ETHICS ,VIOLENCE and CIVIC
EDUCATION SYSTEM IN NIGERIA.
Francesca Edeghere. Director, Training, Seminars and
Studies . Fellowship of Partners for the Protection of Ethics
and Values [FOPPEV]
Presented at a Seminar organised by Konrad- AdenauerStiftung Foundation. Abuja. Rockview Hotel . 6th June 2013.
DEFINITIONS.
What Ethics is.
• Ethics can be defined as the critical structured
examination of how we should behave – in
particular how we should constrain the pursuit of
self -interest when our actions affect others.
Ethics means providing reasoned justification for
our choices and behaviours when it affects others
and reasoned justification for our praise and
criticism of other peoples ‘ behaviours.
[Chris MacDonald. Ph.D]
What Civic Education Means.
Civic Education also known as Citizen Education
or Democracy Education can be broadly
defined as the provision of information and
learning experiences to equip and empower
citizens to participate in democratic processes.
The education can take very different forms
including classroom- based learning, informal
training, experiential learning and mass media
campaigns. [Jennifer Reitbergen- McCracken.]
What Violence Means.
• Physical force exerted for the purpose of
violating , damaging or abusing.
• The act or an instance of violent action or
behaviour.
• Intensity or severity as in natural phenomena,
untamed force.
• Abusive or unjust exercise of power.
[TheFreeDictionary]
The Processes/Influences Involved.
• Ethics , Civic Education and Violence are
experiences and information that are cultivated
and imbibed.
• Most often informally stirred from birth at Home,
strengthened from information and experiences
in the formal school system and consolidated in
the larger world.
• The three phases therefore to be considered here
are the Home, the Educational System and the
larger Nigerian Community.
The Home.
• The traditional Nigerian Home was a strong woven
fabric of the father, mother, child and extended family
member/s.
• There was social and financial security provided by the
breadwinner predominantly the father- e.g. shelter,
food and leadership.
• The Child , at birth ,was given a worthy and
meaningful name that should support ethical values –
to be preserved, protected and put to good use.
• The Child was thereafter, reminded to always protect
the family name.
The Home Continued.
• The Responsibilities of the Mother and the Child were
clearly spelt out- Mother takes care of the home, nurtures
the child to respect self, family, elders and others and
contribute to the well- being of society.
• The Child ‘s responsibilities included contributing to the
well being of the home [in extension , society]- sweeping ,
washing, cooking, taking care of younger siblings, respect
for self and others.
• Family unity consolidated at table –eating together at all
meals.
• The Mother and Child however were not strongly involved
in decision making in the Home.
• Domestic Violence was not pronounced.
Home continued.
• Shift has occurred since the 80s.
• Homestead not as secure – parents are often more focused
on earning a living. Self- interest more pronounced.
• The Child is kept in care of house-helps or roaming the
streets uncared for.
• Respect for self and family values has waned.
• However, Mother/ Child decision making opportunities
slightly encouraged especially within the upper and
middle- classes.
• Domestic Violence on the rise.
• More divorces resulting in broken homes.
• Quality Family life on the decline.
The Formal School System.
• Before the 80s ,the school was a strong institution for promoting
Ethics, Civic Education thus reducing violent acts within.
• The school head exercised quality control .
• Teachers were dedicated, had mastery of the pedagogy and were
highly respected members of society.
• The school was an extension of the Home.[push/pull.]
• Facilities and Resources were adequate - effectively and efficiently
managed.
• Civics was taught as a subject in the primary school.
• PTAs were strong and involved in decision making .
• Pupils were not directly integrated into decision making -not even
in the election of their leaders[ prefects].
• Student Union Govt.[SUG[ in Universities were relevant.
The Formal School System from the
80s.
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School Heads often fail to exercise internal quality control.
Teachers are less dedicated.
Facilities are grossly deteriorated.
Explosion of pupils without equivalent provisions.
Civics taught in primary school embedded in Social Studies.
Parents less involved in what, how, where their children learn.
Pupils restive – violence, cultism, examination malpractices.
School prefects are still selected rather than elected in most
primary and secondary schools- negation of civic education.
• SUG in universities have lost the bite.
Larger Nigerian Society :Pre- Colonial.
• Power and authority was balanced with service and
accountability. The ruler did not have absolute power.
• The focus of rulers was on contributing to the well being of
the people through consultation and consensus.
• Therefore sovereignty resided with the people , power and
authority was derived from them.
• Where the people were dissatisfied with the ruler they
showed displeasure- chiefs withdraw their services, the
people sang abusive songs , refusal of priests to perform
crucial duties , open revolt.
• Thus crises and conflicts were minimised and challenges
were confronted from within.
Pre- colonial [quote].
• Offices were held for life by Obas , Emirs and
others subject to good behaviour . All
incumbents and claimants were expected to
be people of transparent honesty, integrity,
uprightness, and with the ability to service the
basic needs of their communities . Succession
to offices was usually peaceful and was done
according to established traditional rules.
Dissension and rival claims were often
resolved through consensus. [Ogbaji ,J.O.]
Colonial Era.
• Berlin Conference 1884-1885. Scramble for
Africa.[slave trade ebbing]. - connotes violence.
• Plundering and subjugation of resistant
administrations e.g. Benin kingdom.[use of force.]
• Introduction of Indirect- Rule by the British
colonialists eroded democratic governance
instituted by pre- colonial Nigeria.
• Agitation for Independence by Nigeria.
Independence.
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Struggle for Independence. Non- Violent.
Independence achieved in 1960.
Constitution in place- democratic instrument.
Players –Nnamdi Azikiwe , Obafemi Awolowo,
Ahmadu Bello - referred to as selfless leaders.
• Then the Army struck!!!
Excerpt : Independence Speech 1960.
• Today’s ceremony marks the culmination of a process
which began fifteen years ago and has now reached a
happy and successful conclusion. It is with justifiable
pride that we claim the achievement of our
Independence to be unparalleled in the annals of
history. Each step of our constitutional advance has
been purposefully and peacefully planned with full and
open consultation, not only between representatives
of all the various interests in Nigeria but in harmonious
cooperation with the administering power which has
today relinquished its authority.
[Sir Abubakar Tafawa Balewa. Nigeria’s Prime Minister at
Independence.
Military Era.1966-1979,1983-1999.
• Military connotes force, war , violence.
• Abrogation of the Constitution by the Military- a testimony to
autocracy.[ encourage abuse of power].
• Democratic values vanished- ‘’Consensus’’ laws gave way to
Military Decrees.
• Merit gave way to sycophancy- termination and appointment of
Heads of government agencies became subjective.
• The Civil Service, engine room for translating government policies ,
was stripped of merit- culture.
• Agitations from Civil liberty organisations for a democratically
elected government.
• ‘‘The military failed because it was repressive, corrupt, and
undemocratic’’. Victor Dike. Leadership,Politics and Social Change.
Nigeria and the Struggle for Survival.2008.
Military Era [quote].
With the constitution abrogated, participation or
access to the governing process of the country
was foreclosed to Nigerians. The effects of these
draconian policies first drove the various ethnic
groups to polarise themselves while ethnic
identity became sharper and sharper.
Unemployment rose sharply, crime became
overwhelming and corruption became the order
of the day. Dr. Anthony Edeh. The Various
Attempts at Transition to Democracy .1999.
The New Dawn.1999• In 1999 a new dawn glimmered.
• President Olusegun Obasanjo was sworn in as a civilian
head of state in 1999. Then came Musa Ya’ardua, then
incumbent, Goodluck Jonathan.
• Old wine in new bottle? Or old bottle parading new wine?
• Electoral malpractices/violence. Electorate not fully aware
of the power of the ballot?
• Cases of corruption in the ruling elite escalate.
• Insecurity is upbeat- kidnaps for ransom, sectional/religious
violence etc.
• Constitution Review? Are the people really involved? If
yes, are their views going to be protected and respected?
New Dawn contd.
• Accountability: Constituency Projects by
legislators? Are the constituents consulted? Who
monitors and evaluates the projects?
• Leadership crisis: Governors cannot elect their
own leader freely, fairly!!!![ Governor Chibuike
Rotimi Amaechi ‘s re- election saga]
• Service: Level of commitment of most legislators
to duty is intolerable.[scanty attendance at
sittings].
• Political experience /maturity of the ruling class:
Shallow.
The Nigeria Media.
• Is the Nigerian Media really the 4th Realm, The Voice of
the People or just a toothless bulldog?
• Are Media practitioners in Nigeria professionals or the
industry is for all comers?
• How free is the Media in Nigeria?
• How accessible is the print and electronic media to the
common Nigerian.
The non- tolerant behavior of politicians to alternative
views or options is frightening and threatening to
broadcasting and democratic values. [NTA. Broadcast
Media and Sustainable Democracy in Nigeria: Issues
and Challenges. 2007]
The Role of the Media : Reference.
•
The press from the 1920s on to independence in 1960 became an industry,
profession and a social force for liberation of the Nigerian people. Yet, in all
Nigerian constitutions, the media is hardly mentioned in the manner in which the
executive, legislature and judiciary on the one hand and the federal, the state and
the local governments on the other are documented with legal instruments.
• The philosophy of modern governance and especially of modern democracy
conceives the media as a monumental force and as an institution similar to the
tiers of government.
• Historically, the development of modern democracy as a product predominantly
of the French and American revolutions in the 18th century acknowledged the
media as the fourth arm or realm of constitutional and democratic government. In
order words, it is difficult if indeed not impossible, to under-take a discourse on
modern democracy and its practices without reference to the media.
•
How the media discharges … unfettered access to information should engage not
only the media itself but also indeed all civil society actors, both domestic and
international.
Sam Oyovbaire. The Media and Democratic Process in Nigeria 1.2001
Recommendations.
• Leadership :Power and Authority must match Service
and Accountability.
• There must be more consultation and consensus with
the polity[by political class] in order to meet desired
needs.
• Succession to political offices must be firmly controlled
by the electorate through strategic massive citizenship
education.
• The Mass Media, must focus more on investigative
journalism /whistle blowing and not mere reportage.
• Violence will be less in the system when citizens are
empowered to participate effectively in governance.
Recommendations.[Details]
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We are all in this together. Transformation is desired and we must all play our part. We must
exercise our franchise and vote positively – not on sentiments but on track records of good
leadership.
Merit must be the hallmark for appointments into any national office even if we must rely on the
federal character formula.
Ethics and Civic Education must be re- ignited from the Home. Domestic violence must be curbed
and broken homes reduced significantly. Quality family life must be nurtured.
The school must provide quality education that promotes Civic education. Instruments that nurture
patriotism ,good governance and leadership as well as self- actualisation , must be prominently
available- respectable national flag, school identity[visible sign post,] security as in a fencing,
school motto and logo, etc
All schools must observe National days that are democracy related not just by staying off -school
but through a relevant activity , e.g. parade, discussion, debate, etc [October 1 and May 29.]
It is important that a National Minimum standard for election of school prefects in Nigeria is
produced to serve as a guideline for the election of school prefects in Nigerian Primary /Secondary
school vis- a- vis civic education. The platform for this can be raised immediately at this seminar.
Recommendations[contd.] .
•
Need for Government to establish more effective channels of communication with the polity. The
Media chat by the President / Facebook account is a good attempt
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Town hall meetings should be encouraged between the people and the legislators.
• There is a dire need to educate law- makers as soon as they are elected on their role as public
servants and continue to give such support even while they still hold office.
• Opposition parties should criticise the ruling party objectively and praise and support positive
people- oriented projects put in place by the ruling party.
• The Office of the Special Adviser to the President on Ethics and Values must establish firmer
contact with relevant Agencies - NOA, INEC, Development Partners, through FOPPEV for the
development of short- term activities on civic education .
• MDAs should encourage frequent departmental meetings within staff and constant Management
level meetings to keep in touch with the staff and elicit better people- oriented projects.
• MDAs must provide public information on their activities and disseminate such through the Mass
Media as well as encourage the public to evaluate their projects.
• Work –Place Ethics must be introduced and engrained in the workings and policies of all MDAs.
• Civil Liberty Organisations in Nigeria must exhibit integrity in meeting their mandates and also
inform the public frequently through newsletters, seminars on their activities .
• Massive Information Literacy Campaigns and facilities to be provided especially for the public.
Reading/Writing/Speaking/ICT. That is how to make the Bring- Back the Book initiative of the
Jonathan administration more effective.
Unfettered Access to Information broadens the mind, reduces violence and bigotry
Parting Quote.
• People are poor because they are being denied access to
opportunities. People steal because they are hungry and destitute.
People are hungry and destitute because they cannot earn wages.
They have no wages because they have no work. They have no work
because they have been retrenched. They have been retrenched
because industries cannot cope with their wage bills. Industries can
not cope with their wage bills because production costs have
increased. Production costs have increased because our
infrastructures have died. [The infrastructures have died because
the funds meant for their upgrading, repairs, maintenance and
installations of others meant for the common good end (up) in
private pockets] Kofo Awosika [A President’s Responsibilities : The
Guardian, June 17, 1999).
Satisfying my Curiosity.
Who would you have voted for at the Election of
the Chairman of the Nigerian Governors Forum
from the two contestants below and why?
1. Rotimi Chibuike Amaechi.
2. Jonah Jang.
THANK YOU FOR YOUR ATTENTION.