What Is The Aim Of Citizenship Education?

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What Is The Aim Of Citizenship Education
Why is citizenship education important? – Citizenship education gives people the knowledge and skills to understand, challenge and engage with democratic society including politics, the media, civil society, the economy and the law. Democracies need active, informed and responsible citizens – citizens who are willing and able to take responsibility for themselves and their communities and contribute to the political process.
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What are the major aims and objective of citizenship education in Nigeria?

– To make Nigerians fully aware of their right and duties and to respect the rights of others ; – To assist in the production of responsible well informed and self- reliant Nigerian citizens; – To inculcate right values and attitudes for the development of the individual and the Nigerian societies.
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What is the importance of citizenship?

Citizenship, participation and human rights – Article 15 of the Universal Declaration of Human Rights recognises the right to a nationality, a right to change one’s nationality, and the right not to be deprived of nationality. The right to a nationality is confirmed in many other international instruments, including the European Convention on Nationality of the Council of Europe (1997).

In the context of international norms, “nationality” and “citizenship” are usually used synonymously. This is true also for the Convention as underlined in its Explanatory Report 4 : nationality “refers to a specific legal relationship between an individual and a State which is recognised by that State.

with regard to the effects of the Convention, the terms “nationality” and “citizenship” are synonymous”. The right to a nationality is extremely important because of its implications for the daily lives of individuals in every country. Being a recognised citizen of a country has many legal benefits, which may include – depending on the country – the rights to vote, to hold public office, to social security, to health services, to public education, to permanent residency, to own land, or to engage in employment, amongst others.

Although each country can determine who its nationals and citizens are, and what rights and obligations they have, international human rights instruments pose some limitations on state sovereignty over citizenship regulation. Specifically, the universal human rights principle of non-discrimination and the principle that statelessness should be avoided constrain state discretion on citizenship.

Participation, in political and cultural life, is a fundamental human right recognised in a number of international human rights treaties, starting with Universal Declaration of Human Rights, which provides for the right to participate in government and free elections, the right to participate in the cultural life of the community, the right to peaceful assembly and association, and the right to join trade unions.

Participation is also a core principle of human rights and is also a condition for effective democratic citizenship for all people. Participation is one of the guiding principles of the Convention on the Rights of the Child. This treaty says that children (all people below the age of eighteen years) have the right to have their voice heard when adults are making decisions that affect them, and their views should be given due weight in accordance with the child’s age and maturity.

They have the right to express themselves freely and to receive and share information. The Convention recognises the potential of children to influence decision making relevant to them, to share views and, thus, to participate as citizens and actors of change.

  • Without the full spectrum of human rights, participation becomes difficult if not impossible to access.
  • Poor health, low levels of education, restrictions on freedom of expression, poverty, and so on, all impact on our ability to take part in the processes and structures which affect us and our rights.

Equally, without participation, many human rights are difficult to access. It is participation through which we can build a society based on human rights, develop social cohesion, make our voice heard to influence decision makers, achieve change, and eventually be the subject and not the object of our own lives.
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What is meant by citizenship education?

Citizenship education is a socialization process whereby an individual will learn civic knowledge, skills and values of upheld by the society, through formal, nonformal and informal curriculum, and social participation and engagements.
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What are the five aims and objective of civic education?

Teaching a culture of peace. Education of tolerance. Development of intersectoral social partnerships. Management of self-governing associations of citizens.
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What are the 4 duties of citizenship?

Should I Consider U.S. Citizenship? Citizenship is the common thread that connects all Americans. We are a nation bound not by race or religion, but by the shared values of freedom, liberty, and equality. Throughout our history, the United States has welcomed newcomers from all over the world.

Immigrants have helped shape and define the country we know today. Their contributions help preserve our legacy as a land of freedom and opportunity. More than 200 years after our founding, naturalized citizens are still an important part of our democracy. By becoming a U.S. citizen, you too will have a voice in how our nation is governed.

The decision to apply is a significant one. Citizenship offers many benefits and equally important responsibilities. By applying, you are demonstrating your commitment to this country and our form of government. Vote. Only citizens can vote in federal elections.

Most states also restrict the right to vote, in most elections, to U.S. citizens. Serve on a jury. Only U.S. citizens can serve on a federal jury. Most states also restrict jury service to U.S. citizens. Serving on a jury is an important responsibility for U.S. citizens. Travel with a U.S. passport. A U.S. passport enables you to get assistance from the U.S.

government when overseas, if necessary. Bring family members to the U.S.U.S. citizens generally get priority when permanently to this country. Obtain citizenship for children under 18 years of age. In most cases, a is automatically a U.S. citizen. Apply for federal jobs.

Certain jobs with government agencies require U.S. citizenship. Become an elected official. Only citizens can run for federal office (U.S. Senate or House of Representatives) and for most state and local offices. Keep your residency. A U.S. citizen’s right to remain in the United States cannot be taken away.

Become eligible for federal grants and scholarships. Many financial aid grants, including college scholarships and funds given by the government for specific purposes, are available only to U.S. citizens. Obtain government benefits. Some government benefits are available only to U.S.

Freedom to express yourself. Freedom to worship as you wish. Right to a prompt, fair trial by jury. Right to vote in elections for public officials. Right to apply for federal employment requiring U.S. citizenship. Right to run for elected office. Freedom to pursue “life, liberty, and the pursuit of happiness.”

Responsibilities

Support and defend the Constitution. Stay informed of the issues affecting your community. Participate in the democratic process. Respect and obey federal, state, and local laws. Respect the rights, beliefs, and opinions of others. Participate in your local community. Pay income and other taxes honestly, and on time, to federal, state, and local authorities. Serve on a jury when called upon. Defend the country if the need should arise.

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: Should I Consider U.S. Citizenship?
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What are types of citizenship education?

Three basic types of citizenship education include Active Learning and Citizenship, Single-Issue Politics, and Democracy and Student Rights.
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What are the 3 elements of citizenship?

T.H. Marshall (1950) defined citizenship as ‘full membership of a community’. According to him, citizenship is constituted by three elements: civil, political and social (which are resumed in the following scheme).
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What are the aims and values of education?

Education is not merely acquisition of knowledge but to see the significance of life as a whole and work towards self-improvement throughout the life.It is an experience in itself which will enable student to live safe, healthy and fruitful life and become responsible citizens who make positive contributions to the society.It aims at promoting broader capabilities, attitudes and skills that matter not just in schools but also life beyond schools, making the world a better place not just for themselves but also for their family, friends, colleagues and others.It also prepares student for the world of work. The attitudes and values of hard work, discipline, cooperation, communication skills etc. enable them to develop healthy interpersonal relationships at home and in school which in turn facilitate their better adjustment on the job.At the individual level, fostering values in school students therefore needs to be seen as an investment in building the foundation for lifelong learning and promoting human excellence. In this sense education for values humanizes education.At the societal level, education for values aims at promoting social cohesion and national integration for transforming societies, nations and creating a better world. It can contribute to create the aspiration for transformation of the culture of war, violence and greed into a culture of peace.

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What are the 2 types of citizenship?

Citizenship | Definition, History, & Facts citizenship, relationship between an individual and a state to which the individual owes and in turn is entitled to its protection. Citizenship implies the status of freedom with accompanying responsibilities.

  • Citizens have certain rights, duties, and responsibilities that are denied or only partially extended to and other noncitizens residing in a,
  • In general, full political rights, including the right to vote and to hold public office, are upon citizenship.
  • The usual responsibilities of citizenship are allegiance,, and,

Citizenship is the most privileged form of, This broader term denotes various relations between an individual and a state that do not necessarily confer political rights but do imply other privileges, particularly protection abroad. It is the term used in to denote all persons whom a state is entitled to protect.

Nationality also serves to denote the relationship to a state of entities other than individuals; corporations, ships, and aircraft, for example, possess a nationality. The concept of citizenship first arose in towns and of, where it generally applied to owners but not to women, slaves, or the poorer members of the,

A citizen in a Greek was entitled to and was liable to taxation and military service. The first used citizenship as a device to distinguish the residents of the of from those peoples whose territories Rome had conquered and incorporated. As their empire continued to grow, the Romans granted citizenship to their allies throughout proper and then to peoples in other Roman provinces, until in 212 ce citizenship was extended to all free inhabitants of the empire.

Roman citizenship conferred important legal privileges within the empire. (See,) The concept of national citizenship virtually disappeared in Europe during the, replaced as it was by a system of feudal rights and obligations. In the late Middle Ages and the, the holding of citizenship in various cities and towns of and became a guarantee of immunity for merchants and other privileged persons from the claims and of feudal overlords.

Modern concepts of citizenship crystallized in the 18th century during the and Revolutions, when the term citizen came to suggest the possession of certain liberties in the face of the coercive powers of absolutist monarchs. In the term citizen originally referred to membership of a borough or local municipal corporation, while the word subject was used to emphasize the individual’s subordinate position relative to the monarch or state.

  • The word subject is still used in preference to citizen in British common-law usage and nationality legislation, but the two terms are virtually equivalent, since the British is now a ceremonial one that has lost its former political powers over its subjects.
  • The principal grounds for citizenship (apart from international transactions such as transfer of territory or option) are birth within a certain territory, descent from a citizen parent, to a citizen, and,

There are two main systems used to determine citizenship as of the time of birth:, whereby citizenship is acquired by birth within the territory of the state, regardless of parental citizenship; and, whereby a person, wherever born, is a citizen of the state if, at the time of his or her birth, his or her parent is one.

  • The and the countries of the adopt the jus soli as their basic principle; they also recognize of nationality by descent but subject it to strict limitations.
  • Other countries generally adopt the jus sanguinis as their basic principle, supplementing it by provisions for acquisition of citizenship in case of combination of birth and domicile within the country, birth within the country of parents born there, and so on.

The provisions of nationality laws that overlap often result in dual nationality; a person may be a citizen of two countries. Alternatively, the lack of uniform rules on citizenship acquisition and loss have sometimes produced lack of citizenship (statelessness).

Get a Britannica Premium subscription and gain access to exclusive content. The acquisition of citizenship by a through marriage to a citizen was the principle in modern times until after, Under this system, the wife and children shared the nationality status of the husband and father as head of the,

From the 1920s, under the impact of and ideas about the of men and women, a new system developed in which a woman’s nationality was not affected by marriage. The resulting mixed-nationality marriages sometimes create complications, particularly in regard to the nationality status of the children, and accordingly various mixed systems have been devised, all stressing the woman’s and child’s freedom of choice.
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What are 5 core rights of citizenship?

Canadian citizens have rights and responsibilities. These come to us from our history, are secured by Canadian law, and reflect our shared traditions, identity, and values. Canadian law has several sources, including laws passed by Parliament and the provincial legislatures, English common law, the civil code of France and the unwritten constitution that we have inherited from Great Britain.

Freedom of conscience and religion; Freedom of thought, belief, opinion and expression, including freedom of speech and of the press; Freedom of peaceful assembly; and Freedom of association.

Habeas corpus, the right to challenge unlawful detention by the state, comes from English common law.
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What are the 4 good citizenship values?

Integrity. Respect. Responsibility. Understanding, Tolerance and Inclusion.
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What is the best example of citizenship?

There are various qualities to being a good citizen, such as abiding by the law, staying educated and informed, be involved in the process of democracy, act in the best interest of others, and believing that everyone is equal.
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What is citizenship education in Nigeria?

Full Text: People in a heterogeneous society such as Nigeria are always characterized by group, class and individual interests, Intentions, motives, needs, desires, beliefs, attitudes, values, fears and anxieties. These diversities however have been positively harnessed for greatness by other nations of the world.

  • The case has been quite different in Nigeria.
  • This is despite the fact that our heros past have long realised this as far back as the twilight of independence when they sang in our National anthem, “though tribal, tongue may differ, in brotherhood we stand”.
  • This was a prompt and early reminder, that inspite of our differences which in reality were diverse and varied “we stand as one in brotherhood”.
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These diversities in our national life manifest in music, language, culture, dance, beliefs, religion and infact a hundred other ways. Regrettably, these diversities have not been positively harnessed for development; rather they have served as the bane of social, economic and political development.

  1. Consequently, Nigeria as a nation has been besieged by an array of social, economic and political problems.
  2. These include corruption, ethnicity (Tribalism), loss of value, negative attitude to national issues, lack of patriotism political gangsterism and a host of other practices, which offend the psyche of well-meaning Nigerians and the civilized world.

In the civilized world, moral values and beliefs are generally accorded a higher order of importance (Nduka 2004). An anatomy of the Nigerian value system reveals a gap between the aspirations and dreams of the founding fathers of the nation and the current situation.

  • In a key note address to the Nigerian Academy of Education, Nduka (2004), observed that Nigerians exhibit deplorable ethnical attitudes in virtually every aspect of life.
  • Indiscipline, a common feature in the country is exemplified, for by scrambling or riotous behaviour in public places, recklessness in driving, lack of respect for law and order,” Furthermore, he noted that there is rampant avarice, cheating and exploitation of fellow citizens, lack of right attitude to work, pervasiveness, lack of commitment to a sound ethical base, pacesetters in cheating, stealing and fraud including the notorious advance fee fraud 419 Attempts at reversing these negative and unethical practices but aimed at refocusing and redirecting the Nigerian value system has resulted in the conception and launching of a number of policies, agencies and commissions.

These include: war against indiscipline (WAI) 1984, National Orientation Agency (NAO) 1993, Mass Mobilization for Economic recovery, self-reliance and social justice (MAMSER) 1987, Ethical Revolution (1983) and more recently, the Economic and Financial Crime Commission (EFCC) 2002 and the Independent Corrupt Practices and other related offences commission (ICPC) These were complemented by intensity in religions activities across the Country.

However, it is painful and regrettable to observe that these efforts have at best been a scratch on the surface of the decay in the nation’s value system. It is probably in recognition of the poor out come of these efforts that Nduka (2004) observed that Although our value disorientation is pervasive, and has infact reached a crisis proportion, it is the firm belief of the Nigerian academy of education that the best hope of rescuing ourselves from our ethical shipwreck and enabling the Nigerian developmental ship of state sail smoothly and confidently on the high seas is a revamped educational system.

It is in recognition of the submission of the Nigeria Academy of education that the present effort aimed at examining the impact of citizenship education on the Nigerian society becomes necessary. Citizenship education is one subject, according to Ajose (2001) that is specifically designed in content and function to produce healthy, good and active citizens, wherein a good citizen is seen as patriotic, responsible, disciplined and conscientious, morally sound with love for his state.

  1. Uche (1980) defined citizenship education as preparing the child for social responsibility.
  2. Issock (1981) added citizenship education entails any organized programme, formal or informal that can make the citizens to become more alive to their responsibilities and obligations to themselves, fellow human beings and the society at large.

Mokwunye (1991) sees Citizenship Education as a conscious process of inculcating certain values, habits, skills and attitudes which the society considers desirable and essential for its survival as a unit and for its development. Iyamu and Otote (2000) define citizenship education as that programme of studies aimed at training the individual in line with the biblical injunction to teach the child the way of the Lord, when he grows he will never depart from it.

  1. Holy Bible).
  2. Aderson (1992) believes that citizenship education implies a mutual understanding by the state and the individual.
  3. The National Policy on Education (2004 revised edition) identifies the aims and objectives of education in Nigeria as: a.
  4. The inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society.b.

Inculcation of national consciousness and unity c. The training of the mind in the understanding of the world around us; and d. The acquisition of appropriate skills Citizenship Education is one of the school subjects specifically aimed at inculcating national consciousness and unity as well as the right type of values and attitudes in the Nigerian child.

To this extent a core status was accorded the programme via social studies, at the pre-primary, primary and Junior secondary basic education level. The Nigerian Education Research and Development Council (NERDC) in 1991 identifies the objectives of citizenship education in Nigeria as follows.i. To create an awareness of the provisions of the Nigerian constitution and the need for democracy in Nigeria.

ii. To create adequate and functional literacy amongst Nigerians iii. To sensitize Nigerians to the functions and obligations of the government iv. To make Nigerians fully aware of their rights and duties and to respect the rights of others v. To assist in the production (raising) of responsible, well informed and self reliant Nigerian citizens and vi.

To inculcate the right values and attitudes for the development of the individual and the Nigerian society. Statement of Problem The Nigerian society after years of being exposed to citizenship education is still associated with various unethical practices. This implies a problem with either the citizenship education curriculum or its implementation.

Research Questions The study raised the following questions in order to identify the problems with citizenship education programme in the country, as premises for identifying possible solutions to remedy the situation.1. Is citizenship education taught at all levels of our educational system? 2.

  1. Are students at the various level of our educational system aware of the existence of Citizenship Education Programme in our schools? 3.
  2. Is the Nigerian public aware of citizenship education programme in our school system? 4.
  3. Is there any difference between students, teachers and the public, in their level of awareness of citizenship education? Research Methodology The study was a survey research with the ex-post facto research design.

The dependent variable of this study is citizenship education while the students, teachers and members of the public awareness and perception of citizenship education are the independent variables. Sample and Sampling Techniques The sample for the study consisted of a total of one hundred ninety-five teachers distributed as follows: 100 primary, 60 junior secondary schools, 15 colleges of education; 10 polytechnics and 10 universities.

A sample of 170 members of the public, comprising ministry officials (50), members of the academic community (20), organized private sector (50) and others (50) was used in the study One thousand two hundred students, with five hundred from primary schools, four hundred from secondary schools and hundred each from colleges of education, polytechnics and universities were also sampled for the study.

The systematic sampling technique was used in the selection of the sample, while descriptive statistics of simple percentage and mean scores were used in the analysis of data. Research Instruments Three main instruments, namely, teacher’s perception of citizenship education questionnaire (TPCEQ), student’s perception of citizenship questionnaire (SPCEQ) and citizenship awareness Poll (CEAP) were used in the collection of data. The validation of the instruments was done by experts in the field of citizenship education and social studies from the department of curriculum studies and instruction. The reliability of the instruments was determined at 0.78. The researchers in collaboration with other trained research assistants administered the instruments over a period of three weeks Data Collection Analysis and Results. The data collected using the various instruments are presented below. Table 1 shows that citizenship education is not taught at all levels of the educational system. For instance the polytechnics do not have it on their curriculum.

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All the colleges of education have it, while only one of the universities has it in it’s curriculum. The result of the study shows that citizenship education is not taught in all levels of our educational system. Table II, shows that a greater number of teachers are aware of citizenship education in our school curriculum.

Out of a total of two hundred and fifty five school teachers sampled (255), one hundred and forty three (143) were aware of citizenship education in our schools, while one hundred and twelve (112) were not aware of it. A further analysis of this table revealed that teachers at the primary and secondary schools were more aware of the citizenship education programme in our schools than the teachers at the tertiary level.

  1. Out of the 35 teachers sampled in the tertiary institutions, only 11 were aware of citizenship education as against 24 that were unaware of it.
  2. However, the case was different at the basic education level, where out of 120 teachers sampled, 63 were aware of citizenship education as against 57% who were not aware of it (52.5 and 47.5% respectively).

Table 4 summarizes students’ awareness of citizenship education in our schools. A total of 1200 students responded to the questionnaire 459 or (34.6%) of the students were aware of the existence of citizenship education in our schools while 735 or (65.3%) were ignorant of the programme.

The findings of this study indicate that students are not aware of the existence of citizenship education in our schools and by implication do not apply it’s tenets. On the issue of public awareness of the programme, it was found to follow the pattern of student’s awareness. Out of the 200 respondents, 118 (59%) were ignorant of it, while only 82(41%) who were mainly from the academic world were conscious of citizenship education programme in our schools.

Thus, the answer to research question 3, is that members of the public are not quite aware of citizenship education programme in the school curriculum. When this is considered against the background that these respondents were actually products of the school system, the question that readily comes to mind is if citizenship education has been implemented in schools. The result of this study has shown that majority of the students across our educational system and the general public are not aware of citizenship education, some of the teachers in the school system are also ignorant of the programme. This is a pointer to the fact that citizenship education is not effective.

  • It is not achieving it’s desired result.
  • This being the case, one can attribute some of the social vices, such as lack of patriotic zeal, public disregard to law, examination malpractices and infact the seemingly rudderless nature of the national ship to the faulty and ineffective implementation of citizenship education programme in schools.

For instance, it could be regarded as inappropriate for an important subject of this nature to be made a fraction of other school subjects (NPE 2004, 15 and 19). If Nigeria must avoid a national shipwreck, redirect and refocus our national value system, attitudes, and orientation a more determined effort must be made to achieve the lofty aims and objectives of citizenship education as enshrined in our National policy on Education.

To this end, there is the urgent need to divorce citizenship education from social studies. Citizenship education at present is an appendage of social studies, a subject that is still struggling for recognition in our school curriculum. Unless this is done, its awareness and acceptability will for time elude us as a nation.

References (1.) Ajose W 2001 Challenges of citizenship Education under a democratic Government in Nigeria. A Journal of School of part-Time Studies, ACOED, Vol.(4)1 (2.) Dada A. (1991). Principles of Curriculum and Instruction. External Studies Programme.

University of Ibadan. (3.) Iyamu EOS and Otote, C, O (2005) Citizenship education in Nigerian schools: Rationale and constraints. Social studies Quarterly, Vol.(3)1 (4.) Nduka O. (2004) Value Education, A Key note address proceeding of the 19th Annual Congress. (5.) Mokuwe (1991) In Citizenship Education in Nigeria rationale and constraints Iyamu and Otote Social Studies Quarterly Vol.(3)1 (6.) Ogunbiyi, O.

(2004) A guide to Curriculum Development. Lagos. Babs Olatunji Publishers. (7.) Anderson M.B (1992)Education for All: What are we waiting for? New York: UNICEF (8.) Falade D (1999). Social Studies Education as a means of promoting citizenship education training in Nigeria.

Nigerian Journal of Citizenship Education(1)1&2 (9.) Omoyemi JMS (1999). Concept, Purpose and Scope of Citizenship Education. Citizenship Education Ibadan Corporate publications. (10.) Omatseye B.O.J. (1999). Re-Thinking the role citizenship education in Nigerian pre-school learning. Nigerian Journal of citizenship education (1) nos1 & 2 (11.) Ughamadu K.A (2006).

Curriculum: Concept, Development and Implementation. Onitsha. Lincel Publication. (12.) Ogunbiyi.O. and Okebukola F. Fundamentals of Curriculum and Instruction. Lagos Babs Olatunji Publishers. PROF.M. OMO-OJUGO MR H.E. IBHAFIDON DR. CELIA OTOTE Dept of Curriculum and Instruction, Faculty of Education, Ambrose Alli University, Ekpoma.

  1. Table 1: Summary of schools Teachers Sampled by Level No of schools No of where No of schools C.E.
  2. Is teachers Schools sampled available % sampled Primary 100 100 100 100 Junior Sec.
  3. Sch.60 60 100 60 Senior sec.
  4. Sch.60 10 16.6 60 Colleges of Edu.15 15 100 15 Polytechnics 3 – 0 10 Universities 3 1 7 10 5 Total 241 186 77.10 255 No of teachers Awareness Not Schools of C.E % aware % Primary 80 80 20 20 Junior Sec.

Sch.35 58.33 25 41.6 Senior sec. Sch.12 20 48 80 Colleges of Edu.12 80 3 8.5 Polytechnics 0 0 10 100 Universities 4 40 6 60 Total 143 56.00 112 43.9 Table 2: Teachers awareness of cltlzenshlp education by faculty Vschools of (tertiary schools only) No of No of teachers % Age teachers aware sampled of C.E Education 10 6 60 Medicine 3 1 33.3 Natural sciences 3 – 0 Social sciences 8 2 25 Law 3 1 33.3 Engineering 3 – 0 Environmental stu.5 1 20 Total 35 11 31.4 No of teachers not % age aware of C.E Education 4 40 Medicine 2 66.66 Natural sciences 3 100 Social sciences 6 75 Law 2 66.66 Engineering 3 100 Environmental stu.4 80 Total 24 68.6 Table 3: Teachers awareness of citizenship education (primary, junior and senior secondary schools) No of No of teachers Dept No of teachers not teachers aware % age aware % age sampled of C.E of C.E Social sciences 40 25 62.5 15 37.5 Vocational 10 6 60 4 40 Sciences 10 4 40 6 60 Language 20 10 50 10 50 40 18 45 22 55 Total 120 63 52.5 57 47.5 Table 4: students awareness of citizenship education No of No not students No Aware Aware Schools sampled of C.E % age of C.E % age Primary 500 230 46 270 54 Junior Sec.
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What is the importance of citizenship in Nigeria?

3. Allows Citizens To Own Nigerian Passport – Citizenship allows Nigerian citizens to own Nigerian passport. To have Nigerian passport will allow the Nigerian citizens the freedom of travelling within the country. A citizen can be allowed to travel for quite long periods of time, and can also be allowed to live outside of Nigeria.

  • Much more important, citizenship will allow Nigerian citizens to receive the Nigerian government protection and the Nigerian assistance when they are abroad.
  • Further more, a Nigerian citizen can never be deported, and cannot also be sent back to his native country, which of course, is Nigeria.
  • It is good to know that by the virtue of citizenship, Nigerian citizen is protection against any form of deportation.

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