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Abstract

This article explores the implementation and impact of a local democracy programme as a citizenship education framework in Kenya. Focusing on the pedagogical approach of ‘Transmission, Transaction and Reflection’ in Kenya, it examines how secondary students engage with local democratic governance and societal issues by creating and distributing reports in their newsletters. The study reveals the benefits and challenges of integrating citizenship education into the curriculum, highlighting the gap between theoretical knowledge and practical application, and demonstrates that experiential learning activities, such as student-led reporting, can significantly enhance students’ understanding of democratic values and active citizenship. It underscores the necessity of bridging the theoretical–practical divide to effectively prepare students for their roles as engaged, empowered and ethical citizens. These valuable insights into pedagogical strategies can foster more inclusive and participatory citizenship education in Kenya and similar African contexts.

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2024-12-09
2025-03-26
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