Students demonstrate improved understanding of national values, democratic principles and responsible citizenship.
Evidence: Pre/post knowledge assessments; reflections; facilitator assessments.
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PROGRAMME FRAMEWORK
Civic Engagement and Democratic Governance Programme.
A 10-hour, five-module learning programme designed to equip students with the values, knowledge, practical skills and attitudes needed to become responsible, active and resilient citizens.
5 Modules10 Learning Hours2 Hours per moduleParticipatory & learner-centred
01 / PROGRAMME OVERVIEW
From values to responsible action.
The programme connects Zambia's National Values and Principles with practical learning on citizenship, community service, environmental responsibility, personal well-being and care for others.
It uses participatory approaches that encourage students to understand their rights and responsibilities, engage constructively with their communities and contribute to positive social change.
PROGRAMME AT A GLANCE
Target group
Students, particularly secondary school learners
Core focus
Democratic citizenship, community service, environmental responsibility, resilience and care for others
Alignment
NVP · SDGs 3, 6, 10, 11, 13, 15, 16 & 17 · AU Agenda 2063 Goals 1, 7, 11, 12 & 18
02 / THEORY OF CHANGE
Learning that moves from knowledge to contribution.
IF
↓Students receive practical knowledge of national values, democratic governance, citizenship, service, environmental responsibility, mental health and peer support.
AND IF
↓Learning is delivered through participatory discussion, practical activities, reflection, role-play, community exercises and action planning.
THEN
↓Students develop stronger civic knowledge, ethical decision-making, confidence, resilience, collaboration and problem-solving skills.
LEADING TO
Greater participation in constructive community activities, responsible citizenship, environmental stewardship and positive support for others.
03 / RESULTS FRAMEWORK
What the programme is designed to change.
Students demonstrate increased capacity to participate constructively in their communities.
Evidence: Community-service action plans; activity reports; school/community records.
Students demonstrate greater awareness and practice of environmental responsibility.
Evidence: Environmental actions; observation checklists; student pledges.
Students demonstrate improved knowledge of healthy stress management, resilience and appropriate help-seeking.
Evidence: Pre/post assessment; worksheets; facilitator observations.
Students understand how to respond safely and appropriately when concerned about another person's well-being.
Evidence: Scenario exercises; role-play assessment; post-session questionnaire.
04 / CONSOLIDATED MODULE FRAMEWORK
Five modules. One learning journey.
01
MODULE 01
2 HOURSNational Values and Principles
Examine constitutional values, patriotism, national unity and good governance and their importance in responsible citizenship.
Apply value-based ethical frameworks to everyday decision-making and demonstrate responsible citizenship.
Plenary discussion, case studies, role-playing and guided reflection.
Patriotism and National Unity; Human Dignity; Democracy and Good Governance; Equality and Non-discrimination; Morality and Ethics.
SDG 16
Goals 11 & 12
02
MODULE 02
2 HOURSGenerosity, Volunteerism and Community Service
Define active citizenship and explore generosity, volunteerism and community service as ways of contributing to community development.
Develop practical community-service plans using local people, skills, knowledge and resources.
Asset mapping, action-planning workshops, experience sharing, group work and practical exercises.
Human Dignity; Equity and Social Justice; Patriotism and National Unity; Democracy and Good Governance; Sustainable Development.
SDGs 11 & 17
Goal 18
03
MODULE 03
2 HOURSKeep Zambia Clean, Green and Healthy
Connect sanitation, waste management, environmental protection and public health with sustainable community development.
Practise waste sorting, responsible waste disposal, tree planting, environmental protection and community clean-up.
Visual demonstrations, community walk, practical clean-up, group discussion and pledge formulation.
Sustainable Development; Human Dignity; Equity and Social Justice; Democracy and Good Governance; Patriotism and National Unity.
SDGs 3, 6, 13 & 15
Goals 1 & 7
04
MODULE 04
2 HOURSMental Health Resilience
Understand emotional well-being, stressors, resilience and factors that may contribute to burnout.
Apply healthy stress-management and emotional-regulation techniques and identify appropriate sources of support.
Guided reflection, self-assessment worksheets, group discussions, scenarios and practical exercises.
Human Dignity; Equality and Non-discrimination; Equity and Social Justice; Morality and Ethics.
SDG 3
Goal 1
05
MODULE 05
2 HOURSSuicide Prevention
Recognise possible warning signs of suicide risk and understand safe and responsible gatekeeper intervention.
Demonstrate non-judgmental listening, encourage help-seeking and connect people experiencing serious distress to trusted adults or appropriate professional support.
Role-playing, resource mapping, guided discussion and expert-led sessions.
Human Dignity; Equality and Non-discrimination; Equity and Social Justice; Morality and Ethics.
SDGs 3 & 10
Goals 1 & 18
05 / SAFEGUARDING
Safety is part of the programme design.
Safeguarding applies throughout the programme, with additional safeguards required for Modules 4 and 5. The programme provides education and awareness; it is not a substitute for counselling, psychotherapy, medical treatment or crisis intervention.
- Create a respectful, safe and non-judgmental learning environment.
- Do not force personal disclosure or promise secrecy around serious safety concerns.
- Know safeguarding and referral procedures before sensitive sessions.
- Do not diagnose students or conduct group counselling.
- Use age-appropriate, non-graphic content and connect concerns to appropriate support.
06 / OVERALL PROGRAMME FLOW
Values → Service → Environment → Resilience → Compassion.
01VALUES
Who am I as a responsible citizen?
↓02SERVICE
How can I contribute to my community?
↓03ENVIRONMENT
How can I protect the place where I live?
↓04RESILIENCE
How can I take care of my own well-being?
↓05COMPASSION
How can I recognise distress and safely connect someone to help?
Values shape responsible citizens. Responsible citizens participate in democratic life, serve their communities, protect their environment, care for their well-being and support others safely.