CHAPTER ONE
INTRODUCTION
Background to the Study
Around the world the general, concern for Citizenship Education is growing and plays an increasingly more significant role in the future of education (Sears and Hughes 2006). In a bid to either eradicate or minimize the ‘evils’ of society, Citizenship Education is propagated (Ajayi, 2007). World Education Forum Dakar (2000) considered the social ills of society and suggested education as a powerful tool for promoting democracy and citizenship and Citizenship Education. It was stressed that apart from education being the right of every child, certain virtues need to be displayed by every individual or citizen (UNESCO, 2000).
Citizenship Education implies being educated to become an efficient member of one’s immediate and the general human community and to develop a commitment to work effectively with diverse people and to accept differences in cultures and values to social and development needs or issues. Citizenship Education also provides an essential element in the socialization process by helping young people to understand their society, contributing to it as informed, effective and responsible citizens (Aggarwal, 2000). Children’s learning is a major focus within most early year’s settings and one that is rewarding and exciting for early years practitioners. Understanding how children learn and how to support their learning experiences require extensive and in-depth knowledge from those people who care for them (Osler, 2001). Provision of quality secondary school education will ensure sustainable academic future for generations. It may not be easy to speculate, because today’s children are tomorrow’s leaders. They should not have to wait until they get to the tertiary institutions to be introduced to Citizenship Education (Atubra, 2009).
With the new development in promoting democracy among all countries in the world, Citizenship Education becomes increasingly important in the educational system (Torney-Purta & Vermeer, 2004). Citizenship Education is highly topical in many countries at present and urgent consideration is given to how to prepare the young people for the challenges and uncertainties of life in a rapidly changing world (Ichilov, 1998). It is just in order that many international communities are undertaking major reforms of schools and the curricula, Citizenship Education is part of this reform process (Kerr, 2005). Hence the secondary schools have no options but to be part of it. The school teachers who are the “attacking troops” in the classroom in this regard need to be given serious consideration. The concept of Citizenship Education is generally said to embrace the preparation of young people for their roles and responsibilities as citizens and in particular the role of education in the preparatory process (Kerr, 2005). He further (2005) added that Citizenship Education is covered by a wide range of terms used in many countries to include citizenship, civic, social science, Social Studies, world studies, society and studies of society. It also has links to curriculum subjects and options including history, geography, economics, politics, environmental studies, values education, religious studies, language and science.
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TEACHERS’ ATTITUDE TOWARDS THE TEACHING OF CITIZENSHIP EDUCATION IN SECONDARY SCHOOLS IN ISIALA MBANO LOCAL GOVERNMENT AREA OF IMO STATE
