CHAPTER ONE

INTRODUCTION

Background to the Study

Youth denotes a stage of life between childhood and adulthood. Youth is the

time of life when one is young, but often means the time between childhood and

adulthood (maturity). The United Nations Children Education Fund, (UNICEF,

2012) sees those between the age of 15 and 25 years as youth. It is also defined as

the stage of freshness, vigour, spirit, etc. According to Kenniston (2011), youth

refers to a period between adolescence and adulthood in a post-modern era.

The definitions of a specific age range of youths varies from country to

country. In most of sub-Saharan African countries, the term "youth" is associated

with young men from 15 to 30 or even 35 years of age. Youth in Nigeria includes

all members of the Federal Republic of Nigeria aged between 18-35 (Nigeria

National Youth Policy, 2009). The youths are the major part of the Nigerian

population as shown by statistics and data on record, which conforms to the globally

accepted view that the youths of today are the nation of tomorrow (Anayochukwu,

2015).

The youth is said to be the life wire and future of every nation as they are

critical to socioeconomic development. According to Aibangbee (2013), the

importance of youths as veritable tools for the development of any nation cannot be

over stressed, neither can any society neglect her youths in the scheme of things in

her quest for National, social, economic and political development.

1
 Despite the importance of youths to national development, in Nigeria majority

of the teaming youths are unemployed. According to statistics from the Nigerian

Bureau of Statistics (NBS, 2014), Nigeria’s unemployment rate is at 23.9 per cent

and 60 per cent of its population are youths, translating to about 80 million Nigerian

youths. Youth unemployment rate is over 50 percent, about 64 million Nigerian

youths are unemployed. This scourge of unemployment has deprived many Nigerian

youths to have access to contributing their quota to national development. The result

of the rising youth unemployment situation in the country has provided shrinking

options to job seekers as those who find work are forced to be less selective about

the type of job they settle for, including part-time work and temporary contracts

because they are in desperate need for any income.

Because of high level of unemployment in Nigeria, most youths have engaged

in social vices. Social vice is a practice, behaviour, or habit generally considered

immoral, sinful, criminal, rude, depraved, or degrading in the associated society. In

more minor usage, vice can refer to a fault, a negative character trait, a defect, an

infirmity, or a bad or unhealthy habit (such as an addiction to smoking). Vices are

usually associated with a transgression in a person's character or temperament rather

than their morality. According to Azubuike (2013), social vices are common among

young males and females, examples of these social vices include prostitution,

indecent dressing, robbery, cultism, pocket picking, drug addiction, examination

malpractice, hooliganism, thuggery, gambling, smoking, pre-marital sexual

2
activities and rape. Social vices are bad traits, unhealthy and negative behaviours

that are against the morality of a society and frowned at by members of the society.

In Ebonyi state, there has been series of social vices which has resulted to

many social breakdown and even deaths. For instance, Nigerian Conflict and

Violence Bulletin (February, 2016) stated that incidences of violence largely

occurred in the LGAs surrounding the capital city of Abakaliki. Between January

2012 and December 2015, incidents of youth violence reported included criminality,

assassinations abductions and vigilante/mob justice among others in Ebonyi state.

Between January 2012 and December 2013, the LGAs around Abakaliki

including Ezza North Government area, had the highest number of reported incidents

of insecurity per capita in the state. There were a few lynchings and attempted

lynchings of suspected robbers reported, several kidnappings, including the

abduction of two people, and a number of other murder cases, including a couple of

ritual killings on 16th January, 2013. Also there has been cases of land disputes

between Ochienyim-Amagu, Ezza North and Adadama communities, which led to

the death of at least 3 people on Sunday, June 21 2015. Ochienyim-Amagu, Ezza

North is in Ezza North-South Development Centre in Ebonyi State, while Adadama

is in Abi Local Government Area in Cross-River State. In all these reports, the

youths are seen to be at the forefront of most of them (Nigerian Conflict and

Violence Bulletin, 2016). Also Okorie (2015) opines that the recent violent, criminal

and other anti-social activities around the country perpetrated by the youth, indicate

that more efforts have to be made towards channelling the power and natural

3
endowment of the young ones into better use both for themselves and the nation.

One viable way of achieving this is through civic education.

Civic education refers to means all the processes that affect people's beliefs,

commitments, capabilities, and actions as members or prospective members of

communities. Agu (2009) opined civic educations is capable of preparing people of

a country especially the youths to carry out their roles as citizens hence, it is political

education which entails the cultivation of virtues, knowledge and necessary for

political participation. In a country with a population of over one hundred and

seventy million and with a high scourge of unemployment, youth entrepreneurship

programmes and youth empowerment appears a more realistic way of introducing

civic education if democracy will survive in Nigeria. It also means teaching, societal

norms and values, rights, duties and of obligations of citizens. Civic Education is the

right remedy to correct the youth out of their present condition. According to

Mofoluwawo, Jarimi and Oyelade (2012) civic education can be used to inculcate

sound moral values in the youths. It is the education which aims to help people learn

how to become active, informed and responsible citizens. Civic education remains

an important means of teaching the populace about individual rights and what duties

and responsibilities the leaders and the led have.

Analysts argue that the current insecurity challenges facing the country,

ethnic and religious violence, terrorism, kidnapping, rape, political mugging and

other social vices are results of the abandonment of civic education by successive

governments (Mofoluwawo, et al 2012). They maintain that the lack of civic

4
education and patriotic orientation had led to disorientation in schools and the larger

society, leading to serious consequences; prevalence of corruption, indiscipline,

disrespect for both elders and the rule of law, indifference to duty, embezzlement of

public fund are clear manifestations of the absence of civic education. Civic values

such as courtesy, respect, charity, tolerance, dialogue have migrated from their

midst. There is an apparent entrenchment of militarism, especially among the youth.

Recognising the importance of civic education as a vital tool for peaceful

development of Nigeria, the federal government in 2009, directed that the teaching

of civic education should be re-introduction in schools. The subject which is to be

taught in primary and secondary schools is expected to further deepen democratic

culture and encourage qualitative participation of the average Nigerian in the

government process. The necessity of teaching civic education in Nigerian primary

and secondary schools, some say, has become very obvious because of the dwindling

national consciousness, social harmony and patriotic zeal. It is against this backdrop

that the researcher sought to find out the strategies for which civic education could

be used to reduce social vices among youths in Ezza North local government area of

Ebonyi state

Statement of the problem

Globally, many communities are deeply concerned with problems of social

vices particularly among youth. Social vices among youths include prostitution,

indecent dressing, robbery, cultism, pocket picking, drug addiction, examination

malpractice, hooliganism, thuggery, gambling, smoking, pre-marital sexual

activities and rape. Social vices among youths in Ezza North local government

5
include; drug abuse, thuggery, cultism, sexual abuse, examination malpractice

among others. These social ills are common among youths, majority of whom are

students of various educational institutions in the area.

These social vices are bad traits, unhealthy and negative behaviours that are

against the morality of a society and are frowned at by members of the society.

Because of the above mentioned youth violent acts, there is need to find a lasting

solution to it. It is based on this that the researcher asks; what are strategies of

reducing social vices among youths through civic education?

Purpose of the study

The main purpose of the study is to investigate civic education as strategies

for reducing social vices among youths in Ezza North local government area of

Ebonyi state.

Specifically sought to;

1. Determine how civic education could be used in reducing armed robbery among

youths in in Ezza North local government area of Ebonyi state.

2. Find out the role of civic education in reducing drug addiction among youths in

Ezza North local government area of Ebonyi state.

3. Examine the roles of civic education in reducing Gang violence among youths in

Ezza North local government area of Ebonyi state.

4. Ascertain the importance of civic education in reducing indecent dressing among

youths in Ezza North local government area of Ebonyi state.

6
Significance of the Study
The result of this study will be beneficial to the following; government

authorities, curriculum planner, parents, youths and the world of academic.

The result of the study will be of great benefit to the government authorities.

This is because it will help them to make policies that will foster peace in the society.

It will also help them to know some of the problems that could aggravate youth

violence and work out modalities that will engender peace and harmony in the

society.

The result of the study will also be beneficial to the curriculum planners. This

is because the study will help them in strategizing modalities of planning students’

syllable so as to accommodate civic education. It will also help them to know the

forms of youths’ violence and thereby strategies ways of educating the youths on the

negative consequences of these actions in order to be good citizens of the country.

Furthermore, the result of the study will be beneficial to the parents. This

because it will help them to know the ways of helping to reducing violent acts among

their wards.

Finally the result of the study will be of great benefit to the youths. This is

because it will help them to know the implications of their violence actions and

thereby help in sensitising them on the need for a peaceful living. The result of the

study will also be of great benefit to the world of academics. This is because, it will

add to the existing literature in this area

7
Scope of the Study

The study focused on the use of civic education in combating youth violence

in Ezza North local government area of Ebonyi state. Specifically, the study sought

to examine how the use of civic education could be used in reducing armed robbery,

aggravated assault, gang violence and restiveness among youths in Ezza North local

government area of Ebonyi state. The subjects of the study were the teachers and the

youths in Ezza North local government area of Ebonyi state.

Research Questions

The following research questions were formulated to guide the study;

1. How could civic education be used in reducing armed robbery among youths in

in Ezza North local government area of Ebonyi state?

2. How could civic education be used in reducing drug addiction among youths in

Ezza North local government area of Ebonyi state?

3. How could civic education be used reducing Gang violence among youths in Ezza

North local government area of Ebonyi state?

4. What are the importance of civic education in reducing indecent dressing among

youths in Ezza North local government area of Ebonyi state?

8
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter reviews literature relating to the strategies of combating youth

violence through civic education. This chapter is arranged based on the following

subheadings:

 Conceptual framework

 Theoretical framework

 Review of related empirical studies

 Summary of reviewed literature

Conceptual Framework

9
Concept civic education

Civic Education is concerned with the development of values, social norms,

skill and democratic ideals in the citizens. According to Reis (2016), civic education

can be processes that affect people's beliefs, commitments, capabilities, and actions

as members or prospective members of communities. Civic education need not be

intentional or deliberate; institutions and communities transmit values and norms

without meaning to. It may not be beneficial: sometimes people are civically

educated in ways that disempower them or impart harmful values and goals. It is

certainly not limited to schooling and the education of children and youth. Families,

governments, religions, and mass media are just some of the institutions involved in

civic education, understood as a lifelong process. Utulu (2011) opined that civic

Education becomes very relevant since it essentially seeks to introduce learners to

the process of democratic socialization by promoting support for democratic

behaviours and values among citizens. Mezieobi, cited by Okan and Lawal (2011)

sees civic education as the educative means in a sovereign state whereby the citizens

or individuals become socially and politically aware, socially integrated into the

social milieu, acquire social skills and competence, become socially responsible for

maximum productivity and development, all in the interest of the state.

Starkey (2012) describes civic Education as a programme that helps children

to know that they have rights but also duties. It enables the learners to develop a

sense of good respect for the law and affection for the Republic. Civic Education

implies an understanding of the rules of democratic life and its fundamental

10
principles. Civic Education teaches about the political system; it emphasizes the

rights, roles and duties of every member of the society. The goal of Civic Education

is the development of responsible citizenship. It aims at equipping the learners with

the political, culture, democratic ideals and values that will enable them to function

as effective and productive citizens.

Civic education in a democratic society most assuredly needs to be concerned

with promoting understanding of the ideals of democracy and a reasoned

commitment to the values and principles of democracy. That does not mean,

however, that democracy should be presented as utopia. Democracy is not utopian,

and citizens need to understand that lest they become cynical, apathetic, or simply

withdraw from political life when their unrealistic expectations are not met. To be

effective civic education must be realistic; it must address the central truths about

political life. A message of importance, therefore, is that politics need not, indeed

must not, be a zero-sum game. The idea that "winner takes all" has no place in a

democracy, because if losers lose all they will opt out of the democratic game.

Sharing is essential in a democratic society-the sharing of power, of resources, and

of responsibilities. In a democratic society the possibility of effecting social change

is ever present, if citizens have the knowledge Civic Education means all the

processes that affect people’s beliefs, commitments, capabilities, and actions as

members or prospective members of communities.

Civic Education does not necessarily need to be intentional or deliberate or

intentional institutions and communities transmit values and norms without meaning

11
to it. It may not be beneficial: Sometimes people are civically educated in ways that

disempowered them or impart harmful values and goals. It is certainly not limited to

schooling and the education of children and youth. Families, government, religious,

and mass media are just some of the institutions involved in Civic Education,

understood as a lifelong process (Everson, 1988). A rightly famous historian,

Tochquevilles often quoted observation that local political engagement is a form of

Civic Education; “towns meetings are not to liberty what primary schools are to

Science; they bring it within the people’s reach, they teach men how to enjoy it”

(Everson, 1988). Nevertheless, most scholarship that uses the phrase “Civic

Education investigates deliberate programmes of instruction within schools or

colleges, in contract to paideia and other forms of citizen preparation that involve a

while and last a lifetime.

Sharing their views on this matter, Itodo, (year unstated) opine that: Civic

Education is a branch of knowledge acquisition which explains the relationship

between a government and its citizens. It trains the youths to be able to carry out

their duties and responsibilities and to be active citizens of the country for the task

of nation building in the near future. To amplify the above conceptual clarification

(Oyelami, Abayomi, and Olatunde, 2011) illuminate thus:

Civic Education is a type of educational and learning

process that is pertinent to expose and create awareness in
students at all levels of education (formal or informal), to
the right values, attitudes and behaviour that are
acceptable in the society where they live in. It is a kind of
teaching and learning process that individuals and groups
in the community must learn in order to relate well with
other people.

12
 Extrapolating from the above conceptual underpinnings, we arrive as a

working definition of Civic Education. In the context of this study, Civic Education

is the process of learning which focuses on learning and accommodating customs

and traditions of other people apart from their own group.

Another concept considered in this work is national development. Okigbo

(1983) conceives that national development should embrace political, economic,

educational, technological and changes. By interpretation he (Okigbo, 1983) affirms

that, “national development is the process through which a polity improves its

standard of living not only materially but also the realm of its value system”.

National development is also interpreted as the ability of a country or countries to

improve the social welfare of the people, for example, by providing social amenities

like good education, infrastructure, medical care and social services (Aduma, 2013).

National development also implies the development that is a general or specific

strategy who’s goal is to help build up various areas within a nation.

Civic Education is the training for equity, justice, responsibility, freedom,

patriotism, honesty and obedience to rules and regulations guiding the civil society

(Falade, 2012). Civic Education is a set of practices and activities aimed at making

young people and adults better equipped to participate actively in democratic life by

assuming and exercising their rights and responsibilities in the society (Birzea;

Harrison; Krek; Spajicurkas, 2005). Birzea et al, (2005) identified the characteristics

of Civic Education as:

(i) a life-long learning experiences. Civic Education is life-long in the sense that
it occurs during the entire life-course. It begins from the day the child is born

13
 and it continues throughout his life span. Civic education includes a series of
learning environment inside and outside formal institutions.
(ii) an educational programme which aims at preparing individuals and
communities for civic and political participation. Civic Education strengthens
the civil society by helping to make its citizens informed and knowledgeable
and endowing them with democratic skills,
(iii) programme that implies respecting rights and accepting responsibilities.
(iv) a programme that values cultural and social diversity. Civic Education is social
learning. It is learning in society, about society and for society. Civic
Education promotes egalitarianism in a democratic and multi-cultural society.

Concept of youth

The National Youth Development Policy (2001) defines youth as people aged

18-35. They constitute about 40 percent of the more than 170 million people of

Nigeria. The total population of youth between 10 and 24 in Nigeria was 45.4 million

in 2006, which is 34 percent of the total population. The National Youth

Development Policy (2011) defines youth as people aged 18-35. They constitute

about 40 percent of the more than 140 million people of Nigeria. The total population

of youth between 10 and 24 in Nigeria was 45.4 million in 2012, which is 34 percent

of the total population. Elegbeleye (2015) defined youth restiveness as “a sustained

protestation embarked upon to enforce desired outcome from a constituted authority

by an organized body of youths.” It is marked by violence and disruption of lawful

activities.

The African Youth Charter defines youth as “every person between the ages

of 15 and 35”. Many countries also draw a line on youths at the age which a person

is given equal treatment under the law, often referred to as the “age of maturity”, this

age is often 18 in many countries. In some countries, the age limit extends to between

30 and 40, in others it extends up to 45 years. The Nigerian National Youth Policy

14
2011 Document on its part defines youths as “people between the ages of 18 and

35”. However, the operational definition and nuances of the term youth often vary

from country to country, depending on the specific socio-cultural, institutional,

economic and political factors. Despite the challenges of definition the United

Nations defines youth as a person between the ages of 15 and 24. UNESCO

understands young people as heterogeneous group in constant evolution and that the

experience of being young varies enormously across regions and within countries.

The Nigerian National Youth Policy (2011) defines youth as comprising all young

persons between the ages of 18 and 35 years who are citizen of the Federal Republic

of Nigeria. The categorization of youth in my view would inevitably depend on the

vacation in relation to which the definition is being proffered. While a forty years

old athlete, for instance, is definitely aging and has long passed his prime, he would

still be a spring chicken if he was a politician. Therefore, it is safe to posit that from

a political perspective, anyone who falls within the bracket of 18 to 50 years could

be regarded as a youth. Some are even prepared to further extend to bracket to

accommodate the young at heart.

Again, in addition to being understood in terms of age, youth is also

understood in terms of a process of transition from childhood to adulthood, marked

by rituals or physical changes, as well as culturally as regards the roles they play in

a given social context. Youths have a number of characteristics, which include

physical stamina, exuberance, intelligence, and perseverance, among others. All

these potentials, if properly harnessed, constitute an invaluable asset to any nation.

15
Failure to fully harness these potentials in youths only spells disaster for the future

of any nation.

Youth occupy a prominent place in any society. Apart from being the owners

and leaders of tomorrow, they outnumber the middle-aged and the aged (Onyekpe,

2014). Besides numerical superiority, youth have energy and ideas that are society's

great potentials (Onyekpe, 2014). The National Youth Development Policy (2011)

asserts that: Youth are the foundation of a society. Their energies, inventiveness,

character and orientation define the pace of development and security of a nation.

Through their creative talents and labour power, a nation makes giant strides in

economic development and socio-political attainments. In their dreams and hopes, a

nation founds her motivation; on their energies, she builds her vitality and purpose.

And because of their dreams and aspirations, the future of a nation is assured.

The statement above acknowledges the role of the youth in the peace and

security of a nation. As the most active segment of any society, youth are the major

determiners of peace and stability of a nation (Ozohu-Sulaiman, 2012). Conversely,

the degree of disorderliness and instability in society is also determined in part by

youth. Peace is a precursor of development. The absence of peace means that no

meaningful development can take place. The National Youth Policy (2011) affirms

that the extent of the youth's “responsible conduct and roles in society is positively

correlated with the development of their country”.

Youth occupy a prominent place in any society. Apart from being the owners

and leaders of tomorrow, they outnumber the middle-aged and the aged (Onyekpe,

16
2007). Besides numerical superiority, youth have energy and ideas that are society's

great potentials (Onyekpe, 2007). The National Youth Development Policy (2001,

p.1) asserts that:

Youth are the foundation of a society. Their energies,

inventiveness, character and orientation define the
pace of development and security of a nation.
Through their creative talents and labour power, a
nation makes giant strides in economic development
and socio-political attainments. In their dreams and
hopes, a nation founds her motivation; on their
energies, she builds her vitality and purpose. And
because of their dreams and aspirations, the future of
a nation is assured.
The statement above acknowledges the role of the youth in the peace and

security of a nation. As the most active segment of any society, youth are the major

determiners of peace and stability of a nation (Ozohu-Sulaiman, 2006). Conversely,

the degree of disorderliness and instability in society is also determined in part by

youth. Peace is a precursor of development. The absence of peace means that no

meaningful development can take place. The National Youth Policy (2001) affirms

that the extent of the youth's “responsible conduct and roles in society is positively

correlated with the development of their country”.

Use of Civic education in reducing armed robbery among youths

Armed robbery simply refers to a process that involves forcefully deprivation

of some innocent individuals of their lawful belongings by an armed individual or

group of individuals without recourse to the law. This act in itself is an infringement

on the fundamental human rights of the victim and the Nigerian criminal law which

attracts serious sanctions. It is one of the rising features of crime in the country today.

17
The perpetual occurrence of it despites official proscription is mindboggling. This

calls for serious concern of the authorities and other stake holders in peace and

security management. Victims of armed robbery usually suffer certain tremendous

negative social and economic consequences (Arinze, 2011).

Armed robbery is now common in every part of the country although it is

more prevalent in the south east and the south - south than any other part of the

country. Every class of people is a potential target even though the highly placed in

the society are more vulnerable. The problem has successfully imposed a culture and

atmosphere of fear, mistrust, and violence in the country. However, in northern

Nigeria, it occur more in the rural areas now than in the urban centers especially in

the areas where high breed market centers were located in which cash transaction is

very common.

Like many other crimes in Nigeria, armed robbery has not been given the

desired attention by successive governments (Nwokedi, 2011). For decades now,

law abidingNigerians have continuously suffered in the hands of armed bandits.

However, the malicious impact of persistent occurrences of armed robbery on

national security and development constitute serious challenges. This article utilized

secondary data to analyze the problem of persistent occurrences of armed robbery in

Nigeria with the sole aim of understanding the causes and effects of the problem and

recommending some viable solutions towards curbing or possibly eradicating it in

the country. It was argued that armed robbery and indeed other crimes can be linked

to some significant imbalances in the existing social system of the society and until

18
certain measures were drastically taken, the problem will not only continue to

permeate the society but its dire consequences may seriously be catastrophic to

national peace, unity and development.

Education has earlier been defined as a process by which individuals are

assisted formally through proper direction and guidance to develop their capacities

for their own benefits and that of the society. It therefore follows, by a simple logic,

that if a nation bequeaths the right type of education to its citizens, the citizens will

not turn against their father- land. Daily Sun (2013) recently reported the former

minister of Education, Professor Ragayyatu Rufai as having identified reform of the

education system as the solution to the security challenges confronting the nation.

There is need for a total overhaul of the curriculum at all levels of education with a

view to providing its recipients, broad based education in the development of the

mind, soul and body; and in comprehending the environment and in the development

of appropriate attitudes, skills, abilities and competences to co-exist with and

contribute to the development of the society. This calls for a synergy between liberal

education, vocational and entrepreneurship education.

A liberal education is one that frees the minds of its recipients from their

preconceptions. It broadens the possibilities for greater understanding of others in

our nation and around the world (Forum Futures, 2007). Institutions should try to

train future workers to help States' economies and to offer liberal education so as to

produce informed citizens who can contribute to our democratic way of life.

19
 Every sovereign, independent state must train, sustain and nurture men and

women to serve in its security and intelligence out fits. According to Esiemokhai

(2005), in Europe and America, these men and women are selected from the best

and the brightest citizens, who are endowed with keen and subtle intellect.

Recruitment into defense and military intelligence outfits needs scrupulous

assessment of the recruit’s educational background, intellectual sharpness,

smartness and patriotism. Graduates with the best grades should be deployed not

those who got ranks by the federal character formula

Education helps to create informed citizenry which is vital to our democratic

society. It increases the potential for individuals to perform as citizens. There are

many examples of the public being misinformed and making bad decisions.

However, without education, the situation would be vastly worse. It gives one the

ability to critically examine an issue and articulate a reasoned position about it.

Nurturing critical thinking is a key component of education.

The introduction of Vocational and Entrepreneurship programmes into the

curriculum at the various levels of education in Nigeria is a welcome innovation that

goes a long way to strengthening the popular liberal education. What is required by

the government at various levels now is to adequately provide the needed human and

material resources to make these programmes effective and functional. It is no longer

news that liberal education alone has failed to equip recipients / youths with requisite

skills and attitudes for leading a productive life. It is also no news that graduates of

our institutions of higher learning have been populating the crime world due to their

20
inability to secure meaningful employment upon graduation. This scenario calls for

the intensification of the emphasis on Vocational and Entrepreneurial education to

equip graduates with occupational survival skills - to be able to identify and even

create and exploit investment opportunities that abound in the society. The present

global economic crises and rising waves of unemployment have greatly emphasized

the need for functional entrepreneurship and vocational education.

There is also the need to introduce Nigerian History, Moral and Civic

education into the curriculum. Graduates should actually be found worthy first in

character and then in learning. Every youth should see himself / herself as a

stakeholder in the Nigerian project, by exercising all requisite citizenship roles and

responsibilities. It should be inculcated in our children at the early age the respect

for human life and the dignity of labour. Civic education will place youth on a sound

pedestal to defend our nascent democracy instead of being destructive agents. A poor

knowledge of our national history will hinder informed citizenry which is required

for rapid development of the nation. A citizen who does not know his country cannot

really situate himself within the effort to build a better nation (Daily Sun, 2011).

Use of civic education in reducing drug addiction among youths

Drug abuse has become a rapidly growing global problem (United Nations

Office of Drugs and Crime (UNODC), 2007). Almost every country in the world is

affected from one or more drug being abused by its citizens (UNODC, 2007). The

increase in drug abuse globally has resulted in problems such as increase in violence

and crimes, increase in Hepatitis B and C virus, increase in HIV/AIDS diseases,

21
collapse of the veins, and collapse in the social structure (Oshodi, Aina, & Onajole,

2010). The United Nation’s division of narcotic drugs reported that never before

have there been so many young people, even children, flirting with drugs and their

associated hazards (Pela & Ebie, 1982). Thus, more young people are getting

involved in substance abuse in Nigeria (Oladele & Olufunmilayo, 2013). From the

record of drugs abuse in Nigeria, the North-West has a statistics of 37.47 percent of

the drug victims in the country, while the South-West has been rated second with

17.32 percent. Also, the south-East has been rated third with 13.5 percent, North-

central has 11.71 percent, and the North-east zone has 8.54 percent of the drug users

in the country (Akannam, 2008). In Nigeria, the estimated life time consumption of

cannabis among the population is 10.8 percent. This was followed by psychotropic

substances like benzodiapines and amphetamine-type stimulants (10.6 percent),

heroin (1.6 percent), and cocaine (1.4 percent) in both urban and rural areas. Drugs

abuse appears to be common among males with 94.2 percent than females which is

5.8 percent. Hence, the ages of first use is between 10 to 29 years. The percentage

use of volatile organic solvents is 0.53 percent, and is widely spread among the street

children, in school’s youth and women. Multiple drug use happens nationwide with

7.88 percent to varying degree (UNODC, 2007 cited in Mamman, Othman & Lian,

2014). Today, more Nigerian youths are becoming drug dependants, as Nigeria

gradually transits from the status of a drug-consuming nation to that of a drug-

producing one (Staff, 2012). The danger of this act is so severe that not only the

22
abusers of drugs suffer the consequences. Nevertheless, the larger society also risks

the assets of the future because youths are the future of the society.

Naturally, certain drugs, especially those that are manufactured for healthy

living are good on their own. This is because they are needed by the body to function

properly. These types of drugs are manufactured to help the body in one way or the

other. They are therefore manufactured with good intention. But the question one

may need to ask is how do they become a problem to users? Thus, they become a

problem when taken too often or in large dose. However, the practice of taking drugs

without proper medical supervision is termed “drug abuse”. Drugs are therefore said

to be abused when taken too often or in large dose without proper medical

supervision. According to WHO (1993), drug abuse is defined as a maladaptive

pattern of substance use leading to clinically significant impairment or distress as

manifested by one or more of the following occurring within the period of 12 month.

These occurrences includes: recurrent substance use resulting in the failure to fulfil

major roles like obligations at work, school or in the home; recurrent substance use

in situation in which it is physically hazardous, for example driving automobile

when impaired by substances use; and recurrent substance related legal problems

and continued substances use despite recurrent social and interpersonal problems.

Furthermore, the problems of drug abuse places a significant threat to the social,

health, economic fabrics of the families, society, and the entire nations (Oshodi, Aina

& Onajole, 2010). The impact of drug abuse among Nigerian adolescents has been

a feature of a morally bankrupt, corrupt and wasted generation, and loss of our

23
societal values and ideals. The most unfortunate part of it is the fact that majority of

the youth that abuse drugs are not aware of the dangers. However, most of them do

not realise it until it is too late for them to stop. According to Giade (2011), drugs

abuse threatens the security of every nation, tears apart our societies, spawns crime,

spreads diseases such as aids, and kills our youths and the future of our country.

Therefore, this situation requires that all hands should be on deck to combat drug

abuse among our youths in order salvage our future and one of the measures that

could be used is civic education

Civic education is an important component of education that cultivates the

citizen’s useful participation in public life. This would give them satisfaction of their

rights and their due discharge of social obligations with the necessary know-how.

Civic Education is a form of adult and non-formal education directed towards the

improvement of the socio-cultural and political lives of people. These include

community development, cultural education, liberal education, and political

education programmes. The political education programme would involve creating

political awareness for the people to enable them perform their political rights, rather

than merely being used as political thugs. Civic Education will therefore provide the

required awareness-creation to cure the endemic political apathy, ignorance and fear

among the Nigerian Youths. Through civic education, youths can be implored to be

patriotic by having the feeling of their nation at heart. Thus, the best way to express

patriotism is by avoiding any act that could tarnish the image of one’s country.

24
Through this type of education and appeal to the sense of patriotism of our youth,

they would definitely see reason and shun the dirty habit of drug abuse.

Use of Civic education be used reducing Gang violence among youths

A gang is a group of recurrently associating individuals or close friends or

family with identifiable leadership and internal organization, identifying with or

claiming control over territory in a community, and engaging either individually or

collectively in violent or illegal behaviour. Some criminal gang members are

"jumped in" or have to prove their loyalty by committing acts such as theft or

violence. A member of a gang may be called a gangster or a thug.

Gang violence refers to mostly the illegal and non-political acts of violence

perpetrated by gangs against civilians, other gangs, law enforcement officers,

firefighters, or military personnel. Throughout history, such acts have been

committed by gangs at all levels of organization. Modern gangs introduced new acts

of violence, which may also function as a rite of passage for new gang members.

In 2012, 58 percent of L.A.'s murders were gang-related. Reports of gang-

related homicides are concentrated mostly in the largest cities in the United States,

where there are long-standing and persistent gang problems and a greater number of

documented gang members—most of whom are identified by law enforcement.

Miller's (2011) study indicated that gangs had become more dangerous than

ever in the 2010's. He attributed this to four major motives: honour, defence of local

turf, control of facilities, and gain of money and goods. In the 2010's, "gang crime

was more lethal than any time in history; more people were shot, stabbed, and beaten

25
to death in gang-related incidents than during any previous decade and the

prevalence and sophistication of firearms used was unprecedented" (Miller, 2011).

Gang members also commit serious and violent offenses at a rate several times

higher than non-gang adolescents. In Denver, gang members committed

approximately three times as many serious and violent offenses as non-gang youth

(Esbensen and Huizinga, 2010). Even greater differences were observed in

Rochester (Bjerregaard and Smith, 2010), where gang members committed about

seven times as many serious and violent delinquent acts as non-gang adolescents.

Gang norms also constitute an important factor in the elevated level of

violence in gang peer groups. "Violence that is internal to the gang, especially during

group functions such as an initiation, serves to intensify the bonds among members"

(Decker and Van Winkle, 2014). Most gangs are governed by norms supporting the

expressive use of violence to settle disputes (Short and Strodtbeck, 2013) and to

achieve group goals associated with member recruitment, defense of one's identity

as a gang member, turf protection and expansion, and defence of the gang's honour

(Block and Block, 2010). Gang sanctioning of violence is also dictated by a code of

honor that stresses the inviolability of one's manhood and defines breaches of

etiquette (Horowitz, 2013; Sanchez-Jankowksi, 2011). Violence is also a means of

demonstrating toughness and fighting ability and of establishing status in the gang

(Short and Strodtbeck, 2013).

These norms coupled with the fact that violence is contagious (Loftin, 2010)

and clustered in space, escalates over time (Block and Block, 2011), and likely

26
spreads more quickly among youth who are violence prone -- may explain why the

level of violence in gangs is higher than in other delinquent peer groups. Willingness

to use violence is a key characteristic distinguishing gangs from other adolescent

peer groups (Horowitz, 2013; Sanchez-Jankowski, 2011). Violence also serves to

maintain organization within the gang and to control gang members (Decker and

Van Winkle, 2014).

Decker (2014) delineates a seven-step process that accounts for the peaks and

valleys in levels of gang violence. The process begins with a loosely organized gang:

 Gang members feel loose bonds to the gang.

 Gang members collectively perceive a threat from a rival gang (which increases

gang cohesion).

 A mobilizing event occurs -- possibly, but not necessarily, violent.

 There is an escalation of activity.

 One of the gangs lashes out in violence.

 Violence and activity rapidly deescalate.

 The other gang retaliates.

Although our society has substantial basis for fearing the violence of certain

gangs, most gang violence is directed at other gangs. Of nearly 1,000 gang-related

cult activities in tertiary institutions in Nigeria from 2013 to 2013, 75 percent were

intergang, 11 percent were intragang, and 14 percent involved nongang victims

murdered by gang members (Ibe, 2014). Most of the intergang conflicts are

27
concentrated in specific areas of cities with gang problems. These disputes over turf

are generally played out in fights along the borders of disputed territory.

The problem of gang violence can be well managed with civic education.

According to Madu (2013), civic education can play a vital role in educating the

youths the need for peaceful co-existence as well as the evils of gangsterism.

Furthermore, Ikeh (2012) stated that civic education can be used as alternative for

reducing the rate of cult activities among youths in the tertiary institutions.

Importance of civic education in reducing indecent dressing among youths

Indecency is the state or quality of being unseemly or immodest. Indecency

among youths comes in many ways such as indecency in dressing and behaviour.

Indecent dressing or immodesty in dressing, is a cultural and moral problems that

are threatening to destroy this nation and its people. In fact, what we see today as

widespread indecent dressing (as well as indiscipline) among the youths of our

country. It is only indicative and symptomatic of the system collapse that is

inevitable. Indecent dressing has become fashionable in Nigeria. For this reason,

there is no desire among youths to look decent and presentable.

Indecent appearance has come to characterize the dress pattern of many

students on the campuses of higher learning in Nigeria. There is hardly any higher

institution of learning in this country that is not faced with this nauseating problem.

The way students on these campuses of learning particularly, the female ones, dress

seductively leaves much to be desired.

What the girls call skirts that they wear is just “one inch” longer than their

pants. When they put on such dresses, they struggle to sit down, find difficulty in

28
climbing machines, cross gutters as well as pick anything from the ground. Apart

from the skimpy and tight fitting nature of these dresses, they are again transparent;

revealing certain parts of the bodies that under normal dressing patterns ought to be

hidden away from the glare of people (Odey, 2013).

In the case of boys, their pattern of dress is different. It makes them to look

so dirty and very unattractive with unkempt hairs and dirty jeans having pockets of

holes deliberately created around the knees and the lower part of the trousers allowed

to flow on the ground because they go through their heals into their legs as socks.

The waist of their trousers are lowered and fastened tightly at the middle of the two

bottom lobes to reveal their boxers (pants). And when they are walking, they drag

their legs and one of their hands particularly, the left one, cupping their invisible

scrotum as if they will fall to the ground if not supported. Many of them because of

how they dressed had at one time or the other become victims of rape, lured into

prostitution, used for ritual purpose, unable to complete their education or training

and also engaged in other ancillary social and moral problems like cultism and lying

to mention these few. Although, there are no universally acceptable way or ways of

dressing, dresses are meant to serve some definable purposes, country or region

notwithstanding. They are part of a peoples’ culture and they define their tribal or

ethnic identity.

Apart from dresses being a means for cultural identity, they are for ornamental

or aesthetic purposes, for protection of the body against harsh weather conditions as

well as for covering the intimate parts of the body (Answer.com, 2011;

29
&Articlesbase.com, 2011). These purposes are important especially as they form

major aspects of a person’s personality. But as important as these purposes are, they

have been defeated by the generation of Nigerian youths (Articlesbase.com, 2011).

Their dress patterns are most times anti- African, and are invented. They usually

dress in a manner that does not show that they are responsible (Nganga, 2009). The

African culture and particularly that of Nigeria encourage modesty in appearance as

do the Christian and Islamic religions where the larger population of these youths

claim to be worshipping God.

This un-African dress pattern among the youths of this generation has

generated lots of concern and worry among the citizenry of the country. Religious

institutions as well as institutions of learning are not resting on their oars to watch

this immoral act being perpetuated, but they speak against it. For instance, Olori

(2003) reported that at the University of Abuja rules were made that any dress won

must cover intimate parts of the body, must not expose the breast, stomach, navel

and bare chest. But on this very campus students still dress indecently.

The reason for the above scenario is lack of moral upbringing and erosion of

cultural civic education teaching in our schools and homes. According to Azubuike

(2014), in the 2014s, children are seen gathering around their aged parents every

night to listen to moonlight stories and other legendry stories that helps to improve

their morality and moral lives. This according to him helped in reducing the rate of

indecency among youths. Based on this, he advised that government should

30
strategies means of resorting to the use of civic educations in promoting decency

among youths.

Review of Related Empirical Studies

Agu (2012) in his study on the strategies using civic education in combating

youth crime in Aguata Anambra state. He used descriptive survey research design

for the study. Data were collected using questionnaire and inventory. The population

for the study was 1020 students. The sampled size for the study was 250. The data

collected were analysed using mean and standard deviation. From the study, the

researcher found out that; civic education is importance in educating the youths on

the negative effects of violence. The study is related to current study. This because

both focused on the benefits of civic education. This notwithstanding is quite

different from the current study. This is because current study is on strategies using

civic education in combating youth crime in Aguata Anambra state. While the

current study is on the use of civic education in combating youth violence in Ezza

North local government area of Imo state

Edeh (2012) in his study on the strategies for combating youth violent in Udi

local government area of Enugu state. The researcher used a survey design for the

study. The population of the study was three hundred and thirty eight (338) youths

selected from the area. Based on it, he used 100 as the sample for the study. The

researcher used only questionnaire for data collection, the data collected where

analyzed using mean (𝑥̅ ) and standard deviation. Thus the findings include; that

youth empowerment programme is a strategy of reducing youth restiveness in the

31
area, civic education is another effective strategy of reducing youths restiveness in

the area. The study is related to the current study. This is because both focused on

strategies for combating youth violent in Udi local government area of Enugu state.

This notwithstanding is quite different from the current study. This is because the

previous study was carried out in Enugu local government area of Enugu State.

While the current study is in Orlu local government area of Imo state.

Summary of Reviewed

The literature reviewed shows that civic education is a deliberate attempt to

educate children, youths and adults in the dynamics of conflict prevention and

promotion of peace making skills in homes, schools, and communities throughout

the world, using all the channels and instruments of socialization. Civic education is

described as a process wherein people learn ideologies, values, attitudes, more

standards was also conceptualised as a sensitivities to others and new perceptions

such that they are moved to take different actions from which they did in the past.

Various authors whose their works were reviewed believed that the aim of civic

education becomes not just educating for peace but educating for a ‘peace capacity’.

Civic education is essentially a peace empowerment strategy which mainly equips

individuals with the knowledge and skills to prevent and manage conflict at

intra/inter-personal or intra/inter-group levels.

The literature reviewed showed that civic education is a veritable tool for

moral development of youths. From the study, it was indicated that civic education

can be used in reducing arm robbery, gang violence, aggravated assault and

32
restiveness among youth. Finally related empirical studies were reviewed. From the

best knowledge of the research, no study of this kind has been carried. This is the

gap the study sought to fill.

CHAPTER THREE

METHODOLOGY

The method used to carry out this study was organized under the

following sub-headings: Research Design, Area of the Study, Population of the

Study, Sample and Sampling Techniques, Instrument for data Collection,

Validation of Instrument, Reliability of the Instrument, Method of Data

Collection and Method of Data Analysis

33
Research Design
The research design used in this study was a descriptive survey design in

which a group is studied by collecting and analysing data from a few people or

items considered to be representative of the entire group youths and parents in

Ezza North local government area of Imo state. Descriptive Survey research

design refers to a process of eliciting data from a target population through

questionnaire or interview instruments and subjecting such data to statistical

analysis for purpose of drawing conclusion, (Eneje 2012).

Area of the Study

The area of the study is Ezza North local government area of Ebonyi state.

Ezza North is the largest Local Government Area in Ebonyi State. It is situated

on the eastern part of the state. It has a land mass of approximately 500 square

kilometres and shares a border with government is one of the local governments

in Ebonyi Central. It is bounded in the east by Izzi local government, in the North

by Ezza local government, in the south by Afikpo North and in the west by Ogoja

local Government area of Cross River state. Ezza North Local Government area

is made up of thirteen autonomous communities. The women of the area are

known for their high parity status. The reason for the choice of the area is

because of high rate of social vices among youths in the area.

34