Citizenship values in the civic education curriculum for the third stage of primary education, new curricula 2016/2017

Abstract

This study focused on analyzing the content of the civil education textbook for the third stage of primary education by relying on the descriptive approach to analyze the content by presenting the book’s topics and clarifying the extent of its consistency with the citizenship values mentioned in the directive law for national education, as well as to determine the adequacy of the time size allocated to this article in representing the values Behavior among learners. The study concluded the following results: 1 - The topics listed are not all related to the values of citizenship mentioned in the Directive Law for National Education, but only 62.5% of them are consistent with the topics contained in this law. 2- The subject of civic education in this phase devoid of two important values: the preservation of national unity, and individual and collective awareness of the national identity, and the importance of these two values in promoting loyalty to the homeland and presenting it to any other loyalty no matter what. 3- The content of the lesson summary does not necessarily reflect the significance of the title. In the lesson “Citizenship Affiliation,” we found the summary focusing on a set of values that are closest to the moral values and public morals, including the affiliation value mentioned in the title. 4- The time size allocated to civic education (one portion per week of 45 m) is totally insufficient to instill the values of citizenship in the form of a cognitive vehicle, not to mention the establishment of a behavioral value vehicle in practical situations required by the student's daily life. From the teacher, or from the student, or from the parents, she must be given a time scale to ensure that she regains consideration and attention