CHAPTER ONE
INTRODUCTION
1.1 Â Â Â Â Background Of The Study
The intensifying violence in Nigeria’s social, political, and economic arenas has made living intolerable in the country. Youth incivility has become the norm, while civic qualities have dwindled all aspects of the society. As a result, there have been constant cultist operations in both secondary and higher educational institutions across the nation, as well as abduction and other heinous deeds. In view of this, Falade (2008) emphasized that “the civic values and political characteristics that define a decent and responsible citizen are rapidly dwindling. Liberty lies in the hearts of men, w hen liberty dies, no constitution, no law, and no court can restore it (Benzon, 2013). Realizing this fact, the federal government swiftly interfered with the reintroduction of civic education in the school system from elementary to secondary levels as a corrective measure to stem this heinous tendency (Egga, 2013).
However, youth incivility, cultism, and hooliganism continue to recur in our society today, particularly among the youth. This casts doubt on the curriculum’s usefulness and relevance, as well as the manner through which it is implemented (Walters, 2015). Hence, many are opined to making civic education a mandatory subject for pupils in both the arts and sciences. In light of this, Maheshwari (2012) claimed that civic education should not be taught as a distinct topic, since its curriculum material is quite comparable to that of government and social studies.
In view of the above, Nworgu (2014) elaborated on the issues impacting the efficient implementation and learning of civic education, including the scarcity of civic education-trained teachers. As a consequence, social studies teachers are often the ones that teach civic education in their schools. This has significantly contributed to the issue of inadequate civic education implementation in our secondary schools.
In any case, the federal government of Nigeria’s return of civic education to the school system (including elementary and secondary schools) via the national orientation agency in 2009 was a positive move that intended to implant in children national values, norms, and awareness from the ground up.
Some of the values like honesty, obedience, handwork, tolerance, integrity, and faith that are vital to the stability and progress of the nation and society are inculcated into the young through academic exercise.   Proper implementation of the government-mandated curriculum would not only reflect the country’s unity, but will also greatly contribute to child production.
1.2 Statement Of Problem
The federal government established civic education as a field of study in reaction to decreasing and worsening civil conduct, political violence and crises involving youth, cultism, and other types of aberrant behavior among youth (Oyetunde, 2015). The introduction of this discipline was intended to serve as a corrective remedy by instilling good conduct in youth and providing civic training. However, Denier (2017) said that since the subject curriculum does not bring anything new to the government and social science curricula, it should be taught as a topic in government rather than as a standalone subject. Despite this, the execution of this policy (subject) has encountered significant obstacles, including a scarcity of competent teachers, disinterest, and budgetary constraints (Onochie, 2014). From the above, this research seeks to illuminate the significance and obstacles associated with successful civic education instruction in secondary schools.
1.3 Objectives Of The Study
This study is structured to generally evaluate the relevance and challenges encountered in the teaching of civic education in secondary schools. However, the study will further;
1.       Determine the extent to which civic education is relevant as a subject of study in the secondary school.
2.       Ascertain the reasons why civic education is being thought in secondary schools.
3.       Identify the factors affecting the effective implementation and teaching of civic education in secondary schools.
1.4 Research Question
The study will be guided by the following questions;
1)Â Â Â Â Â Â Â What is the extent to which civic education is relevant as a subject of study in the secondary school?
2)Â Â Â Â Â Â Â What are thee reasons for the teaching of civic education in secondary schools?
3)Â Â Â Â Â Â Â What are the factors affecting the effective implementation and teaching of civic education in secondary schools?
