Along with many other nation states the United Kingdom has made a move towards providing civic education in recent years (Kerr, et. al. 2002). This impulsion has been directed by recognising a need to equip young people with the knowledge and skills to become active citizens with an ability and desire to engage in public life (Crick Report, 1998). However, the nature and content of civic education is understandably contentious. The motivation and delivery of the subject all have a momentous impact on what young people learn and how they eventually engage with society. It is, therefore, important that teachers and policy makers alike analyse what they are attempting to achieve through citizenship education. What you understand by citizenship education will determine the attitude you take towards it and how you try to incorporate it into your professional practice. It is important from the very beginning, therefore, to develop a clear understanding of what citizenship education is – both as an individual and at an institutional level – and how it impacts on young people (Huddleston et. al., 2006, p.1). In the case of Northern Ireland, ‘Local and Global Citizenship’ has been introduced as a statutory subject at Key Stage 3 (11-14 year olds) since September 2007. It comprises of four main components: Diversity and Inclusion, Human Rights and Social Responsibility, Equality and Social Justice, Democracy and Active Participation. These themes are viewed by Educational stakeholders as key contributors to the social stability of post-conflict Northern Ireland. It is hoped that through education on such social and political matters that pupils will be more predisposed to becoming active participants in the future governance of the state. Having achieved a devolved government in May 2007, after a protracted hiatus, it has never been more important for pupils and the general public to become engaged in Northern Ireland’s political life. While, Northern Ireland, in the more economically developed North wrestles with issues of democracy, human rights and good governance so too does its seemingly unlikely counterpart, Malawi. Both countries have a colonial past and have had a long and chequered journey towards democracy. Malawi’s Social Studies programme which is comprised of very similar subject content to Northern Ireland’s Local and Global Citizenship curriculum has also been recently introduced as a statutory subject. As in Northern Ireland, increasing emphasis is being placed upon education as a medium for social change and empowerment. …education is to equip students with basic knowledge and skills to allow them to function as competent and productive citizens in a free society (Malawian Ministry of Education 2000-2012 Policy Framework). As part of a partnership initiative between two third level educational institutions in the respective countries a small empirical study was conducted to investigate what values and attitudes teachers in Malawi had towards civic education. This investigation followed on from similar research carried out in 2004-2006 in Citizenship Education in Northern Ireland. A semi-structured interview schedule was employed using open ended questioning to garner information on teachers understanding of and implementation of citizenship and human rights education. In total, thirty teachers and principals were interviewed across ten different schools in the municipality of Zomba in southern Malawi. It is hoped that this research will help to achieve a better understanding of what is actually happening in classrooms, rather than, in policy documents. By so doing, the research will inform the process and direction of civic education within the two countries.

Semi- structured interviews were employed to elicit information on the nature of citizenship education in Malawi. In total thirty teachers and principals were interviewed.

Initial results from the data indicate the passion and commitment of Malawian teachers to the subject of civic education. Teachers suggest a number of ways that citizenship education both benefits and frustrates the local community. In addition to this teachers suggest a number of ways that the international community could support democratic and civic education in the country.