STAKEHOLDERS' PERCEPTIONS ON THE COMPULSORY INCLUSION OFCIVIC EDUCATION AND TRADE-SUBJECTS ON EXTERNALEXAMINATION CANDIDATES IN NIGERIA IMPOSITION

Abstract

The study examined stakeholders’ perceptions of the inclusion of Civic Education and tradesubjects in external examinations in Nigeria, with particular emphasis on their relevanceto academic performance, university admission requirements, and students’ careeraspirations. The study used a descriptive survey research design, with the population of1,741 stakeholders, selected using multistage sampling techniques. Data were collectedfrom several stakeholders, including teachers, parents, and students/candidates. Aresearcher-designed questionnaire was employed for data collection, and mean scoreswere used to analyse responses based on a 2.50 decision benchmark. Findings revealedmixed perceptions among stakeholders. Trade subjects were strongly perceived as valuablefor equipping students with practical, entrepreneurial, and employability skills, therebyenhancing career readiness and self-reliance, although not a requirement for universityadmission. Contrariwise, Civic Education was acknowledged for promoting civicawareness and social responsibility, but also having no relevance to university admissionrequirements or long-term career advancement. Also, the majority of the stakeholdersexpressed dissatisfaction with the compulsory inclusion of both Civic-education and tradesubjects in external examinations, citing increased academic workload, student stress,reduced focus on core admission subjects, and constrained flexibility in courseselection/switch for tertiary education. Furthermore, the study found weak alignmentbetween Civic Education and trade subjects as well as traditional university admissioncriteria; trade subjects showed more relevance to real-life application and entrepreneurship. The study concluded that there should be curriculum integration andschool-based assessment over imposition or compulsory high-stakes externalexaminations. The study recommended, among others, policy review on compulsory subjectinclusion, improved curriculum flexibility, differential academic and vocational pathways,as well as better alignment between secondary education curricula, examination policies,and alignment with tertiary admission requirements.