
monarchy and dictatorship in the multi ethnic society(ibid).

In may 1991 the Ethiopian people revolution democratic

front come to power. These political groups established a
transitional government under the guiding principle of
charter. In the line charter the education and the
training policy of the countries was promulgated in
1994. the promulgation of this policy could be consider
as milestone for renamed interest of civics and ethical
education in Ethiopia(MOE, 2006).

Statement of the problem

The Ethiopian government introduced this new

education and training policy with a goal to insure
democratic value such as equality, liberty,justice,truth
and respect for human right. In order to realize the
intended educational goal, Ministry of education has
developed civics and ethical education as major subject
to all secondary school of the country like Menkorer
secondary school .So as to build democracy, ethnic
proposal and civic virtues( MOE, 2005). How ever it is
not properly developed as result my societies today
remained over whelming with numerous society
challenge such as corruption,deterioration of ethical
values civic virtues in their educational levels. In this
regard some studies suggest as; Dawit(2006;26)argues
that serious ethical problems during their schooling.
Fekade(2003;22) suggest similar problem. He noted that
the Ethiopian young people are in moral crisis, there
have been poor manner of talking,disrespect of elders
and lack of disciplines. Many elders people today feel
that the young people become unfit to the live of the
traditional people. It seems, therefor, apparent that
although civic and ethical education has been introduced
to Ethiopian school, no improvement has been observed
on conduct of students as it was intended(Birhanu,
2012;50).

For this one can be aware that issue needs further

investigation and the role of civics and ethical education
has not been well studied. Though the study differs from
other, it focuses on the role of the subject to promoting
civic virtues unlike the previous studies. This study,
therefore, intended to investigate what is the role of
civics and ethical education in promoting civic virtues
for the student in Menkorer high school.
Objective of the study

the research has both general and specific objective.

General objective

The overall objective of this study is to explore the role

of civics and ethical education in promoting civic
virtues.

Specific objective

the specific objective of the research are;

1. to assess the role of civics and ethical education in
cultivating moral and ethical value of students of
menkorer high school.
2. to examine the efforts of civic and ethical education in
building democratic values and strengthening
democratic outlooks.
3. to investigate the role of cvics and ethical education in
cultivating good citizen.
4. to explore the role of civics and ethical education to
solve school problem.

Research question

the studies try to provide solution for the following

questions .
1. what are the role of civics and ethical education in
cultivating moral and ethical value of students of
Menkorer secondary school?
2. what are the role of civics and ethical education in
promoting civic values?
3. how does civics and ethical education play arole in
promoting democratic values and democratic out looks?
4. what are the ways in which civics and ethical
education can produce good citizens?
5. how can civics and ethical education solve school
problem.

CHAPTER TWO
REVEW RELATED LITRATURE
CHAPTER THREE
RESEARCH METHODOLOGY AND DATA
COLLECTION

RESEARCH METHODOLOGY

The researcher conducts the study by applying both

qualitative and quantitative approach which is informed
by the data collection on the area of the study.
Qualitative approach helps the the researcher to explore
the detailed information about the role of civics and
ethical education to promote civic virtues for the
students. It also helps to focus on the depth of
information rather generalization of the whole
population. This study also applied a qualitative
approach. This is because the study is somewhat
descriptive in its nature and the data processing would
percentage.

RESEARCH PARTICIPANT
The study was targeted on Menkorer secondary school
grade 9N student and civics education teachers. Because,
first,as a resercher and teacher the researcher spent
more time in the school with these grade level students.
Second , they have high linkage and experience in the
subject starting from grad 5 to grad 8, so that to get
appropriate information from them.

SAMPLING TECHNIQUES AND SAMPLING SIZE

In Menkorer secondary school, there are 14 class in

grade 9 from those the researcher takes grad 9N class
students, and teachers of civics and ethical education.
From the total population 41 the researcher would select
30 key respondents from the student. The researcher
would distribute questioners for 30 respondents of grad
9N student, Bothe open and close ended questioning
because to get detailed information and , the remaining
3 respondents are teacher of civic and ethical education
through structured interviews were used in order to get
relevant information.

DATA SOURCE

the method that are used for gathering data are both
primary and secondary data sources. The primary
sources which are collect through questioner and
interviewer questionnaire was submitted to student s
and interview conducted with civic and ethical education
teachers. The research also use secondary data source
which includes books, internate and journals in order to
get the recoded and current information about the study.

DATA ANALYSIS

The data was analyzed using tables; percentage and

descriptive technique of analyze qualitative and
quantitative data which serve an input for the study.
This is because the descriptive analysis transforms raw
data collected in the form that make the data easy to
understand and to interpret it and table and percentage
are also the best method to put raw data in
hierarchically.