In the United States, citizenship education is also known as ''civics'' or even ''citizenship studies''. While the basic aims may be similar, the exact term for this type of education depends on the country in which it is taught. The term ''education for democratic citizenship'' is prevalent in parts of Europe, for example. In the United Kingdom, it is often simply called ''citizenship.''
In order to secure the future of a society, citizens must train younger generations in civic engagement and participation. Citizenship education is education that provides the background knowledge necessary to create an ongoing stream of new citizens participating and engaging with the creation of a civilized society. For some students entering into a different society, citizenship education is much more rigorous than the education provided to native residents.
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Some of the types of citizenship education include "Active Learning and Citizenship" (enables students to think critically and participate in the public discussion), "Single-Issue Politics" (motivates students to join volunteer communities and help vulnerable people), and "Democracy and Student Rights" (teaches students democratic rights and responsibilities and motivates engagement activities such as protests and petitions). All three types of citizenship education help students become independent, understand their civic duty as soon as possible, be socially valuable, be aware of belonging to the community, and be mindful of their democratic rights and responsibilities. The most appropriate time to begin a comprehensive program for citizenship education is in early childhood, but learning continues throughout life. A more involved active learning experience tends to work best in high school, because it is an ideal developmental level in terms of the ability of students to understand and apply information. Single issue activities work better for younger students.
There are several types of citizenship education available in the public school systems intended to provide a basic foundation of civic knowledge representing the minimum one may need to know to participate in society. As students progress through school, the complexity of civic education and the level of practical experience can increase proportionally. Citizenship education should begin at a very young age and continue into adulthood as a process of lifelong learning.
Single-issue politics is a popular way to introduce civic education to students. In teaching single-issue politics, teachers find a cause that students relate to and provide opportunities for structured programs or projects to engage students in that cause. Examples of single issue politics as an instructional strategy for citizenship education might include some of the following activities:
Citizenship education should take an active learning approach. It isn't sufficient to just describe civic participation, ask students to read about it, and then take a quiz. Student should be provided opportunities to actively participate, directly engaging in citizenship as much as possible. Methods of active learning can be as simple as classroom discussions, collaborative learning groups, and organized debates where students can practice defending various issues while thinking critically about others' viewpoints.
For younger children, active learning experiences in citizenship education are more likely to take on a single-issue politics approach so that students are provided opportunities to volunteer, organize drives, or interact meaningfully with the community. As students get older, it becomes more important to prepare them for official participation through voting and other forms of political participation. Older students also have the benefit of being able to work independently on active learning projects for civic education.
We are not, however, oblivious that implementing such an epistocratic system of governance in Nigeria potentially contributes to more inequality given its highly undemocratic and exclusive nature. Our argument takes into consideration the contextual realities of poverty and illiteracy and the realization that poor and illiterate constituents have less power to evaluate the credibility of public servants or hold them accountable. The benefits of electing epistocratic leaders are that many citizens would desire to be educated in preparation for leadership. The more educated the population the more likely it is that political leaders will be held accountable. However, the kind of education that is needed to significantly transform the governance landscape in Nigeria is civic education.
Second, the government must increase access to education through government-sponsored initiatives that integrate civic education into school curriculums. Currently, little opportunity exists for young Nigerians, particularly those in underfunded public education systems, to learn about their civic roles at the local, state, national, and international levels, including how to emerge as participating citizens through the academic curriculum.
Third, the government should engage the support of local NGOs to promote civic education across Nigeria in culturally appropriate ways. The NGOs should be empowered to define the legal concept of citizenship and summarize specific civil rights enshrined in the Constitution into a Charter of Rights and Responsibilities modeled after the Canadian Charter. The Charter should include value positions essential to an effective democracy, such as the rights of citizens, social justice, accountable governance, and rule of law. It can then be commissioned as a resource for civics education in Nigeria. ff782bc1db
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