Analysis of the learner questionnaire

All five schools completed and submitted the open-ended and closed-ended questionnaires. The questionnaire for the learners included topics such as (i) knowledge about Parliament, (ii) Parliament and active citizenship and (iii) their opinions about the LO curriculum and Parliament. The responses were coded as 1-right, 2-wrong and 3-blank. Generally, the learners‟

responses were code 2 and code 3. The learners‟ responses were indicative of the lack of knowledge and understanding about Parliament.

Section A of the questionnaire required qualitative responses and focussed on the learners‟

knowledge about Parliament. In section A, questions 1 and 2 respectively, showed that there was a general inconsistency amongst the learners‟ responses about the number of houses Parliament is comprise of whilst the majority of responses were incorrect relating to the names of the two houses.

A cause for concern was that the Grade 12 learners were not aware of how to influence decision-making in Parliament. Learners were not aware that Parliament is the national law-decision-making body

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of the country. The majority of the responses were blank, which may suggest that Grade 12 learners either did not have any knowledge of Parliament or it may refer to a general apathy regarding Parliament amongst learners.

On 07 May 2014 the majority of the learners who completed Grade 11 during 2012 were eligible to vote in the national elections. It is assumed that these learners have effectively been prepared through formal education structures from Grade R through to Grade 11, to participate in democratic processes, including voting. However, section A of the questionnaire revealed that this was not the case because the learners in this study were ill-prepared for responsible citizenship, which makes it possible for them to participate in democratic processes, including voting in elections. The only positive response was at least that they knew what the eligible voting age is, but generally learners are not effectively prepared to actively participate in democratic processes.

Section B of the questionnaire focussed on the extent to which learners have been exposed to Parliament and active citizenship. Not one of the learners who participated in the study has ever visited Parliament. In addition, 50% of the learners indicated that they have never been informed about Parliament whilst 41% indicated they have been informed to some extent and 9% indicated that they have been informed about Parliament. Consequently, the majority of the learners indicated that they did not know how to participate in Parliamentary processes. Learners have access to newspapers, radio and general media. However, it does not necessarily imply that they watch politically oriented programmes on television or follow the news, which limits them in creating a culture of keeping themselves informed about democratic structures. Moreover, the majority of the learners did not belong to any community organisation, which is regarded as a key element or characteristic of active citizenship.

Community involvement plays a vital role in active citizenship. This understanding of community involvement is reiterated by the Council of Europe (2004) who identified key characteristics of active citizenship, which includes participation in the community through involvement in voluntary activity or engaging with local government as a key element. Nelson and Kerr (2005) further assert that traditions of citizenship education, referring to the communitarian tradition, describe citizenship as a practice that arises from a sense of belonging

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The lack of exposure to information about Parliament and aspects relating to active citizenship raises a concern. Democratic structures, including Parliament, are mandated by the Constitution to facilitate public access and involvement in its processes in order to promote public participation and active citizenship (Constitution of RSA, 1996). Aspects of active citizenship in this study refer to knowledge, skills, values and understanding of concepts including 'human rights', 'democracy', 'citizenship', 'inclusivity' and 'public participation'. Bearing this in mind, there would be an assumption that the DoE would play a pivotal role educating learners about active participation in democratic processes with the intention to create learners who will become active and responsible citizens. This assumption emanates from the NCS which envisages equipping and creating a lifelong learner that is responsible and able to make meaningful contributions to society (DoE, 2002b; DBE, 2011c). However, the findings from section B of the questionnaire suggest that Grade 12 learners were ill-informed about aspects relating to active citizenship and hence may not have been in a position of strength to make informed decisions when they possibly participated in the national elections on 07 May 2014.

Section C of the questionnaire elicited learner opinions about the LO curriculum and Parliament.

The majority of the learners agreed that active citizenship should be taught in school, including teaching about Parliament as it relates to active citizenship, democracy, human rights, citizenship, public participation and inclusive education. This was consistent with the majority of learners who indicated that the curriculum was not preparing them effectively for active citizenship, in particular in respect of the Grade 11 LO curriculum. Furthermore, 97% of the learners agreed in section C, question 7 that it is important to learn about aspects relating to active citizenship including democracy, human rights, citizenship, public participation and inclusive education and that everyone should be active citizens. This suggests that there was an eagerness amongst learners to learn about active citizenship. However, the learners in this study were not prepared and equipped effectively to optimally participate in democratic processes. This state of affairs is inconsistent with the principles of the national curriculum that prides itself in equipping learners to become responsible and active citizens (DBE, 2011d).

It is encouraging to note that the national curriculum has, since its inception, included curriculum  

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principles based on aspects relating to active citizenship. In addition, it raises the question of the extent to which these aspects were implemented and whether the extent of implementation was based on access to certain resources and facilities. Contrary to the latter, the notion of access to resources was not a factor for the participating schools who have been representative of diverse socio-economic contexts. One possible factor may include the approach to implementation of active citizenship in a democracy, hence the participating learners either did not remember the content that was taught about active citizenship or the teaching of aspects relating to active citizenship were minimal or omitted. This could be an indication of possible gaps in curriculum policy structure and development regarding the infusion of aspects relating to active citizenship in the curriculum, and specifically infusion in the LO curriculum. The curriculum is based on the values inspired by the Constitution and includes curriculum principles that highlight the infusion of human rights education in the curriculum. However, it appears that there is a disjuncture between content and the approach to implementation. This disjuncture is evident in the minimal level of knowledge, skills, values and understanding of active citizenship in a democracy amongst Grade 12 learners.

This section focussed on the analysis of the learner questionnaire and is followed by the analysis of the educator questionnaire.