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Scheme of work civic education jss3 3rd term.

J.S.S. 3 THIRD TERM CIVIC EDUCATION SCHEME OF WORK

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Jss3 civic education scheme of work.

Download the Junior Secondary School 3 (JSS3) Unified Scheme of Work for Civic Education  to serve as a guide for educators

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About jss3 civic education scheme of work.

Civic Education in Junior Secondary School 3 (JSS3) is essential for developing well-informed, responsible, and engaged citizens. This subject teaches students about their rights and responsibilities, the functioning of government, and the importance of civic participation. It also emphasizes democratic principles, national values, and the role of community involvement.

By covering crucial topics, the Civic Education scheme of work not only aids students in excelling in the BECE but also instills a deep sense of civic duty and national pride. This understanding prepares students to engage thoughtfully with societal issues and contribute positively to their communities and the nation.

Assessment Guide

The crowning event for Jss3  and the Junior Secondary school as a whole is the Basic Education Certificate Examination (BECE) which is taken mid-third term. The assessment methods for Civic Education include written examinations, which may consist of multiple-choice questions, short-answer questions, and essay-type questions. These exams are conducted in a controlled environment to ensure fairness and integrity.

Furthermore, continuous assessment, which involves periodic tests, assignments, and projects conducted throughout the academic session, also contributes to the overall BECE assessment. This allows for an all-around evaluation of students’ performance and progress over time.

JSS3 First Term Scheme of Work for Civic Education

Jss3 second term scheme of work for civic education, jss3 third term scheme of work for civic education.

Recommended Civic Education Textbooks for Junior Secondary School 3

The recommended textbooks for Civic Education in J.S.S.3 include:

• Civic Education for Nigerian Junior Secondary Schools by Joe Onyali O. PHD, Olisa Anuli C. JP et al – Edumail Publications Ltd JSS 3. 
• Model Civic Education for Senior Secondary School with workbook by Anene Anthony – Mid-Field Publishers Ltd JSS 3. 
• Pacific Civic Education for Upper UBE Class By Victor Emeka Okafor, Francis Arinze -Pacific Publishers Ltd JSS 3.
• WABP Civic Education By Dayo Olagunju – West African Book Publishers JSS 3. 
• Varsity Model Civic Education for Secondary School and Colleges  By Babalola G.M, Ogbalu et al – Varsity Publishing company JSS 3.

All JSS3 Scheme of Work

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SS1 Scheme of Work

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CIVIC EDUCATION JSS3

On this page, get all Civic Education JSS3 topics from First Term to Third Term. Find them below, study them and excel in your examinations.

Course Information

Categories: JSS 3

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The constitution meaning & types, constitution ii: the colonial constitution, constitution iii, the features of colonial administration, the supremacy of the constitution, second term, national value right attitude to work, right attitude to work (cont’d), communal services, negative behavior, drug abuse/trafficking, examination malpractice, importance of election, electoral bodies, free and fair election, electoral malpractice, democratic process, share this lesson with your friend.

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JSS3 Civic education Scheme of Work and Lesson Topics

Second term, featured posts.

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Scheme of work JS1-3

JS 3 Civic Education Scheme of Work for First, Second And Third Term.

CIVIC EDUCATION JS III SECOND TERM SUB-THEME : OUR VALUES

Note : This scheme contains performance objective, content, teacher and students activities as well as teaching resources.

Week 1 & 2: Negative Behaviour I Objective : Students should be able to: (1) explain negative behaviour. (2) state the types of negative behaviour. (3) explain the types of negative behaviour.

Content : (1) Meaning of negative behaviour. (2) Types of negative behaviour: e.g -Dishonesty -Excessive love of money -Ostentations living -Disregard for time (African time) -Drug trafficking -Examination malpractice -Cultism -Religions crisis etc. Teacher : (1) guides students to explain the meaning of negative behaviour. (2) guides students to identify examples of negative behaviour. (3) directs play let and leads debates on negatives behaviour. Students : (1) Participate in class discussion. (2) Participate in drama. (3) Ask questions and take notes. Resources : (1) ICPC publication. (2) EFCC publication. (3) TV and radio programmes. (4) NAFEAC, NDLEA publication and programmes. (5) Documentaries.

Week 3: Negative Behaviour II Objective : Students should be able to: (1) state the effect or consequences of negative behaviour on the society. (2) discuss the effect of negative behaviour on the society.

Content : Effect of negative behaviour on the society e.g

-Value disorientation -Inefficiency -High crime rate -Low investment etc. Teacher : (1) Guides students to identify consequences of negative behaviour. (2) Leads students on the discussion of the effect of negative behaviour on the society. Students : (1) Participate in class discussion through question and answer. (2) carry out group assignment and write report. Resources : (1) Textbooks, (2) TV and radio programmes. (3) Newspaper and magazines reports. (4) Documentaries.

Week 4: Negative Behaviour III Objective : Students should be able to list the strategies for promoting acceptable behaviour in people. (1) Meaning of positive behaviour changes. (2) Promoting positive behavioural changes.

-Provision of enabling environment. -Sound education for all

-Massive enlightenment campaign. -Leadership by example -Positive behavioural change through reawakening of good moral value in our society. (1) Guides students to explain the meaning of positive behaviour changes and ways of promoting behavioural changes. (2) Give students reading assignment. Students : (1) Participate actively in class discussion. (2) Contribute to the explanation of promoting positive behavioural changes. Resources : (1) Textbooks. (2) Workbooks. (3) Newspapers. (4) TV and radio programmes. Students to:

Week 5: Negative Behaviour IV Students should be able to: (1) identify sanctions for negative behaviour. (2) explain the sanctions for promoting negative behaviour. Sanctions for promoting negative behaviour in the: -School

-Community -Society. Teacher : (1) Guides students to identify the sanctions for promoting negative behaviour. (2) Explain in details the various sanction of a negative behaviour in the school, community and society at large. (3) Guides students to write reports on the topic. Students : (1) Contribute in class discussion on the sanction of negative behaviour. (2) Ask and answer questions. (3) Take note. (4) Write essays . Resources : (1) Textbooks. (2) School rules and regulations. (3) Relevant publications. (4) Newspaper and magazines. (5) It devices.

Week 6: Elections and electoral bodies in Nigeria I Objective : Students should be able to: (1) define election. (2) state the importance of election. (3) explain the importance of election.

Content : (1) Meaning of election. (2) Importance of election to a nation. Teacher : (1) Leads discussion on the meaning and importance of election. (2) Give students reading assignment. Students : (1) Contribute to the identification of the needs for voting. (2) Do the assignment. Resources : (1) Textbooks. (2) Workbooks. (3) Pictures. (4) Electoral law document. (5) TV and radio programmes.

Week 7: Election and electoral bodies in Nigeria II Objective : Students should be able to: (1) explain the meaning of electoral bodies.

(2) identify the electoral bodies in Nigeria. (3) explain the electoral bodies in Nigeria.

Content : (1) Meaning of electoral bodies. (2) Identification and explanation of electoral bodies in Nigeria.

(3) Functions of electoral bodies. Teacher : (1) Leads discussion on the meaning of electoral bodies. (2) Guides the students to identify various electoral bodies in Nigeria. (3) Explain the functions of electoral bodies. Students : (1) Participate in class discussion. (2) Carry out exercise on various electoral bodies in Nigeria. Resources : (1) Electoral law documents. (2) Workbooks. (3) TV and radio programmes.

Week 8: Election and electoral bodies in Nigeria III Objective : Students should be able to: (1) identify state electoral bodies in Nigeria. (2) list and explain functions of state independent electoral commission.

Content : (1) Identification of state electoral bodies in Nigeria. (2) Functions of State Independent Electoral Commission (SIEC). Teacher : (1) Guides students to identify various state electoral bodies. (2) Leads students to list and explain their functions. Students : (1) Contribute to discussion, ask questions and take notes. (2) Find out the independent body in their locality. Resources : (1) Textbooks (2) INEC publication. (3) Electoral law document. (4) TV and radio programmes.

Week 9: Election and electoral bodies in Nigeria IV Objective: Students should be able to: (1) state the need for free and fair elections in Nigeria. (2) Explain the needs for free and fair election.

Content : Need for free and fair election in Nigeria. Teacher : (1) Leads students to state the need for free and fair election in Nigeria. (2) Explain the needs to the students. Students : (1) Participate in class discussion. (2) Ask questions. Resources : (1) Textbooks. (2) Pictures. (3) Electoral law document. (4) Workbook.

Week 10: Election and electoral bodies in Nigeria V Objective : Students should be able to: (1) explain the meaning of electoral malpractices. (2) discuss ways to prevent electoral malpractices.

Content : (1) Meaning of electoral malpractices. (2) How to prevent electoral malpractice in Nigeria. Teacher: (1) Guide discussion on the meaning of electoral malpractices. (2) Leads students to mention possible ways electoral malpractice can be prevented. (1) Listen and ask questions. (2) Contribute in mentioning possible ways of preventing electoral malpractice. Resources : (1) Textbooks. (2) Pictures. (3) Electoral law document. (4) Workbook.

11 & 12 Revision And Examinations

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THIRD TERM SCHEME OF WORK FOR CIVIC EDUCATION JSS 3(BASIC 9)

Junior secondary school scheme of work second term jss3- edudelight.com, ube scheme of work for civic education, second term jss3 civic education scheme of work lagos state, first term scheme of work for civic education jss 3 (basic 9) – modified ii.

• review of last term’s work
• Role of Citizen’s in constitutional development
• Process of constitutional development

3          National Security

• Meaning; The role of citizen in mainting national unity e.g. vigilance, patriotism, obedience etc. 

4. National security agencies

• : Military, Para-Military Services (Civil Defence), Police, State Security Service (SSS), Immigration Service etc

5. Self Employment (1)

• Meaning of self employment
• Forms e.g. Fashion Designing, Carpentary, Decoration, Bead making etc
• Need for self employment

6          Self Employment (2)

•             Sources of funding
•             Agencies promoting self employment
•             Skills acquisition centres i.e. Women Development Centres (WDC)
•             Government Technical Centres

7          Managing for Results

•             Definition of Management
•           Need for effective Management
•   Benefits for effective Management

8          General Revision

9 & 10 JSCE Examination                                           

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SS3 Third Term Civic Education Lesson Note and Scheme of Work

SS3 Civic Education Lesson Note and Scheme of Work

• SS3 Third Term Financial Account Lesson Note and Scheme of Work
• SS3 Second Term Financial Account Lesson Note and Scheme of Work
• SS3 First Term Financial Account Lesson Note and Scheme of Work

First Term Recap:

Quick revision of key concepts from the previous term, including citizenship, national identity, democracy, governance, human rights, rule of law, civic engagement, activism, social justice, equity, and environmental responsibility.

Second Term Recap:

Brief overview of the topics covered in the second term, including civic responsibilities, civic activism, social justice, equity, and environmental responsibility.

Week 1-3: Global Citizenship

Lesson Focus: Understanding the concept of global citizenship

Activities: Research projects on global issues, debates on international relations, and a video conference with a global activist.

Week 4-6: Media Literacy and Civic Education

Lesson Focus: Analyzing the role of media in shaping civic understanding

Activities: Media critique exercises, guest speakers from the media industry, and creating awareness campaigns through various media.

Week 7-9: Conflict Resolution and Peacebuilding

Lesson Focus: Exploring strategies for resolving conflicts and promoting peace

Activities: Role-play scenarios on conflict resolution, peacebuilding workshops, and a community peace project.

Week 10: Technology and Civic Responsibility

Lesson Focus: Examining the impact of technology on civic engagement

Activities: Panel discussions on digital citizenship, creating awareness campaigns using social media, and a technology-driven community project.

Week 11: Revision Week

Lesson Focus: Reviewing key concepts from previous weeks

Activities: Quiz competitions, peer teaching sessions, and a review of past assignments.

Week 12: Examination Week

Lesson Focus: Assessment of knowledge gained throughout the term

Activities: Written exams, oral presentations, and practical assessments.

Week 13: School Dismissal Week

Lesson Focus: Wrapping up the academic year and preparing for the next phase

Activities: Reflections on the overall civic education experience, goal-setting for the future, and a closing ceremony.

SS3 Second Term Civic Education Lesson Note and Scheme of Work

Ss1 first term biology lesson note and scheme of work, related articles, ss1 third term salesmanship past questions and answers, ss1 third term auto mechanic past questions and answers (objective and theory), jss1 first term crs lesson note and scheme of work, jss1 third term fine arts lesson note and scheme of work, ss1 second term financial account lesson note and scheme of work, ss1 first term clothing and textile lesson note and scheme of work, leave a reply cancel reply.

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Civic Education Scheme of Work for JSS1, JSS2, JSS3

Many Secondary School Teacher and Parent whose children are about  to get their education in Nigeria are looking for how to download Civic Education Scheme of work for Nigeria Junior Secondary School JSS 1-3 Classes.

If you are here, then you are at the right page

What others are downloading: Scheme of Work for JSS 1-3

Scheme of Work on Civic Education for JSS Junior Secondary School

Table of Contents

• 1 Civic Education Scheme of Work JSS1 Second Term
• 2 Civic Education Scheme of Work for JSS2 Third Term
• 3 JSS 3 Civic Education Scheme of Work Third Term
• 4 Civic Education Scheme of Work for Junior Secondary School
• 5 Download Free Civic Edu. Scheme of Work
• 6 How to Download Civic Edu Scheme of Work for JSS 1-3

Civic Education Scheme of Work JSS1 Second Term

List of topic

Week 01 – Self Reliance I Week 02 – Self Reliance II Week 03 – Self Reliance III Week 04 – Citizenship I Week 05 – Citizenship II Week 06 – Citizenship III Week 07 – Citizenship IV Week 08 -Rights and duties of Citizen I Week 09 -Rights and duties of Citizen I

Civic Education Scheme of Work for JSS2 Third Term

Week 01 – Democracy I Week 02 – Democracy II Week 03 – Pillars of Democracy II Week 04 – Election and Voters Responsibilities I Week 05 – Election and Voters Responsibilities II Week 06 – Election and Voters Responsibilities III Week 07 – Electoral Malpractices I Week 08 – Electoral Malpractices II Week 09 – Electoral Malpractices I

JSS 3 Civic Education Scheme of Work Third Term

Week 01 – Democratic Process I Week 02 – Democratic Process II Week 03 – Democratic Process III Week 04 – Democratic Process IV

Civic Education Scheme of Work for Junior Secondary School

Below is a broad JSS1 first term scheme of work week 1-6 showing Topic, Performance objective, Teacher activities, Teaching and Learning resources. Civ. Education Teacher can teach with this, while student can used it to study and read ahead of class topic.

Download Free Civic Edu. Scheme of Work

Link 1 Civic Edu. SOW Link 2 Civic Edu. SOW

How to Download Civic Edu Scheme of Work for JSS 1-3

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Lesson Note and Exam Questions for Primary to Senior Secondary School

Related Posts:

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3RD TERM JSS2 CIVIC EDUCATION Scheme of Work and Note

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THIRD TERM E-LEARNING NOTE

SUBJECT: CIVIC EDUCATION CLASS: JSS 2

SCHEME OF WORK

WEEK  TOPIC

• Elections and Voters’ Responsibilities.
• Qualification for Registration for Election in Nigeria .
• Electoral Malpractices.
• Illiteracy.
• Revision of First Term work.
• Revision of Second Term work.
• Revision of Third Term work.
• Examination.
• 1ST TERM JSS2 CIVIC EDUCATION Scheme of Work and Note
• 2ND TERM JSS2 CIVIC EDUCATION Scheme of Work and Note

WEEK ONE AND TWO

TOPIC: ELECTIONS AND VOTERS’ RESPONSIBILITIES

• Concept of Elections.
• Concept of a Voter.
• Types of Elections.

CONCEPT OF ELECTION

An election can be defined as an act or process of voting for a candidate to represent the people of a country in the various arms of government. It also means that a process citizens of a country make political choices by voting for competing candidates or parties. In essence, the concept of election implies that the voters have alternatives and can choose among a number of proposals designed to settle an issue of public concerns.

• What is an election?

CONCEPT OF A VOTER

A voter is a person who is eligible to participate in voting. Voters are referred to as the electorates. Voting, on the other hand, is a process of expressing one’s choice of a candidate in an election.

• Who is a voter?

TYPES OF ELECTIONS

The types of election include:

ADVANTAGES OF DIRECT ELECTION

• It is highly democratic.
• It is simple to practice.
• It promotes democracy.
• It engenders equality of voters.

ADVANTAGES OF INDIRECT ELECTION

• It is very cheap.
• It reduces electoral malpractice.
• It enhances quality of law made.
• It reduces political violence.

Mention two advantage s of direct election.

ADVANTAGES OF ELECTORAL COLLEGE

• It is less expensive.
• It produce s winners easily.
• It makes voting very short and easy.
• By-Election: This is an election that is conducted to fill a vacant elective post due to recall, resignation or death of the individual holding a given political office.
• Run-Off Election: This is an election that is re re-conducted due to disqualification or malpractice or annulment of the initial polls or election. It is usually ordered by election tribunal or court.
• Referendum: This is a “yes” or “no” vote of the people particularly on law in a given political systems. It helps the government in knowing the opinion of people about an important issue of national interest or concern.
• Primary Election: This refers to an election conducted within the party to elect the flag-bearer of the party during the general elections.

Mention three types of elections.

GENERAL EVALUATION/ REVISION QUESTIONS

• Mention four types of elections.
• State three major differences among the tiers of government.
• Mention three characteristics of a federation.
• Mention three ways to nurture your talents.

READING ASSIGNMENT

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 122-123

WEEKEND ASSIGNMENT

• An election re-conducted due to disqualification or malpractice, annulment of the initial poll or election is called______ election. A. primary B. secondary C. run-off D. by-election
• A person eligible to vote in an election is called____. A. vote caster B. votee C. voter D. electioneer
• Which of these is regarded as “Yes” or “No” vote? A. Run-off election B. Referendum C. primary D. By-election
• The process by which voters vote directly to elect their representatives for public office is called____ election. A. direct B. indirect C. concept D.digital
• Are elections are integral part of democracy? A. Yes B. No C. Not at all D. Probably

WEEK THREE AND FOUR

QUALIFICATION FOR REGISTRATION FOR ELECTION IN NIGERIA

• Qualification for Elections.
• Responsibilities of Voters.
• Voters’ Rights.

QUALIFICATION FOR ELECTIONS

Under the Electoral act of 2002, to qualify for registration voter in Nigeria , a person must have the following qualifications:

• He must be a citizen of Nigeria : Someone seeking elective post must be a citizen of the country.
• Age: To be eligible to vote in an election, a person must attain the age of 18years. However, those seeking for elective posts like the President, House of Senate and State Governors must have attained the age of 35years but the House of Representatives must be at least 30years old.
• He must belong to a political party: To be voted for, a person must be a member of one of the registered political parties in the country. Independent candidature is not recognized in Nigeria .
• Educational Qualification: The minimum qualification needed to be voted into the parliament in Nigeria is the West African School Certificate(WASC).
• Crime-free: To contest for any elective post in Nigeria , the candidate must not have any criminal record. This means that he must not be an ex-convict for any crime committed.
• Sanity: Anybody contesting for any elective position must not be insane. Hence, he must be of sound mind.
• Tax payment: The candidate must provide the evidence oftax payment over a period of time.

State three qualifications for elections

RESPONSIBILITIES OF VOTERS

• He must respect the privacy of other voters.
• Treat electoral officers.
• Know the location of his polling place and its hours operation.
• Familiarize himself with candidates.
• Participate in election by coming out to vote.
• Follow instructions concerning voting procedures.
• Follow all federal and state voting laws.
• Mention four responsibilities of voters.

VOTERS’ RIGHTS

• Right to vote if they registered.
• Right to ask questions on election process or procedure.
• Right to preview a sample ballot before voting.
• Right to vote in privacy and freedom from coercion or intimidation.
• Right to receive assistance if the voter is blind; have physical disability or inability to read English or any Nigeria n languages.

PROCEDURE FOR VOTING

Each qualified voter is expected to have registered before the election day so as to avoid unnecessary rush and waste the time of others. At the registration center, he will be given a voter’s card which qualifies him for voting on the election day. On election day, the electorate goes to the centre where he will accredited for voting having presented his voter’s card. Afterwards, he is given the ballot paper where all the political parties and their logos are written.

IMPORTANCE OF ELECTION

• It provides opportunity for choosing leaders.
• It checks the excesses of leaders.
• It makes the change of government easy and peaceful.
• It provides opportunity for political education.

State three voters’ right

• State three voters’ right.
• State three benefits of the rule of law.
• Mention four limitations of the rule of law.

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 126-130

• The voting age in Nigeria is____ years. A. 15 B. 20 C. 18 D.25
• All the following can contest for elections in Nigeria except____. A. an adult B. a sane person C. an ex-convict D. a teacher
• All these are voters’ right except____. A. right to vote in privacy B. right to vote if registered C. right to ask questions on election process or procedure D. right to vote even if not registered
• The most important requirement for any elective post in any country is_____. A. tax payment B. citizenship C. educational background D. tribe
• Anybody contesting for the post of governor must have the age of____. A. 40 B. 35 C. 45 D. 37
• Mention three rights’ of voters.

WEEKFIVE AND SIX

ELECTORAL MALPRACTICE

• Forms of electoral malpractices.
• Causes of electoral malpractices.
• Consequences of electoral malpractices.
• Solutions to electoral malpractices.

MEANING OF ELECTORAL MALPRACTICE

Electoral malpractice can be defined as an illegal interference with electoral process. It is also called electoral fraud or voters’ fraud. It includes illegal registration, intimidation at polling station and improper counting of votes.

What are electoral malpractices?

FORMS OF ELECTORAL MALPRACTICES

• Use of fake ballot papers: When fake ballot papers are used for casting vote, such papers are used for multi-voting purposes so that a particular candidate can win the elections.
• Underage voting: This is a situation when youths beneath below the constitutionally approved voting age are made to vote. This usually happens where the population of a particular area has more under age voters.
• The use of thugs: This is a situation where thugs are used by political parties scare the electorates in doing their own bidding or denying them of performing their civic duties through the aid of weapons.
• Financial inducement: Voters may be given money or other rewards to vote for a particular candidate though, this may be their choice. This can as well be through the church or mosque where the pastor or imam will tell their followers to vote for a particular candidate.
• Ballot stuffing: This occurs when the electorates cast more than votes expected. It simply means stuffing multiple ballot papers into the ballot boxes in favour of a particular party or its candidate. It can be in form of voting in many polling booths for the same party or its candidate.
• Artificial scarcity of electoral materials: This is a situation where there is a deliberate denial of the electorates of voting materials such as ballot boxes, papers to frustrate them. This usually happens in areas where a particular candidate has a strong presence and could be hardly be defeated.
• Mention three electoral malpractices.

CAUSES OF ELECTORAL MALPRACTICES

• Crave for power: Many politicians engage in what is called “do or die” politics. This is because they want political power at all cost. Such politicians are such that engage in looting the government treasury.
• Poverty: Some electorates are easily won over through the distribution of food items, clothes, money, shoes and so on. In essence, their conscience can be bought especially when their immediate needs are met.
• Bribery and corruption: Some electoral officers often connive with some politicians so as to inflate their votes. When these officers have been bought with money, they tend to overlook what is happening to the ballot boxes and papers.
• Influence of the party in power: The electoral body often is at the mercy of the government in power. There might be an “order from above”to favour the candidates of the party in power.
• Lack of stiff punishments for the offenders: When laws are broken and the perpetrators are not brought to face the wrath of the law, it encourages others to continue since they know that there will be little or no punishment.
• Godfathers: This is a situation where an influential personality in the society often dictates the results of elections in the state. One of such prominent figures was the late Chief LamidiAdedibu, who was very influential in Oyo State, Nigeria .

CONSEQUENCES OF ELECTORAL MALPRACTICES

Some of the effects of electoral malpractices are as follows:

• Bad leadership: This is the number one consequence of electoral malpractices. When the wrong people are in government, there is bound to be slow development, lack of vision and corruption.
• Riots and chaos: Violence, destruction of houses and property are some of the aftermath of electoral malpractices. In most cases, precious lives are lost in the mayhem over election results.
• Loss of interest in voting: Whenever election results are manipulated, the voters might not be interested in voting in subsequent elections.
• Bad image: Whenever there is constant electoral malpractices, the international community will view such country from the perspective of corruption. This often makes foreign investors not to come to such a country that could not handle elections.

suspended and the country will be ruled through decrees.

State three consequences of electoral malpractices

SOLUTIONS TO ELECTORAL MALPRACTICE

Electoral malpractice can be prevented. However, the following steps should be considered:

• Proper planning by the electoral body: The electoral commission in charge of elections should do proper planning of the elections so that there will be no loopholes which could enable desperate politicians to hijack the electoral process.
• Non-interference in electoral matters: The government in power should not meddle into the operations of the electoral commission before, during and after elections.
• Education of the electorates: The agency in charge of orientation should do its best to organize programmes that will educate and enlighten the electorates concerning what is expected of them before, during and after the elections
• Adequate security: Security agents should be stationed at every polling booth to protect the electoral officers and materials. They must not be partisan in their operation.
• Re-orientation of politicians: Politicians should be made accountable for any of their activities. In essence, they must be educated concerning their attitude to the electoral process. They should be orientated about their love for their country.
• Impartiality of the judiciary: The judiciary is often described as the hope of the masses. Therefore, it is important this body to be steadfast in its operation. There should be no sacred cow when judgment is given.
• Mention four solutions to electoral malpractices.
• State three consequences of electoral malpractices.
• State four importance of discipline in a society.

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 133-141

• A situation where children below voting are made to vote is called____ voting. A. void B. underage C. unconstitutional D. chaotic
• Election malpractice is caused by the following except_____. A. poverty B. crave for power C. bribery and corruption D. strong passion to serve the nation
• Consequences of electoral malpractice include the following except_____. A. riots and chaos B. bad image C. good leadership D. loss of interest in voting
• When a person is called a “sacred cow” in life, it usually means that the person is said to be___. A. under the law B. above the law C. dangerous D. loved

B. desire to make Nigeria great C. lack of political education D. poverty

• Define electoral malpractices.
• Consequences.

MEANING OF ILLITERACY

According to the United Nations (U.N), illiteracy is the inability to read and write a simple sentence in any language. Illiteracy is a common social problem in Nigeria . Various administrations through their policies have been fighting it, looking for ways to eradicate it. For instance, late Chief ObafemiAwolowo in 1955 initiated the Universal Primary Education (UPE), making it compulsory for every child in the then Western Nigeria , to go through the primary education.

What is illiteracy?

CAUSES OF ILLITERACY

• Poverty: This is a major cause for illiteracy. This is the inability of many families to send their children to school due to lack of funds.
• Crave for wealth: To many youths, going to school is a waste of time. They believe that since the essence of education is to make money, so they rather go into businesses and learn how to be rich faster.
• Loss of bread winners: Some children could not go to school as a result of the death of the person sponsoring them. Often, most drop out due to lack of funds.
• Traditions and values of the society: In some societies like Nigeria , the girl- child is not given much importance compared to the man- child. Hence, she is made not to attend school. Also, some societies see education as a threat to their customs and traditions,
• Inconsistent educational policies: Political instabilities cause constant change in educational policies. Some regimes have beautiful plans while others are often non-challant about it.
• Mention three causes of illiteracy.

CONSEQUENCES OF ILLITERACY

• It breeds inferiority complex: When the illiterates are in the midst of educated people, they could feel inferior because of the inability to relate well with them.
• It may lead to complete ignorance: Illiteracy might deny them the opportunity of reading vital information about many issues that can positively affect them.
• It often breeds poverty and crime: Due to his inability to read and write well, a person might not be able to get a very good job with fat pay. When this happens, he often ventures into armed robbery.

inability to relate effectively, they are often duped of their fortunes in the course of seeking assistance in completing bank documents.

State three consequences of illiteracy

SOLUTIONS TO ILLITERACY

• Free education at all level s.
• Mass literacy campaign.
• Consistent government policies.
• Government should provide more funds to the education sector.
• All children should have equal access to education.
• Mention four solutions to illiteracy.
• State three consequences of illiteracy.
• State four benefits of democracy.

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 156-160.

C. ObafemiAwolowo D. Samuel Akintola

A. writing disability B. dysfunctional education C. illiteracy D. reading disability

C. economic development D. complete ignorance

• A major cause of illiteracy is____. A. poverty in many families B. inadequate library in the society C. lack of government vehicle to take pupils/students to school D. inability of the government to buy books for those willing to attend school
• The Universal Primary Education (UPE) was initiated in ____. A. 1976 B. 1955 C. 1961 D. 1980
• Define illiteracy.
• Mention three solutions to the problem of illiteracy.

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