ABSTRACT
An active citizen must ensure that government policies truly represent people’s best interest and not those of a handful of rulers. Citizens are expected to play their functional role by seriously participating in the entire democratic process. But this decision to participate or not depends on their awareness, adherence and internalization of democratic values. This paper examined the extent to which Nigerian undergraduate youths are regulated by democratic ethos of equality (one-man-one vote), patriotism, honesty, respect, tolerance, rule of law, etc. while discharging their civic duties. To investigate the study, three research questions and two hypotheses were raised. The descriptive survey method was employed wherein 586 undergraduate youths from four universities in Edo State were sample for study using the purposive sampling techniques. Frequency count, percentages and t-test statistics were employed as analytical tools. At the end of analysis, the study concludes that undergraduate youths awareness, understanding, internalization and adherence to democratic values during civic practices is selective of institution types (whether public or private) but not selective of programmes (whether full-time or part-time). It was recommended among others that the majority of uneducated youths that has been noted for high level of incivility, undemocratic behaviours and attitudes in the various literature cited in this work be exposed to democratic values through Social Studies, Non-formal and Adult education programmes, all agencies such as National Orientation Agency(NOA), Independent National Electoral Commission (INEC), etc. and civil society groups.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The success of democracy rest on the enlightenment, activeness and commitment of citizens 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 (NOA, 2006). A democratic citizen should be concerned with promoting understanding of the ideals of democracy. The youths of any society are a potential force to reckon with in that society, Nigeria not exempted. They constitute a large chunk of the decision making groups in the society. 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. They must ensure that government policies truly represent people’s best interest and not those of a handful of rulers (NERDC, 2005).
So, for the youths to play their expected and functional role as democratic citizens there must be serious participation in the entire democratic process. 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. 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 regulates the extent, level and involvement of participants in a democracy. Some of these values of Nigerian democracies are 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 (FRN, 1999; Ojo, 2003; NERDC, 2005 & Nnamdi, 2009). They are 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.
The crux of this study is to find out the extent to which Nigerian youths imbibed or are regulated by democratic values while discharging their civic duties. Ojo (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 youth positive participation in our democracy”. And 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, disrespects for others, intolerance, etc. in our national polity.
All these undemocratic behaviours manifest in the forms of 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 cut groups to be used as party kingpins/political thugs; general apathy/indifference of many youths to elections and democratic process; youths mortgaging their conscience after being induced with meager amount of money or materials like face-caps, T-shirts, umbrellas etc. (Aghayere, 2007 and Omorogbe &Orobor, 2007) to support the wrong candidates/parties knowing fully 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/governance, high number of electoral cases in court, lack of basic infrastructure, unemployment, and underemployment.
There is no doubt that Nigerian youths have contributed immensely to the growth and development of this country, Nigeria. Their struggle and move have always been a sacrificial one which outcomes is not only their selfish interest alone but for the generality of the people (Aghayere, 2007). Youths have been involved in the evolution of democracy and advocacy/entrenchment of good governance and creation of civil society groups in Nigeria. But 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 negate the role of citizens in a democracy according to Gatson (2001) where he argued that ‘’in a representative system, citizens need to develop the capacity to evaluate the talents, character, and performance of public officials. This, he says, a democratic state demands from her citizens’’ and this suggest weak civil support for democratic values and institutions. So, for any democracy to be sustained, it is essential that its citizenry, mostly youths, possess the requisite skills, demonstrate the above mentioned values, and display the behaviours that accord democracy (NOA, 2006). But in Nigeria, the reverse has been the case among many youths. To participate and do so well in democratic activities, the youths must possess a good grasp of democratic values which will aid, guide and direct their conducts in the discharge of their civic responsibilities.
That is, democracy is nurtured and sustained only when democratic values are rooted in the minds and actions of citizens (NOA, 2006). NOA (2006) avers that, ‘’the disposition that form 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 and a programme of society to mold the character of its youths in the direction it deems favourable to its democratic governance and survival is imperative.
1.2 Statement of problem
From experience with youths during elections and others civic activities, the extent to which youths are aware of, understand and/or have internalized these values is not certain. 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 in our democracy. With the above scenario, what can we say about the present attitude of Nigerian youths toward democratic values? How much does social studies have to offer in promoting these values in the youths?
his 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 fully well they have no political will and the reputation to deliver on electoral promises and thereafter put their future in jeopardy and perpetual wants
1.3 Objectives of the study
This study aims specifically at finding out the attitude of youths toward
- the virtues of respect and tolerance while indulging in/carrying out political activities;
- the virtues of honesty and patriotism while discharging their civic duties;
- the principle of one-man-one vote in the political process.
1.4 Research questions
- what are the virtues of respect and tolerance while indulging in/carrying out political activities?
- what are the virtues of honesty and patriotism while discharging their civic duties?
- what are the principle of one-man-one vote in the political process?
1.5 Scope of the study
As Africa’s largest democracy was preparing for the 2011 polls, serious questions remained about Nigeria’s capacity and political will to conduct free, fair and peaceful elections. Since independence in 1960, ‘violence and myriad irregularities have persistently marred the process of electing the country’s leaders’ (Onwudiwe & Berwind-Dart 2010, p. 2). No doubt, fierce ambition among Nigerian politicians is certainly part of the problem. In addition, ‘elections have been about power: controlling it, undermining it, and distributing it’ (Samuel 2016). Other predisposing factors to electoral violence include monetisation of politics, poverty and unemployment, imposition of unpopular candidates and political thuggery. In a democracy, an election campaign is supposed to be conducted as a peaceful and open discourse of persuasion. In Africa, however, elections more closely resemble bitter struggles over access to the resources controlled by the state, which are the biggest prize in most African states. Given these high stakes, politicians resort to a variety of means – fair or foul – to attain public office (Bratton 2008, p. 21). This is because persuasion alone seldom generates enough support; candidates regularly attempt to purchase or coerce votes (Bratton 2008, p. 21). Since the rebirth of Nigeria’s democracy in 1999, violence of varying levels has been an unfortunate staple of Nigerian elections. The risk of election violence nationwide is unacceptably high (Onwudiwe & Berwind-Dart 2010, p. 2). It was so bad that prior to the 2011 elections, merely declaring oneself an aspirant was enough to put one’s life at great risk.
1.6 Significance of the study
The state of being young is temporary. Our youth will grow up and in time will operate the affairs of the nation. As we grow old, the reins will slip from our hands; the way youth are built will inevitably determine the shape of things to come. The school is one of our instruments for building our prospects. But do our youth; who get most of their ideals for co-operative living from our schools know enough about democracy and co-operation to sustain them in an ever changing world? Available evidence (Joof 1992) show that our youth do not understand and cherish ideals like democratic values and the institutions of democracy. One has only to talk to the first ten secondary and primary schools pupils he meets to realize their gross misconception of the true nature of democracy and effective citizenship that could enhance the attainment of nation-building. To enhance the inculcation of knowledge, value, attitude and skills in individuals for effective citizenship. The Federal government has therefore outlined certain education goals, which has been stated in the National Policy on Education which has already been referred to in this paper. In order to enhance the Nigeria philosophical goals via Social Studies Education based on its objectives, various strategies and techniques were employed in the teaching and learning process. In Social Studies classes. One major facet, for which Social Studies Education is well known for its citizenship Education. The school system is the only agent of socialization that can organise its programme purposely to work in line with the aspirations of the existing political system. The teaching of democratic values in Social Studies is part of the concerted effort at producing politically mature citizen via the school system and the curriculum.
1.7 Definition of terms
Democracy:
Democracy refers to a form of government in which the people either have the authority to choose their governing legislators, or the authority to decide on legislation.
Values:
In ethics, value denotes the degree of importance of some thing or action, with the aim of determining what actions are best to do or what way is best to live, or to describe the significance of different actions.
Attitude:
In psychology, attitude is a psychological construct, a mental and emotional entity that inheres in, or characterizes a person. They are complex and are an acquired state through experiences.
Social Studies:
Social studies are the integrated study of multiple fields of social science and the humanities, including history, geography, and political science.
Undergraduate:
An undergraduate is a college or university student who’s not a graduate student. After high school, you can become an undergraduate. Undergraduates are students of universities and colleges: they’ve graduated from high school and have been accepted to college, but they haven’t graduated yet.