Students and Lecturers’ Perceptions of National and Strategic Studies at Teachers Training Colleges in Zimbabwe: A Brand of Citizenship Education

This study investigated perceptions of students and lecturers on the teaching of National And Strategic Studies [NASS] in six Teachers’ Training Colleges in Zimbabwe. The descriptive survey design was used to gather data from two secondary school teachers’ training colleges and four primary school teachers’ training colleges. The participants were 15 lecturers, 144 students and a retired policy maker who played a critical role in the introduction of NASS. Data was through questionnaires administered to lecturers and students as well as through an interview with the retired official. The NASS syllabi documents used by the colleges where participants for the study were drawn were analysed as part of data collection. The study established that, while there is general acceptance of NASS and its value to nation building and the moulding of responsible citizens, the subject is however, viewed with skepticism in some quarters where it is considered as political manoeuvring. It is recommended that there be a more rigorous coordination of NASS teaching in all institutions of Higher learning. It is also necessary to have continuous and consistent syllabus review to accommodate current developments of national significance.