Arguments in Favor (Yes, It Should Be a WAEC Subject)
Civic Education is essential in building responsible citizens who understand their rights, duties, and roles in nation-building. Making it a WAEC subject would emphasize its importance and ensure that students take it seriously across secondary schools in Nigeria and West Africa.
By including Civic Education as a core WAEC subject, young Nigerians would be better informed about democracy, governance, the rule of law, environmental sustainability, and anti-corruption practices. This could reduce the widespread ignorance about civic matters and promote national unity and social responsibility.
Furthermore, formal examination in Civic Education would encourage teachers and schools to allocate more time and resources to teaching the subject. It would also prepare students for active participation in democratic processes, such as voting, advocacy, and peaceful protest.
In a country facing challenges like political apathy, ethnic divisions, and civic unrest, formalizing Civic Education in WAEC could instill critical values such as tolerance, integrity, patriotism, and community service from a young age.
Arguments Against (No, It Should Not Be a WAEC Subject)
Opponents argue that making Civic Education a compulsory WAEC subject would overburden students, many of whom already face intense pressure preparing for core subjects like Mathematics, English, and the Sciences. Introducing another required subject may increase failure rates and stress levels.
Some also argue that Civic Education, though important, does not require formal assessment at the WAEC level to be impactful. Its value lies in discussion, reflection, and real-life application—not rote memorization or examination.
Critics further point out that WAEC should focus on academic subjects that directly influence university admissions or employment opportunities. Civic values can still be taught effectively through other school programs such as assemblies, clubs, and extra-curricular projects without making it an exam subject.
Additionally, with the variation in civic issues across West African nations, a standardized WAEC syllabus might struggle to address country-specific concerns appropriately, making the exam less meaningful or relevant in certain contexts.
Conclusion
Civic Education plays a key role in shaping socially responsible and informed citizens. Making it a WAEC subject would elevate its status and ensure structured delivery in schools. However, this move must be weighed against curriculum overload and the practical effectiveness of exams in measuring civic values. A balanced approach may involve integrating Civic Education into existing subjects or assessing it through school-based assessments rather than a WAEC exam.
