Civic Education in Nigeria PDF Download: A Comparative Analysis of the Nigerian and British Models o

This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.

Reformers seeking to increase the quality and accessibility of civic education in schools confront five challenges. First, neither the federal government nor the states have made high-quality civics education a priority, a conclusion justified by evidence showing that the systematic study of civics in high school is not universal; that fewer high school civics courses are offered now than were offered in the past; that the time devoted to teaching the subject in lower grades has been reduced; and that most states do not require meaningful civics assessment. Second, social studies textbooks may not adequately convey the knowledge or facilitate development of the skills required of an informed, engaged citizenry. Third, consequential differences in access and outcomes between upper- and lower-class students persist. Fourth, cutbacks in funding for schools make implementation of changes in any area of the curriculum difficult. Fifth, the polarized political climate increases the likelihood that curricular changes will be cast as advancing a partisan agenda.

civic education in nigeria pdf download

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That omission is seen by some as a sign that other priorities have displaced civic education on the public agenda. Reformers have been motivated by concerns that civic education is not as central to public schooling as it once was. They worry that the standards movement may have inadvertently made the delivery of high-quality civic education more difficult. The largest group responding to both of these concerns is the Civic Mission of the Schools (CMS) Coalition.26

The first issue is whether civic education that is publicly mandated must be minimal so that parental choice can be maximal. The second issue concerns the way in which publicly subsidized schools should respond to the increasingly multicultural character of societies. The third issue is whether democratic education should try to cultivate cosmopolitan or patriotic sentiments among students.31

Significantly, those who have taken a high school civics class are more likely to have a command of key constitutional concepts.74 However, proportionately fewer students are now exposed to multiple civic education courses than in the past. Since the generation now in power left high school, the number of civics and government courses completed by students has declined. As the Guardian of Democracy report concludes:

For example, in the Democratic Republic of Congo, people who participated in education sessions were significantly more democratically aware over time than those in villages where sessions did not take place. In Kenya, individuals who attended civic education workshops were more likely to report increased awareness of the contents of the constitution and of various proposals being discussed to reform the constitution, as compared to people who did not attend workshops.

In the Kenyan case, the impact of civic education exposure was still evident for more than a year after the programme had ended. Individuals who engaged in face-to-face civic education were significantly more participatory at the local level, more knowledgeable about politics, more aware of how to defend their rights, and more informed about constitutional issues and the desirability of public involvement in the constitutional review process. Long-term effects on other areas were much more limited, however. Thus, civic education appears to be primarily effective in terms of political empowerment over the long term, but is less effective at changing values and increasing support for democratic political processes.

Civic Education Past Questions And Answers in PDF Format: Civic education is one of the compulsory subjects in WAEC today. This simply means that as a compulsory subject, one needs to pass the examination for this subject excellently and one way to pass this examination is by getting Civic Education Past Questions And Answers in PDF Format. Civic education is a simplified version of the subject government. Any student with an in-depth knowledge of civic education are likely to do well in government examination with a little more effort added to it.

Over the years, many candidates who went through the process of civic education examination and were able to have good grades can attribute a greater percentage of their success to the use of Civic Education Past Questions And Answers in PDF Format for preparation. The following are the reasons why you need the jamb past questions:

The Friedrich-Ebert-Stiftung (FES) is a non-profit German foundation funded by the Government of the Federal Republic of Germany, and headquartered in Bonn and Berlin. It was founded in 1925 and is named after Germany's first democratically elected President, Friedrich Ebert. FES is committed to the advancement of both socio-political and economic development in the spirit of social democracy, through civic education, research, and international cooperation. Friedrich-Ebert-Stiftung is the oldest political foundation in Germany.

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