An Investigation Of The National Commission For Civic Education And Ghana’s Democracy (A Case Study Of The Cape Coast Metropolis)
Chapter One
Preface
Background Of The Study
For republic to live and thrive, a critical mass of a country’s occupants must have the chops, values, and actions that are compatible with republic. They must understand the abecedarian characteristics of a popular political system in order to be suitable to use it when their interests are at threat, and they must believe in the applicability of essential popular principles similar as forbearance for differing shoes and respect for the rule of law. They must also be willing and able of sharing in original and public politics, and they must suppose that their involvement is critical to the popular political system’s long- term sustainability( Kuma, 2005).
Citizens in utmost established republic, similar as the advanced world, have had a continuance to absorb popular ideals and practices. Citizens have the chance to acquire and exercise the core principles of popular culture as they share in family and neighborhood life, join original groups, progress through the educational system, and are exposed to a free and independent media( Kuma, 2005).
This medication experience is specially lacking in nations arising from lengthy decades of authoritarian control. While multitudinous informal popular institutions live, although community- position conditioning may live, individualities are doubtful to be familiar with formal popular institutions and procedures, and may be ignorant of the possibilities to advance their interests at the original, indigenous, or public situations.
likewise, choosers may have false prospects about what republic can achieve after times of arbitrary control, and may find it delicate to acclimate to the competition, concession, and loss that are essential factors of the popular political process. The competitive element of the popular process may be largely disruptive without principles similar as political forbearance, faith in popular institutions, and respect for the rule of law, especially if it sparks or exacerbates profitable, ethnical, religious, or indigenous conflicts( Diamond, 1995).
So, how can people of incipient republic acquire the chops, stations, and actions that are supposed needed for a stable and running republic? The result to this issue is communal education, which aims to jump- start the process of popular socialization by encouraging individualities to embrace popular actions and ideals. According to Dumor( 1998), communal education is intended to fulfill three main points.
· To familiarize individualities with the abecedarian principles and structural aspects of popular political systems, as well as to educate them about popular rights and practices.
· To communicate a set of principles that are considered abecedarian to popular citizenship, similar as political forbearance, faith in the popular process, respect for the rule of law, and concession.
· To promote responsible and informal political participation, which is defined as a set of conditioning that includes voting, campaigning, hiring officers, filing complaints, attending meetings, and making fiscal benefactions.
A wide range of associations and individualities are working to achieve these objects. Civic education can be incorporated intopre-existing associations similar as labor unions, seminaries, religious institutions, ornon-governmental associations( NGOs). Organizations may also be formed specifically for this purpose( i.e. communal education for mortal rights training groups). Civic education programs can take numerous forms, ranging from namer education to long- term mortal rights shops to communal dialogue creation. The program also includes conditioning similar as the relinquishment of new classes in seminaries to educate youthful people about republic, as well as programs that concentrate on women’s social and political rights and neighborhood problem working. All of these sweats, which concentrate on tutoring citizens about their rights and liabilities, can be roughly divided into two orders academy- grounded communal training and adult communal education( Sydney, 1975).
The old system had mechanisms in place to insure good citizenship, especially among families and clans. Civic education in Ghana was geared toward the development of nationalism, nationalism, and adoration of British values and morals during the social period. Following Ghana’s independence in 1957, and in order to break free from its social history, the Nkrumah government launched mass educational programs from 1957 to the early 1960s. To inseminate the idea of nationalism among citizens, the Young Pioneer Movement and the Institute of Public Education, latterly known as the Institute of Adult Education, were innovated.
The administration moved on to make educational institutions like the Kwame Nkrumah Ideological Institute in Winneba to ameliorate the political, executive, and communal capacities of its officers. The problem with this band of communal education, still, was that it was entirely devoted to spreading the beliefs and bournes of also- PresidentDr. Kwame Nkrumah. Despite the government’s stylish sweats to encourage communal education, the First Republic didn’t survive. On February 24, 1966, it was stumbled by a military achievement. The Centre for Civic Education was formed for the first time in Ghana with the emergence of the National Liberation Council. Opponents saw it as an trouble to discredit Nkrumah’s sociological propositions and accomplishments. Certain reservations arose that the center was being employed to promote the political intentions ofDr.K.A. Busia, who won the general choices in 1969 and came Ghana’s Prime Minister during the Second Republic.
In January 1972, the National Redemption Council( latterly renamed the Supreme Military Council) established the Redemption Secretariat, whose charge was to develop and produce nationalistic citizens grounded on the principles outlined in the Duty of Redemption, with programs similar as Operation Feed Yourself, Operation Feed Your diligence, Self Reliance, and others. The public response was originally immersing, but it wasn’t long- lasting. The National Redemption Council Decree number 34 of February, 1972, disbanded the centre for communal education after the collapse of Busia’s administration. The Peoples’/ workers’ Defense panels( PDCs WDCs) and latterly the panels for the Defense of the Revolution( CDRs) established new channels for communal and public mindfulness during the PNDC’s leadership( 1981- 92).( CDRs). Away from these structures, there was the National Commission for Democracy( NCD), whose charge was to not only educate citizens about their political liabilities and rights, but also to help shape Ghanaians’ stations and comprehensions of the new political order that would crop from the Revolution.
Over the times, religious groups, civil society associations similar as social and professional associations, and unions have all shared in communal education. The public andquasi-public communal education institutes formed between 1957 and 1991 were all viewed, rightly or inaptly, as realities set up to circulate government doctrine( Kumah, 2005).
While each of these communal education associations or groups had their own set of issues with efficacity and adequacy, it was apparent that their attention was either prejudiced or public in nature. The National Commission for Civic Education, on the other hand, is bolstered by the 1992 constitution, which allows it to cultivate an organic nexus of communal thinkers and actors through clubs that would not only study the constitution but also act naturally to consolidate Ghana’s popular culture.
Investing in institutions to save communal education is one of the most significant social investments that any nation can take over. This is in acknowledgement of the reality that society’s growth begins in people’s studies, and people’s participation in development is critical. While numerous institutions may play their separate liabilities in the enforcement of the constitution, the people of Ghana are the last arbitrator of the indigenous order’s viability, as the Committee of Experts on the 1992 Constitution noted in its recommendations. There’s no indigenous enforcement medium more important than the people’s loyal and passionate devotion to the whole indigenous frame.
The chances of indigenous stability will be secured only when the Ghanaian people are sufficiently linked with the constitution to repel significant violations of the country’s introductory legislation. In a nutshell, people’s sovereignty means that the people are eventually responsible for the constitution’s successful enforcement( Hayford, 1971).
Statement Of The Problem
The National Commission for Civic Education has liabilities and pretensions, as stated in Chapter 19 of the 1992 Constitution Article 231 and formed by Act 452 of 1993. The NCCE’s overarching ideal is to make a difference.
towards the direction of a popular culture in Ghana. As a result, the NCCE’s donation to the connection of good governance and republic in Ghana can’t be exaggerated.
For a variety of reasons, the NCCE has the implicit to make a significant donation to public engagement in government and governance. First, the commission’s countrywide presence allows it to get acquainted with and informed about the country. Second, it has a platoon of largely professed agents with a proven track record in rallying. The commission has opened up to civil society associations in order to establish the essential ground and enhance openness in its operations( CSOs).
still, due to logistical issues, the NCCE has been unfit to carry out largely effective and effective educational programs as a result of inadequate backing. The effectiveness of the NCCE in tutoring the general public about government programs and programs, still, remains unknown. As a result, the NCCE and Ghana’s Popular division bear responsibility for this exploration.
Peace and stability have risen to the top of the precedence list for arising nations, the transnational community, and everyone on the earth. Peace and stability are precious because they save lives and property, are necessary for development at all situations of government, and are therefore prominent in the bournes that every citizen pursues violence and hinders development. Active citizenship promotes peace and stability by promoting active citizenship( Kumah, 2005). NCCE is in charge of Ghanaian people’s communal education, as its name indicates. It’s made up of seven members, according to the 1992 constitution, who are named by the President on the suggestion of the Council of State. As stated in Composition 233 of the 1992 Constitution, the purpose of this institution is to” educate, produce, and sustain within society mindfulness of the principles and objects of this institution as the abecedarian law of the people of Ghana to educate and encourage the public to defend this constitution at all times against all forms of abuse and violations; to formulate for the c They must be apprehensive of their communal liabilities and understand their rights and scores as free people, as well as perform any fresh duties that the congress may put. The National Commission for Civic Education( NCCE), like the National Media Commission, will be fully free of any control or direction. To insure this independence, the NCCE’s three most important members have access to special rights. For illustration, they’ve the same working conditions as judges of the Court of Appeal or the High Court( 1992 Constitution).
Of The Study Ideal
The overall thing of the exploration is to
Learn about the NCCE’s influence on Ghana’s popular system.
ii. Examine Ghanaian residers’ mindfulness of NCCE
iii. Look into how the NCCE communicates government programs and programs.
Exploration Questions
The following exploration questions guide the ideal of the study
What’s the influence of NCCE on Ghana’s popular system?
ii. What’s the position of mindfulness of NCCE among Ghanaian residers?
iii. How does NCCE communicate government programs and programs?
Significance Of The Study
the following felicitations, the exploration would be significant. The disquisition will first reveal how the NCCE disseminates government programs and programs to Ghanaian residers. This will prop the NCCE’s authorities and the government in their sweats to strengthen the NCCE’s educational programs.
Alternate, the exploration will reveal the most significant obstacles that NCCE faces in promoting government programs and programs. This would prop the government in locating the coffers needed for NCCE to carry out its programs. The study will reveal the extent to which NCCE’s conditioning have had an impact on Ghanaians. This will prop the NCCE in developing strategies to raise mindfulness of the NCCE’s conditioning among the general public.
Also, the exploration will bring to light strategies for perfecting NCCE’s conditioning. This will help the NCCE authorities in bringing inventions into the operations of the associations in order to achieve their asked pretensions.
Eventually, this study will contribute to the current literature in this field and will also serve as a resource for academics, experimenters, and scholars who may want to do future exploration on this or a similar issue.
Compass Of The Study
The exploration was limited to NCCE’s operations in the Cape Coast Metropolis. likewise, the study was limited to NCCE directors and a many named members of the Cape Coast Metropolis.
Limitation Of Study
A study of this magnitude should have included the entire nation and all citizens, youthful and old. Time and popular restrictions, on the other hand, ruled out such an option. When applied to the overall situation, information from the perspective of such a small bit of the target population must be taken with caution.
Description Of Terms
National Commission For Civic Education The National Commission for Civic Education( NCCE) is a government agency in Ghana. It’s the commission responsible for the education of Ghanaians on communal matters. The commission was established by Act 452 of the Parliament of Ghana in 1993.
Ghana’s Republic The government of Ghana was created as a administrative republic, followed by interspersing military and mercenary governments in Ghana.
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