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Exploring the Global Emergence of Social Studies at Junior Secondary School: A Glance on Literature Review

Author

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  • Setwin Mutau Mufalo

    (Mishikishi Secondary School, Masaiti, Zambia)

  • Gistered Muleya

    (Institute of Distance Education, University of Zambia, Lusaka, Zambia)

  • Francis Simui

    (Institute of Distance Education, University of Zambia, Lusaka, Zambia)

Abstract

The main purpose of this paper is to review literature on the emergence of the contemporary Social Studies on a global scale. It has been established that there is a controversy among Scholars on the global emergence of Social Studies, its definition, content and purpose. The paper has also established that Social Studies was being taught by teachers who are specialised in other social science subjects such as History, Geography, Civic Education among others. It has also been noted that Social Studies teachers face a number of challenges during their course of duty such as lack of teaching and learning materials, marginalisation of the subject by relevant authorities, limited instructional time and substandard text books used among others. Therefore, the established challenges have even contributed to poor academic performance of learners in Social Studies which is being experienced globally more especially in developing countries. Consequently, it is recommended that the government through Ministry of General Education (MoGE) should train and recruit qualified and competent Social Studies teachers to teach the subject at junior secondary school across the country to mitigate the challenge of the subject being taught by teachers trained in different subjects. Also, the MoGE and the Curriculum Development Centre (CDC) should collaborate and allocate more periods to the subject from the current 6 periods per week. Furthermore, it is recommended that the MoGE should strengthen Continuous Professional Development (CPD) activities in schools in order to reinvigorate pedagogies among Social Studies teachers. In addition, the government through the Ministry of Finance (MoF) should allocate more financial resources to the MoGE so that teaching/learning materials are procured for various schools across the country. Lastly, it is recommended that Social Studies teachers should integrate a variety of methods, techniques and strategies during the teaching process to enhance subject delivery.

Suggested Citation

  • Setwin Mutau Mufalo & Gistered Muleya & Francis Simui, 2021. "Exploring the Global Emergence of Social Studies at Junior Secondary School: A Glance on Literature Review," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(7), pages 694-703, July.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:7:p:694-703
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    References listed on IDEAS

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    1. Metzler, Johannes & Woessmann, Ludger, 2012. "The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation," Journal of Development Economics, Elsevier, vol. 99(2), pages 486-496.
    2. Winfred Kanda & Boadu Kankam, 2015. "Educational Background of Social Studies Teachers and its Effects on Pupils’ Academic Performance in Public Junior High Schools in Mfantseman Municipality," Research Journal of Education, Academic Research Publishing Group, vol. 1(5), pages 79-86, 12-2015.
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    Cited by:

    1. Davy Mainde & Daniel L. Mpolomoka & Maximus Mwansa, 2022. "Localizing Integrative Approaches in Civic Education: Towards development of Moral and Civic Competencies of Secondary School Learners," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(1), pages 588-596, January.

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