Teacher Perception Of The Inclusion Of Civic Education In The School Curriculum
[A CASE STUDY OF IBADAN NIGERIA]

CHAPTER TWO
REVIEW OF RELATED LITERATURE
    This chapter deals with the review of some related literature under the following subtopic:-
-    The Importance of civic Education as a subject in the Nigeria schools
-    The Impact of Research
-    The Effect of Research
-    Factor Affecting the Inclusion of civic Education in the school curriculum
-    Appraisal of Literature Review
The importance of civic Education as a subject in the Nigerian Schools.
1.    To monitor the implementation of women’s Rights for the attainment of equal status of women in all aspects of social political and economic development within the community and the nation at large.
2.    To organise and establish resource centres from which individual and organisations committed to feminist goals can share space facilities and information on woman issue or matters.
3.    To monitor and ensure the implementation of all commitments made by of Government Bodies and Agencies through conventions charters regulations geared towards the welfare and enhancement of the status of women
4.    To educate public on the rights of women and the means of enforcing such rights for the achievement of equality, development and peace.
5.    To co-operate with national and international NGO’s and agencies by networking and co-aligning for the achievement of specific goals for the welfare and development of women.
6.    To set up temporary abode for distressed girls and woman including battered woman and to prepare such girls and woman psychologically be counseling and other forms of therapy and education for a re-Orientation towards attaining a better and more purposeful life in the society.
7.    To work for peace Women’s  rights and economic and social justices.        The studies in the literature can mostly be grouped into three. The first covers studies evaluating the dimension of the Civic education cause curriculum (Objectives, behaviors and methods) and investigating course books in the area (Gozutok, 1998, Kenez, 1993, Toramanm 2012, Yigittir, 2003, Uyangor, 2007, Elkatmis 2012, Turker, 1999, Ustundag, 1995, Yesil, 2004).
The second one covers studies on the effectiveness of civic education, teacher and school principal’s views about democracy and democracy education, teacher needs regarding civic education, the mission of the course civic and the problems faced in its implementation (Karamanand Kepenekoi, 2005, yagan, 2010, Ersoy, 2007, Torun, 2009). The third group includes teacher studies on civic education and school parliaments (Dogan, 2008, Uyanik, 2009, Ozdemir, 2009, Genc and Guner, 2012).
The aim of the present study is to obtain teacher view about the 8th grade course civic education, which has a role in the fostering of “effective human beings” and “effective citizens”
The study conducted by Basaran (2007) at Trakyauniversity about “the views of social studies teachers on the implementation of the elementary civic education curriculum “is similar to this study with its content and qualitative nature. However the purpose of Basaran’s study was to “evaluated the elementary civic education curriculum based on teacher views and offer practical recommendation” Banaran’s study is therefore one on curriculum evaluation. Different from others in the literature, the present study aims to obtain teacher views on the civic education course and identify how it is perceived by teachers. In order to enable teachers to freely express their opinions without limitations, the study used the qualitative research design.
The Impact of Research
The ultimate goal of civic education is to prepared generations for the essential principles and values of democracy embodied with a high sense of responsibility and active engagement in issues the society community, or state face in their everybody life (CCE, 1994, P.1 ).Civic education whenever and however undertaken, prepares people of a country, especially the young to carry out their roles as citizens. Civic education is, therefore, is “the cultivation of the virtues, knowledge, and skills necessary for political participation”(Gutmamann, 1987, P. 287). Student services learning the participatory part of civic education, bridging classroom activities with the community. However, service learning is no replacement for civic education. Although commonly associated with schooling civic education is not the exclusive domain of schools.