SS2 CIVIC EDUCATION THIRD TERM SCHEME OF WORK

WEEK TOPIC PERFORMANCE CONTENT REFERENCES

OBJECTIVES

1 Human By the end students 1. Define human WASSCE & NECO Civic
Trafficking should be able to: trafficking. Education Final Marking
(a) Explain the meaning of Scheme.
2. Cases of human 2. Okunloye, R.W et al (2011),
human trafficking;
. trafficking:e.g. poverty, Civic Education for Senior
(b) Discuss the causes of greed, illiteracy, Sec. Schools (Book 2), Learn
human trafficking in political instability, etc. Africa Publishing Ltd.
society. 3. Babalola, G.M and
3. Effects of human Igbinobu, C. (2015), Essential
c) Explain the effects of trafficking:e.g. death of Civic Education for Sen. Sec.
human trafficking. victims, unwanted School, Tonad Publishers Ltd.
pregnancy, drug and
alcohol addiction, etc.

2 Human By the end of the lesson, 1. Origin of NAPTIP WASSCE & NECO Civic
Trafficking students should be able and WOTCLEF. Education Final Marking
cont'd to: Scheme.
2. Functions of 2. Okunloye, R.W et al (2011),
(d) Explain the roles of NAPTIP Civic Education for Senior
government in the fight Sec. Schools (Book 2), Learn
3. Functions of
against human trafficking, Africa Publishing Ltd.
WOTCLEF, etc.
e.g. establishment of 3. Babalola, G.M and
NAPTIP, arresting and Igbinobu, C. (2015), Essential
prosecuting offenders, etc.; Civic Education for Sen. Sec.
and individuals in, the School,Tonad Publishers Ltd.
setting up of WOTCLEF.

3 Civil Society By the end of the 1. Meaning of civil WASSCE & NECO Civic
Organizations lesson, students society organization; Education Final Marking
(CSOs) should be able to: Scheme.
2. Function of Civil 2. Okunloye, R.W et al (2011),
a) explain the meaning of
Society Organization, Civic Education for Senior
civil society;
e.g. providing free Sec. Schools (Book 2), Learn
b) explain the functions of professional services, Africa Publishing Ltd.

1
 civil society; serving as watchdogs of
public office-holders, 3. Babalola, G.M and
c) discuss the features of Igbinobu, C. (2015), Essential
staging peaceful
civil society; Civic Education for Sen. Sec.
protests against the
d) highlight the problems unpopular policy of the School,Tonad Publishers Ltd.
of civil society. government, defending
human rights, educating
Nigerians, etc.
3. Problems of Civil
Society, e.g., lack of
funds, dependence on
donor agencies for
funds, de-registration
by the government, lack
of proper organization
of CSOs, etc.
4. Features of Civil
Society,e.g., voluntary
membership, adopts
persuasive methods,
independent of
government, adopts
protests,
demonstrations, and
boycotts to press home
their demands, etc.
4 Values By the end of the 1. Define the concept of WASSCE & NECO Civic
lesson, students values. Education Final Marking
should be able to: Scheme.
b)Explain types of values.
2. Okunloye, R.W et al (2011),
a) Define the concept of c)Highlight the Civic Education for Senior
values. importance of values to Sec. Schools (Book 2), Learn
b) Explain types of values. the society. Africa Publishing Ltd.
3. Babalola, G.M and
c) Highlight the importance d) State the ways society Igbinobu, C. (2015), Essential
of values to the society. can promote acts of Civic Education for Sen. Sec.
justice and selflessness School,Tonad Publishers Ltd.
d) State the ways society
can promote acts of justice
and selflessness.

5 Youth By the end of the 1. Meaning of youth WASSCE & NECO Civic
Empowerment lesson, students empowerment. Education Final Marking
should be able to: Scheme.

2
 (a) Explain the concept of 2. Different youth
youth empowerment; empowerment skills: 2. Okunloye, R.W et al (2011),
e.g. manipulative skill, Civic Education for Senior
(b) Discuss different youth Sec. Schools (Book 2), Learn
communicative skill,
empowerment skills; Africa Publishing Ltd.
artistic skill, life coping
skill, vocational skill, 3. Babalola, G.M and
(c) State the importance of
Igbinobu, C. (2015), Essential
youth empowerment; etc.
Civic Education for Sen. Sec.
d) Discuss the 3. Role of Government School,Tonad Publishers Ltd.
government’s efforts at in Promoting Youth
promoting youth Empowerment Skills:
empowerment. e.g. establishment of
different agencies and
ministries for youth
empowerment,
establishment of
vocational and craft
schools, provision of
start-up
capital/equipment for
youths involved in
youth empowerment
training, etc.
4. Importance of Youth
Empowerment
Skills: reduction of
crime rates, self-
employment of youths,
contributes to meaning
development, etc.
6 HIV/AID By the end of the 1. Meaning of WASSCE & NECO Civic
lesson, students HIV/AIDS. Education Final Marking
should be able to: Scheme.
Origin of HIV/AIDS. 2. Okunloye, R.W et al (2011),
(a) Explain the origin and Civic Education for Senior
2. Causes/ways of
meaning of HIV/AIDS; Sec. Schools (Book 2), Learn
contracting HIV/AIDS:
Africa Publishing Ltd.
(b) identify various ways e.g. having unprotected
3. Babalola, G.M and
of contracting HIV/AIDS; sex, transfusion of Igbinobu, C. (2015), Essential
unscreened blood, Civic Education for Sen. Sec.
(c) identify the symptoms
sharing of infected School,Tonad Publishers Ltd.
of HIV/AIDS;
sharp objects, through
(d) highlight the effects of mother to child of
HIV/AIDS; pregnant mothers, etc.

(e) State preventive

measures for HIV/AIDS;
3. Symptoms of
3
 (f) Discuss various forms HIV/AIDS: e.g.
of stigmatization of persistent fever lasting
PLWHA. more than a month,
prolonged/persistent
diarrhea, loss of weight
and appetite for a long
period, loss of hair,
persistent loss of
memory, etc.
4. Effects of
HIV/AIDS:e.g.
damaging of the
immune system of
victims, stigmatization
and social
discrimination,
untimely death, loss of
appetite, depression and
emotional instability,
etc.
5. Preventive measures
of HIV/AIDS: e.g.
avoiding use of and
contact with
unsterilized sharp
objects, total abstinence
from sex by unmarried
people, proper
screening of blood
before transfusion, etc.
6. Stigmatization of
HIV/AIDS victims:
denial of admission in
school, sack from work,
etc.
7 Cultism. By the end of the 1. Meaning of cultism. WASSCE & NECO Civic
lesson, students Education Final Marking
Origin of cultism in Scheme.
should be able to:
Nigerian schools. 2. Okunloye, R.W et al (2011),
(a) Define cultism; Civic Education for Senior
2. Different cult groups
Sec. Schools (Book 2), Learn
(b) Describe the origin of operating in Nigerian
Africa Publishing Ltd.
cultism in Nigerian universities: e.g. Black
3. Babalola, G.M and
schools; Axe, Buccaneers, Eiye, Igbinobu, C. (2015), Essential
Pyrates, Vikings, Black Civic Education for Sen. Sec.
(c) Identify different cult
4
 groups in Nigerian Bra, etc.
schools; School,Tonad Publishers Ltd.
3. Reasons for joining
(d) List the reasons for cults:e.g. position
joining cult groups. seeking, social
identification, false
impression, negative
peer influence, etc.

8 Cultism cont'd By the end of the 4. Preventive measures WASSCE & NECO Civic
lesson, students on cultism, e.g. Education Final Marking
should be able to: Punishing people found Scheme.
guilty of cultism, 2. Okunloye, R.W et al (2011),
(e) Discuss Nigerian Civic Education for Senior
making and applying
government policies Sec. Schools (Book 2), Learn
strict laws on cultism,
against cultism; Africa Publishing Ltd.
etc.
3. Babalola, G.M and
(f) Highlight the effects of Igbinobu, C. (2015), Essential
5. Effects of cultism in
cultism on society; Civic Education for Sen. Sec.
society: e.g. breakdown
g) Describe preventive of law and order, School,Tonad Publishers Ltd.
measures on cultism; etc. violence, increase in
crime rates, leads to
proliferation of arms,
etc.
9 Respect for By the end of the 1. Meaning of WASSCE & NECO Civic
Constituted lesson, students constituted authorities. Education Final Marking
Authorities should be able to: Scheme.
2. Different types of 2. Okunloye, R.W et al (2011),
(a) Define constituted constituted authorities: Civic Education for Senior
authority. e.g. traditional, Sec. Schools (Book 2), Learn
religious, legal-rational Africa Publishing Ltd.
(b) Explain types of
authorities, etc. 3. Babalola, G.M and
constituted authorities. Igbinobu, C. (2015), Essential
3. Importance of Civic Education for Sen. Sec.
c) Importance of
constituted authorities: School,Tonad Publishers Ltd.
constituted authorities in
e.g. promotion of peace,
society.
law, and order in
society, etc.
10 Citizenship By the end of the 1. Meaning of WASSCE & NECO Civic
Education. lesson, students Citizenship and Education Final Marking
should be able to: Citizenship Education. Scheme.
2. Okunloye, R.W et al (2011),
(a) Define citizenship and 2. Duties and Civic Education for Senior
Citizenship Education; Obligations of citizens: Sec. Schools (Book 2), Learn
e.g. tax payment, voting Africa Publishing Ltd.
b) Discuss the
at election, national 3. Babalola, G.M and
goals/importance of Igbinobu, C. (2015), Essential
5
 citizenship education; service, etc.
Civic Education for Sen. Sec.
(c) Explain the duties and 3. Meaning of School, Tonad Publishers Ltd.
rights of citizens to their nationalism and
country; national consciousness.
d) Explain the meaning of 4. Ways of Promoting
nationalism and national National Consciousness
consciousness. in Nigeria: e.g. setting
up of NYSC, tolerance,
e) Discuss various ways of
promoting inter and
promoting national
inter-ethnic marriage,
consciousness in Nigeria;
etc.
f) Mention world and local
5. World/local civic
civic problems.
problems: e.g. electoral
(g) List ways of solving malpractice, poverty,
civic problems. HIV/AIDS, etc.
6. Ways of solving
world and local civic
problems.

6
THIRD TERM SS2 CIVIC EDUCATION SUMMARY NOTE
WEEK 1-2: Human Trafficking
Definition: Human trafficking is the illegal and illicit business involving the sale and transportation of
human beings for economic (monetary) and other selfish purposes. Usually, the unsuspecting victims
are lured away into forced labour, prostitution, and other forms of abuse.
It also refers to the recruitment, transportation, harboring, or receipt of persons by deception, force, or
threat of harm for exploitation.
Human trafficking is the process of recruiting children and women by force, deceit, or tricks into illegal
business to serve as prostitutes or forced into menial jobs domestically or outside the country.
It may be defined as the voluntary, forceful, or deceitful abduction of children, women, or some helpless
people into another environment or country for cheap labour, prostitution, and child labour. Human
trafficking is a modern form of slavery. Libya is a major transit route and destination country for most
trafficked persons in Sub-Saharan Africa and Asia to Europe.
Causes of Human Trafficking: Many factors promote human trafficking in society. Some of these are
explained;
1. Poverty: poor parents are often deceived by monetary and other gifts from traffickers. These parents
in turn hand over their children, all in the preference that the child will be provided with better
education or jobs.
2. Illiteracy/ignorance: traffickers usually approach illiterate parents who do not know the implication
of releasing their wards to be taken away as long as money is paid to them. This lack of education,
knowledge, and awareness on the part of victims easily makes them fall prey to traffickers.
3. Greed and get-rich-quick attitude: Greed and material benefit often lead people into the illegal
business of trafficking. Traffickers often target those who lack contentment in life and lure them into
the business.
4. Negative peer group influence/pressure: This contributes to and encourages human trafficking.
People who have friends and age groups abroad who seem successful are easily lured into trafficking
because when their friends come home, they show affluence by spending and dressing
extravagantly, not knowing what they do for a living. These people paint seemingly good pictures of
opportunities, which may not exist.
5. The effect of war, conflict, and political unrest and instability: political instability and conflicts
in many parts of the world make people easy victims of human trafficking. These people who are
displaced from their countries are forced to look elsewhere for survival. The conflict in Syria, Libya,
etc. is a good example.
6. Weak law enforcement and porous nature of borders: the law enforcement agents manning our
porous borders compromise by accepting bribes from traffickers. In some cases, the borders are too
large to be effectively managed. Traffickers use porous borders as transit routes for their illicit
business. The inefficiency and ineffectiveness of law enforcement agents make the apprehension of
traffickers difficult.
7. Poor parenting: as a result of poor parenting, and lack of parental guidance and control, children
and youths fail to acquire enough moral strength and courage to enable them to resist the lures of
human trafficking.

7
8. Value disorientation: It is the disregard of our value system such as love, discipline, hard work,
respect, etc. Value disorientation has led to moral decadence in society, including human trafficking.
9. Bad governance: bad leadership and governance in a country that fails to provide for the social,
economic, and other related needs, yearnings, and aspirations; and protect citizens make them easy
prey to traffickers.
10. Unemployment: The lack of job opportunities in a country is one of the reasons why people rush
out of their countries for greener pastures.
11. Low self-esteem and self-worth can also make individuals become victims of human trafficking.
12. The rise in demand for commercial sex workers encourages human trafficking.
13. The demand for cheap labour within and outside Nigeria.
14. Corruption in society which encourages adventures into crimes.
15. Inadequate punishment of offenders, etc.

The Effects/consequences of human trafficking on individuals and society

1. Loss of lives/untimely death: Human trafficking involves the use of force and violence against the
trafficked, who work under dangerous, harsh conditions, malnutrition, and drug and alcohol
addiction. Female victims are often rapped or sexually assaulted to death. Resistance or rejection of
traffickers may result in maltreatment, which may lead to death. Death also results in the movement
of the victims across the sea, on land, and desert.
2. Drug and alcohol addiction: Most trafficked persons end up being drug and alcohol addicts, which
they were introduced to make them ‘feel high’ and turn workaholics. They continue to take these
drugs and alcohol as depressants.
3. Unwanted pregnancy: Since the female victims are often rapped, the resultant effect is unwanted
pregnancy of the young female girls. The trafficked girls have no control over their bodies and
sexual desires; and are forced to sleep with many men at any time and day. Of course, such
unguarded and indiscriminate sexual relationships will only result in unwanted pregnancy.
4. Contacting diseases such as HIV/AIDS virus and other STDs: Young girls who are victims of
human trafficking are at risk of diseases such as HIV/AIDS; and STDs from sleeping with men
whom they do not know, and may also not use any protection.
5. Loss of manpower: Human trafficking leads to loss of manpower/labour force because of brain
drain, whereby able-bodied young men and women are trafficked or sold to other countries.
6. Physical and emotional trauma: Human trafficking involves the use of force, fraud, or coercion to
exploit a person for profit by the traffickers. This leaves a lasting impact of devastation, anxiety,
emotional trauma, and depression on victims who are tortured, rapped, maltreated, and
dehumanized.
7. Imprisonment and confiscation of properties: Any trafficker who is identified, arrested, or
apprehended will be prosecuted, and if found guilty will be imprisoned, and his properties
confiscated or sold by the government. Money realized from such properties will be used to
rehabilitate the trafficked or money paid into their account.
8. The young female victims are subjected to mental and physical abuse like rape.
9. It leads to a violation of the victim’s fundamental human rights, eg. Right to life, personal liberty
and security of persons, freedom of movement, etc.

8
10. It leads to brain drain and destruction of the potential of victims.
11. Denial of access to education; as the training of victims is affected, destroyed, disrupted, or
distorted.
12. Victims become illegal migrants who are deported with shame.
13. It results in the organ harvesting of victims.
14. Human trafficking leads to sexual abuse, exploitation, and forced prostitution of young female
victims.
15. It brings about social stigmatization of victims and their families.
16. It brings about a bad image to a country and its citizens.
17. It leads to loss of physical trust and resentment of victims.
18. It leads to the slavery of victims.
19. It leads to forced labour/child labour, etc.

The National Agency for the Prohibition of Traffic in Persons and Related Matters (NAPTIP)
The Nigerian government under the leadership of President Olusegun Obasanjo in an effort to eradicate
human trafficking in the country, and as a signatory to relevant international agreements that ban human
trafficking, established NAPTIP in 2003. The National Assembly of Nigeria passed the bill establishing
NAPTIP on July 7th, 2003, but the bill was signed into law by the president on July 14 th same year. The
law is properly called “The Trafficking in Persons (Prohibition) Enforcement and Administration Act of
2003”.
The Trafficking in Persons Act 2003 was an outcome of a private member bill sponsored at the National
Assembly by the Women Trafficking and Child Labour Eradication Foundation (WOTCLEF), an NGO
founded by Mrs. Amina Titi Atiku Abubakar, the wife of former Vice-President of Nigeria, Atiku
Abubakar.
FUNCTIONS OF NAPTIP are as follows:
1. To enhance the effectiveness of law enforcement agents in suppressing the trafficking of persons.
2. NAPTIP adopts measures to protect the identity of its informants and witnesses.
3. To coordinate all laws on trafficking in persons and related offenses.
4. To take charge, supervise, control, and coordinate the rehabilitation of trafficked persons.
5. To investigate and prosecute traffickers.
6. To strengthen and enhance effective legal means for international cooperation in suppressing the
international activities of traffic in persons.
7. To work in collaboration with other agencies or bodies within and outside Nigeria that may ensure
the elimination /prevention of the root causes of the problems of traffic in person.
8. To reinforce and supplement measures in bilateral and multilateral treaties/agreements and
conventions on traffic in persons.
9. To establish proper communication channels, conduct research, and work on improving international
cooperation in the suppression of traffic in persons.
10. To adopt measures that will increase the effectiveness of eradication of trafficking in persons, e.g.
sensitization and public enlightenment and awareness programs.
11. To strengthen cooperation between the Attorney-General of the Federation and all other agencies,
e.g. the Nigerian Police, Customs, Immigration, and Prison Services in the eradication of trafficking
in persons.

9
12. To provide counseling services on human trafficking.
13. NAPTIP assists in the registration, monitoring, and regulating of the activities of NGOs in the fight
against human trafficking in the country, etc.

ACTIVITIES OF WOTCLEF
The Women Trafficking and Child Labour Eradication Foundation (WOTCLEF) is one of the most
established anti-human trafficking NGOs in Africa known to have carried out the most powerful
advocacy campaign to end human trafficking in Nigeria. It was established in 1999 by Mrs. Amina
Titi Atiku Abubakar, the wife of former Vice-President of Nigeria, Atiku Abubakar. It is a Nigerian-
based NGO. Its activities are as follows:
1. Assistance to victims of human trafficking.
2. Provision of education support for victims.
3. Establishment of rehabilitation centers across the country to rehabilitate victims.
4. Engaging/provision of youth empowerment programs.
5. Embarking on awareness campaign/enlightenment to create awareness against human
trafficking.
6. Establishment of a Voluntary Testing and Counseling Centre (VTC) for victims of human
trafficking.
7. Developing training materials on best practices for tackling human trafficking in the country.
8. Conducting research and disseminating results on best practices for addressing human trafficking
in society, etc

WEEK 3 : Civil Society Organizations (CSOs)

Definition of Civil Society

Civil society is a non-governmental organization formed to promote and protect the interest of the
generality of the people as well as mobilize them for participation in the governance and
development of society. Civil society is a voluntary organization or group of people with common
interests, purposes, and values which it pursues and protects through peaceful and legal means.
Civil society organizations protect the interest of people against exploitative government in a
country. It can also be defined as a group of people who come together for a common course and to
provide an alternative to pressure groups in society. It is a body of people or persons joined together
to influence government policies and programs or legislations that are not in the interest of the
people of a country. Examples are the Civil Liberties Organization (CLO), Campaign for
Democracy (CD), Save Nigeria Group (SNG), Amnesty International (AI), Human Rights Watch
(HRW), National Democratic Coalition (NADECO), Nigeria Election Debate Group, etc.
Functions of Civil Society Organizations
i. They serve as watchdogs for political officeholders, thus preventing them from abusing and
misusing their powers/trust.
ii. Civil society also holds public officeholders accountable and responsive to the electorate.
iii. They render/provide free professional services such as legal, medical, and financial assistance to
fight the oppression and tyranny of leaders.

10
 iv. They stage a peaceful protest against unpopular government policies, programs, and actions that
may threaten the survival of the polity. Example January 2012 Occupy Nigeria protest against the
removal of fuel subsidies by the federal government under Goodluck Jonathan.
v. They sponsor protests against the unpopular government and are mostly the masterminders of
revolutionary changes in society.
vi. They defend the fundamental human rights of citizens in society.
vii. They sometimes sponsor bills in the legislative house for passage into law.
Viii They promote democracy through monitoring of elections; by serving as election observers in a
country.
ix They inform and enlighten the people on important national issues.
x. They help in the development and promotion of societal values such as tolerance, hard work,
honesty, etc.
xi. Civil societies help to check the excesses of political leaders and state officials.
Xii They mobilize citizens for popular participation/involvement in politics/affairs of the state.

Problems of Civil Society Organizations

1. Inadequate funds/lack of finance, which hinders the effective operation of their activities.
2. Dependence on donor agencies for funding hinders sustainability and distracts from their
missions and objectives.
3. Hostile legal environment, whereby the government makes strident laws to regulate activities of
civil society organizations, as most governments increasingly view CSOs as foreign-funded
agents of opposition and seek to thwart and reduce their influence.
4. Lack of internal accountability, as funds received may be mismanaged or even embezzled as a
result of corruption by leaders of CSOs.
5. Lack of proper organization of civil society organizations.
6. Government interference: the government interferes into the affairs of civil societies.
7. Most civil society groups lack good leadership to steer their affairs.
8. Leaders of civil society organizations have different political orientations and interests.
9. The government could also de-register a civil society group if it feels threatened by the activities
of the group.
10. Civil societies are vulnerable to political manipulations by state officials.
11. Members of CSOs have divided loyalty and interests.
12. CSOs sometimes give false information to the public and also engage in propaganda.
13. The activities of some civil societies are often antagonistic/hostile to the government hence they
do not get needed attention from the government.
14. They are sometimes rigid in their views of public interest.
15. They have internal wrangling/personality clashes among the leaders.
16. Overdependence on external sources for funding and operational support.
17. Political instability in a country is also another problem for CSOs.
18. The type of government in power in a country could also hinder the activities of CSOs.
19. Sometimes, the members of the public are not aware of the activities of civil societies
20. The involvement of the leadership of civil societies in partisan politics.
21. Insincerity of some civil society organizations.
22. Difficulty in assessing the needed information for their activities.
23. Rivalry among civil society organizations is another problem of CSOs.

11
 24. The lack of self-evaluation/criticism by CSOs.

Characteristics of Civil Society Groups

1. Membership is voluntary.
2. Civil society groups are not dependent on the government for funds.
3. They are law-abiding organizations, as they operate within the laws of the land.
4. It adopts persuasive and non-confrontational means to achieve its goals. But could embark on
peaceful protests and demonstrations to press home their demand.
5. Civil society organizations have clearly defined goals/ideologies that they pursue.
6. They have established structures with clearly defined methods of operation.
7. They adopt democratic methods in electing leaders of the organization, etc.

WEEK 4: Values

Meaning of Values: The word ‘values’ has been defined in several ways;
(1) Values are precepts, moral principles, ideas, and beliefs that people hold dearly and cherish, e.g.,
honesty, commitment, truthfulness, justice, tolerance, respect, and so on.
(2) Values also signify norms and behavioral traits that are generally acceptable to society as being
of great worth to its members. For instance, greeting our parents and the elderly demonstrates a
sign of respect, which society cherishes and esteems. On the other hand, it would be completely
wrong if a child woke up in the morning and failed to greet an elderly person. This demonstrates
a sign of disrespect, and society condemns this attitude.
(3) Values also refer to those ideas and standards that the society esteems and upholds and would
like to pass from one generation to another.
(4) The term values also means important lasting beliefs or ideas shared by people about what is
good or bad, desirable, acceptable, or unacceptable. It means things to which we assign
desirability or importance, shared by society.

Types of Values: Values are categorized into:

1. Positive values.
2. Negative values.
3. General or universal values.
4. Intrinsic values.
5. Instrumental or extrinsic values.
6. Personal values.
7. Group values.
8. Religious values.
9. Material values.
i. Positive Values: These are qualities that individuals exhibit that are good, desirable, and generally
acceptable and useful to society. Some of the positive values of Nigerian society are respect for

12
 constituted authorities, respect for self and classmates; truth-telling, obedience, hard work,
gratitude, commitment, humility, honesty, etc.
ii. Negative Values: These refer to those qualities of things or traits that are bad, harmful,
undesirable, unacceptable, or worthless that individuals pose and demonstrate that society
condemns and frowns at. These types of values have a harmful influence on society. It prevents
the growth and development of society. Examples are disrespect to elders, stealing, improper
dressing, like sagging; lying, ingratitude, armed robbery, fraudulent and dishonest acts like
corruption, Advanced Fee Fraud (419), embezzlement, etc.
iii.General or universal values: These are common norms and traits that society views as good and
acceptable. They are qualities and virtues that are unique to all societies and cultures. Their
expression, application, and demonstration are universal in nature. These qualities are not
conditioned to time, place, or circumstance. Examples are honesty, justice, liberty, and equality.
tolerance, handwork, acts of selflessness, integrity, discipline, etc.
iv. Intrinsic Values: These are values expected of every member of the community that help to
shape the destiny of individuals and the nation. They are internalized norms and ideas that
families, schools, mosques, churches, and different societies make an effort to instill in their
members.
v. Instrumental or Extrinsic Values: They are methods of behaviour that provide the means
through which we achieve our end goals. These may include character, traits, and personal
characteristics.
vi. Personal Values: They refer to values that individuals consider suitable in society. It is an
individual’s interpretation and Perception of general values.
vii. Group Values: These are values adopted, accepted, and cherished by cliques, groups, and gangs
of people. In most cases, group values are against values held by the general members of the
society. Example secret cult.
viii. Spiritual Values: They are values that touch on the relationship of man with God. They refer to
man’s faith and belief in God, as well as obedience to the divine laws of God.
ix. Material Values: These are values that relate to basic human needs of food, shelter, clothing,
etc, which are needed by man for survival.

Importance of Values to the Society: Upholding those values that our society cherishes is
important for the following reasons;
1. Unity: When citizens uphold those values that society cherishes, it promotes unity among them,
thus contributing to progress in society.
2. Cooperation: When people uphold the values of society, they will cooperate in carrying out
certain functions that promote development in society for the benefit and interest of all.
3. Peaceful Co-existence: When we maintain good values in our society, it promotes peaceful
living among individuals in society.
4. Lack of Corruption: A society that promotes a good value system will be free from fraudulent
acts like corruption, embezzlement, Advance Fee Fraud (419), etc., and therefore make progress.
5. Values give purpose and direction to our lives, both in families and in society in general.
6. They act as a means of judging the actions of individuals in society, whether those actions are
right or wrong, acceptable or condemnable, etc.

13
 7. Values also serve as the basis for assessing the conduct and performance of people, especially
those in authority.
8. Values help youths to resist negative peer pressure in society.
9. Values encourage a sense of responsibility and hard work among Nigerian youths.
10. Values help in decision-making, whereby individuals can choose between alternatives.
11. They act as criteria for measuring or judging the actions of individuals in society, whether those
actions or conduct conform to acceptable standards of society.
12. Values help us to develop respect for other people’s ways of life, e.g., respect for different
ethnic and religious groups, etc.
13. Values encourage tolerance and friendship among people in society.
14. Values guide people toward the achievement of stated objectives, e.g., individual, family,
communal, corporate, and national objectives.
15. Values act as standards of conduct for people in a society.
16. Values modify our attitudes and feelings towards others through tolerance of different opinions
and behaviour, etc.

Ways In Which The Society Can Promote Justice And Selflessness:

The word ‘Justice’ comes from the Latin word ‘jus, meaning right or law. The Oxford English
Dictionary defines the “just” person as one who “does what is morally right” and is disposed to
“giving everyone his or her due,” Justice is the basis on which fairness is administered to people in
society. Justice is also fairness in the way that people are treated, while fairness is the protection of
rights and punishment of wrongs.
Justice and selflessness can be promoted in our society through the following;
i. Existence of an independent and impartial judiciary to punish offenders;
ii. Application of the principle of the rule of law; whereby all citizens are equal before the law of
the land;
iii. Application of the principle of natural justice, e.g. fair hearing to all;
iv. Adherence to the provisions of the constitution of Nigeria;
v. Promoting peaceful coexistence and unity among people in society;
vi. Practicing fairness/equity and treating all persons equally;
vii. Commitment of all citizens to national development;
viii. Practicing contentment by all citizens of the country;
ix. Rewarding hard work and excellence;
x. Building trust among individuals in society;
xi. Promoting cooperation of all citizens;
xii. Transparency/accountability in all dealings, especially of those in positions of authority/power;
xiii. Demonstrating love and care for others;
xiv. Demonstrating the integrity and sincerity of all citizens;
xv. There should public enlightenment campaign to create awareness of the need for justice and
selfless service, etc.

WEEK 5: Youth Empowerment

14
 Definition of Youth Empowerment: This may be defined as a developmental program aimed at
creating opportunities that will encourage and develop the youth to be morally responsible, self-
reliant, and financially productive citizens.
Youth Empowerment can also be defined as an initiative to teach the youth certain skills that will
enable them to create jobs, instead of being job seekers; and to be self-reliant.
Types of Youth Empowerment Skills: Youth empowerment skills are explained below;
1. Life-Coping Skill: This is the type of skill that enables youths to deal with and cope with the
realities and challenges of everyday life in society.
2. Manipulative Skill: It is a skill that enables the youths to know how to handle and control
objects or things skillfully. These largely involve physical activities with the use of hand and
body coordination to execute a task. E.g., handling a clipper for barbing, driving,
3. Intellectual Skill: It has to do with the ability to think and understand ideas and information.
This skill is impacted/acquired through formal education systems like schools. With these skills,
youths get certain academic skills that would lay a good foundation for their academic careers.
4. Artistic Skill: It is the ability to possess creative qualities that enable an individual to excel in
creative works. It is a skill learned through art practice. E.g., painting, carving, drawing,
sculpting.
5. Communicative Skill: This is a skill that allows people to exchange information and
communicate ideas effectively through various methods. The skill requires that the parties
involved have a common language. This skill includes writing skills, speaking skills,
presentation skills, etc.
6. Vocational/Entrepreneurial Skill: This is skill training (s) that will enable them to earn a living
and make them a skilled workforce and business owners/entrepreneurs. For instance, fashion and
design, carpentry, furniture-making, shoe-making, etc.
7. Decision-Making Skill: It is a skill that enables the youths to make decisions and choose among
possible alternatives.
8. Negotiation Skill: It is a skill that enables individuals to negotiate and settle differences
peacefully without necessarily going to court.
9. Leadership Skill: It is a skill that teaches how to make thoughtful decisions about how to
achieve an organization’s set goals and objectives. It involves careful allocation of resources to
achieve these goals.
10. Interpersonal/human Relation Skill: It is a skill that enables individuals to relate well with
others, especially in the work environment or school.
11. Motivation/Self-Actualization Skill: It is a skill that makes individuals actualize their dreams.
The individual will constantly motivate himself to succeed.
Government’s Efforts Towards Youth Empowerment in the Country
1. Provision of free start-up capital/equipment to youths involved in youth empowerment
programs/skills, e.g., SURE-P, N-Power, State Government-based youth empowerment schemes,
etc.
2. Establishment of different agencies, ministries, and parastatals for youth empowerment, e.g.
Ministry of Labour and Employment.
3. Incorporation of Youth Empowerment programs/activities into school curriculum at all levels
with a view of making the youth self-reliant.
4. Awakening initiatives on youth empowerment through seminars, workshops, symposia, lectures,
etc.

15
 5. Provision of soft loans for youths for the establishment of Small and medium-scale enterprises
(SMEs) or industries, e.g. U-Win Programme of the federal government.
6. Provision of incentives to make agriculture attractive to the youth, e.g., subsidies on agricultural
inputs.
7. Collaboration of the government with non-governmental organizations and other advocacy
groups on youth empowerment.
8. Establishment of vocational schools.
9. Capacity building on entrepreneurial/vocational skills for youth empowerment.
10. Provision of automatic employment for graduates of Vocational/Entrepreneurial programs in the
country.
Importance/benefits of Youth Empowerment Skills
1. It makes for the transfer of skills and work ethics to individuals in society.

2. It gives or adds meaning to life as the individual is positively engaged.

3. Increasing confidence and developing a sense of self-worth.

4. It helps to reduce the crime rate; when someone has the skill to trade, they may not engage in anti-
social behaviours.

5. It enables the youth to be financially independent.

6. It leads to self-employment and rapid industrialization of a country.

7. It facilitates the process of nation-building and development.

8. The individual earns money to cater for both personal and family needs.

9. The individual commits himself/herself to worthwhile values.

10. Youth empowerment facilitates good leadership and entrepreneurship.

11. Youth empowerment is the key to attaining meaningful development in a country.

12. The acquisition of skills helps the youth to be morally and ethically upright and sound.

13. It helps young people identify their strengths and personal potential.

WEEK 6: HIV/AIDS
Introduction: The first human case of HIV/AIDS occurred in a man who died in Congo (Africa) in
1959. On June 28th, 1980, in New York City, USA, Ardouin Antonio, a 49-year-old American-
Jamaican, and in San Francisco, Ken Horne died of a disease associated with HIV/AIDS. Nick Rock
of New York City, USA, was the first to be confirmed death of HIV/AIDS. The first case of
HIV/AIDS virus in Nigeria was first diagnosed in Lagos State in 1985 and reported in 1986. Since
this period, many people have died, with many others infected with the virus. HIV/AIDS is not
curable for now, because no permanent cure/drugs have been discovered. The disease can only be
managed with proper and regular consumption of Anti-Retroviral Therapy or Drugs (ART), and

16
 eating good food and a balanced diet. Those infected with the virus and take/follow necessary
medical prescriptions/advice may live much longer. HIV is said to have originated from a
chimpanzee in Kinshasa, DR Congo. World Aids Day is celebrated on 1st December of every year.
Meaning of HIV/AIDS
HIV - This means Human Immuno-Deficiency Virus or Human Immune-Deficiency Virus. This is
the virus that attacks and gradually destroys vital organs of the human immune system and renders
them incapable of fighting diseases.
AIDS- This means Acquired Immune Deficiency Syndrome. It is a condition in which an infected
victim/person becomes immunodeficient. That is when the body’s immune system is destroyed, and
as a result, the body gets attacked by various diseases, which eventually kill the individual.
Causes of HIV/AIDS: The HIV/AIDS virus can be contracted through the following ways:
i. Having unprotected sexual acts before and after marriage;
ii. Transfusion of unscreened blood in the hospital and at other medical centers;
iii. Sharing of contaminated/infected sharp objects/instruments, e.g., blades, scissors, needles,
syringes, clippers, etc.
iv. Through mother-to-child in the case of pregnant and breastfeeding mothers;
v. Cutting of the umbilical cord during child/baby delivery with unsterilized blades and other
objects;
vi. Occupational hazard during treatment of HIV/AIDS, e.g., having contact with the blood of an
infected person during treatment by health and related workers in the hospital;
vii. Open sore contact with the fluid of the infected person, etc.

Some Symptoms of HIV/AIDS Are Listed below:

i. Persistent fever/fever lasting for more than a month;
ii. Loss of weight and appetite for a long period;
iii. Dry cough lasting for more than a month/Tuberculosis;
iv. Prolonged/persistent diarrhea;
v. Swelling around the neck, armpit, and private parts;
vi. Shingles- A small reddish rash all over the body/ recurring skin infections (itching skin and
rashes);
vii. Frequent/profuse sweating at night;
viii. Loss of hair;
ix. Extreme tiredness/fatigue;
x. Dizziness and fainting;
xi. Recurring fungal infection in the mouth/prolonged and persistent sore throat (oral thrush);
xii. Persistent loss of memory;
xiii. Easily prone to diseases such as pneumonia;
xiv. Having difficulties sleeping, especially at night (insomnia);

17
 Effects/Consequences of Having HIV/AIDS
i. Damaging the immune system: The victim's immune system of the victim is completely
damaged, paving the way for numerous other diseases to enter. At this point, the body cannot
fight against infections because its soldiers have been destroyed.
ii. Stigmatization and Social Discrimination: Victims of HIV/AIDS are stigmatized by society,
which usually affects them socially and emotionally.
iii. Untimely Death/Loss of Life: The disease, if not well treated, results in the untimely death of the
carrier/victim.
iv. Draining Financial Resources: It drains the financial resources of the victim because of the huge
amount of money usually spent on drugs and treatment;
v. Loss of Appetite: It may lead to loss of appetite and affect the metabolic system of the body of
the victim.
vi. It leads to a broken home/family as a result of divorce if one partner is infected with the virus.
vii. It leads to a loss of productivity and manpower, as most organizations tend to sack or refuse to
employ an HIV/AIDS victim.

viii It may lead to an increase in the number of orphans and vulnerable children in society as a result
of the death of parents and breadwinners.

ix It leads to depression and emotional instability of victims, etc.

Preventive Measures of HIV/AIDS: The HIV/AIDS virus can be prevented through the following
steps/measures:
i. Avoid the use of and contact with unsterilized sharp objects, or equipment, e.g., blades, needles,
syringes, clippers, etc.
ii.Encouraging medical personnel and other health workers managing HIV/AIDS patients to always
ensure adequate protection during treatment. This can be done by wearing hand gloves, either
rubber or nylon, during or when one is treating an HIV/AIDS victim.
iii. Total abstinence from sex by unmarried people/encouraging couples to be faithful to each
other/avoiding unprotected sex or indiscriminate sexual contact and relationships.
iv. Constant and periodic testing by individuals and married couples to know their status;
v. Proper screening of blood before transfusion at hospitals and related health care centers.
vi. Pregnant women should be tested for HIV/AIDS and treated if necessary to avoid mother-to-
child transmission,
vii. Establishment of mobile outreach centers for the Most at-risk populations/vulnerable people;
viii. Immediate treatment of other infections (STDs) that make one prone to HIV/AIDS; e.g.,
gonorrhea, staphylococcus, syphilis, etc.
ix. Promotion of Sexually Transmitted Infections (STIs) education/teaching of HIV/AIDS education
in schools;
x. Referral for drug treatment/Anti-Retroviral Therapy (ART) and rehabilitation;
xi. Educating/creating awareness among the masses or people of the danger of contracting the
disease;
xii. Maintaining personal discipline or self–control to uphold moral integrity;
xiii. Destruction of used needles, syringes, and other related equipment;

18
 xiv. Distribution of sterilized needles, syringes, and related equipment to hospitals.

Various Ways of Managing HIV/AIDS:

i. Infected persons should always take recommended Anti-Retroviral Therapy or Drugs (ART), as
at when due;
ii. Eating a balanced diet as recommended by doctors;
iii. Staying positive at all times about survival; individuals should avoid self-pity. It destabilizes
the victims emotionally and psychologically.
iv. Engaging in productive/medically recommended exercises;
v. Discouraging stigmatization of People Living With HIV/AIDS (PLWHA);

vi. Subsidizing the cost of treatment of People Living With HIV/AIDS (PLWHA) so that victims
can have access to the drugs.
vii. Early discovery of one’s HIV/AIDS status;
viii. Going for regular medical counseling;
ix. Giving employment to People Living With HIV/AIDS
x. Creating awareness/enlightenment on the proper management of the disease through the mass
media/press;
xi. Teaching of HIV/AIDS education in schools.

Ways in which People living with the HIV/AIDS Virus are discriminated against and
stigmatized
People living with HIV/AIDS virus are discriminated against in the following ways;
i. Discrimination in the use of public facilities.
ii. Denial of human rights, e.g. right to freedom of association, etc.
iii. Loss of employment/sack from work by employers of labour/loss of income and other means of
livelihood.
iv. Confinement/quarantine.
v. Gossip/backbiting by members of the public.
vi. Denial of employment by employers of labour.
vii. Denial of opportunities, e.g., admission into institutions of learning, etc.
viii. Non-recognition of HIV/AIDS victims in society.
ix. Isolation by friends and family members/fellow students, etc.

Reasons why the stigmatization and discrimination of PLWHA are bad and should be
discouraged are as follows;
1. Discrimination against people living with the HIV/AIDS virus should be discouraged because their
condition does not stop them from carrying out activities both at home and in their office.
2. Discrimination against PLWHA would mean losing some of them who are experienced and
competent and can contribute to the national development of the country.

19
3. It is also wrong because anyone can be a victim and would not like to be treated badly.
4. Discouraging discrimination and stigmatization of PLWHA will reduce the rate of suicide attempts in
society, especially among the victims/infected persons.
5. Discouraging stigmatization and discrimination of PLWHA will reduce the rate of brain drain, a
situation experienced by people leaving the country for another to seek better opportunities.
6. This will also lead to a positive impact on advocacy and enlightenment campaigns on ways of
managing the virus, HIV/AIDS.
7. The presence of HIV/AIDS victims in public places will serve as proof to people that the virus exists.
8. This will also encourage carriers/victims to publicly reveal their HIV/AIDS status.
9. HIV/AIDS victims/carriers can be used as volunteers for HIV/AIDS prevention campaigns in society,
etc.

WEEK 7-8: Cultism

Meaning of Cultism: Cultism is a practice performed by a group of individuals who engage in secret
activities for the protection of members and other motives, and their activities are guided by rituals.
Cultism may also be defined as a practice by a small group of people whose membership, admission,
policy, and initiation formalities, as well as mode of operation, are carried out in secret and kept
secret. The activities of secret cult groups deviate from the norms and expected patterns of behaviour
of society, as their activities have negative effects on both members and society alike.
Origin of Cultism in Nigerian Schools: In 1952, at the University College, Ibadan, Wole Soyinka
and six other undergraduates (Ralph Opara, Ikhehare Aig-Imokhuede, Sylvanus Egbuchie, Nathaniel
Oyelola, Olumuyiwa Awe, and Pius Oleghe) formed the Pyrates Confraternity, also known as
National Association of Seadogs. Wole Soyinka and his friends were also nicknamed the
“Magnificent Seven” or “Big Seven”. The main purpose of forming this association was to fight
against oppression and enhance the social welfare of its members. The Pyrates were a social
organization for students. After the formation of the Pyrates, many more secret cults have been
formed in various Nigerian schools; whose activities are inimical to society.
Some Cult Groups Operating in Nigerian Universities
i. Pyrates Confraternity aka National Association Seadogs.
ii.Buccaneers Association of Nigeria aka Sea Lords.
iii. The Supreme Vikings Confraternity.
iv. The Neo Black Movement of Africa aka Black Axe.
v. The Eyie Confraternity aka Air Lord.
vi. The Krux Krux Klan aka K.K.K or Klansmen Konfraternity.
vii. Burkina Faso Revolution Confraternity.
viii. Black Barret Confraternity aka Two-Two or 22.
ix. The Deadly Dragons.
x. The Scorpion Fraternity.
xi. Mafioso Confraternity aka the Family;
xii. Daughters of Jezebel (female cult), etc.

20
 REASONS FOR JOINING CULT GROUPS BY PEOPLE
1. To seek for position in society.
2. To seek popularity/or social identification and popularity.
3. False impression.
4. Negative peer pressure/influence.
5. Fear and intimidation.
6. Negative influence of the media, e.g., social media, electronic media, etc.
7. To protect the interests of members.
8. To achieve success in academic pursuit (i.e., high grade).
9. Poor family background/lack of parental care.
10. For security reasons/ a sense of security.
11. Greedy/get-rich syndrome or attitude.
12. Hardship/poverty attracts individuals to satisfy their needs.
13. Curiosity of an individual.
14. Injustice in society.
15. Watching crime-related films/movies.
16. Support from politicians, influential people, and some members of staff of schools and colleges.

17. Deception.
18. Coercion/extortion.
19. Promise of employment.
20. Frustration.
21. Low self-esteem/inferiority complex, etc.

EFFECTS OF CULTISM IN SOCIETY

1. Breakdown of law and order in society.
2. Violence and social instability in society.
3. Disruption of academic calendar/activities in institutions of learning.
4. Premature death of youths who are members of cult groups and innocent victims.
5. Disorientation of societal values.
6. Drug addiction and related health problems.
7. Embarrassment for families and parents.
8. Cultism leads to a bad image for the individual, families, and society at large.
9. Those involved have spiritual problems.
10. Cultism leads to the proliferation of arms and other dangerous weapons in society.
11. Cultism destroys the future of the youths.
12. It leads to an increase in crime rate, e.g. murder, armed robbery, rape, kidnapping, etc in society.
13. Cultists have poor academic performance.
14. It leads to immoral activities and the indiscipline of cultists, etc.

FACTORS HINDERING THE ERADICATION OF CULTISM IN NIGERIAN SCHOOLS

i. Involvement of children/wards of influential parents/guardians in cult activities.
ii. Involvement of teachers in cult activities.

21
 iii. Admission of expelled students due to cult activities into other schools/colleges/universities in
the country.
iv. Non-implementation of punishments/sanctions designed for cultists.
v. Intimidation of school authorities by cultists.
vi. Conducive environment for cult activities/attitude of indifference to cultism by the school
administration.
vii. Ignorance on the part of students/parents/school administrators.
viii. Strong commitment to the oath of membership by cultists.
ix. Persistent threat to members who are willing to denounce or expose cult membership/insecurity
of victims.
x. Involvement of parents in cult activities.
xi. Negative peer influence/pressure.
xii. Exposure to negative media influence, e.g., violence/crime-related films.
xiii. Proliferation of illegal arms in society.
xiv. Irresponsible parenting/children's upbringing.
xv. Godfatherism/backing of cultists by elites and influential members of society.
xvi. Corruption/injustice in society.

REASONS WHY CULTISM CONSTITUTES A NATIONAL PROBLEM TO NIGERIA

Cultism constitutes a problem for Nigeria for the following reasons:
1. It promotes mediocrity in the national workforce/human capital of Nigeria.
2. It brings about the breakdown of law and order and promotes violence/anarchy/chaos in society.
3. It leads to a situation whereby the socio-economic and political positions in society are
manned /occupied by irresponsible citizens.
4. It erodes/destroys commitment to excellence and hard work by members of society.
5. It leads to value disorientation/orientation of good values in society.
6. It discourages investment and development in society.
7. It contributes to the fall in the standard of education in the country.
8. It increases the crime rate in society.
9. It leads to the proliferation and illegal possession of arms in society.
10. It breeds irresponsible citizens in society.
11. It leads to an increase in school dropout and rising cases of unemployment in society.
12. It leads to the spread of blood-transfusion-related diseases, e.g. HIV/AIDS.
13. It gives the country a bad name/image.
14. It undermines the sense of patriotism/nationalism and commitment to the nation.
15. It leads to the loss of lives and properties in society.

NIGERIAN GOVERNMENT POLICIES AGAINST CULTISM

To deal with cases of cultism in Nigerian society, the Nigerian governments at both federal and state
levels have taken the following steps, which are explained below:

22
 1. Enacting Laws Against Cultism: The government at both state and federal levels has made
laws that have proscribed/banned cultism and other secret societies in the country. Identified
cultists are punished according to the laws of the land.
2. Expulsion From School: The government has made it mandatory for the expulsion of any
student found guilty of cultism from school.
3. Prosecution: The government has made it compulsory that any student found guilty of cult-
related activities should be prosecuted and sentenced to various jail terms.
4. Constitutional Provision: There is a constitutional provision in the Nigerian constitution that
prohibits members of secret societies from hold public offices in the country.
5. Security on Campuses: The government ensures adequate security presence in universities,
schools and colleges in the country to enhance protection of lives and properties.
6. Introduction of Civic Education: The government has introduced the teaching of Civic
Education in schools in the country to educate, enlighten and create awareness among students
on the social vices and other related immoral behaviour and adverse effects associated with
cultism in schools.
7. Matriculation Oath: Newly admitted students into universities in the country are made to sign
undertaking not belong to any secret cult or to give assistance to them. A copy of such
undertaking is kept in the file of the student and documented/deposited in relevant department by
the school authority.

8. Public Renunciation: The government encourages members of various cults and secret societies
to renounce their membership in public.
9. The government is involved in carrying public enlightenment campaign against cultism. It also
encourages stakeholders in the education sector to create awareness of the adverse effects of
cultism on students.

REASONS WHY ERADICATION OF CULTISM WILL PROMOTE NATIONAL

DEVELOPMENT IN NIGERIA

i. It will promote the production of experts to man various sectors of our economy.
ii. It will lead to the right and responsible citizens occupying public offices in the country.
iii. It will promote commitment to national development.
iv. It will ensure the security of lives and properties in the country.
v. It will promote commitment to excellence and hard work by citizens.
vi. It enhances the economic prosperity of our nation.
vii. It promotes positive national values in the country.
Vii. It promotes and enhances national pride and good image of the country.
viii. It attracts investment mentors to the country which will promote development across the
nation.
ix. It promotes peace, order, and stability in society.
x. It encourages responsible citizenship.
xi. It enhances nationalism/patriotism by citizens of the country.

23
 xii. It ensures a stable academic calendar/conducive environment for learning in the school
system.
xiii. It leads to reduction of crime rate and violence in society.
xiv. It increases the number of employable youths that contributes to national development.

VARIOUS WAYS OF PREVENTING CULTISM IN SOCIETY

The menace and incidence of cultism in our society can be prevented/ curbed through the
following:

1. Parents should pay more attention to their children’s upbringing and educate them properly on
acceptable standards of behaviour in society.
2. Students should be encouraged to join religious groups and develop the fear of God, because
the fear of God is the beginning of wisdom.
3. Educational institutions and government should make and apply very stiff laws/penalty against
cultism. This will serve as deterrent to others.
4. Religious organizations in the country should specially organize their own religious
programmes to preach and condemn cultism in society.
5. Authorities of tertiary institutions should organize regular seminars and sensitization
campaigns to enlighten and create awareness to people on the adverse effects of cultism.
6. The students should be encouraged to work hard in school.
7. Parents should show good examples to their children.
8. The teaching and learning environment in our schools should be conducive.

9. The media should be encouraged to project programs that would sensitize the youths on the
danger of cultism.
10. Sports and other recreational activities/facilities should be provided to keep students
positively engaged.
11. The students should be responsible enough to shun acts that could lead to cultism, e.g. such as
keeping bad friends, drunkenness, use of hard drugs, etc.
12. Counseling units should be established in schools and should be very effective in assisting
students with their problems; make cultists renounce their membership and prevent others
from joining.
13. Politicians, the wealthy and influential members of society should stop patronizing,
protecting, and rendering financial support to cultists.
14. There should be adequate protection by relevant authorities for cultists who are willing or
have renounced their membership of cult group(s).
15. School authorities should sensitize students’ bodies against cultism and encourage them to
form vanguard groups or vigilante groups to resist cult activities.
16. A lasting solution to cultism should be sought by all stakeholders, e.g. parents, teachers,
religious leaders, government, etc in the education of the child.
17. Regular visitation of parents and guardians to schools to check their children and wards, etc.

24
WEEK 9: Respect for Constituted Authorities

SUMMARY OF NOTE
Constituted authority refers to an individual, group or body vested with legitimate power to carry
out specific duties/functions for the common good of all in society. A constituted authority may
also be defined as authority that is recognized and sanctioned (approved) by the laws and
traditions of a society, to discharge certain functions to society.
Merits/importance of constituted authority
Constituted authority is important for the following reasons;
1. Constituted authority facilitates the execution/implementation of programmes of the society or
group.
2. Constituted authorities assist enforcing the rules and regulations of society, by ensuring
compliance by members of the society or group.
3. Constituted authorities assist in formulating policies and making decision on behalf of the
entire members of the society.
4. Constituted authority arbitrates whenever there is conflict among members of the society or
group.
5. Constituted authority facilitates the making of laws that guide the conduct of members of
society.
6. Constituted authority provides role models for the members of the group of society.
7. Constituted authority contributes to the social, economic and political development of the
society.
8. Constituted authority contributes to the smooth running of the society by governing the society
well.
9. Constituted authority ensures political stability and continuity in the society.
10. Constituted authority helps to maintain good interpersonal and inter-communal relations
among groups.

11. It employs the unemployed members of society.

12. It provides basic social amenities, e.g. good roads, electricity, portable drinking water, etc to
citizens.
13. Constituted authority ensures the security of lives and properties of citizens in society, etc.

Types of constituted authorities are:

a. Traditional Constituted Authority: This type of authority is exercised by traditional rulers in

our various communities in society. They are the custodians of our culture and tradition. For
instance, the Ezes, Alaafins, Emirs, Sultans, Obas, Obis, Igwes, etc.

25
 b. Legal-Rational Authority: This type of authority was popularized by Marx Webber, a
German political philosopher. Those who exercise legal-rational authority derive their powers
from the constitution, e.g. Judicial officials like Judges and Magistrates.
c. Instrumental Authority: Those who exercise this type of authority derive their power from
the instrument of their office and national symbols, e.g. the Mace, which is the symbol of
authority for the legislature, the Lady of Justice, a symbol of authority for the judiciary, Coat
of Arms, National Flag, National Anthem, etc.
d. Religious Authority: This type of authority is exercised by religious leaders in society, e.g.
Imams, Pastors, Priests, etc.
e. Positional /Administrative Authority: This is the type of authority exercised based on the
position the individual occupies in an organization, e.g. Principal of Schools, Headmistress;
Chief Executive Officers, and Managers of companies, etc.
f. Government Constituted Authority: This is related to legal-rational authority. It is authority
exercised by public office holders in a country, e.g. president, governors, members of
parliament, chairman of local councils, etc.
g. Military Rulers: These people drive their authority through the barrel of gun, after
successfully removing a government from office.

WEEK 10: Citizenship Education

Summary of Note
Definition of the Citizenship: This may be defined as the legal right of a person to belong to a
country or state and to enjoy full rights in the state, community or society and in turn performs
certain duties and obligations, e.g. payment of tax, obeying laws, etc. of the state.
Citizenship may also be defined as a state or status of being a citizen of a country/state to enjoy
the rights, privileges, and to perform duties and obligations to a state. On the other hand, a citizen
is a legal member of a state or country who is entitled to enjoy fundamental human rights.
Citizenship Education: It is a process of enlightening or training citizens on their rights and
responsibilities to the state/country.
Citizenship education may also be defined as the form of education given to citizens to make them
responsible individuals who are committed to the meaningful development of their society.
It is also a type of education that instills or inculcates desirable values, attitudes; skills, and
knowledge into individuals to enable them to participate in the affairs of their group and to adjust
functionally as good citizens.
Types/Methods of Acquiring Citizenship: The following are ways/methods through which the
citizenship of Nigeria can be acquired. These are;
1. Citizenship By Birth: A child born by Nigerian parents anywhere in the world automatically
becomes a Nigerian.
2. Citizenship By Descent or blood ties: A child becomes a citizen of Nigeria if his/her parents or
grandparents are originally citizens of Nigeria.

26
 3. Citizenship By Registration: This type of citizenship applies mostly to women; whereby a
foreign lady marries a Nigerian she becomes a Nigerian through marriage after her marriage has
been fully registered following due process in the court of law and relevant government agencies.
4. Citizenship By Adoption: This is a citizenship acquired through adoption. For instance, a
Nigerian decides to adopt a foreigner through the process of adoption when all the necessary
conditions are fulfilled. An adopted child has/enjoys full rights as though she/he was originally
born.
5. Citizenship By Naturalization: By this method, a foreigner or alien may apply to be considered
as a citizen of Nigeria, if he/she satisfies the basic legal requirements, he is given a certificate of
naturalization and administered the Oath of Allegiance by the President. Some of the legal
conditions are residency of 15 years, attainment of 18 years, acceptance by the local community,
good character, having no past criminal records, etc.
6. Honourary Citizenship: The president may decide to bestow citizenship on a foreigner or alien in
recognition of his/her contributions to the development of the country.
7. By Foundling: This is a citizenship acquired by an abandoned infant whose parents cannot be
traced, especially in times of war; the child may be accorded citizenship.
Goals/Importance of Citizenship Education
Effective citizenship education of the Nigerian youths helps to achieve the following:
1. Sensitize/enlighten Nigerian youths on their rights and duties as citizens of the country.
2. Produce responsible, well-informed and self-reliant Nigerian youths.
3. Inculcate the right values and attitudes into the youths for the development of the country.
4. Help citizens especially youths identify national problems and proffer solutions to them.
5. Produce enlightened youths who are politically and nationally conscious of happenings within and
outside their country.
6. Instill/inculcate in the youths high moral standards which are required for the development of the
country.
7. Encourage national integration, unity and national building.
8. Prepare the youths for future leadership roles in the country.
9. Instill in the youths a sense of national consciousness and patriotism towards their society and the
country at large.
10. Provide the youths with sound knowledge and skills required by them to actively participate in the
process of democratic governance in the society, e.g. voting, contesting election, protesting against
bad policies, and constructive criticism of leaders, etc.

Duties and Obligations of Nigerian Citizens to the Country: The duties of citizens are their
expected roles to the state to enjoy the rights that the state guarantees. The citizens of Nigeria are
expected to perform the following duties to the country;
1. Prompt payment of tax and other levies.
2. Giving useful information to law enforcement agencies to prevent crime and to also arrest lawbreakers.
3. Obeying laws and other rules and regulations made by the state.
4. Voting during election.
5. To respect constituted authorities in the country.
6. To respect the rights, liberties, dignity of others.
7. To have respect for national symbols.

27
 8. To defend the sovereign integrity of Nigeria.
9. To render national service to the nation.
10. To protect public properties and other national assets wherever they are located, sited, or found.
11. To constructively criticize the government, especially when bad or anti people policies are made.
12. To honestly declare one’s income and assets to appropriate authorities.
13. Participating in monthly environmental sanitation exercises.

Government Agencies that Promote Citizenship Education in Nigeria

i. National Orientation Agency (NOA) enlightens Nigerians/the public on government programs and
desired societal ethics.
ii. The compulsory National Youth Service Scheme (NYSC) provides an opportunity for graduates
of tertiary institutions to serve the country and be enlightened on their roles as Nigerian citizens.

The Independent National Electoral Commission (INEC) through its various constitutional functions promotes
citizenship education, especially their roles concerning participation in the electoral process.

iii. Federal Character Commission which ensures equity and balance in the distribution of
appointments, admissions, infrastructures, contracts, etc among the people of Nigeria.
iv. The military and paramilitary institutions, e.g. NDLEA, Police, promote citizenship education.
v. Government Educational Institutions: primary, secondary and tertiary schools and institutions in
the country all tries to equip learners with literacy, numeracy and vocational knowledge needed to
contribute to national development.
vi. The federal and state ministries of information and communication publish information on
government activities to the public through campaigns and new media.
vii. The specialized anti-corruption agencies like EFFC and ICPC which wage war against corruption
through their various activities.
viii. The Public Complaints Commission promotes citizenship education through entertaining and
acting on complaints by aggrieved members of the public against ministries, departments,
agencies of government and officials of government.
ix. The Judicial Arm of Government provides opportunities for people and organizations to seek
redress through the courts.
x. The Legislative Organ provides the chance for private bills, law-making proposals and
participations in legislative hearing.

28
29