AN INVESTIGATION OF THE NATIONAL COMMISSION FOR CIVIC EDUCATION AND GHANA’S DEMOCRACY (A CASE STUDY OF THE CAPE COAST METROPOLIS)
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
For democracy to exist and thrive, a critical mass of a country’s inhabitants must possess democratic-compatible skills, values, and behaviors. They must understand the fundamental characteristics of a democratic political system in order to use it when their interests are threatened, and they must believe in the importance of fundamental democratic principles such as tolerance for opposing viewpoints and respect for the rule of law. They must also be willing and capable of participating in local and national politics, and they must believe that their participation is critical to the long-term viability of the democratic political system (Kuma, 2005).
Citizens in most established democracies, such as those in the developed world, have had a lifetime to absorb democratic ideals and practices.
practices. Citizens have the opportunity to learn and apply democratic culture’s core principles as they participate in family and neighborhood life, join local groups, progress through the educational system, and are exposed to a free and independent media (Kuma, 2005).
This preparation experience is noticeably lacking in countries emerging from decades of authoritarian rule. Individuals are unlikely to be familiar with formal democratic institutions and procedures, and may be unaware of opportunities to advance their interests at the local, regional, or national levels, despite the existence of numerous informal democratic institutions and community-level activities.
Furthermore, voters may have unrealistic expectations about what democracy can accomplish after years of arbitrary control, making it difficult to adjust to competition, compromise, and so on.
and loss, both of which are necessary components of the democratic political process. Without principles such as political tolerance, faith in democratic institutions, and respect for the rule of law, the competitive component of the democratic process can be highly disruptive, especially if it sparks or exacerbates economic, ethnic, religious, or regional conflicts (Diamond, 1995).
So, how can citizens of emerging democracies acquire the skills, attitudes, and behaviors deemed necessary for a stable and functioning democracy? Civic education, which aims to jump-start the process of democratic socialization by encouraging individuals to embrace democratic behaviors and ideals, is one solution to this problem. Dumor (1998) defines civic education as having three primary goals.
Individuals should become acquainted with the fundamental principles and structural aspects.
democratic political systems, as well as to educate them on democratic rights and practices.
To convey a set of principles considered fundamental to democratic citizenship, such as political tolerance, faith in the democratic process, respect for the rule of law, and compromise.
To encourage responsible and informal political participation, which is defined as a range of activities such as voting, campaigning, hiring officials, filing complaints, attending meetings, and making financial contributions.
A diverse group of organizations and individuals are working to achieve these goals. Civic education can be integrated into already existing organizations such as labor unions, schools, religious institutions, and non-governmental organizations (NGOs). Organizations may be formed specifically for this purpose as well (i.e. civic education for human rights training groups). Civic education
Voter education, long-term human rights workshops, and civic dialogue promotion are all examples of programs. Activities include the adoption of new curricula in schools to teach young people about democracy, as well as programs focusing on women’s social and political rights and neighborhood problem solving. All of these efforts to teach citizens about their rights and responsibilities can be divided into two categories: school-based civic education and adult civic education (Sydney, 1975).
The old system included mechanisms to ensure good citizenship, particularly among families and clans. During the colonial period, civic education in Ghana was geared toward the development of nationalism, patriotism, and adoration of British values and norms. Following Ghana’s example,
From 1957 to the early 1960s, the Nkrumah government launched mass educational programs in order to break free from its colonial past. The Young Pioneer Movement and the Institute of Public Education, later known as the Institute of Adult Education, were founded to instill patriotism in citizens.
The administration went on to establish educational institutions such as the Kwame Nkrumah Ideological Institute in Winneba to help its officials improve their political, administrative, and civic skills. The problem with this group of civic educators was that they were solely dedicated to spreading the beliefs and aspirations of then-President Dr. Kwame Nkrumah. The First Republic did not survive, despite the government’s best efforts to promote civic education. On the 24th of February,
A military coup brought it down in 1966. With the formation of the National Liberation Council, Ghana saw the establishment of the Centre for Civic Education for the first time. Opponents saw it as an attempt to delegitimize Nkrumah’s sociological theories and achievements. Certain suspicions arose that the center was being used to advance Dr. K. A. Busia’s political ambitions, who won the general elections in 1969 and became Ghana’s Prime Minister during the Second Republic.
The National Redemption Council (later renamed the Supreme Military Council) established the Redemption Secretariat in January 1972, with the mission of developing and producing patriotic citizens based on the principles outlined in the Charter of Redemption, through programs such as Operation Feed Yourself, Operation Feed Your Industries, and Self-Sufficiency.
Others include Reliance. The public reaction was initially enthralling, but it did not last. Following the fall of Busia’s administration, the National Redemption Council issued Decree 34 in February 1972, disbanding the centre for civic education. During the PNDC’s leadership, the Peoples’/Workers’ Defense Committees (PDCs/WDCs), and later the Committees for the Defense of the Revolution (CDRs), established new channels for civic and public awareness (1981-92). (CDRs). Aside from these structures, there was the National Commission for Democracy (NCD), whose mission was to educate citizens about their political responsibilities and rights, as well as to help shape Ghanaians’ attitudes and perceptions of the new political order that would emerge from the Revolution.
Religious organizations, as well as civil society organizations such as social and professional organizations, have grown in popularity over the years.
Civic education has been undertaken by a variety of organizations and unions. Between 1957 and 1991, all public and quasi-public civic education institutes were viewed, correctly or incorrectly, as entities established to disseminate government doctrine (Kumah, 2005).
While each of these civic education organizations or groups had its own set of efficacy and acceptability issues, it was clear that their focus was either partisan or national in nature. The National Commission for Civic Education, on the other hand, is empowered by the 1992 constitution to cultivate an organic nucleus of civic thinkers and actors through clubs that would not only study the constitution but also act constitutionally to deepen Ghana’s democratic culture.
One example is investing in institutions to preserve civic education.
one of the most significant social investments that any country can make. This is in recognition of the fact that society’s growth begins in people’s minds, and that people’s participation in development is critical. While many institutions may have separate responsibilities in enforcing the constitution, as the Committee of Experts on the 1992 Constitution noted in its recommendations, the people of Ghana are the final arbiter of the constitutional order’s viability. There is no more powerful constitutional enforcement mechanism than the people’s unwavering and passionate commitment to the entire constitutional framework.
Only when the Ghanaian people are sufficiently identified with the constitution to withstand significant violations of the country’s basic legislation will constitutional stability be assured. In a nutshell, it is the sovereignty of the people.
means that the people are ultimately responsible for the successful implementation of the constitution (Hayford, 1971).
1.2 THE PROBLEM’S STATEMENT
As stated in Chapter 19 of the 1992 Constitution Article 231 and established by Act 452 of 1993, the National Commission for Civic Education has responsibilities and goals. The overarching goal of the NCCE is to make a difference.
Ghana is moving in the direction of a democratic culture. As a result, the NCCE’s contribution to Ghana’s consolidation of good governance and democracy is immeasurable.
The NCCE has the potential to make a significant contribution to public engagement in government and governance for a variety of reasons. For starters, the commission’s nationwide presence enables it to become acquainted with and informed about the country. Second, it is
has a team of highly skilled communicators with a track record of mobilization success. The commission has opened its doors to civil society organizations in order to build the necessary bridge and increase transparency in its operations (CSOs).
However, due to logistical issues, the NCCE has been unable to implement highly effective and efficient instructional programs due to a lack of funding. However, the NCCE’s effectiveness in educating the general public about government policies and programs is unknown. As a result, the NCCE and Ghana’s Democratic Dispensation are jointly responsible for this study.
For emerging nations, the international community, and everyone on the planet, peace and stability have risen to the top of the priority list. Peace and stability are valuable because they conserve resources. Because lives and property are required for development at all levels of government, they are prominent in the aspirations of every citizen to pursue violence and obstruct development. By encouraging active citizenship, we can promote peace and stability (Kumah, 2005). As the name implies, NCCE is in charge of civic education in Ghana. According to the 1992 constitution, it is composed of seven members chosen by the President on the recommendation of the Council of State. The purpose of this institution, as stated in Article 233 of the 1992 Constitution, is to “educate, create, and sustain within society awareness of the principles and objectives of this institution as the fundamental law of the people of Ghana: to educate and encourage the public to…”
To defend this constitution against all forms of abuse and violation at all times; to formulate for the c They must be aware of their civic responsibilities, understand their rights and obligations as free citizens, and perform any additional duties imposed by the parliament. Like the National Media Commission, the National Commission for Civic Education (NCCE) will be completely independent of any control or direction. The NCCE’s three most powerful members have special rights to ensure their independence. They, for example, work under the same conditions as justices of the Court of Appeal or the High Court (1992 Constitution).
1.3 OBJECTIVE OF THE STUDY
The study’s overarching goal is to:
i. Discover the NCCE’s impact on Ghana’s economy.
democracy in the U.S.
ii. Determine Ghanaian residents’ knowledge of NCCE.
iii. Investigate how the NCCE disseminates government policies and programs.
1.4 QUESTIONS FOR RESEARCH
The following research questions guide the study’s objective:
i. What is the impact of NCCE on Ghana’s democratic system?
ii. What is the level of NCCE awareness among Ghanaian residents?
iii. How does NCCE communicate government policies and programs to the public?
1.5 THE STUDY’S IMPORTANCE
The research would be significant in the following ways. The investigation will first look into how the NCCE communicates government policies and programs to Ghanaians. This will help the NCCE’s authorities and the government strengthen the NCCE’s educational programs.
Second, the study will reveal the most significant challenges that NCCE faces.
in the promotion of government policies and programs. This would help the government find the resources necessary for NCCE to carry out its programs. The study will reveal the extent to which NCCE’s activities influenced Ghanaians. This will help the NCCE develop strategies to raise public awareness of the NCCE’s activities.
In addition, the research will reveal strategies for improving NCCE’s activities. This will aid NCCE authorities in incorporating innovations into the operations of organizations in order to achieve their desired outcomes.
Finally, this study will add to the existing literature in this field and will serve as a resource for academics, researchers, and students who may want to conduct future research on this topic.
or a comparable problem.
1.6 STUDY OBJECTIVES
The investigation was limited to NCCE’s operations in the Cape Coast Metropolitan Area. Furthermore, the study was limited to NCCE executives and a few selected Cape Coast Metropolis residents.
1.7 STUDY LIMITATIONS
A study of this scope should have included the entire country and all citizens, young and old. Time and financial constraints, on the other hand, ruled out such a possibility. When applied to the overall situation, information from such a small percentage of the target population must be treated with caution.
1.8 TERM DEFINITION
Civic Education National Commission: The National Commission for Civic Education (NCCE) is a Ghanaian government agency. The commission is in charge of
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