ZQMS-ARC-REC-002

REGION: MATEBELELAND NORTH SEMESTER: 2.2 YEAR 2022

PROGRAMME Bachelor Of Science Honours In Development Studies (BSCHDS) INTAK E: 20

FULL NAME OF STUDEN T: SVOSVE MATRON PIN: P2074241X

EMAIL ADDRESS: shantymetty88@gmail.com

CONTACT TELEPHONE/CELL: 0773433148 ID. NO.: 23-068706 E 23

COURSE NAME: HUMAN RIGHTS AND CIVIC EDUCATION COURSE CODE: BSDS203

ASSIGNMENT NO. e.g. 1 or 2: 2 STUDENT’S SIGNATURE sm

DUE DATE: 28 MAR 2022 SUBMISSION DATE: 28MAR 2022

ASSIGNMENT TITLE: Evaluate the contribution of civic education as a vehicle for human rights
education in Africa

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Issue Date: 3 October 2013 Revision 0
Definition of terms

Evaluate is to look for the either sides the advantages or disadvantages, the pros and cons of
the given question.

Civic education is defined by Guttmann (1987) as the cultivation of the virtues, knowledge
and skills necessary for political participation. It is undertaken to prepare the citizens of a
country especially the youth to effectively carry out their roles ‘as citizens and to contribute
productively to the wellbeing of their nations or communities. It comes in the form both
formal and informal settings that avail themselves at various stages of development of
nations.

Civic education can be defined as the formation, skill station of civic qualities on basis of
new knowledge, skills and values that help individuals to solve emerging problems, adapt to
changing socio economic and political conditions represent and protect their rights and
interest, respecting the interests and rights of others.

According to Home Ask Legit defined civic education as a public socially oriented system of
continuous education and upgrading aimed at building civic competence, democratic culture
and satisfying the needs for socialisation in the interest of individual, civil society.

Apart from all definitions civic education can also as provision of information and learning
experiences to equip and empower citizens to participate in democratic processes.

Human rights, according to Heard (1997) defined human rights as moral standards and
principles of political organisation and behaviour that bind societies and their rules over time
and from place to place.

Human rights are also the basic rights and freedom to which all humans are entitled .However
human rights are universal and no human being has power or right to undermine the rights of
another, abled or disabled, rural or urban male or female even young or old.
Introduction:

The main goal of civic education can be considered as the formation of civil qualities on the
basis of new knowledge, skills and values that help individuals to solve emerging problems
adapt to changing socio economic and political conditions represent and protect their rights
and interest respecting the rights of others mostly in Africa.

The contribution of civic education as a vehicle for human rights education in Africa is
imperative because it help the generation of young people to have the better tomorrow. The
main task for civic education is the preparation of children for their future to achieve a better
life and sustain the third world countries. Many teachers are there to support for the
democratic development in Africa have been putting efforts for everyone to come up with an
idea of school subjects that will assist the young ones to develop them in self-management
also any other development initiatives in their community.

Civic education is therefore, learning for effective participation in democratic and

development processes at both local and national level. According to the UDNP (23 at core of
civic education are the values and principles of transparency, participation, responsiveness,
accountability, empowerment and equity, hence communication and access to information
play an important role to civic education. Hence access to information is regarded as
fundamental human rights in most human rights instruments.

Civic education plays a significant role in empowering communities to reduce poverty and
achieving development by promoting civic engagement. Potent instrument for the
advancement of human rights in societies and communities, civic education facilitates
awareness and consciousness among citizens to demand and enforce the observance,
protection, respect and fulfilment of rights the state and other powerful players in society and
facilitating the identification of rights violations and initiation of redress. This may help
people to empower individuals and communities to take control of their ivies and destiny.

The media is also important shapers that contribute together with civic education to the
effectiveness on their programmes. The imperative of an independent neutral, plural
professional and socially responsible media for improving governance and poverty reduction
efforts cannot be understated (Merrified, 2202). National, local and community media play an
important role mediating information flows between public, government and private sector
also UN agencies.
This role encompasses platforms for engagement the public and policy makers among
Africans. Information dissemination knowledge is also power it enables individuals to make
informed choices that have a direct impact on their families, communities and nations,
holding elected and appointed officials accountable for their actions thereby promoting
transparency and accountability. Mass media is a powerful tool for civic education, civic
education promotes a gender mainstreaming, also the monitoring and evaluation of public
policy development programmes and public institutions.

Civic education also contributes on government, there are number of pre-conditions for
effective Civic Education. Chief among these is the willingness of government to facilitate
discussion of and act upon the issues like to arise from civic education interventions. It is
important that government is seen not just as one of a number of potential partners but as the
pivotal actor, the disposition of which will have a major impact on the ability of Civic
Education programmes to function and produce results. The provision of resources to enable
longer term civic education initiatives to be undertaken and conducive frame work is critical
sure those necessary rights of assembly, expression, association and others are recognized
and protected.

Moreover civil society is also a key player in civic education as a vehicle for human rights
education in Africa. Its success depends on active interest of this sector of society. Civil
society is the pivotal in finding civic education programmes, undertaking the programmes to
create awareness of the civil rights and obligations of citizens mobilising communities and
citizens to actively engage and participate in the development processes, acting as watch dogs
on civil issues enforcing accountability and transparency in public affairs and networking
with other stakeholders to enhance their effectiveness in these roles.

Furthermore, the private sector is also contributing in civic education as vehicles, partners
with other stakeholders in many divers’ roles. For example, resourcing civic education
initiatives like media campaigns production of materials and providing a work environment
in which employees are able to take part in political processes and promoting the rights of
workers.

Civic education contributing in Nigeria also it should promote the development of democratic
process in school education, primarily the development of democratic processes in schools
disseminating this experience in other schools. Surely there are more target group that only
pupils and teachers. The effectiveness of civic education in such case would be much higher
because it is easier to raise a democratic people than trying to break the entrenched rules of
previous generations.

Civic education strengthens the basic understanding of structure of the government along
with related processes of legislation and policy making creates a positive school climate that
supports students feeling socially, emotionally and physically safe. Lowers high school
dropout rates, improves government transparency.

Some contribution of civic education as a tool for human rights education in Africa, civic
education enables one to identify or give the meaning or significance of things that are
tangible such as the flag national monuments, or civic and political events. It also enables one
to give the meaning or significance of intangibles like ideas or concepts including patriotism
majority and minority rights civil society and constitutionalism.

Good civic education seeks to develop comptenance in explaining and analysing. If citizens
can explain how something should work, the legal or system of checks and balances they will
be more able to detect and help correct malfunctions. In Africa all citizen also need to be able
to analyse such things as the components and consequences of ideas, social, political or
economic process and institutions. The ability to analyse enables one to distinguish between
personal and public responsibilities appointed officials and citizens.

Civic educations can also contributing in community service it is important, properly

conceived as being more than just doing good deeds. Community services should be
integrated into both the formal and informal instructions in civics and government, but it can
enhance that instructions. Schools therefore need to do more than make students aware of
opportunities to serve their schools and communities. Students need to be supervised and
provided with regular opportunities to reflect on their experiences.

However, civic education may also fail to contribute in Africa there are some challenges
which hinder the developing countries. In developing countries the state while having the
resources and being able than other stakeholders to reach all corners of the country do not
necessarily have the motivation or political will to provide and fund civic education the
problem that observes, has noted is that participation is all about shifting power. Those power
do not want to share it, therefore those in high office will avoid actions which would mean
they would share power with.
The inclusion of the masses in governance and development process is especially challenging
in Africa due to combination of widespread corruption among the elite and poverty of
masses, (Ritual, 2007).

In conclusion, civic education contributes as a vehicle for human rights education in Africa.
In civil society, community service, government and many stakeholder tiring to assist as a
tool to developing countries. However, there are some challenges which may hinder the
sustainable of people in Africa.
References:

Battison, Richard M. (1985) public schooling and the education of Democratic Citizens.

Burner Jerome. ( 1961) the process of education New York .

Butts R. F (1989). The Civic Missional in Education Reform.

Carter, L, H (1997) Task force on Civil Education

Centre for civic Education (1994) national standard for civic and government Calabasas.

Gutmann (1987), defined civic education as a big knowledge.

Heard(1997) defined Human Rights as Moreland and standard of political organisation.

Merrified (2002 ) , national local and community media.

UNP ( 23 core 2002) oncivic education.

Ritual (2007) governmental and developmental processes.