Abstract
This research work sought to assess the attitude of undergraduate
youths toward democratic values and the implication these would have on
social studies education in Nigeria. The youths of Nigeria has been
confirmed to form the bulk of the citizens which is the decision making
group in the society. The lack of a democratic attitude of mind has
been identified as the major obstacle that has mar democratic
consolidation in Nigeria. Thus, both elites and youths have been
observed to surprisingly shown weak commitment to the basic symbols and
values of democracy. The youths must possess a good grapse of
democratic values which will aid, guide and direct their conducts in the
discharge of their civic responsibilities. And that the possession of
democratic values is not only essential for youths to participate in
democracy but is essential for them to participate well and positively.
In order to carry out this study, nine research questions were raised to
investigate the attitude of youths to some selected democratic values.
The survey research design, using the descriptive method was employed
in the study. Six hundred subjects were selected from the four
universities in Edo State.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Citizens are the hearts and soul of democracy and hence there must be
active and informed involvement of the people at all levels of
governance as willing participants in defining and maintaining their
democracy. The youths of any society are a potential force to reckon
with in that society, Nigeria not exempted. They constitute a large
chunks of the decision making groups in the society. The Nigerian
youths form the bulk of the citizens which is the decision making groups
in our democracy. Youths must not be unlookers but the driving force
behind democracy and their participation must not be limited to
elections only, but a continuing engagement with the process of
democratic governance. In line with this assertion, NERDC (2005) agreed
that, The role of the youths as electorates does not just stop at
voting. The youths must constantly engage in the political process in
order to strengthen democracy. Thus, the youths must ensure that
government policies truly represent people’s best interest and not those
of a handful of rulers. Corroborating the above assertion, NOA (2006)
posited that, For democracy to succeed, citizens must be active, not
passive, because the success or failure of the government is their
collective responsibility. The citizens must ensure that they shape the
government of their choosing. The youths can individually, collectively
and through various civil society groups get mobilized and involved in
citizenship and governance by joining political parties and contesting
elective offices wherein they can influence government policies and
programmes. To participate well in democratic activities, the youths
must possess a good grapse of democratic values which will aid, guide
and direct their conducts in the discharge of their civic
responsibilities. In line with this, NOA(2006) asserts that: “For
democracy to be sustained, it is essential that citizenry possess the
requisite skills, demonstrate the values, and display the behaviours
that accord democracy”. That is democracy is nurtured and sustained
only when democratic values are rooted in the minds and actions of
citizens (NOA, 2006). Ojo in Iyoha, Aghayere and Oviasuyi (2003)
advanced that “it is required at the level of both elites and the youths
that attitude and behaviour supportive of democratic consolidation be
appropriately developed”. Thus, it is crystally clear that the
possession of democratic values is not only essential for youths to
participate in democracy but are essential for them to participate well
and positively. CIVITAS (1991) and Avaro (2001) defined democratic
values “as the fundamental beliefs and constitutional principles which
guide the democratic government put in place in a particular society”.
They are ethos that regulate the extend, level and involvement of
participants in a democracy. CIVITAS and Avaro went ahead to identify
and itemize life, liberty, pursuit of happiness, the common good,
justice, equality, diversity, truth, popular sovereignty and patriotism
as fundamental beliefs. And rule of law, separation of powers,
representative government, check and balances, individual rights,
freedom of religion, federalism and civil control of military as
constitutional principles, both making up the American core democratic
values. Most of these core democratic values identified by CIVTAS and
Avaro were derived from the speeches of American presidents, chiefly by
Thomas Jefferson.
Here in Nigeria, it need to be pointed out that
there is no unanimous agreement as to what constitute our democratic
values or that there is no single document that contain such values as
in the case of the U.S and other older democracies. What we can distill
as our democratic values are excerpts from our constitution, speeches of
past leaders and governments and writings contained in some available
literature. A thorough search and comparison of findings with that of
the U.S core democratic values. The researcher concludes that the
following values of happy life, freedom, equality(one-man-one vote),
justice, toleration of diversity, unity(national integration), national
loyalty(as against sectional loyalty), rule of law, separation of
powers, checks and balances, transparency, patriotism, dignity of human
person, representative government, self-reliance, due process, electoral
credibility(citizens vote must count), common good(acting in the best
interest), popular consent, supremacy of the people, toleration of
opposition and legitimacy are Nigeria’s core democratic values. While
the underlisted values of honesty, discipline, integrity, dignity of
labour, humaneness, mutual respect, orderliness etc. should remain
simply as democratic values or civic values or traits that make
democracy possible (FGN, 1999; Ojo in Iyoha et al, 2003; NERDC, 2005
& Nnamdi, 2009). So the decision of the youths to participate or not
to participate depends on their awareness adherence and
internationalization of these democratic values and this has serious
consequences on democracy and the general polity. And it is in turn
determined by the factors of or the interplay of political culture,
civic or citizenship education and the political experiences of the
society in question. Ojo in Iyoha, et al (2003) advanced that “the lack
of development of democratic attitude (values) is one major obstacle
that has mar democratic consolidation in Nigeria. Thus, it is the
obstacle to youths positive participation in our democracy”. However,
Nigerian youths have contributed immensely to the growth and development
of their various communities and the country in general. Their
struggle and move have always been a sacrificial one which outcomes are
not only their selfish interest alone but for the generality of the
people (Aghayere in Iyoha, et al, 2003). Aghayere (2007) further
asserts that, Nigerian youths, particularly Nigerian students, have been
known for their active participation in nation building. Their
sustained struggles and agitation against colonial exploitation and
domination of the political system, amongst others, paved the way for
the termination of colonial rule and attainment of independence. The
youths also played important roles of facilitating the democratization
of Nigeria (demilitarization of Nigeria). Their selfless activities
largely contributed to the enthronement of democratic rule that
culminated in the 1979 and 1983 civilian rule in Nigeria. The youths
protest that greeted the annulment of the June 12, 1993 presidential
election cannot go unmentioned. Contributing to this, NOA (2006) also
identified other areas of youths positive participation in democratic
governance. These it outlined to include the following activities,
Meeting with political officials to express their concerns and desires,
petitioning and demonstrating peacefully, voting, registering,
contesting elective offices, demanding accountability from elected
representatives, scrutinizing and criticizing government policies,
writing articles in newspapers, boycotts and labour unions strikes. In
addition to these, the youths also served as Independent National
Electoral Commission (INEC) staff, provided services or items (electoral
materials) to INEC as self employed youths and defended their vote
casted when results were hijacked by political warlords. On the other
hand, most of the actions and involvement of Nigerian youths have
portrayed negative influence on our democracy and the polity in
general. In line with this view, Ojo in Iyoha, et al (2003) pointed out
that, Much of the deviance in political behaviour can be traced to the
youths and are correctly attributed to lack of a democratic attitude of
mind. The ultimate manifestation of the absence of a democratic
attitude of mind is electoral rigging, intolerance of political dissent,
alternative or opposing viewpoints. He asserts further that “both the
elites and youths have surprisingly shown weak commitment to basic
symbols and values of democracy”. Hence, there is serious manifestation
of greed, inordinate ambition to win power, thuggery, dishonesty,
personalization of political/public offices, insincerity, disrespect for
others, intolerance etc in our national polity. The disposition that
forms democratic ethos are not inherited or passed down through the
genetic mode; it is required that each generation of society learn civic
facts, explore democratic ideas and values and connect such concepts to
the responsibility of citizenship. Such disposition must be fostered
and internalized by word, study and by power of example. It is in this
regard social studies as a school subject is highly imperative in
fostering these learnings and to sustain our nascent democracy. The many
years of military rule in Nigeria have been marred by uncivil political
behaviours that ranged from political apathy to electoral fraud. The
attendant effect has been lack of popular participation, and
disengagement of many Nigerians, particularly youths, from political
processes. These developments suggest weak civil support for democratic
values and institutions. The focus of this study is to ascertain the
extent to which youths are aware/unaware, have positively/negatively
internalized these democratic values in the discharge of their civic
duties and more importantly, the extent to which social studies
education can help to learn or unlearn these values in youths. As
pointed out earlier that democracy is nurtured and sustained only when
democratic values are rooted in the minds and actions of citizens.
Civic and citizenship education, which are vital aspects of social
studies is essential in the inculcation and entrenchment of these vital
knowledge, values and actions in citizenry. This brings to mind the
definition of social studies given by Kissock (1981) when he defined
social studies as a programme of study which a society use to instill in
students the knowledge, skills, values, and actions it considers
important according to the relationship human beings have with each
other, their world and themselves (Iyamu and Onyeson, 1991). To
Kissock, social studies can be used to instill in learners those
desirable attitudes and actions (i.e. democratic attitudes and values)
that a society feels desirable to its survival as a people.
Youths
acquire the status of citizenship in any particular society after
undergoing certain psychological awareness and social training as well
as some specific skills (Aghayere in Iyoha, et al, 2003). The age at
which such is reached varies from society to society. But subscribing
to the argument of Agbebaku and Agbebaku(2007) that, “youths in Nigeria
are people normally between the ages of 18 to 45 years”. Their reason
for the choices of 18 as the lower age was derived from the fact that
the 1999 constitution of Nigeria sets that mark as the minimum
acceptable voting age for Nigerians. And that of 45; it is the peak
where people still demonstrate youthfulness and energy for civic
activities. Therefore, for the purpose of this study, Nigerian
undergraduate youths will mean persons between the ages of 18 and 45
years who are currently undergoing their first degree programmes in any
Nigerian universities.
1.2 STATEMENT OF THE PROBLEM
This study was undertaken to investigate the perception of Nigerian
youths of democratic values. From experience with youths during
elections and civic activities, the extent to which youths are aware of,
understand and/or have internalized these values is not certain. This
has serious implication for social studies education, our democracy and
the Nigerian nation as a whole. Thus, there is apprehension when one
takes a cursory look at the undemocratic attitudes, level of incivility
prevalence among our youths and the ultimate manifestation of negative
behaviours such as electoral rigging; kidnapping/killing of political
opponents; writing or sponsoring the publications of damaging articles
in our media; tearing, removal or defacing of posters belonging to
political opponents/parties; youths enlisting into various cult groups
to be used as party kingpins/political thugs; the general
apathy/indifference of many youths to elections and democratic process;
youths mortgaging their conscience after being induced with meagre
amount of money or materials like face-caps, T-shirts, umbrellas etc to
support the wrong candidates/parties knowing full well they have no
political will and the reputation to deliver on electoral promises and
thereafter put their future in jeopardy and perpetual wants. The end
result is bad leadership/government, high number of electoral cases in
court, lack of basic infrastructure, unemployment, and
underdevelopment. Recently, the National Orientation Agencies has
embarked on mass mobilization to raise people’s awareness of democratic
values in the country. Even at that, what can we say about the present
perception of Nigerian youths of democratic values? How much do social
studies have to offer in promoting these values in the youths?
1.3 OBJECTIVE OF THE STUDY
The objectives of the study are;
1. To ascertain the extent to which they are aware, understand, and
have imbibed the democratic values that guide Nigerian democratic
process
2. To ascertain the extent to which democratic values regulate our
youths as participants in the various democratic processes.
3. To find out the attitude of youths toward the virtues of
respect and tolerance while indulging in/carrying out political
activities
4. To find out the attitude of youths toward the virtues of honesty and patriotism while discharging their civic duties
5. To find out the attitude of youths toward transparency and following due process in their civic practices
6. To find out the attitude of youths toward the provision of justice for every citizens in our democracy
7. To find out the attitude of youths toward the principle of one-man-one vote in the political process
1.4 RESEARCH HYPOTHESES
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: the attitude of youths toward the virtues, respect and tolerance while indulging in political activities is bad
H1: the attitude of youths toward the virtues, respect and tolerance while indulging in political activities is not bad
H02: there is no attitude of youths toward transparency and following due process in their civic practices
H2: there is attitude of youths toward transparency and following due process in their civic practices
1.5 SIGNIFICANCE OF THE STUDY
This study was undertaken at the time the Nigerian state is passing
through a trying moment in its democratization process. The study will
specifically expose what social studies as a school subject has done so
far in terms of citizenship transmission – producing citizens (youths)
that are civically conscious, responsible and competent. And the lapses
in the school subject why it is not living up to expectation. The work
will also be useful to curriculum developers when deciding which
subjects should feature as core; and at which level should they feature
and when should they not. That social studies education terminating in
JSS III in our school system before now has done great disservice to
good citizenship transmission. And thanks to the newly introduced civic
education that will be offered at senior secondary school (SSS) in our
schools.
The study will also be useful in identifying the democratic
values that would be taught to the youths in our school system. It will
also be useful in the informal settings or gatherings organized by
MAMSER, INEC, political parties such as rallies venues, campaign
grounds, sensitization programmes etc as there is acute limited work or
literature on the concept, democratic values. It will also help to
identify the undemocratic attitudes and behaviour Nigerian youths are
associated with/indulged in our democratic process so as to provide
INEC, security agents and political parties with the adequate
information and possible ways of forestalling such ugly menace. Finally,
it will help to correct the attitude of indifference and general apathy
of many Nigerian youths to electoral process and democracy in general.
That is to sensitize the youths to be a part and parcel of the
mechanism that makes and shapes the decisions and policies that
determine their future rather than living it in the hands of few elites
who are selfish and parochial in their judgments. And why acting in
this capacity to imbibe the democratic ethos that ensure electoral
credibility and democratic consolidation
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of the study covers attitude of undergraduate youth towards
democratic values: implication for social studies. The researcher
encounters some constrain which limited the scope of the study;
a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
b) TIME: The time frame allocated to the study does
not enhance wider coverage as the researcher has to combine other
academic activities and examinations with the study.
c) Organizational privacy: Limited Access to the
selected auditing firm makes it difficult to get all the necessary and
required information concerning the activities.
1.7 DEFINITION OF TERMS
The core words or concept are defined operationally as used in this study:
Democratic Values: Are
the fundamental belief and the constitutional principle which guide the
democratic government put in place in a particular society. They are
the ethos that regulates the extent, level and the involvement of
participants in a democracy. Examples are rule of law, patriotism,
equality, freedom, self-reliance, the common good, justice, toleration
of diversity, transparency, etc.
ATTITUDE: A settled way of thinking or feeling about something.
UNDERGRADUATE: An undergraduate degree is a
colloquial term for an academic degree taken by a person who has
completed undergraduate courses. It is usually offered at an institution
of higher education, such as a university.
1.8 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy
understanding, as follows. Chapter one is concern with the introduction,
which consist of the (overview, of the study), historical background,
statement of problem, objectives of the study, research hypotheses,
significance of the study, scope and limitation of the study, definition
of terms and historical background of the study. Chapter two highlights
the theoretical framework on which the study is based, thus the review
of related literature. Chapter three deals on the research design and
methodology adopted in the study. Chapter four concentrate on the data
collection and analysis and presentation of finding. Chapter five gives
summary, conclusion, and recommendations made of the study