From classroom values to ethical action: Students’ and teachers’ experiences of school-based Prevention and Combating of Corruption Bureau (PCCB) clubs in selected Dar es Salaam secondary schools, Tanzania

Abstract

Clubs associated with the Prevention and Combating of Corruption Bureau (PCCB) in Tanzania aim to complement the existing curriculum through participatory activities that foster integrity, accountability, and ethical citizenship. This study explores the activities undertaken in PCCB clubs, students’ and teachers’ understanding of the link between club and classroom learning, and the factors that facilitated or hindered the implementation of the clubs in secondary schools. Guided by Social Learning Theory, this study adopted an interpretivist qualitative multiple-case design and was conducted in four secondary schools across Kinondoni and Ubungo municipalities in Dar es Salaam. Data comprised four focus group discussions with 24 students who belonged to the clubs and eight individual interviews with four classroom teachers and four club patrons/matrons. Twelve transcripts from 32 participants were analysed using reflexive thematic analysis, with within- and cross-case analysis. Four themes emerged as follows: Moving from curricular values to enacted learning, learning to be an ethical agent, Participation as a means of making values learnable, and A valuable programme based on weak infrastructure. Discussions, drama, debate, peer leadership, songs, and practical examples were cited as extensions of classroom concepts. Challenges included inadequate time, scarcity of learning materials, facilitator preparedness, teacher collaboration, insufficient PCCB cooperation, motivation, and a lack of guidelines to follow. The study concludes that PCCB clubs could serve as meaningful co-curricular activities for discussion, rehearsal, and practice of curriculum values without necessarily establishing causation. The study recommends that schools and PCCB allocate adequate time, strengthen facilitator training, link activities more closely with the curriculum, provide sufficient learning materials, maintain regular collaboration, and encourage wider student participation.