MINISTERE DE L’ENSEIGNEMENT SUPERIEUR REPUBLIQUE DE COTE D’IVOIRE

ET DE LA RECHERCHE SCIENTIFIQUE

UNIVERSITE DE COCODY UNION-DISCIPLINE-TRAVAIL

C1 LINGUISTIQUE ANGLAIS

UV 333 : PSYCHOLINGUISTIQUE

TOPIC :

COMPARATIVE ANALYSIS OF CITIZENSHIP EDUCATION AT PRIMARY SCHOOL IN UNITED KINGDOM AND COTE D’IVOIRE

Teacher :

Pr.Anna Manouan

Students :

Ilori Selim Olaosebikan

N’gbocho Marc Arthur

OUTLINE

INTRODUCTION

I°) CONTEXT AND JUSTIFICATION

II°) CITIZENSHIP EDUCATION IN THE UNITED KINGDOM: AN

OVERVIEW

III°) CITIZENSHIP EDUCATION IN COTE D’IVOIRE

IV°) SIMILARITIES AND DIFFERENCES IN BOTH COUNTRIES

V°) SUGGESTIONS TO IMPROVE CITIZENSHIP EDUCATION IN

COTE D’IVOIRE

CONCLUSION

INTRODUCTION

To maintain their development, many countries all over the world have experimented citizenship education that

is, the process of helping people learn how to become informed, active and responsible citizens.

The UNITED KINGDOM is one of these countries where citizenship education has never been far from the top of

the political and education policy.

Contrary to the UNITED KINGDOM, citizenship education in COTE D’IVOIRE seems to have little importance

for policy-makers, especially in primary school where the practice of citizenship education is difficult although it is

taught.

Is it the teaching method that should be questioned?

To what extent can we improve the theoretical teaching of citizenship education?

In our research, we are going to carry out an investigation to shed light on this situation by giving an overview of

citizenship education in the UNITED KINGDOM, see the case of COTE D’IVOIRE. Afterward, we are going to

do a comparative analysis of both cases and finally provide some suggestions to improve the teaching methods

related to citizenship education.

I°) CONTEXT AND JUSTIFICATION

« Citizenship is more than a subject. If taught well and tailored to local needs, its skills and values will enhance

democratic life for all of us, both right and responsibilities, beginning in school and radiating out. »1

The term citizenship has several different meaning:

- A legal and political status: citizenship is used to refer to the status of being a citizen, that is, to being a

member of a particular political community or state.

- Involvement in public life and affairs: That is to the behavior and action of a citizen. It is sometimes known

as active citizenship. Citizenship in this sense is applied to a wide range of activities: From voting in elections

standing for political office to take an interest in politics and current affairs. It refers not only to rights and

responsibilities laid down in the law, but also to general forms of behaviors, social and morals.

- An educational activity: That is, to the process of helping people learn how to become active, informed and

responsible citizens.

The principal justifications for citizenship education derive from the nature of democracy. Democracies need

active, informed and responsible citizens. Citizens, who are willing and able to take responsibility for themselves

and their communities, contribute to the political process. These capacities do not develop unaided. They have to

be learnt.

Citizenship education involves a wide range of different elements of learning, including:

- Knowledge and understanding: About topics such as; Laws and rules, the democratic process, the media,

human rights, diversity, money and the economy, sustainable development and world as a global community.

And about concepts such as democracy, justice, equality, freedom, authority and rule of law.

- Skills and aptitudes: Critical thinking, analyzing information, expressing opinions, taking part in discussions

and debates, negotiating, conflict resolution and participating in community action.

- Values and dispositions: respect for justice, democracy and rule of law, openness, tolerance, courage to

defend a point of view and willingness to listen to, work with and stand up for others.

In the UNITED KINGDOM, citizenship has been introduced, for the first time ever, as a compulsory component

of the school curriculum in England. It is a new foundation subject for pupils age 11 to 16, from September 2002,

and past of a non-statutory framework alongside personal, social and health education (PSHE) for pupils age 5 to

11 from September 2000.

In COTE D’IVOIRE, the educative system is much attached to subject such as Mathematic, History, Geography,

French, Physics, etc…

Be a good citizen is not only have much knowledge but lives in harmony with your environment.

There is a lack of promotion of citizenship education in primary school in COTE D’IVOIRE.

What are the causes of this lack of promotion of citizenship education in primary in COTE D’IVOIRE?

Perhaps the education system in COTE D’IVOIRE is not good as such, the educative methods are outdated or

there is an absence of education policy.

II°) CITIZENSHIP EDUCATION IN THE UNITED KINGDOM: AN OVERVIEW

Formerly, the UNITED KINGDOM government had little interest in instilling citizenship education in its

populace at large. They feared that rather than making people love their country, it could let them be

radicationalists. Later on, British authorities fell the necessity to advocate the teaching of political skills and

knowledge regarding the post war political and social context, a concern that was more or less dealt with in their

different curriculum. However, although England, Northern Ireland Wales understood the need for citizenship

education, it was not the case of their populace as a whole. The main problem was a real understanding of the

notion citizenship education by schools themselves. But supporters of citizenship education went on to get the

government accept this new reality not only in secondary schools but also in primary schools.

Thank to the labour government, it was made statutory. There is no doubt that citizenship education has a different

place and a different understanding within each devolved home nation.

But what was important for the UNITED KINGDOM as a whole was the commonality aspect. It is also true that

the definition of citizenship education varied accordingly: whereas Scotland seemed to promote active citizenship,

Northern Ireland was more interested in inculcating in its pupils; community understanding.

The peculiarity with the UNITED KINGDOM in its approaches to citizenship education is that, the government

plays a great part not only in taking decision but also get involved significantly in the process of creating active

and responsible citizens. They want to get pupils engage in issues that affect them and enable them to take

important contributions to a democratic culture. It is in the same vein that, the Lord Chancellor in 1998 said: “We

should not, must not, dare not, be complacent about the health and future of British democracy. Unless we become

a nation of engaged citizens, our democracy is not secure”. It shows the worrying levels of apathy, ignorance and

cynicism about public life.

As a result, citizenship education became a must in schools by empowering pupils to participate in society

effectively as active, informed, critical and responsible citizen, that is, encouraged a more interactive role between

schools, local communities and youth organizations that could help to make local government more democratic,

open and responsive. In the same vein, education to citizenship means three (03) things related to each other,

which are social and moral responsibility, community involvement and political literacy.

Talking about social and moral responsibility, children learn from the very beginning self confidence, socially and

morally responsible behavior, both in and beyond the classrooms, towards those in authorities and towards each

other.

Windsor County Primary School, Toxteth, yet for several years there have been no exclusion, something that the

headteacher puts down to the creation of the pupil council. Thanks to that pupil council, pupils are allowed to

discuss what they wanted to say to others, making their school as a place where children’s opinions count.

As for community involvement, children learn about and become helpfully involved in the life and concerns of

their communities, including learning through community involvement and service to the community.

Finally, political literacy which enables pupils to learn about and how to make themselves effective in public life

through knowledge, skills and values, for instance, the junior citizenship programme has been developed by the

institute of citizenship studies through a pilot with a number of primary schools in halton. The programme seeks to

help year 6 pupils understand the concept of citizenship, particularly what is to be a citizen and principles

involved, through their everyday experiences of the world around them. Pupils are encouraged to be active, to

speak out about issues and to develop their ideas and attitudes. The programme is supported by teachers’ notes and

pupil topic sheet, all based on the concept of community: from the school community to the local community.

The challenge builds confidence, emphasizing young people’s roles and responsibilities, and their right to question

decision makers and hold them to account. It clearly demonstrates that young people, too, are stakeholders in

society.

III°) CITIZENSHIP EDUCATION IN COTE D’IVOIRE

Since the military coup orchestrated in 1999, COTE D’IVOIRE has gone through a series of social crisis that even

led the country to a divided territory in 2000. Brothers and sisters of the same nation and particularly politicians

came to suspect each others. The political rebellion witnessed in 2000 sometimes degenerated into political

violence in some areas and although the situation has come to a significant improvement, the issue of the

presidential election date is still of concern. Recently, the announcement of the new government team after the

dissolution of the previous one met the discontent of some politicians.

As a result, many public goods were burnt and once again, regrettably, people died. Regarding the situation,

Ivoirians in general and politicians in particular should wonder about their children’ education. More important,

the government must make sure that, future citizens receive an active citizenship education in their early ages.

Citizenship defined as enable citizens to make their own decisions, to take responsibility for their own lives and

their communities is a new fact in COTE D’IVOIRE due to the lack of citizenship values in the behavior of our

leaders, hence the mismanagement of country affairs and so on.

Our focus has therefore been directed towards primary school pupils and our explanation which is not far from

KEVIN ADON’s one: “young people have future, old people have remembrances.”2

We first assessed the teaching material of citizenship education at primary school.

Our investigation through some questionnaires (appendix 1 and 2) in some primary schools revealed that, the only

real teaching material dealing with citizenship education is IVP3. This subject is taught for several years but there

is no a real concern coming from the government. This subject enables pupils to familiarize with notion such as

community life, life in family, respect of others, tolerance…

Besides, teachers develop some others methods to instill in their pupils the same values. These methods include

mainly sport and some educative games at school and the justification given by primary schools teachers is that:

children learn well when they play.

However, the inculcation of citizenship values seems to have positive effect on pupils only when they are in class.

Despite the fact that citizenship is taught at school, 93% of teachers know what it is whereas 7% do not know

(figure 1, appendix 3).

In addition to sport, IVP3 and educative games, pupils learn about citizenship through television by the programme

called “between us”4 which give some lesson of citizenship to adult. Some NGOs5 like CERAP6 tried through a

project called PRESCI7 to promote citizenship education to students of grammar schools.

The exclusion of pupils from programme of active citizens put in the mind of pupils that they are not concern with

citizenship education. This led to the non-application of what they teachers teach them about citizenship at school

(figure 2, appendix 3), even if many of them know what citizenship is (figure 3, appendix 4), find it important for

their life and the live of their country (figure 4, appendix 4).

Some of the teachers that we met want the revision of the educative system and many others ask for the creation of

socio-educative programme on citizenship for pupils (figure 5, appendix 5).

47% of pupils want to be more implicated in citizenship education since it is benefit for all of us.

In fact, if the teaching of citizenship values is accompanied with some practical exercises in some schools, it is

purely theoretical in others.

IV°) SIMILARITIES AND DIFFERENCES IN BOTH COUNTRIES

Citizenship is a theme which draws the attention of all states. The UNITED KINGDOM and COTE D’IVOIRE

have not made the exception. The introduction of citizenship education in both countries reflects issues of equal

right, active citizens…

Interestingly enough is the awareness of pupils about these values in both countries.

COTE D’IVOIRE and the UNITED KINGDOM which on the one hand share some common point in citizenship

education and in the other hand have some differences.

Being in COTE D’IVOIRE or in the UNITED KINGDOM, the benefit pupils receive from citizenship education

is the same regarding its considerable advantages in term of helping, address the outcomes for wellbeing,

developing self-confidence and successfully deal with significant life changes, challenges such as bullying and

discrimination. It enable them to make a positive contribution by developing the expertise and experience needed

to claim their rights and understand their responsibilities, preparing them for the challenges and working life.

Pupils really enjoy learning new things and as result come to be interested in education to citizenship.

Besides, governments in both countries have made sure that this subject is taught at school.

However, the participation of participation of government into the issue of citizenship education is not the same in

both nations. Unlike the British government, the Ivorian one remains reluctant about involving himself in the

process of creating active citizens.

British pupils are given more attention even outside the class and radio broadcasts are organized to let pupils

express themselves freely and debate about issues of democracy.

Although Ivorian primary school teachers make initiatives, these initiatives remain personal as long as it is not a

government one.

V°) SUGGESTIONS TO IMPROVE CITIZENSHIP EDUCATION IN COTE D’IVOIRE

As it has been noticed in the world, countries with active citizens become more and more develop.

Loving our country, we want to share some suggestions to enhance the living condition of Ivoirians and make our

country a hospitality one.

To reach this goal, we have to:

- Create an environment, that is, non-threatening, in which pupils, young people and others can express their

opinions freely and without embarrassment, used their initiative without fear of failure. Such a climate takes

time to be, but can be built up gradually.

- For citizenship education, make pupils learn by doing, focused on real-life issues facing by themselves and

give them a say in their own learning. It will help them be active citizens.

- Help pupils learn what citizenship means to be a citizen through discussions and debates in the classroom and

participation in the life of the school and in the wide community. They are given opportunities both to develop

their learning and to put into practice in real-life situation.

- Create socio-educative programme on citizenship for pupils because they like learn by playing.

- Continue teaching pupils when there are even out of school. Repetition is good for them, it will remind them

what their have forgotten.

- Extend the citizenship education to university so that, it will be maintain and help us have good leaders in

COTE D’IVOIRE.

- Reinforce alphabetization for those who can not read. It will help them read information about citizenship

values and know how to use them.

- The government must be concerned in the teaching citizenship values to population because it is their duties.

- Increase efforts to build efficacy levels among children and young people in all the community context in their

lives from an early age if they are to become fully engaged and participate more in civic and political society.

These contexts include families, peers, schools and local neighborhoods.

- Use the media to get messages across to young people about the importance of civic participation and initiate a

campaign to raise children and young people’s efficacy levels in and beyond schools.

- Give specific attention to raising the efficacy level of those groups of young people currently with the least

positive levels, particularly those students from the lowest socio-economic background.

CONCLUSION

This is essentially an issue of definition and support. It is centered on the question of how and where citizenship

education is best located in schools and how the development of effective practice can be supported and nurtured.

School can only do so much. They could do more, and must be helped to do so. However, pupils’ attitudes to

active citizenship are influenced quite as much by schools as by many factors other than schooling: by family, the

immediate environment, the media and the example of those in public life.

The challenge is how involve parents, government, community representatives and NGOs in citizenship education

in meaningful partnership with schools.

This entails getting them to understand what citizenship education is about and how they can actively contribute to

it through careful dialogue in schools.

Applying for a job is a personal issue, the minimum wage is a citizenship one; drinking is a personal issue, the low

on alcohol use is a citizenship one; what you look for in a friend is a personal issue, their political opinion is a

citizenship one.

NOTES

1- Bernard Crick, National curriculum Citizenship, 1999

2- “les jeunes ont l’avenir et les vieux ont des souvenirs”

3- Initiation to active life (initiation à la vie pratique)

4- Entre Nous

5- Non governmental organisation

6- Rasearch and studies center to reinforce peace (centre d’étude et de recherche d’appui à la paix)

7- Citizenship education project at school (projet d’éducation scolaire à la citoyenneté)

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LTS

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APPENDIX 1

QUESTIONNAIRE POUR INSTITUTEUR

Ce questionnaire a été élaboré dans le cadre d’une recherche sur l’éducation à la citoyenneté afin d’étudier

son impact sur les élèves de l’école primaire. Nous vous prions de bien vouloir répondre à ces questions.

Merci pour votre collaboration.

1) Quelle classe enseignez-vous ?

CP CE CM

2) Depuis combien d’années enseignez-vous ?

…………………………………………………………………………………………………………………

…………………………………………………………………

3) Où enseignez-vous ?

Publique Privé

4) Que comprenez-vous par éducation à la citoyenneté ?

Respect des lois et de l’environnement.

Enseignement à la l’auto-défense.

Enseignement à rejoindre un parti politique.

5) Enseignez-vous l’éducation à la citoyenneté ?

Oui Non

Pourquoi :

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

……………………………….

6) Comment l’enseignez-vous ?

Par l’éducation civique et morale

Par le sport

Autres (précisez) :

…………………………………………………………………………………………………………………

……………………………………………………

7) Les élèves comprennent-ils ces enseignements ?

Oui

Un peu

Pas du tout

Pourquoi :

…………………………………………………………………………………………………………………

………………………………………………………………….

8) Mettent-ils ces enseignements en pratique ?

Oui

Un peu

Pas du tout

Pourquoi :

…………………………………………………………………………………………………………………

…………………………………………………………………

9) Cet enseignement a t-il de l’importance à vos yeux ?

Oui

Un peu

Pas du tout

Pourquoi :

…………………………………………………………………………………………………………………

………………………………………………………

10) Que faut-il faire pour l’améliorer ?

Revoir le système de l’enseignement.

Créer des jeux socio- éducatifs sur la citoyenneté.

L’amélioration viendra d’elle-même.

Que suggérez-vous :

…………………………………………………………………………………………………………………

…………………………………………………………….

11) Que faut-il faire pour que cette éducation soit bénéfique au pays

Étendre l’enseignement jusqu’à l’université

S’intéresser plus aux enfants même en dehors de l’école

Ne rien faire

Intensifier l’alphabétisation

Que suggérez-vous :

…………………………………………………………………………………………………………………

……………………………………………………………..

APPENDIX 2

QUESTIONNAIRE POUR ELEVE

Ce questionnaire a été élaboré dans le cadre d’une recherche sur l’éducation à la citoyenneté afin d’étudier son

impact sur les enfants. Nous vous prions de bien vouloir répondre à ces questions. Merci pour votre collaboration.

1) Quel âge avez-vous ?

6-8 9-12 Autre : ……………..

2) En quelle classe êtes-vous ?

CP CE CM

3) Quelle école fréquentez-vous ?

Publique Privé

4) Avez-vous entendu parler de la citoyenneté ?

Oui Non

5) Si oui. Qu’est ce que la citoyenneté ?

Le respect des lois et de l’environnement.

L’enseignement à l’auto défense.

L’enseignement à rejoindre un parti politique.

6) Comment vous vous informez sur la citoyenneté ?

A l’école

A la télé

Dans la rue

Par le sport

7) Que pensez-vous de l’éducation à la citoyenneté ?

Bien Pas intéressé

Pourquoi ?

……………………………………………………………………......................................................................

......................................................................................

8) Le mettez-vous en pratique ?

Oui Un peu Pas du tous

Pourquoi ?.............................................................................................................................................................

.......................................................................................................

9) Comment aimeriez vous qu’on vous enseigne la citoyenneté ?

Créer des jeux socio-éducatifs sur la citoyenneté.

Garder la méthode actuelle.

Vous impliquez dans cette éducation.

10) Vous marchez dans la rue, une personne de votre âge vous bouscule. Comment réagiriez-vous ?

Vous lui rendez votre coup.

Vous tolérez et vous le laissez partir.

11) Vous finissez de manger, vous avez le sachet de votre nourriture en main. Que faites-vous ?

Vous le jetez par terre.

Vous cherchez une poubelle pour le mettre dedans.

12) Et s’il n’y a pas de poubelle à côté de vous. Qu’allez-vous faire ?

Le jeter par terre.

Le garder sur vous jusqu'à ce que vous trouviez une poubelle.

13) Que pensez-vous des casses qui se sont passées dans le pays.

Bien Regrettable

Pourquoi :

……………………………………………………………………………………………………………………

………………………………………………………….

APPENDIX 393%

7%

figure 1teachers who know citizenship teachers who do not know citizenship

40%

60%

figure 2students who practice citizenship values students who do not practice citizenship values

APPENDIX 4

85%

15%

figure 3students who know citizenship students who do not know it

90%

10%

figure 4students who find education to citizenship good students who do not mind it

APPENDIX 5

73%

27%

figure 5teachers who ask for the creation of socio-educational programme for pupilsteachers who ask for the revision of the educative system