Title: Catching Them Young: Crafting a Democratic Citizenship Education for Basic

Education in Nigeria

Chukwuemeka Godswill Opara

Academic Dean, RCN Theological Seminary-Adullam, Markudi, Benue-Nigeria
cgopra.rcntsacademics@gmail.com
Jesse La’ah
laahjas@gmail.com
Education Department, Solid Grounds Learning Center, Jos, Plateau State

Abstract
This paper seeks to explore the ways democratic citizenship education conceptualizations in the
Nigerian basic education curriculum can promote peace and security, as well as fast-track
national development. Citizenship education plays a critical role in engendering the interaction
with, and assimilation of democratic citizenship conceptions in any nation. As a nation, Nigeria
is faced with many challenges bordering on insecurity, poverty, and a dearth of basic social
infrastructure. Thus, this study explores the approaches and strategies for the promotion of
social cohesion and civil engagement as well as the cultivation and inculcation of democratic
citizenship values as a means of salvaging Nigeria. As the paper analyses literature and the
responses of individuals, it aims to bring to bear the challenges, opportunities, and best practices
in the field of democratic citizenship education with a view of providing useful insights and
recommendations to critical stakeholders in the arena of education. This is done to ensure that a
comprehensive curriculum for democratic citizenship education is developed. The expectation is
that this curriculum not only provides learners with frameworks for attaining cognitive
information, but it engenders the right dispositions for the praxis of democratic values in the
Nigerian polity and beyond.

Introduction
The foundations of any structure, whether it is physical, cognitive, social, or even emotional,
play a very crucial role in its overall stability and functionality. Hence, it is common knowledge
that the sturdier the foundations of any structure, the greater the assurance of its stability and
functionality (The Constructor, 2017). On this note, the conventional wisdom, globally, is that
great emphasis is placed on the proper development of the foundation before any further
development of the structure is entertained.
Since time immemorial, education has played a foundational role in shaping the development,
stability, and functionality of individuals and societies. Cambell (2006) opines that this is so
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because education provides individuals with both human and social capital needed to thrive and
engage. Thus, it is no surprise that societies over the years, allocate immeasurable resources to
ensure that their educational systems, especially within the levels of basic education. In the
context of Nigeria, like every other nation, it is essential that young learners are provided with
the resources to abstract the requisite knowledge, skills, and dispositions necessary to become
active and responsible citizens (Ansari et al., 2019). Herein lies the importance of the
development of a democratic citizenship education curriculum for learning during the basic
foundational years.
The concept of democratic citizenship education emphasizes the cultivation of democratic
values, critical thinking, and cogent civic participation. When learners are provided with a
comprehensive understanding of democratic principles, such as freedom of speech, equality, and
the rule of law, at a very young age, they can build the epistemological frameworks for
cultivating a culture of tolerance, respect for diversity, and peaceful coexistence (Waghid, 2010).
Additionally, conceptions of democratic citizenship education can enable learners to develop
critical thinking skills, engender informed decision-making, as well as stimulate in them the
ability to analyze social issues (Wood et al., 2018). By so doing, young learners can become
agents of positive change, addressing societal challenges and advocating for justice and equality.
However, the current state of citizenship education in Nigeria's basic education system presents
notable gaps and limitations (Solomon, 2021). Furthermore, with the presence of inadequate
pedagogical manpower and democratic citizenship-inclined professional development, limited
resources, and other sociocultural barriers hindering the effective implementation of citizenship
education programs it is apparent that the present curriculum does not present the pedagogical
frameworks for the teaching and learning of democratic citizenship education (Odia &
Omofonmwan, 2007). Given that it is important to build proper epistemological foundations
during the early ages of human development, it is imperative to address these challenges by
developing an approach tailored to the development of learners in basic education classes that
recognizes Nigeria's unique socio-cultural context while ensuring the integration of democratic
values and principles.
Therefore, this paper motivates for the development and implementation of a basic education
curriculum that inculcates the right cognition and disposition for the praxis of democratic
citizenship education in Nigeria. By studying best practices and garnering lessons from
successful models in other countries, the study hopes to identify and recommend strategies
suitable for the Nigerian context. This is aimed at providing policymakers, educators, and
stakeholders with evidence-based insights, facilitating the development of policies, curriculum
reforms, and teacher training initiatives that prioritize democratic citizenship education. Hence
This motivation is captured in the subsequent sections.
Theoretical Framework for Democratic Citizenship Education
DCE is a multifaceted concept (Camicia & Knowles, 2021). Perhaps, this is because as a
compendium of three other words, and as such encompasses various dimensions and aspects that
are necessary for individuals to become active and engaged citizens in a democratic society

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(Sant, 2019). As a result of this multifaceted nature, however, it draws upon various theoretical
perspectives and frameworks to guide its implementation and impact (Camicia & Knowles,
2021; Sant, 2019). This section provides a theoretical framework for democratic citizenship
education in the context of basic education in Nigeria.
1. Democratic Theory:
At the core of democratic citizenship education lies the democratic theory. This theory
emphasizes the principles of equality, participation, and deliberation. Scholars such as John
Dewey and Paulo Freire have highlighted the importance of democracy as a way of life and the
need for citizens to actively engage in decision-making processes. As asserted by Kira (2019),
Dewey concluded that providing learners with practical democratic ideals schooling has
enormous potential to educate citizens to become the kind of change agents needed to drive the
development of society. For Freire, it is only when learners are inculcated with the ideals of
democratic education that they become fully human (Culp et al, 2023). This humanization
process, according to Freire, is a product of critical thinking, reflection and agency frameworks
developed by learners wherein they get to see their incompleteness and the need to consistently
interact with others (Culp et al., 2023). Nweke (2020) surmises that by incorporating democratic
theory into citizenship education, students can develop a deep understanding of democratic
values, such as respect for human rights, tolerance, and the importance of civic participation.
This theoretical lens provides a solid foundation for crafting a democratic citizenship education
program that empowers students to become active, informed, and responsible citizens.
2. Social Constructivism:
In tandem with the democratic theory, as advocated by scholars like Lev Vygotsky, is the theory
of social constructivism. This theory, emphasizes the role of social interactions and collaborative
learning in knowledge construction. Applying this framework to citizenship education, students
are encouraged to engage in dialogue, debate, and cooperative activities that promote the
development of democratic values and critical thinking skills (Akpan et al., 2020). Additionally,
as social constructive learning frameworks provide learners with interactive and participatory
classroom environments, they enable them (the learners) to explore diverse perspectives, analyze
societal issues, and engage in problem-solving activities. Thus, when teachers and other persons
responsible for the development and implementation of curriculum adopt a social constructivist
approach as they seek to engender democratic citizenship education, they can foster the skills
and attitudes necessary for active citizenship and democratic engagement (Doğanay, 2012).
3. Human Rights Education:
The incorporation of human rights education into citizenship education learning experiences
offers a crucial theoretical basis for fostering democratic citizenship (Ersoy, 2014). This
approach is grounded in universal human rights principles and standards, highlighting the
significance of safeguarding and promoting human rights for everyone. When human rights
education is integrated into citizenship education, students develop an awareness of their own
rights and obligations, as well as those of others (Tibbitts & Sirota, 2023). This is to say that this
framework encourages students to analyze social inequalities, champion equality, and take steps

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to rectify human rights violations. Consequently, it is evident that by integrating human rights
education into democratic citizenship education, students are stimulated to develop a deep-seated
sense of social justice and become proactive agents of positive transformation.
4. Critical Pedagogy:
Critical pedagogy, as championed by scholars like Paulo Freire, is a learning framework that
focuses on fostering critical consciousness and empowering students to challenge oppressive
structures and systems (Giroux H.A, 2007). In the realm of democratic citizenship education,
critical pedagogy urges students to thoughtfully examine power structures, social disparities, and
the effects of policies and actions on marginalized communities. By using constructive discourse
and educational experiences that inspire change, teachers, and educators can ensure that students
acquire the abilities to challenge authority, combat injustice, and play an active role in
constructing a fairer and more inclusive society (Kincheloe, 2008). Thus, by adopting a critical
pedagogy framework, democratic citizenship education empowers students with the means to
comprehend, evaluate, and revolutionize their social and political surroundings.
5. Global citizenship education:
Global Citizenship Education is a learning framework that encourages individuals to think
beyond national boundaries and rather consider their roles and responsibilities as members of a
global community. Proponents of this approach to education advocate for the praxis of
intercultural understanding, empathy, and a sense of shared responsibility on global issues.
Additionally, it aims at developing individuals who are well-informed about global issues, can
see the possibilities for their solutions, and possess the skills and values necessary to actively
contribute toward creating a more sustainable, equitable, and just global society.
Overall, in order to establish a sustainable theoretical framework for democratic citizenship
education in basic education in Nigeria, it is essential to draw upon a variety of theoretical
perspectives. These may include democratic theory, social constructivism, human rights
education, and critical pedagogy. By integrating these perspectives into their teaching practices,
educators can develop a comprehensive citizenship education program that cultivates democratic
values, critical thinking skills, civic engagement, and a dedication to human rights. Such a
framework provides a strong basis for empowering young learners in Nigeria to become
engaged, well-informed, and responsible citizens who contribute to the growth of a flourishing
democracy and a more inclusive society.

Historical Overview of Citizenship Education in Nigeria

Citizenship education in Nigeria has a rich history that dates back to the colonial era. And with
the recognition of the need to ensure that Nigerian students obtain the requisite cognition, skills,
and disposition to act as responsible citizens in a global society, the study of citizenship
education was the introduction of the Universal Basic Education (UBE) program in 1999.

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However, with the consistent eruption of violence within the Nigerian polity, since the same
1999, the failure of this learning inexperience to meet its aims and the need for its restructuring
or the introduction of a new program of study becomes all the more evident. This section
provides a historical overview of citizenship education in Nigeria, highlighting key milestones
and challenges faced in the crafting of lifelong democratic citizenship experiences in young
Nigerian learners.
1. Citizenship Education in the Pre-Independence Era:
Prior to Nigeria's independence in 1960, citizenship education was primarily focused on
inculcating loyalty to the colonial powers. Since the aim of this approach was to ensure sustained
control over the territory and its resources by the colonial administration, the curriculum during
this period emphasized obedience and conformity rather than critical thinking or active
citizenship (Oluniyi, 2011). The end product of such learning, evidently, was subservient and
compliant individuals rather than engaged and empowered citizens.
2. Citizenship Education in the Post-Independence Era:
Following Nigeria's independence, there was a growing recognition of the need to develop a
sense of national identity and civic responsibility among the population (Oluniyi, 2011). Thus,
the conception and praxis of citizenship education during this period began to shift towards
promoting Nigerian values, cultural heritage, and national unity. However, the curriculum still
lacked a comprehensive approach to democratic citizenship education, often failing to address
issues of human rights, democratic participation, and social justice, especially under the years of
military rule in Nigeria (Osewa, 2020).
3. Transition to Democracy:
The transition of governance in Nigeria to democracy in 1999 marked a turning point in
citizenship education. The government during this period acknowledged the importance of
educating young Nigerians on democratic principles and active citizenship (Osewa, 2020). This
saw the emergence of efforts made to revise the curriculum and integrate democratic values into
the education system. Initiatives were introduced to promote civic education, human rights, and
participation in democratic processes (Oluniyi, 2011). However, implementation challenges,
limited resources, and inconsistent teacher training hindered the effective delivery of citizenship
education (Osewa, 2020; Oluniyi, 2011).
4. Challenges to Contemporary Citizenship Education in Nigeria
By way of reiteration, despite the waves of progress made, citizenship education in Nigeria still
faces significant challenges (Osewa, 2020; Oluniyi, 2011). The curriculum often lacks a
comprehensive framework for democratic citizenship education, with a tendency to focus more
on rote memorization than critical thinking and active engagement. Teacher training programs
often fail to equip educators with the necessary skills and knowledge to effectively teach
citizenship education. Additionally, there are socio-cultural barriers that impede the integration
of democratic values, such as gender inequality, religious tensions, and ethnic divisions.

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In summary, the account of citizenship education in Nigeria throughout history demonstrates a
gradual shift towards the recognition of the importance of early education and the cultivation of
active and responsible citizens. Despite progress being made in incorporating democratic values
and civic education into the curriculum, there still remain significant obstacles to overcome.
Therefore, it is imperative to develop a comprehensive and inclusive citizenship education
program to address these challenges. By fostering critical thinking, democratic participation, and
a commitment to human rights among young learners, Nigeria can equip its future generation
with the knowledge and skills necessary to contribute to a flourishing democracy and an
inclusive society. With a stronger emphasis on early education, Nigeria can effectively prepare
its youth to create a brighter, more harmonious future.

Factors Responsible for Implementation Failure of Democratic Citizenship Education in

Nigeria

Implementing democratic citizenship education in Nigeria, particularly in catching them young,

is not without its challenges. This section will explore the factors responsible for the key
challenges faced in the effective implementation of democratic citizenship education in Nigeria's
basic education system.
1. Socio-cultural Barriers:
Nigeria has a diverse cultural, religious, and ethnic landscape that presents its own set of unique
challenges in the implementation of democratic citizenship education. Deep-rooted cultural
norms, traditions, and beliefs can influence attitudes toward democratic values, civic
participation, and gender equality. Socio-cultural barriers, such as gender inequality, religious
tensions, and ethnic divisions, may hinder the integration of democratic principles into the
education system. Overcoming these barriers requires culturally sensitive approaches that
promote inclusivity, respect for diversity, and dialogue among students from different
backgrounds.
2. Teacher Training and Capacity Building:
Teacher training and capacity building are crucial for the effective implementation of democratic
citizenship education. However, with the emphasis on teaching and learning to produce learners
suitable for white-collar jobs, there is often a lack of comprehensive training programs that equip
educators with the necessary knowledge, skills, and pedagogical strategies to teach citizenship
education effectively. Many teachers may not have a deep understanding of democratic
principles themselves, making it challenging for them to impart this knowledge to their students.
Hence, it is apparent that investing in several robust and continuous professional development
programs for teachers is essential to build their capacity and confidence in delivering democratic
citizenship education.

6
3. Resource Constraints and Infrastructure Gaps:
Like all the other factors discussed above, the presence of inadequate resources and
infrastructure significantly poses a myriad of challenges to the implementation of a democratic
citizenship education framework in Nigerian education. Many schools in Nigeria lack basic
facilities, including textbooks, teaching materials, and technology that can support interactive
and experiential learning. Limited access to libraries, internet connectivity, and other learning
resources further hampers the delivery of citizenship education. Addressing resource constraints
and infrastructure gaps requires increased investment in educational infrastructure, provision of
adequate learning materials, and leveraging technology to enhance access to quality citizenship
education resources.
4. Policy and Curriculum Reforms:
Although citizenship education has been included in the curriculum, continuous policy reforms
and curriculum revisions are necessary to establish a comprehensive and cohesive approach
toward democratic citizenship education. The curriculum must encompass a broad spectrum of
democratic values, human rights education, critical thinking skills, and civic engagement
opportunities. Policy frameworks need to provide precise guidelines and standards for the
integration of citizenship education across all grade levels. It is crucial to have collaborative
efforts among policymakers, education authorities, and curriculum developers to drive policy
reforms and guarantee the effective implementation of citizenship education in basic education.
Overall, there are several factors responsible for the failure of implementing democratic
citizenship education in Nigeria's basic education system. Some of these factors are related to
socio-cultural barriers, teacher training, resource constraints, and policy and curriculum reforms.
Overcoming the challenges presented by these factors requires a multi-faceted approach,
including culturally sensitive strategies, comprehensive teacher training programs, increased
investment in resources and infrastructure, and continuous policy and curriculum reforms. By
addressing these challenges, Nigeria can create an enabling environment that effectively catches
them young and empowers young learners to become active, informed, and responsible citizens
who actively participate in democratic processes and contribute to the development of a thriving
democracy and an inclusive society.

Essential Components of A democratic Citizenship Education

To effectively implement democratic citizenship education and catch them young in Nigeria,
several essential components must be incorporated into the education system. These components
provide a comprehensive framework for nurturing active, informed, and responsible citizens
from an early age. The following are key components that should be included in democratic
citizenship education:
1. Knowledge of Democratic Principles and Institutions:

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A fundamental component of democratic citizenship education is providing students with a
sound understanding of democratic principles, values, and institutions. This includes teaching
about the rule of law, separation of powers, human rights, equality, freedom of speech, and the
role of government. Students should be equipped with the knowledge necessary to comprehend
how democratic systems function, the importance of citizen participation, and the rights and
responsibilities of citizens in a democracy.
2. Critical Thinking and Problem-Solving Skills:
Democratic citizenship education should emphasize the development of critical thinking and
problem-solving skills. Students need to be able to analyze and evaluate information, think
critically about social issues, and make informed decisions. Fostering these skills allows students
to engage in constructive dialogue, understand diverse perspectives, and identify solutions to
societal challenges. By nurturing critical thinking skills, students become active participants in
democratic processes, capable of questioning authority and advocating for positive change.
3. Civic Engagement and Participation:
Encouraging civic engagement and participation is a vital component of democratic citizenship
education. Students should be provided with opportunities to actively engage in their
communities, participate in democratic processes, and contribute to the betterment of society.
This can include involvement in student councils, community service projects, and simulated
democratic activities. By experiencing hands-on civic engagement, students develop a sense of
ownership, responsibility, and agency, fostering a lifelong commitment to active citizenship.
4. Respect for Diversity and Inclusion:
Democratic citizenship education must promote values of respect for diversity, inclusion, and
social cohesion. Students should be taught to appreciate and celebrate differences in culture,
religion, ethnicity, and socioeconomic backgrounds. By fostering a culture of respect and
acceptance, democratic citizenship education creates an environment where all individuals feel
valued and can actively contribute to society. Students should be taught to challenge
discrimination, prejudice, and stereotypes, and to promote social justice and equality.

5. Human Rights Education:

Human rights education should be an integral part of democratic citizenship education. Students
should learn about their own rights and responsibilities, as well as the rights of others. This
includes understanding the importance of equal treatment, non-discrimination, and the protection
of fundamental freedoms. Human rights education empowers students to become advocates for
justice and equality, ensuring that democratic societies are built upon a foundation of human
rights and dignity.

8
In conclusion, a comprehensive democratic citizenship education program in Nigeria should
include components such as knowledge of democratic principles and institutions, critical
thinking and problem-solving skills, civic engagement and participation, respect for diversity and
inclusion, and human rights education. By incorporating these essential components, Nigeria can
effectively catch them young and equip young learners with the knowledge, skills, and values
necessary to become active, informed, and responsible citizens who contribute to the
development of a thriving democracy and an inclusive society.

Best Practices and Case Studies from Other Countries

To craft an effective democratic citizenship education program for basic education in Nigeria, it
is valuable to draw upon best practices and case studies from other countries. By examining
successful experiences and lessons learned, Nigeria can adapt and implement strategies that have
proven effective in promoting democratic values, civic engagement, and responsible citizenship.
The following are some best practices and case studies from around the world that can inform the
development of democratic citizenship education in Nigeria:

1. Finland:
Finland is often cited as a leading example of effective citizenship education (Matti Rautiainen et
al., 2019). Their approach focuses on providing students with a comprehensive understanding of
democracy, human rights, and civic participation. Finland emphasizes participatory learning
methods, such as simulations, debates, and community engagement, to foster active citizenship.
Teachers receive extensive training in citizenship education and are encouraged to create
inclusive and democratic classroom environments. Finland's success in promoting democratic
values and active citizenship can serve as inspiration for Nigeria's citizenship education program.
2. Canada:
Canada has a strong emphasis on multiculturalism and diversity in its citizenship education.
Canadian schools prioritize teaching about the rights and responsibilities of citizenship, as well
as the history and contributions of various cultural and ethnic groups. Canada also emphasizes
experiential learning through initiatives such as student government, community service, and
cooperative education programs (Joshee et al., 2016). Nigeria can learn from Canada's inclusive
approach to citizenship education, which promotes respect for diversity and encourages students
to actively engage in their communities.

3. South Africa:
The South African experience with praxis of democratic citizenship education is particularly
relevant for Nigeria, given their shared history of overcoming apartheid and striving for social

9
justice. In South Africa, the curriculum includes education about human rights and social justice,
with a focus on equality, non-discrimination, and active participation. Additionally, students are
encouraged to participate in community projects that tackle local issues and promote social
change (Russell et al., 2019). Nigeria can draw lessons from South Africa's focus on social
justice and human rights in citizenship education, adapting these principles to its own context.

4. United States:
Like Finland, the United States serves as a prime example of the significance of nurturing
democratic values and civic engagement in citizenship education. American educational
institutions frequently incorporate civic education into their curriculum, placing an emphasis on
democratic principles, political participation, and critical thinking. They also promote
extracurricular activities like student government and community service, which enable students
to cultivate practical skills and instill a sense of civic responsibility (Biseth et al., 2021). Nigeria
can gain valuable insights from the United States' approach to fostering active citizenship and
instilling democratic values in different aspects of education.
In summary, best practices and case studies from countries like Finland, Canada, South Africa,
and the United States offer valuable insights for crafting a democratic citizenship education
program for basic education in Nigeria. These examples highlight the importance of
comprehensive knowledge of democracy, experiential and participatory learning methods,
respect for diversity and inclusion, human rights education, and a focus on social justice and
civic engagement. By studying and adapting these models to Nigeria's unique context, the
country can develop a robust citizenship education program that effectively promotes democratic
values, active citizenship, and responsible participation among young learners.

Recommendations For Implementing Citizenship Education in Nigeria

To effectively implement citizenship education in Nigeria and catch them young, the following
recommendations can be considered:

1. Develop a Comprehensive and Coherent Curriculum:

Nigeria should develop a comprehensive and coherent curriculum that integrates citizenship
education across all grade levels. The curriculum should cover a wide range of topics, including
democratic principles, human rights, civic participation, social justice, and respect for diversity.
It should also incorporate experiential learning opportunities, such as simulations, debates, and
community service projects, to foster active engagement and practical application of knowledge.

10
2. Invest in Teacher Training and Professional Development:
Teachers play a crucial role in delivering citizenship education effectively. Nigeria should invest
in teacher training and professional development programs that equip educators with the
necessary knowledge, skills, and pedagogical strategies to teach citizenship education. These
programs should focus on promoting interactive and participatory teaching methods, critical
thinking skills, and the ability to create inclusive and democratic classroom environments.
3. Foster Collaborations and Partnerships:
Collaborations and partnerships among government agencies, civil society organizations, and
educational institutions are essential for the successful implementation of citizenship education.
These collaborations can provide support in terms of curriculum development, resource
provision, teacher training, and monitoring and evaluation. Engaging stakeholders from diverse
sectors can help ensure a holistic and sustainable approach to citizenship education in Nigeria.
4. Leverage Technology and Digital Resources:
Incorporating technology and digital resources can enhance the delivery of citizenship education
in Nigeria. Access to online platforms, educational websites, and digital tools can provide
students with additional resources and interactive learning opportunities. It can also facilitate
communication and collaboration among students and educators, promoting active engagement
and fostering a sense of global citizenship.
5. Promote Parent and Community Involvement:
Engaging parents and the wider community is crucial for the success of citizenship education.
Nigeria should encourage parental involvement through workshops, seminars, and awareness
campaigns that highlight the importance of citizenship education and provide parents with
strategies to support their children's learning. Community partnerships, such as collaborations
with local organizations and community leaders, can also provide opportunities for students to
engage in real-world civic activities and learn from community role models.
6. Monitor and Evaluate the Implementation:
Regular monitoring and evaluation of the citizenship education program is necessary to assess its
effectiveness and identify areas for improvement. Nigeria should establish mechanisms to track
the progress of implementation, measure learning outcomes, and gather feedback from students,
teachers, and other stakeholders. This feedback can inform policy and curriculum revisions,
ensuring continuous improvement and the alignment of citizenship education with the evolving
needs of Nigerian society.
Overall, implementing citizenship education in Nigeria requires a comprehensive and
coordinated approach that involves curriculum development, teacher training, partnerships,
technology integration, and community involvement. By following these recommendations,
Nigeria can effectively catch them young, instilling democratic values, active citizenship, and
responsible participation among young learners, and contributing to the development of a
thriving democracy and an inclusive society.

11
Conclusion
As the study shows, democratic citizenship education remains one of the necessary areas
contemporary educational curricula must focus on developing among students from an early age.
Implementing citizenship education in Nigeria requires a comprehensive and coordinated
approach that includes curriculum development, teacher training, collaborations, technology
integration, and community involvement. By prioritizing the establishment of a solid foundation,
as characterized by the case studies of DCE learning frameworks in Finland, USA, Canada, and
South Africa and incorporating essential components such as knowledge of democratic
principles, critical thinking skills, civic engagement, respect for diversity, and human rights
education, Nigeria can create an enabling environment that empowers young learners to actively
participate in democratic processes and contribute to the development of a thriving democracy
and an inclusive society.

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