Citizenship Education in the 21st Century for Nigerian Polytechnics

Abstract

Purpose: Three substantial problems are visible in the teaching of citizenship education in the polytechnic. Firstly students are studying the courses only with the intention of passing their examinations and getting a diploma. Secondly the issues of ideology. It is whenever we notice the problematic that we will appreciate the ideology attractiveness of the course, which hinges on Western developmental framework. Thirdly the problem encountered by the teacher of citizenship education. This study intend to provide some useful information on how to be a good citizen of a particular nation, for both staff and students in Nigerian polytechnics.
 Methodology: This work adopted qualitative research design, and some readymade materials for data collection. These prompt the researcher to carry out this study for easy access of information.
 Findings: Education for involved democratic citizenship as an educational drive overcomes the disintegration transversal connections of the different devotions, and could become a part of citizenship consolidation. There has been a focus on the cure of social and environmental harms ascending from the certainty that education must be focused towards the foundation of a serious and publically involved citizenship, helping to realize social reality and its problems and to build social thinking to manage the difficulty of this reality, and encouraging participation in the formation of democracy and enlightening cohabitation.
 Unique Contribution to Theory, Practice and Policy: Serious importance need to be given to citizenship education from primary to post-secondary level of education in the Nigerian polytechnics. Multi - disciplinary approach should be employed as a method of teaching citizenship education at higher level of education. Citizenship education should be introduced at all levels of teachers training institutions.