DEBREBERHAN UNIVERSITY SCHOOL OF GRADUATE STUDIES …
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i DEBREBERHAN UNIVERSITY SCHOOL OF GRADUATE STUDIES COLLEGE OF SOCIAL SCIENCE AND HUMANITIES DEPARTMENT OF CIVICS AND ETHICAL STUDIES THE ROLE OF CIVICS AND ETHICAL EDUCATION FOR PROMOTING DEMOCRACY:THE CASE OF TOLE WOREDA, SOUTH WEST SHOA ZONE OF OROMIA REGIONAL STATE BY:- TESHOME SOBOKA MORKA ADVISOR: TAMIRAT CHERU (PhD) A THESIS SUBMITTED TO THE DEPARTMENT OF CIVICS AND ETHICAL STUDIES, OF DEBRE BERHAN UNIVERSTY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE AWARD OF MASTER OF ARTS DEGREE IN CIVICS AND ETHICAL STUDIES JULY, 2019 DBU ETHIOPIA
Transcript of DEBREBERHAN UNIVERSITY SCHOOL OF GRADUATE STUDIES …
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DEBREBERHAN UNIVERSITY
SCHOOL OF GRADUATE STUDIES
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF CIVICS AND ETHICAL STUDIES
THE ROLE OF CIVICS AND ETHICAL EDUCATION FOR
PROMOTING DEMOCRACY:THE CASE OF TOLE WOREDA,
SOUTH WEST SHOA ZONE OF OROMIA REGIONAL STATE
BY:-
TESHOME SOBOKA MORKA
ADVISOR: TAMIRAT CHERU (PhD)
A THESIS SUBMITTED TO THE DEPARTMENT OF CIVICS AND
ETHICAL STUDIES, OF DEBRE BERHAN UNIVERSTY, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS OF THE AWARD OF
MASTER OF ARTS DEGREE IN CIVICS AND ETHICAL STUDIES
JULY, 2019
DBU ETHIOPIA
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THE ROLE OF CIVICS AND ETHICAL EDUCATION FOR
PROMOTING DEMOCRACY: THE CASE OF TOLE WOREDA
SOUTH WEST SHOA ZONE, OROMIA REGIONAL STATE
BY
TESHOME SOBOKA MORKA
A THESIS SUBMITTED TO THE DEPARTMENT OF CIVICS AND
ETHICAL STUDIES, OF DEBRE BERHAN UNIVERSTY, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS OF THE AWARD OF
MASTER OF ARTS DEGREE IN CIVICS AND ETHICAL STUDIES
DBU
ETHIOPIA
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THE ROLE OF CIVICS AND ETHICAL EDUCATION FOR
PROMOTING DEMOCRACY: THE CASE OF TOLE WOREDA
SOUTH WEST SHOA ZONE, OROMIA REGIONAL STATE
BY
TESHOME SOBOKA MORKA
BOARD OF EXAMINERS
NAME SIGNATURE DATE
ADVISOR___________________________ ______________ ___________
INTERNAL EXAMINER______________________ _______________ ____________
EXTERNAL EXAMINER______________________ _______________ _____________
CHAIR PERSON_________________________ ________________ _____________
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Final approval and acceptance of the thesis is contingent upon the
submission of the final copy of the thesis to the Council of Graduate
Studies (CGS) through the School of graduate studies Graduate
Committee (SGC) of the candidate‟s major department. I hereby certify
that I have read this thesis prepared under my direction and recommend
that it be accepted as fulfilling the thesis requirement.
___________________ __________ ___________Name of
Thesis advisor Signature DATE
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DECLARATION
I, TeshomeSoboka, hereby declare that this thesis is my original work and has not been presented
for a degree in any other university and all sources of material used for this thesis has been duly
acknowledged.
Name: ___________________________
Signature: ________________________
This thesis has been submitted for examinant with my approval as thesis advisor.
NAME: ____________________________
Signature: __________________________
Place and Date of submission: __________________________
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Table of contentPages
Table of content .................................................................................................. ii
List of Tablesand Figures ..................................................................................... v
List of Maps ........................................................................................................vi
ACKNOWLEDGEMET ................................................................................... vii
ACRNOMS ..................................................................................................... viii
ABSTRACT ........................................................................................................ 2
CHAPTER ONE: INTRODUCTION .......................................................................................... 1
1.1 Back Ground of the Study ..................................................................................................1
1.2. Statement of the Problem ..................................................................................................4
1.3. Objective of the Study ......................................................................................................6
1.3.1. General Objective .................................................................................................................. 6
1.3.2 Specific Objectives ................................................................................................................. 6
1.4. Research Questions ...........................................................................................................6
1.5. Research Methodology .....................................................................................................7
1.6. Analysis of Data ...............................................................................................................7
1.7. Significant of the Study.....................................................................................................7
1.8. Delimitation of the Study ..................................................................................................8
1.9. Limitation of the Study .....................................................................................................8
1.10. Operational Definitions of Key Terms.............................................................................8
1.11. Organization of the Study ...............................................................................................9
CHAPTER TWO:REVIEW LITRATURE ................................................................................ 10
2.1. Conceptual and Theoretical Frameworks on Civics and Ethical Education ......................... 10
2.1.1. Concepts and Definitions about the Word Civics ....................................................... 10
2.1.2. Concepts and Definitions about the Word Ethics .......................................................... 11
2.2. Civics and Ethical Education: Definitions ....................................................................... 12
2.2.1. Historical Development of Civics and Ethical Education ...................................................... 14
2.3. The Role of Civics and Ethical Education ....................................................................... 17
III
2.4. The Main Goals and Tasks of Civics and Ethical Education ............................................ 18
2.5. Dimensions of civics and Ethical education .................................................................... 18
2.6. Origins of Democracy ..................................................................................................... 19
2.7. Models of Democracy ..................................................................................................... 20
2.7.1. Participatory Democracy ...................................................................................................... 21
2.7.2. Competitive Democracy ....................................................................................................... 21
2.7.3. Deliberative Democracy ....................................................................................................... 22
2.7.4. Procedural Democracy ......................................................................................................... 22
2.8. Types of Democracy ....................................................................................................... 22
2.9. Principles of Modern Democratic Rule ........................................................................... 23
2.9.1. Citizen Participation ............................................................................................................. 23
2.9.2. Equality ............................................................................................................................... 23
2.9.3. Political tolerance ................................................................................................................. 24
2.9.4. Accountability ...................................................................................................................... 24
2.9.5. Transparency........................................................................................................................ 24
2.9.6. Regular, Free and Fair Elections ........................................................................................... 24
2.9.7. Economic Freedom .............................................................................................................. 24
2.9.8. Control of the Abuse of Power ............................................................................................. 25
2.9.9. Bill of Rights........................................................................................................................ 25
2.9.10. A Culture of Accepting the Results of Elections ................................................................. 25
2.9.11. Human Rights .................................................................................................................... 26
2.9.12. Multi-Party System ............................................................................................................ 26
2.9.13. Neutrality of State Institutions ............................................................................................ 26
2.9.14. Rule of Law ....................................................................................................................... 26
2.10. Democracy in the Middle Ages ..................................................................................... 26
2.10.1. Democracy in England ....................................................................................................... 27
2.11. The Path to Modern Democracy .................................................................................... 27
2.11.1. Democracy in America ....................................................................................................... 28
2.12. Democratization process in Ethiopia ............................................................................. 29
CHAPTER THREE:RESEARCH DESIGN AND METHODOLOGY ...................................... 31
3.1. Description of the Study Area ......................................................................................... 31
3.1.1. Geographic & Administration Location of Tole Woreda Administration ............................... 31
IV
3.2. Design of the Study......................................................................................................... 32
3.3. Research Method ............................................................................................................ 33
3.4. The Study Population ...................................................................................................... 33
3.5. Sources of the Data ......................................................................................................... 34
3.5.1. Primary Data ........................................................................................................................ 34
3.5.2. The Secondary Data ............................................................................................................. 34
3.6. Methods of Data Collection ............................................................................................ 35
3.6.1. Questionnaire ....................................................................................................................... 35
3.6.2. Interview .............................................................................................................................. 35
3.6.3. Focus Group Discussion ....................................................................................................... 36
3.7. Method of data Analysis ................................................................................................. 37
3.8. Sampling Techniques ...................................................................................................... 37
3.9. Sampling size.................................................................................................................. 38
3.10. Ethical Considerations .................................................................................................. 38
CHAPTER FOURDATA PRESENTATION, DISCUSSION AND ANALYSIS....................... 39
4.1. Demographic Characteristics of the Respondents ............................................................ 39
4.2. Data Analysis of Questionnaires, Interviews and FGD .................................................... 41
4.2.1. The Role of CEE in the Development of Democratic System ................................................ 41
4.2.2. Factors that Affect the Role of CEE in the Development of Democratic System ................... 47
4.2.3. The Role of CEE for Promoting Basic Values and Norms of Democracy .............................. 52
4.2.4. The Attitude of the Society Towards the Role of CEE for Promoting Democracy ................. 53
4.2.5. Possible Solutions for the Effectiveness of CEE for Promoting Democracy .......................... 56
CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATION......................... 58
5.1. Summary ........................................................................................................................ 58
5.2. Conclusion ...................................................................................................................... 59
5.3. Recommendation ............................................................................................................ 61
References ................................................................................................................................ 62
APENDEX 1............................................................................................................................. 65
APPENDIX 2 ........................................................................................................................... 68
APPENDIX 3 ........................................................................................................................... 70
ANNEXES................................................................................................................................ 71
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List of TablesPages
Table1: Demographic characteristics of the respondents -------------------------------------- 40
List of Figure
Figure1. Role of CEE for promoting democracy -------------------------------------------------
Figure2. Factors that affect the role of CEE for promoting democracy -----------------------
List of Maps
Map1: Political Map of Ethiopia and Oromia Administrative Region --------------------------
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ACKNOWLEDGEMET
First of all, I thank the almighty God who helped me to accomplish this study. I also wish to
express my deepest gratitude to my advisor Dr. TAMIRAT CHERU for your constructive
suggestion, critical comment and scholarly advice that have shaped this thesis immeasurably.It is
an honor to me to thank, DebreBerhan University for sponsoring my graduate study and to
conduct this study. My thanks go to all my instructors in Civics and EthicalStudies department
for enabling me to acquire the necessary skills and sharing me their experiences. I am gratefully
to Peoples of ToleWoreda South west shoazone for their active involvement in the study being a
coordinator or respondents of questionnaire, interview and FGD. I would like to show my
gratitude to my wife TigistGirma and my SonMoneraTeshome for their encouragement and
giving me high moral support throughout my study and their materials support for this thesis.
Lastly, I offer my regards and blessings to all of those who supported me in any respect during
the completion of the study.
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ACRNOMS
CE – Civic Education
CEE- Civics and Ethical Education
USA- United State of America
FGD- Focus Group Discussion
USAID- United State of America Institutional Development
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ABSTRACT
Civics and Ethical Education is an education that helps citizens to live with various social
realities, rule of law, justice and human and democratic values.It has been playing its prominent
role in enhancing popular participation.Although Civics and Ethical Education is introduced to
contribute its significant role in promoting the democratic system of the country through
creating informed, active and participants, in ToleWoreda Administration, its role for promoting
democracy has not been well studied.Democratic values and norms did not reflected from the
administration of the woreda because of lack of democratic ruling system. As a result, the major
purpose of this study was to investigate the role of Civics and Ethical Education for promoting
democracy in ToleWoreda South West Shoa Zone, Oromia regional state. Qualitative method
was used to analyze the data.To this end, descriptive survey method was employed. Both primary
and secondary sources of information were used. The data for the study was obtained through
questionnaires, interviews and focused group discussion. The data was analyzed by explanation
from open-ended questionnaires. Purposive sampling method was used to take respondents
found in ToleWoreda Administration.The participants of this research were 37 teachers from
preparatory, high school and elementary school, 3 school directors, 1 woreda administration
head office, 1 woreda education head office, 4 kebele managers and 14 students from Bantu
preparatory and secondary high school were selected by purposive sampling techniques.
The finding of the study indicated that,civics and ethical education had great role for promoting
democracy by creating citizens’ awareness in the political participation and encourage active
community participation in all activities. Lack of good governance, lack of accountability and
transparency, low awareness of citizens toward the role of civics and ethical, lack of
constitutional implementation, lack of well trained and skilled man power in the fields are the
factors that affect the role of civics and ethical education for promoting democracy. The most
society had positive attitude toward the role of civics and ethical education for promoting
democracy. But also few of them hadnegative attitude toward the role of civics and ethical
education for promoting democracy. Increasing citizens’ awareness about the role of the subject,
prevailing good governance, avoiding extra constitutional activities and improving teachers
skills are the possible solutions for the effectiveness of civics and ethical education for promoting
democracy. Finally, some recommendations for the future betterment of active political
participation of citizens in the decision making process and how to promote democracy in the
study area was provided at the end chapter of the study.
Keywords: Role, Civics, Ethics, Democracy, Woreda
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Civics and Ethical Education is a term used to describe various educational programs, with
different names, such as: Citizenship Education and Ethics, Civic Culture, Civic, legal and social
education (Kuhn 2006:4, 5), Civic engagement (United Nations Development Program 2004:5),
Education for Democratic Citizenship (Smith, Fountain, McLean (2002: 16) etc. One
international study from 1999 (Kerr 1999 in Maksi 2008: 4) on comparison of Civic Education
(here after called CE) in 16 countries showed great variability not only in their organization and
implementation, but also in their names. For example in Australia it is referred as "Human
society and environment", in Canada: "Social studies", in Hungary: "People and society"
etc.CEis sometimes being studied as a separate subject in elementary and secondary schools, and
sometimes it is a distinct subject area, integrated in several subjects (Kuhn 2006:8).
There is no international consent on the content of curricula of CE and its goals, so it is not easy
to define it. However, the broadest possible description of CEcould be that it is aimed to "make
good citizens", equipped with appropriate knowledge, skills and traits of character (Galston
2001: 217). Of course, the concept of "good citizen" is relative to the regime type and the
political system of one's society, which have been discussed since Plato and Aristotle (ibid.).
Democratic societies require democratic citizens, whose specific knowledge and competences
would not be as well suited to other regimes. The situation of defining CE is even more complex
if we consider that there are multiple conceptions of democracy, which are a matter of
considerable debate (ibid: 218).
Historically, CE was first implemented in the educational system of the USA in the beginning of
the 20th century. It was character oriented towards producing a "model" citizens properly
indoctrinated with religious and spiritual thinking and it was also referred to as citizenship
education (Malone 1968: 110). Interest in CE grew in the second half of the last century,
characterized by a growing interest in the place of man in our society (ibid.), and became seen as
an essential purpose of education (Branson 2003: 2). In the International Encyclopedia of
Education, CE is defined as a "development of citizenship or civic competence through
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conveying the unique meaning, obligation, and virtue of citizenship in a particular society or the
acquisition of values, dispositions and skills appropriate to the society"(Finkel et al. 2000: 1852).
Since CE originated and developed in countries with a democratic political system, it was tightly
associated with democratic values and notions that are to be adopted by its citizens.
CE is a part of an appropriately constructed social education.To formulate possible solutions to
social problems one needed to identify and understand the problems of society(Jenk, 1906: 18).
For Jenks, the clear purpose of one's CE or of education generally, was "to secure better service
for the state, greater willingness and intelligence in curing social evils, and greater zeal in
promoting the social good." A large part of that understanding could be achieved through a
thorough study of politics and government. Added to this substantive component was instilling a
"true patriotism" that could best be developed by pointing out the country's failings as well as
successes. Jenks further believed that, many of the disciplines, including history, could be made
more lively and useful if the goal of citizenship was at the forefront in the minds of teachers.
Knowing the country's history or its political machinerywasfine, but through those lessons
students must develop a value or devotion to the public good (Jenk, 1906:84-95).
Civic and Ethical Education (here after called CEE) is an education that helps citizens to live
with various social realities, rule of law, justice and human and democratic values. It is an
education that enables citizens to be reasonable, critical, legal and morally responsible that can
address their societal problems (Ross, 2012). In liberal democratic thinking, a citizen is expected
to have adequate knowledge of the legal rules that enable him to lead his/her life in the
community where he/she is living (Wade, 1997). Thus, CEE helps citizens to promote their
individual interest, freedom and liberty and enable the individual to administer his/her affairs.
CE was introduced to the school curriculum in Ethiopia during the Emperor Hailesilassie regime.
It was given as moral education. This education was given to the Ethiopian people to accept the
absolute power and sacredness of the Emperor. During this regime, obeying the king was
equivalent with obeying God. Therefore, the education was designed to promote the supremacy
of the Emperor and his family (Birhanu, 2012).
During the Emperor regime, the contents and methods of the subject was not secular rather it was
given in religious institutions (Meron, 2006). It was not only given in religious institutions, but
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also it was given by religious leaders who could preach the glory and unquestionable power of
the king.
Following the end of the Imperial regime, Derg came to power in 1974. However, CE was
continued as school curriculum with different names and objectives from its predecessors.
During the Derg regime, it was named as political education. As compared to the Imperial
regime, during the military regime, it was secular education.
However, in its contents, it was not religious dogmas rather it was an education shaped by the
then ideological orientation of the Derg regime called socialist – Marxist ideology. The objective
of the political education was to spread socialism in Ethiopia as a state ideology; thereby, to
inculcate socialism in the minds of the Ethiopian society. According to Seyoum (1996) political
education during the military Junta was introduced for the sake of promoting socialism as a
better ideology and to make the working people supreme.
Although both the Imperial and the Derg regimes introduced CE in their modern school
curriculum, the contents and objectives of the subject was quite different. However, both regimes
commonly used the subject as an instrument to promote legitimacy of their ideology. Meron
(2006) similarly noted that moral education and political education offered during those periods
were intended to serve as instruments to propagate the regimes respective ideologies. Thus, in
both regimes, the subject had no contents related to democracy, human rights, justice, equality,
freedom, liberty and so forth.
Meron (2006)further noted that moral education under the Emperor regime and political
education in the Dergregime had no contents related to the nature of CEE. Both moral and
political education cannot be taken as CE because both regimes did not fundamentally address
the rights, freedoms and duties of the Ethiopian society (Ibid). Both moral and political education
in each respective regime was used to spread inequality and oppression (Tesfaye et al., 2013).
Mehari also noted both moral and political education in both regimes had nothing to do with the
nation-building project brought stability, democracy and unity in the multicultural Ethiopia.
CEEhas been playing its prominent role in enhancing popular participation. Popular participation
is one of the pillars of democracy.Democracy cannot sustain without active participation of
citizens. Active popular participation requires adequate civic knowledge, skill and attitudes of
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citizens because the more skillful, knowledgeable citizens are the more active participants. In
this regard, civic and ethical education has been contributing in producing citizens with
necessary civic knowledge, skill and dispositions which enable them to be active participants in
the political, economic and social affairs of their country. As far as the participation is
concerned, a research conducted by United State of America Institute of Development(USAID)
(2002) found citizens who learned CEE are better in democratic participation in election,
political decision making and paying tax than those who do not learn. Citizens in non-democratic
countries do not have the required elements of citizenship and morality. Thus, the best solution
for citizens who do not have the desired civic knowledge, skill and dispositions is teaching CEE
because it helps them to be active participants in addressing societal and political problems of
their country (Ibid).
1.2. Statement of the Problem
The new Educational and Training Policy was introduced during the transitional period in 1994
assured education in general and CEE in particular is developed to promote equality, justice,
freedom, liberty and tolerance in the country (Transitional Government of Ethiopia, 1994). The
Education and Training Policy that was introduced in 1994 was also developed to meet the new
national political, economic and social objectives (Endalcachew, 2016). It was with this
understanding in 1996 the first curriculum on CE was introduced, and in 2000 after a curricular
revision, it was renamed as CEE as new school curriculum (Yamada, 2011). Since then, the
subject has been given at primary, secondary and tertiary educational levels with the intention of
creating active, informed, ethically and civically responsible and rational citizens equipped with
desired civic knowledge, skill and attitudes; thereby, they could be active participants in the
overall affairs of their country.
Despite the fact that CEE has been contributing its significant role in building the democratic
system of the country, so far its achievements are not encouraging (Endalcachew, 2016).
Broadly, various government reports and documents show CEE curriculum has low quality and
achievement. In terms of contents, it does not fully equip students with the desired democratic
and ethical values, attitudes and characters (Yamada, 2011). Similarly, Girma (2006) and Dawit
(2006), in their study found poor implementation of CEE curriculum.
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Although CEE is introduced to contribute its significant role in promoting the democratic system
of the country through creating informed, active and participants, its role for promoting
democracy has not been well studied.
In the woreda many problems were prevailed because of lack of democratic ruling system. The
administration system of the woreda was not characterized by democratic and limited
government. Democratic values and norms did not reflect from the administration of the woreda.
Those who were appointed at different level came from certain groups believed as the supporters
of the woreda administration head from one kebele. In the woreda there were two antagonistic
groups those always compete for official power. When one groups came to power as woreda
administration head, other group started to organize peoples against those in power. Those who
were in power also appoint their supporters at different official levels. They criticize each other
not only for doing wrong act but also for good act. The problem even devised its root up to the
zone. In the woreda becoming a head of certain office was not based on personal quality but
simply becoming a group of those in power. Others those who came from other woreda or zone
were discriminated and lost the opportunity especially to become a head of institutions or highest
official administrations.
In addition to this, in the woreda, services that are delivered by the government were not
distributed in a fair and just ways. It was distributed in unfair and unjust ways. Those who
became the supporters of the officials could be benefited more becauseofficials in power favor
their relatives and supporters by discriminating others.
On the other hand, individuals in the woredacannot be treated equally and similar opportunity
was not given to them. Discrimination based on race, clan or family was expanded in the woreda.
Those who came from other woreda or zone were not respected equally as those who born in the
woreda. Because of this the enjoyment of rights and the fulfillment of responsibilities cannot be
shared equally between peoples those who came from other and the native peoples. The
opportunity to be employed as government employee was also not equally given for job seekers.
This refers to that the woreda had many democratic problems that affect rights of individuals in
the political participation.
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In general, the role of CEE for promoting democracy becomes key issues for study. Therefore, a
major purpose of the study was to assess the role of CEE for promoting democracy
inToleWoreda, South West Shoa Zone ofOromia Regional state.
1.3. Objective of the Study
1.3.1. General Objective
The general objective of the study was to assess the role of Civics and Ethical Education (CEE)
for promoting democracy in ToleWoreda South West Shoa zone of Oromia Regional State.
1.3.2 Specific Objectives
Specifically, this study attempted to achieve the following specific objectives:
To assess the role of Civic and Ethical studies (CEE) for promoting democracy in
ToleWoreda, South West Shoa Zone.
Toinvestigate the factors that affects the role of CEE in creating democratic citizens.
To investigate the role of CEE in developing values and norms of democratic system.
To assess how peoples feel toward the role of CEE in the process of developing the
democratic system.
To recommend some remedies for the future betterment of active political
participation of citizens in decision making process in the study area.
1.4. Research Questions
The study wasanticipated to find answers for the following research questions.
1. To what extent does Civics and ethical education contributed forthe provision of
promoting democratic citizens in ToleWoreda?
2. What are the key factors that affect the role of civics and ethical education in promoting
democracy?
3. What is the role of civics and ethical education in promoting basic values and norms of
democratic system?
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4. Is there positive attitude in the society toward the role of civics and ethical education for
promoting democracy?
5. What are the possible solutions for the effectiveness of civics and ethical education in
promoting democracy?
1.5. Research Methodology
While collecting and analyzing the gathered information, a researcher can use eitherquantitative
or qualitative or the mixed research approach (Creswell, 2009). However, this study employed
qualitative research method because it is helpful in assessing attitudes, opinions and behaviors of
participants (ibid). Further information of the methodology can be discussed in detail in chapter
three of this study.
1.6. Analysis of Data
In the study, qualitative methods would be used to data analysis. The qualitative data would first
organize in the meaning full information and the data describes interviews, questionnaires and
FDG by the researcher.
1.7. Significant of the Study
This study may have several significances.
First, though limited, the study might add literature to the sparse body of knowledge on
the role of CEE for promoting democracy.
In addition, based on the findings of this study, other researchers and practitioners may
have a clear picture on the role of CEE for promoting democracy of the ToleWoreda. The
study isalso expected to help concerned bodies at woreda and Kebele level to understand
the role of CEE for promoting democracy.
Moreover, based on the findings of the study, the ToleWoreda may have a clear insight
about the role of CEE for promoting democracy, and then may take appropriate measures
to inform the society about the importance of CEE to build a democratic system.
Furthermore, it may also be seen as a bench mark and a yardstick point of reference for
further study on the role of CEE in ToleWoreda South West Shoa Zone, thereby
stimulating further research to provide valuable insight for other researchers and
academicians.
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1.8. Delimitation of the Study
Though there were eleven (11) Woreda and one sub-city administration in South West Shoa
zone, the ToleWoredaadministration wasselected for this study because of two major reasons.
First, the research that has been conducted in this Woreda on the role of CEE for promoting
democracy is minimal. The researcher's long year services as a teacherin the Woreda, and
thereby his better experience of its socio-cultural and geographical setting was another reason to
select it for the study.
1.9. Limitation of the Study
Any study cannot be free from limitation and this study was not exceptional. The following were
the major limitations encountered the study. Reliance on self-report of the respondents was one
of such limitations. However, to minimize such limitation, the researcher used different
mechanisms such as properly ensure the respondents‟ confidentiality. Another limitation to the
study also includes the small sample size involved in the interview. However, to include a wider
perspective of the respondents on the issues under investigation, the researcher select some
school directors, CEE teachers, woreda administration and education head office and kebele
managersthat were living in ToleWoreda administration.
1.10. Operational Definitions of Key Terms
For the purpose of this study, the following terms werecontextually defined as follows:
Civics- isan education for citizens’ which deals with the relationship between the government
and the citizensMeron (2006).
Civics and ethical education- issometimes being studied as a separate subject in elementary and
secondary schools (Kuhn 2006:8).
Ethics- is the value given to the human tradition, custom and character and the study of human
behavior Tena (2015).
Democracy-the government of the whole people by the whole people equally represented John S.
Mill (1975: 247).
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1.11. Organization of the Study
This study was composed of five chapters. The first chapter was an introductionof the study that
involved background of the study, problem statement, objectives, research questions,
significance, delimitation and limitation of the study, definition on key concept as well as
organization of the study. The second chapter provided the review of literature sectionthat is
pertinent to the study. The third chapter presentedthe research methodology that involves
research design, methods, tools of data collection techniques, sampling methods and sample size,
analysis of the study and ethical procedures followed by the research. The fourth chapter
presented data presentation, analysis and interpretation through qualitative method. The fifth
chapter was about the conclusionsand recommendation of the study.
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CHAPTER TWO
REVIEW LITRATURE
This chapter is intended to provide thereview literature on the conceptual and theoretical
frameworks of CEE, historical development of CEE in the World and particularly in Ethiopia.
Furthermore, in this chapter attempts are made to briefly show the role of CEE, the main goals
and tasks of CEE and the dimensions of CEE. In addition to this, in this chapter the researcher
tried to insight the origins of democracy, models of democracy, types and principles of
democracy in detail. Moreover, the historical development of democracy in the middle age, the
path to modern democracy and the democratization process in Ethiopia are briefly included in
this chapter.
2.1. Conceptual and Theoretical Frameworks on Civics and Ethical Education
CEE has beenprovided in many countries of the world. Through CEE,peoples' participation will
bring and sustain democracy. After all,“democracy does not deserve its name without citizens'
participation”(Deth, 2013).
The current government of Ethiopia has introduced and is working towards effective realization
of CEE to inculcate democratic culture in its citizens (FDRE, 2004).The subject hasbeen offered
in Ethiopia at different levels in the schools with theintention of creating good citizens equipped
with virtuous characters who are active participants in the overall affairs of theircountry.
However, there has been no comprehensive study conducted on the role of CEEin achieving
suchobjectives. The studies conducted are insufficient in addressing theroles and constraints of
the subject. Thus, to supplement these limited studies, the researcher has undertaken this study
whose objective is to examine the role of CEE in bringing the development of democratic
governance to Ethiopia.
2.1.1. Concepts and Definitions about the Word Civics
Etymologically, the word „Civics‟ is derived from the Latin word „civitas‟ means citizen. Citizen
is a person who is a legal member of a particular political community mostly refers to a state.
As a legal member of a particular state, a citizen is a person who fully exercises rights and
responsibilities, which is in other words, citizenship. Citizenship is the relationship between the
11
individual legal member and the state. Meron (2006) defined Civics as an education for citizens‟
which deals with the relationship between the government and the citizens.
Synonymously, the concept of civics has been defined by many authors in different ways and
times. Most scholars defined civics as a branch of social science which deals with the right and
responsibilities of citizens. Right and responsibility are the central concepts in civics as a field of
study. These words are mutually inclusive to each other; particularly, in democratic societies and
states, rights and responsibilities are inseparable. Sastry (2011) noted rights and responsibilities
are reciprocal. Rights are advantages, claims, privileges of legally recognized citizens in a
political organized community - mostly referred to a state.
Furthermore, Das (2006) in his book entitled “modern political theory” defined rights are legal or
moral recognition of choices or interests to which particular weight is attached. For him, rights
are justified and recognized expectations. It justified mean that when one claims rights there
shall be sufficient justification behind the claims and at the same time, the claims should be
recognized (ibid). Heywood (2004) in his book “political theory” defined rights as entitlements.
For Heywood, rights are entitlements to act or to be treated in a particular way.
Duty is the responsibility of equally recognized citizens of a state. It is simply the expectations
from an individual citizen as a legal member of a particular state. Sastry(2011) defined duty as
fulfillment of a requirement. It can be moral, legal, parental, societal and civil duty. From the
legal point of view, for example, duty is the legalrequirement (ibid). Thus, fulfilling these
responsibilities means discharging one‟s citizenship responsibilities.
Similarly, Meron (2006) notes civics in any political and moral tradition deals with the duties
and rights of citizens. It enables citizens to aware of the rights; thereby, to participate in the
political, social, economic and cultural aspects of their country, and discharging them what they
should perform. Thus, Civic education is a subject which deals with the rights and duties of
citizens (Endalcachew, 2016).
2.1.2. Concepts and Definitions about the Word Ethics
The concept of ethics has been defined by many philosophers and ethicists differently in
different ways and times. Tena (2015) in his book entitled “Morality and Ethics” defined ethics
12
in its etymological definition. He notes the word „ethics‟ is derived from the Greek word „Ethos”
means human tradition, custom, character”. For Tena, ethics is the value given to the human
tradition, custom and character and the study of human behavior. Thus, this shows society
interconnected into the values, customs and traditions they have.
Similarly, Rich (n.d.) defined ethics as a systematic approach to understand, analyze, and
distinguish matters of right and wrong, good or bad, desirable or undesirable, acceptable or
unacceptable to the well-being of human. Phaneuf (2009) also defined ethics as a branch of
philosophy that deals with what one should or should not do.
Furthermore, Sastry (2011) defined ethics as a normative science of human conduct in society,
which differentiates right from wrong, good from bad, proper from improper. Thus, ethics is the
branch of philosophy that deals with morality. Morality deals with human characters, which are
subject to right or wrong, good or bad (ibid).
2.2. Civics and Ethical Education: Definitions
In its later use,the expression of CEE has taken on differentnomenclatures in different countries
(such as Civic Education,citizenship education, civic engagement, education for
democraticcitizenship, civic culture, political education, and moral education)(Vasiljevi, 2009)
with no significant difference in their essence andpurpose, as can be inferred from the definitions
and purposes stated later herein. Like other social science concepts, CEE is subject to different
definitions by differentscholars, but with considerable commonalities.
According to United Nations Development Program (UNDP) (2004), “CEE is learning for
effective participation in democratic and development processes at both local and national
levels.It is an important means for capacity development on the societallevel by empowering
people for effective civic engagement. It is anessential dimension in strengthening a society's
ability to manageits own affairs and is complementary to capacity development onthe individual
and institutional levels.”It is also stated that “CEE is the process of creatingawareness and
provision of information and learning experiences toequip and empower cit izens to participate
positively in the democraticprocesses of their community, country and the outside
world”(UPIMAC, 2014). This shows the tremendous role CEE canplay in the democratization
13
process of a given country by activelyinvolving citizens in the political affairs at different levels
of theircountry, even beyond.“Citizenship education is also defined to deal with the
relationshipbetween the individual and political society, between the self andothers”(Ross,
2012). In this study, we see one's membership to androle in the society at large. It provides
learners with a clear pictureof the political environment they are placed in.
Moreover, Meron (2006) notes that “Within any given political ormoral tradition, civics refers to
education in the obligations and rightsof citizens enshrined under that tradition”. It provides
awareness ofthe rights of citizens to participate in the political, social, economicand cultural
aspects of their country, and of the correspondingobligations they should discharge. Likewise,
Beni Prasad (cited inEdo, 2009) writes that “in the context of social relationship there aremany
duties to be performed and correspondingly many rights to berespected. It is with them that
civics is concerned”. Thus, CE is a subject which basically addresses the rights and duties
ofcitizens.
Furthermore, Wolfgang Sander stresses that the notion of CE as a generic term for intentional
political learning in educational institutions which is used and is not limited to those forms of
political learning (Sander 2002:12). Although there is no substantial and generally accepted
definition about CE in political science, this notion must be delineated from the concept of
political socialization, civic and social education (Massing 1999: 27; Detjen 2007: 3).
The concept of political socialization is a general term for CE and training. According to Buhl,
educating young people to become members of society, who actively participate in the shaping
of the political environment, is a crucial step in the context of political socialization (Buhl
2003:16). In this context, the effort to bring the growing generation in contact with politics is the
main task of civic education and training, which is defined as „intended political socialization‟.
The functional political socialization shapes the political world view of an individual. The people
who raise awareness in young people about political processes include family, neighbors, peer
groups, the media, the military, the workplace and school as an institution that imparts
knowledge, skills and values. Through the active collaboration in political decision-making
processes in schools, such as student newspapers or elections of student council representatives,
teenagers gain insight into the basic principles of liberal democracies, which can lead to more
14
motivation and willingness on their part to become engaged in politics in and outside of schools
(Detjen 2007: 3).
Education means the civilization of a human being and aims to impact the behavior of
individuals (Detjen 2007: 3). But in the course of industrialization, urbanization and political
mobilization, a differentiation and institutionalization of CE and training has happened. Social
changes and political decisions, demands for stability in social and political structures, and the
legitimacy by citizens led to the emergence and institutionalization of independent CE and
training. This means that in a system change or social change the concept of CE becomes more
important. Thus, CE is both primarily systemoriented and stability-oriented (Massing 1999: 29).
As a subfield of pedagogy, social education also includes CE. This is a targeted effort made by a
person who is entrusted with education. One main aspect of social education is to promote the
basic social attitudes. This includes the capability for empathy, cooperativeness, loyalty,
solidarity and tolerance. The basic social attitude is used in the rational assessment of social
conditions and issues. Recently, this concept was eclipsed by the concept of social learning. The
concept of social learning refers to self-learning in social interaction and the socialization of the
interaction (Detjen 2007: 4)
2.2.1. Historical Development of Civics and Ethical Education
The origin and development of CEE dateback to the ancient Greek city-state, Athens, with the
aim ofcreating active and participating citizens for the then Atheniandirect democracy (Meron,
2006; Birhanu, 2012). CEEhas a parallel development with democracy. Hence, it is fair to
saythat Athens served as the foundation for modern CEE. Subsequently, the outbreak of
revolutions in Britain(1688), America (1776) and France (1789) contributed a great dealto the
development of Civic Education (Meron, 2006; Birhanu,2012), in that those revolutions brought
forth new democraticconcepts and principles which, in turn, paved the way for theadvancement
of CE in Europe and the world.
However, CEE became very popular in the 1990s asan instrument for promoting democracy
(Browne, 2013). A numberof factors necessitated the delivery of CE, such as theemergence of
democratic states and multi-cultural societies, globalinjustice and inequality, concern about civic
15
and political engagement, and the anti-democratic and racist movements (Birhanu,2012).
Similarly, major factors that initiate interest in the teachingof ethical education include the
following: rapid changes in scientific output, increased cross-cultural contacts, and a
weakeningof national boundaries due to expansion of Internet, satellite TV andother media
(Birhanu, 2012).
On the other hand, as Assegdew, Kassaye and Alamirew noted that, the word „civic‟ is derived
from the Latin word „civis‟ that means „a citizen‟. Another Latin word „civitas‟ means city-state.
Both these words may have given birth to the social science known as „civics‟. As an ancient
history of Rome & Greece confirm, the two great states governed various affaires with the help
of the rules founded by the then citizens of the time. They had their own small city-states known
as „civitas‟. After wards the word „civics‟ & „civitas‟ came to be seen in English language & the
words such as citizen & city came in to being (Kassaye, 2001, Assegdew,2005, Alamirew,2005).
According to Merone (2006), the history of civics dates back to the earliest theories of
citizenship in ancient time and civics as a discipline deals with, day-to-day affairs of the state &
its citizen done after the time of the renaissance. This definition of civics lays more streams on
social life of citizens. In the context of social relationship, it is clear that there are many duties to
be performed & correspondingly many sites to be respected. Therefore, according to the above
definition it is mainly with these senses of the relation that civics is conceived. In modern times
with the whole world becoming a single unit, the need for world fraternity has enormously
increased & so civics has assumed greater importance in the field of study.
In the words of Gold cited in Merone (2006), civics is the study of institution, habits, sprits,
activities & sentiments which provide an individual responsibility irrespective of gender , with a
moral force to play his/her duties & to enjoy a sense of belongingness with an organization. In
words of Shah(2002), civics is that branch of human knowledge which deals with rights and
duties of man living as a member /group of people politically organized. Some thinkers consider
civics as a science while others consider it as only an art.Modern CE was first practicein the
educationalsystem of the United States at the beginning of the 20th century(Vasiljevi, 2009).
Later, it expanded throughout the world,including Ethiopia.
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2.2.1.1. Historical Development of Civics and Ethical Education in Ethiopia
The name, contents and methods of CEE have beenchanging from regime to regime, being
influenced by the deeprooted religious and cultural values of the country and by the nature and
orientation of the political philosophy of a particular political system (Meron, 2006).
Notwithstanding such changes, theconcept of CEE in Ethiopia is not a 1990sphenomenon. As
Tesfaye et al. (2013) noted, its historical existencecan be traced back to the beginning of
indigenous education thatparallels the introduction of Christianity in the 4th century B.C.From
that time on, the Ethiopian Orthodox Church was devoted tooffering moral education primarily
intended to create the unconditional acceptance of, and loyalty to, the ruling class. It continuedto
be used in modern education until the end of the Imperial regimein 1974 (Tesfaye et al. 2013).
Hence, a subject known as moral education was taught formally in Ethiopian schools during the
HaileSelassie regime (Birhanu, 2012; Meron, 2006; Tekeste, 2006;Tesfaye et al.2013). However,
the very purpose of the subjectwas to shape the character of students in line with the
OrthodoxChristian faith to inculcate a sense of obedience in the youngergeneration so that they
would remain submissive to the prevailingpolitical, social and economic order (Birhanu, 2012;
Meron, 2006;Tekeste, 2006; Tesfaye et al., 2013). In the 1970s, Civic Educationhad been offered
as a component of the history course in gradeeight under a chapter entitled 'civics', but with the
same purpose(Meron, 2006). Generally, the Emperor used the subject as a meansof sustaining
power, which was later suspended with the collapseof the regime.
Following the collapse of the Imperial regime in 1974, thecountry succumbed to a military rule
with a completely differentideology (Tekeste, 2006; Tesfaye et al., 2013). The military
regimewas allied to socialist ideology,so that the education of that era wasa means of inculcating
that ideology into society and thus enables the revolution to move forward (Tekeste, 2006;
Meron, 2006;Birhanu, 2012; Tesfaye et al., 2013). To this end, the socialistregime introduced
political education to better indoctrinate Ethiopian students with Marxist-Leninist politico-
economic ideologyand the myth of an indivisible Ethiopian nationalism (Tekeste, 2006;Birhanu,
2012). It is obvious that the educational system was not successful because, inter alia, it ignored
theinculcation of values that keep society cohesive and forward looking (Tekeste, 2006). Most
importantly, political educationturned out to be discredited for its devotion to the ideology of
17
thethen ruling party, and consequently lost its relevance in the late1980s (Birhanu, 2012) and
was finally eliminated from school curriculum (Tesfaye et al., 2013).
2.3. The Role of Civics and Ethical Education
The major role of CEE is to produce „good citizen‟. A good citizen, as explained by Akalewold
(2005), is a citizen who understands properly the problem of their country, understand the
citizenry obligation to make personal contribution equipped with good ethical & democratic
culture. In shaping citizens to the best of this purpose MOE (2002; 52) discloses that it is the
obligation of any government to acquaint his citizens with good civic & ethical values. There is
no government in the world without the intention of shaping citizens according to its
constitutions.
Among additional missions of CEE specified by MOE (2002 a;iii), cited in Akalewold (2005),
were to create capacity that helps them understand government priorities, the nature of the law,
political and economic plans of their community and international political directions. He
continues by saying that, students should learn about the contributions, democratic system
building, citizen rights and obligations. In general, they have to strengthen their participation of
social values, knowledge & skills which to be cultivated through various means.
On the other hand, the main concern of CEE is to search the value & principle of democracy &
civic competence. Branson (1998), describe that civic competence is the capacity to participate
effectively with political & social affairs of the society, whereas,civic responsibility is the
commitments to fulfill the obligation of citizenship task. Schools may be said to have fulfilled
their central & chief mission when they only succeed to transmit to the growing generation the
political, social & economic values of the society & their community, & there by produce
citizens capable of playing a positive role in their community large(MOE, 2002).
Therefore, basically civics is a study of government and areas of administering public trust, or
theory of governance as applied public institutions with respect to their relations to the public. It
is usually considered as a branch of applied ethics and is certainly a part of politics. This is any
given political or moral tradition, civics, refers to education in the obligations and rights of
citizens, which is enshrined under that tradition (Merone, 2006, .343).
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2.4. The Main Goals and Tasks of Civics and Ethical Education
CE is an independent cross-section part of education which differs from conceptual and
institutional tasks (Sander 2002: 11). The ultimate goal of CEEis to encourage the ability and
willingness of political participation by providing information and the basis to make
conscientious judgments, which is characterized as a "political rationality" according to Bernhard
Sutor (Kuhn/Massing 1990: 285). CEE as a prerequisite of rational and humane action must
contribute to the democratization of society and the emancipation of an individual (Ibid: 282).
Knowledge of politics, political consciousness and political participation can be viewed as the
main objectives of civic education in modern democracies.
CEE has to meet the goal of political maturity and independence of the citizen in a democratic
system. When it comes to education in schools, four groups of citizens need to be considered.
First, the apathetic group is made up of people who rarely deal with politics or very rarely cast
their ballots in elections. They may be seen as a challenge for CEE and training. Second, the
well-informed and judicious people who are very interested in politics are well-informed about
political life and are not easily manipulated. Outside of elections and voting, they show no active
involvement in politics. Third, enabled citizens have knowledge of opportunities for political
participation and are capable of rational political judgment. The last group consists of citizens
who are actively involved in politics. They hold party memberships; participate in political
parties, interest groups or action groups. At this point, it is believed that CEE plays an important
role in willingness (Massing 2002: 36).
2.5. Dimensions of civics and Ethical education
Peter Filzmaier (2007) distinguishes three dimensions of CEE. First, CEE as the imparting of
knowledge: It deals not only with the transfer of factual knowledge, but also with the
understanding of pragmatic coherences. Second, CEE as a freedom of expression and promotion
for participation: Should "support the development of political attitudes, opinions, and values."
Political culture is a basic consensus for the existence and quality of democracy, which includes
"interest in social and political issues". Third,CEE as social competence: Is only effective with
the interaction of theoretical knowledge; it includes the readiness to accept responsibility, to
develop a judgment and to select predefined or developed policy options.
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To summarize, CEE works on aligning the individual to find a way into the political, economic
and social turmoil of political life. CEE is a tool for the defense and development of democracy.
Especially in times of advanced globalization, civic education gains in importance. The
participation of a democratic political culture, as well as the mediation between individuals,
institutions and social organizations are necessary assignments of CEE (Beer/Cremer/Massing
1999: 13-14).
2.6. Origins of Democracy
Anthony Arblaster (2002) in his book entitled „Democracy‟ clearly puts the origin of the term
democracy and its meaning. Democracy is in origin a Greek word, combining two shorter words,
demos and Kratos. Both terms had more than one meaning. Demos could mean the whole citizen
body living within a particular polis, or city-state, but might also be used to mean „the mob‟ or
„the rabble‟ or „the lower orders‟. Kratos could mean either „power‟ or „rule‟: the two are not the
same. (p. 15).
Based on the above etymological meanings prescribed to demos and kratos, by
„democracy‟Greeks meant „a rule by the people‟. However, during the Athenian times of
democratic exercise,not all were given an equal opportunity to participate in decision-making. In
support of this view, Anthony H. Birch (2001, p. 71) writes that the Greeks only provided us
with the word not with a model of democracy. Strengthening this argument, Birch continues,
theassumptions and practices of the Greeks were very different from those of modern democrats.
The Greeks had little or no idea of the rights of the individual, an idea that is tied up with the
modern concept of democracy.
According to Birch (2001, p. 72), the word „democracy‟ was started to be used in its modern
sense during the nineteenth century to denote a representative system of government wherein
free competitive elections are used as measures implemented to choose representatives agreed
that most male citizens are permitted to cast their vote.
The word "democracy," as well as the concept it represents, can be traced back to the area
surrounding the Mediterranean Sea. The beginnings of democracy can be credited to the Greeks
of the sixth century BC. The word comes from two Greek words: demos, meaning "the people,"
20
and kratein, meaning "to rule." These two words are joined together to form democracy, literally
meaning "rule by the people" (Pious). The Greek system of government was perhaps closer to a
true democracy or rule by the people than any other in history. The Greeks viewed dictatorship
as the worst possible form of government, so their government evolved as the exact opposite.
Their civilization was broken down into small city-states (never more than 10,000 citizens), and
all the men voted on all issues of government.
There were no representatives in the Greek system of government. Instead, they ruled themselves
directly; each man was a lifelong member of the decision making body. This was almost a total
democracy except for the fact that women and slaves (over 50% of the population) were not
considered citizens and were not allowed to vote. Despite this, no other civilization has come as
close to democracy as its creators, the Greeks, and many later civilizations have incorporated this
Greek idea as part of the foundation for their government (Lee; Lefebvre).
In addition to this, ideas of democracy similar to that of the Greeks were used by the Romans,
though not to the same extent. The Roman Empire (509-27 BC) took some of their governmental
ideals from the Greeks. Their government was a representative democracy, which had
representatives from the nobility in the Senate and representatives from the commoners in the
Assembly. Governmental power was divided between these two branches and they voted on
various issues. Many Roman political thinkers were fond of democracy. The Roman Statesman,
Cicero was one. Cicero suggested that all people have certain rights that should be preserved. He
and other political philosophers of the time taught that governmental and political power should
come from the people (Lefebvre; Lee). After the trend of democracy was started by the Greeks
and carried on by the Romans, it has been seen in many later governmental systems throughout
history.
2.7. Models of Democracy
Different models and theories of democracy exist in a wealth of literature. According to
Strömbäck, it has been 15 years since an interest in models of democracy increased (Strömbäck,
2005, p. 333). There is not a single and consensual set of model of democracy and even the
existing varying models are complex and profusion in the literatures (Elster, 1998/1999;
Cunningham, 2002; Strömbäck, 2005; Held, 2006/2008; Dahl, 1956/2006).
21
David Held (2006/2008, p. 3) also discusses about nine models of democracy which he divided
into two divisions. Part one, where classic models are categorized includes; classical model (the
classical idea of democracy in ancient Athens); republican model (the republican conception of a
self-governing community); liberal democracy and the Marxist model (the Marxist conception of
direct democracy). Part two, where recent models are categorized, includes; competitive elitist
democracy, pluralism, legal democracy, participatory democracy and deliberative democracy.
When looking for a classification of models of democracy to be relied up on for this research,
Strömbäck‟s appears to be exploitable in that, it not only prescribes roles the media could play,
which has not been given emphasis in many literatures of political science, but also it embodies
the frequently mentioned models of democracy. In an article „In search of a standard: four
models of democracy and their normative implications for journalism‟,
JesperStrömbäckidentifies four models of democracy adding a fourth model procedural
democracy to the often discussed three models namely participatory democracy, competitive
democracy, and deliberative democracy (Strömbäck, 2005, p. 333). The next sections discuss
these models with the normative roles that media ought to play.
2.7.1. Participatory Democracy
As Jane Mansbridge, quoted in Cunningham (2002, p. 123), participatory democracy was coined
by a man named Arnold Kaufman in 1960. While a large measure of„apathy‟ and „political
inactivity‟ on the part of ordinary citizens is considered essential to democracy in approaches
like liberal democracy, in participatory model democrats aspire to break down such apathy and
maximize active participation of citizens in political affairs (Cunningham, 2002, p. 123).
2.7.2. Competitive Democracy
Competitive democracy, which considers elections as normatively essential elements in
democracy wherein candidates struggle to win votes of the electorate and which in other words is
electoral democracy, stems from Schumpeter‟s definition of democracy (Diamond, 2003, p. 31;
Strömbäck, 2005, p. 334). Schumpeter‟s definition reads as „the democratic method is that
institutional arrangement for arriving at political decisions in which individuals acquire the
22
power to decide by means of a competitive struggle for the people‟s votes‟ (Schumpeter, 1975
[1942], p. 269 cited in Strömbäck, 2005, p. 334).
As Strömbäck states, in competitive democracy, the onus of competition for election lies heavily
on political candidates who are the actors and the vote on citizens who are the reactors
(Strömbäck, 2005). The functions, he identifies, that election serves in democracy include; it
produces government, it is a mechanism through which the will of the people could be heard, and
its competitive nature makes it likely that winners will be more qualified than they would be
without elections.
2.7.3. Deliberative Democracy
The idea of deliberative democracy and its practical implication are as old as democracy itself.
Both came into being in Athens in the fifth century B.C (Elster, 1998/1999, p. 1). David Held
(2006/2008, p. 237), quoting Bohman, puts the definition of deliberative democracy as „any one
of a family of views according to which the public deliberation of free and equal citizens is the
core of legitimate political decision-making and self-governance.
2.7.4. Procedural Democracy
In the words of Strömbäck (2005, p. 334), in procedural model of democracy unlike in the other
models, the discovery and establishment of democracy is a novelty, and an enormous success in
itself (2005, p. 334). What citizens and politicians are required to do in this model is just respect
the established democratic rules and procedures (ibid). Strömbäck(2005) further stipulates that as
long as the right to vote, freedom of expression and of the press, and other basic requirements are
respected, it is not the concern of a procedural democrat whether citizens are making the most of
their rights or not.
2.8. Types of Democracy
Democracy falls into two basic categories, i.e. direct/participatory and representative democracy.
In direct democracy, citizens, without the intermediary of elected or appointed officials, can
participate in making public decisions. Direct democracy thus reduces the distinction between
government and the governed and between the state and civil society; it is a system of popular
23
self-government. Its most common manifestation in the modern era is the use of referenda.
Direct democracy is most clearly practicable with relatively small numbers of people – in a
community organization, tribal council, or the local unit of a labour union, for example – where
members can meet in a single room to discuss issues and arrive at decisions by consensus or
majority vote.
However, today, as in the past, the most common form of democracy, whether for a town of
50,000 or a nation of 50 million people, is representative democracy, in which the citizens elect
officials to make political decisions, formulate laws, and administer programs for the public
good. This type of democracy is limited and indirect. It is limited in the sense that popular
participation in government is infrequent and brief, being restricted to the act of voting every few
years. It is indirect in that the public do not exercise power themselves; they merely select those
who will rule on their behalf. This form of rule is democratic only insofar as representation
establishes a reliable and effective link between the government and the governed Kornad. A. S.
(2011).
2.9. Principles of Modern Democratic Rule
According to Kornad (2011),the principles of modern democratic ruleare sometimes referred to
as the pillars, tenets, or principles of democratic rule. They differentiate democratic rule from
any other types of government. Any democracy around the world can be evaluated on the basis
of these principles. They include:
2.9.1. Citizen Participation
This means that citizens are part and parcel of what happens in their society or country. The
citizens are part of the decision-making process on matters that affect them. Communication is a
two-way consultative process, i.e. bottom-up as well as top-bottom before any decision is
reached.
2.9.2. Equality
This means equality before the law, equality of opportunity in the realization of individual
capacities without regard to one‟s race, gender, ethnic background, religion or whatsoever.
24
2.9.3. Political tolerance
This means the ruling masses are mindful and respectful of the interests of the minority. While
there may be differences between the people by way of race, religion, descent and culture they
rise above such differences and give room for discussion, debate and accommodation of different
viewpoints.
2.9.4. Accountability
This is when elected leaders or public officials have to answer to the common citizens regarding
their actions, decisions or indecisions during the time they are or were occupants of the public
offices. Those found to be performing to the required standards are rewarded by their continued
stay in office while those found to be lacking in one way or another are punished.
2.9.5. Transparency
To be transparent means that leaders allow for public scrutiny of what they do while in public
office. The citizens are allowed to attend public meetings and are free to obtain information on
what happens in public offices, who makes what decisions and why. Transparency is a step
towards accountability.
2.9.6. Regular, Free and Fair Elections
Regular elections ensure that the citizens are not stuck with bad leadership but that they have the
opportunity to throw out incompetent leaders through free and fair elections. Free and fair
elections give the citizens a chance to elect a leader of their choice as opposed to rigging
elections that return often unwanted leaders to power. Elections are the main avenue for all
citizens to exercise power by choosing their leaders and giving their vote to the candidate whom
they think will represent them best.
2.9.7. Economic Freedom
Economically handicapped citizens are the ones prone to all types of abuses as they lack the
economic base to meet the basic necessities of life. As a result they are the ones often bribed
25
with the smallest of gifts during elections, the consequences of which are often adverse, such as
returning corrupt and morally bankrupt leaders to power. Economic independence creates the
foundation on which the citizens become vibrant and thus able to call their leaders to account for
their actions or inaction. In democracies, economic pluralism needs to go hand in hand with
political and social pluralism, i.e. the freedom to choose/select one‟s political leaders and the
freedom to belong to one‟s social/cultural associations, respectively.
2.9.8. Control of the Abuse of Power
Any government without checks and balances on its powers is likely to abuse those powers. The
most common form of abuse of power is corruption by government officials. Control of abuse of
power can be achieved through a number of ways, i.e. by way of separation of powers of the
three arms of government – the legislature, executive and the Judiciary – and by ensuring the
independence of the three. Another way is by creation of institutions such as the government
ombudsman, which watches over the performance of government officials in relation to the
agreed standards and ethics.
2.9.9. Bill of Rights
This imposes controls on government powers in a bid to protect the citizens from abuse by heavy
handed leaders. As such, the bill of rights seeks to protect the rights and freedoms of the citizens
by way of ensuring that this protection is enshrined in the constitution of a given country.
2.9.10. A Culture of Accepting the Results of Elections
Once free and fair elections are held and a winner clearly emerges, the loser of the elections
should without resistance evacuate office and hand over the instruments of power to the winner.
However, it is also important that once voted into power, the leaders should rule for the benefit
of all citizens regardless of the fact that some did not vote for them.
26
2.9.11. Human Rights
Unlike dictatorships, democracies strive to protect the rights and freedoms of their citizens from
abuse. These rights include the right to life, the right to own property, the freedom of expression,
the freedom to associate, and the freedom to assemble, among others.
2.9.12. Multi-Party System
A multiparty system is a set-up where there are more than two political parties contesting for
power. The reasons for having multiple parties in a democracy are: to widen the pool for choice
of the best candidate for political office; to offer alternative views to the government of the day
as a result of the existence of an opposition; and to enable the opposition to act as a check on
those in political office. One-party systems lead to a lack of alternatives for the citizens and
concentration of powers and have often led to dictatorships.
2.9.13. Neutrality of State Institutions
State institutions such as the police and the army should be neutral and not take sides or be
politically nonpartisan.
2.9.14. Rule of Law
This implies that no one is above the law and requires that all citizens observe the law and are
held accountable if they break it. The due process of law requires that the law should be equally,
fairly and consistently enforced. The rule of law ensures law and order and the protection of
citizens as they enjoy their rights.
2.10. Democracy in the middle Ages
Though democracy was not directly instituted in the Middle Ages, many democratic ideas were
prevalent throughout the period. Because Christianity, which taught that men were created equal
in the eyes of God, was deeply ingrained into the society of the middle Ages, the democratic idea
of equality was understood by many of the people. The middle Ages, however, utilized another
form of government, which was developedduring this period called feudalism. Feudalism
27
stressed that all people have certain rights and developed a system of courts to defend these
rights. From these courts came the modern day judicial branch of the American government
along with many of the ideas such as kings‟ councils, assemblies and eventually parliamentary
systems (Sanford 20-27).
2.10.1. Democracy in England
In 1215 AD, the Magna Carta opened the door to a more democratic system in England. Nobles
forced King John to sign this "Great Charter" that created the English "Parliament", or law-
making body, and stated that the written laws held a higher power than the king, thereby limiting
the power of the Royal family and giving some of that power to the people. Later, the Petition of
Right (1628) stipulated that the King could no longer tax without parliament‟s permission and
the Bill of Rights (1689) provided freedom of speech and banned cruel or unusual punishment.
These strengthened Parliament further and gave the people more right to express themselves.
Though these reforms did not make England a true democracy in any sense, they did incorporate
democratic ideals, which would later be used to form the government of the United States
(Lefebvre; Pious).
The concept of democracy continued to be prevalent in Europe with the philosophies of an
English philosopher by the name of John Locke and a French philosopher named Jean Jacques
Rousseau. Locke‟s book, Two Treatises (published in 1690), stated that under the "social
contract," the government's job was to protect "natural rights", which included "the right to life,
liberty, and the ownership of property." Rousseau expanded on this idea with his book, The
Social Contract, in 1762. In essence, these two philosophers said that the people should have
input on how their government is run. This school of thought paved the way for modern day
American Democracy.
2.11. The Path to Modern Democracy
The American Revolution is another important event in the history of democracy. The first step,
of course, in America‟s pursuit of democracy was the Declaration of Independence in 1776. In
this great document, written by Thomas Jefferson, many ideas are taken from the aforementioned
philosophers, Locke and Rousseau. From Locke, Jefferson borrowed the idea that all men are
28
created equal, and he altered the right to life, liberty and property to "the right to life, liberty and
the pursuit of happiness." Jefferson borrowed a little from Rousseau as well when he said that all
men should have the right to take up arms against the government if it did not respect these rights
(Jefferson).
In the French Revolution, a similar cause was espoused. Political thinkers and philosophers such
as Montesquieu, Voltaire, and Rousseau inspired the people by building off of American ideas
and insisting that freedom comes only after the legislative, judicial and executive branches of the
government are separated. The people of France overthrew the king, then set forth the
"Declaration of the Rights of Man," which changed Locke‟s right to life, liberty and property to
the right to "liberty, property, security, and resistance to oppression." (The resistance of
oppression probably came from Rousseau.) These ideas, like the ones in the American
Declaration of Independence, lended themselves to a partially democratic system where the
powers of the king are limited and the people have some say in their government (Pious;
Lefebvre).
All over the world, revolutions began to spring up against monarchies, and democratic
governments began to develop. Before the end of the 19th century, almost all of the Western
European monarchies had adopted a constitution limiting the power of the Royal Family and
giving some power to the people. Parliamentary type representative legislatures were also
developed in many of these countries, giving the people more power to rule (Pious). With the
growing success of democracy in the United States and in other countries throughout the world,
democracy became more and more popular. By the 1950‟s, almost every independent country on
the planet had a government that embodied some of the principals and ideals put forth by
democracy. The model nation for these principals became the United States (Pious; Sanford 20-
27).
2.11.1. Democracy in America
Modern American democracy is in the form of a democratic republic or a representative
democracy. A representative democracy came about in the United States because the colonists
were tired of taxation without representation and wanted a more fair system where the people
had more say in the rule of the country. They did not desire the Athenian form of democracy
29
however; as they feared it would give the people too much power and would lend control of the
government to the uneducated masses. What they came up with was a representative democracy
wherein elected representatives rather than direct rule by the people rule the government.
These representatives are elected with the idea that they will accurately represent their
constituents, but in case some don‟t, the U.S. government is divided into three branches to keep
corruption in check. These three branches are the Executive, Legislative, and Judicial branches.
No one branch contains absolute power; rather, each branch is balanced off of the others creating
a system of checks and balances to protect the principles of democracy. This system is in no way
perfect, and this is why we must pursue a more perfect form of democracy and a more perfect
union between our citizens, states and country (Pious; Sanford 20-27).
2.12. Democratization process in Ethiopia
Ethiopia has never seen a light of democratization during the times of both the Imperial regime
and the socialist Derg. However, it does not mean that no attempts have been made to bring
democratic reforms in the country. Men like RasImiru (also named as the Ethiopian Tolstoy),
GirmameNeway (referred to as the mastermind behind the 1960 coup) and TilahunGizaw(leader
of student movements of the time) had tried to force the then Ethiopian leaders to bring about
democratic changes in the country albeit the attempts were fruitless even some were leftkilled
(Pauseweng, Tranvoll, & Aalen, 2002a, p. 3).
With the demise of the Derg government and the apparent end of the Civil War that ravaged the
country for over two decades, the call for “peace, democracy and the rule of law” is every once
hope both at home and abroad. Accordingly, on July 1, 1991, peace and democracy conference
was convened in order to establish a „legitimate, broad based‟ transitional government that can
prepare the country for a smooth democratic transformation as agreed at the American brokered
London peace conference (Merera, 2004). The July conference resulted in the adoption of a
transitional period charter to function as an interim Constitution. Pursuant to the Charter, a
Council of Representative was set up to govern the nation until a permanent government could
be elected (Vaughan, 1994).
30
Therefore, the new Charter provided some legal ground for democratization in Ethiopia. It
contained beneficial provisions for the country‟s quest for democracy. To cite some, it stipulated
the new regime‟s commitment to respect the Universal Declaration of Human Rights (UDHR)
especially the freedom of consciences, expression, association, and assembly, the right to engage
in unrestricted political activity and to organize political parties which are hitherto
institutionalized in Ethiopia. In addition to this, the Charter also contained the provision that
promised to address the historical grievances of the hitherto marginalized ethnic groups
(Transitional Period Charter, 1991). Pursuant to this promise the Transitional Period Charter
(TPC) legalized the rights of nations, nationalities and peoples to self-determination.
According to the charter, each nations, nationalities and peoples have among others the right to
preserve its identity and have it respected, administer its own affairs and exercise its rights to
self-determination of independence, when the concerned nation/nationalities and people is
convinced that the rights promulgated in the Charter are denied, abridged or abrogated
(Transitional Period Charter, Article, 2; a, b, &c, 1991). This provision later on canonized as
Article 39 in well elaborated form in the national Constitution of 1994.
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CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
This chapter is intended to provide the research methodology and designs used in the study.
Thus, in the chapter, attempts are made to briefly show the type of research design being utilized
in the process of the study that involves data sources, data collection tools and instruments,
sampling method and sample size, target group of the study, method of data analysis and the
ethical considerations that were being adopted by the researcher.
3.1. Description of the Study Area
3.1.1. Geographic & Administration Location of ToleWoreda Administration
Toleworeda administration was found in South West Shoa Zone Oromia Regional State. The
Zone had 11 Woreda and 1 city administration. The capital city of the Zone was known as
Woliso. The city was located at the south Addis Ababa and had a distance of 114 km from the
capital city of Ethiopia. Therefore, the ToleWoreda was one of the woreda found in the South
West Shoa Zone between the capital city of the Zone and the capital city of the country by
having 77 km from Addis Ababa. In the north the woreda is bordered by SebetaAwas of Oromia
Special Woreda, to the West by Ilu and BachoWoreda, to the East by KersaMalima and to the
South by SadenSodoworeda. The woreda had 86914 total populations. Among the total
population 43948 were men and 42966 were women. The people of the woreda based on
agricultural sectors. They were known by producing a prominent crop known as „Teff‟ which is
well known crops in Ethiopia. The map of Ethiopia, Oromia Regional State, South West Shoa
Administrative Zone and ToleWoreda administration is shown by the below maps.
32
Map1: Political Map of Ethiopia, Oromia Administrative Region and South West Shoa Zone
Study Area (ToleWoredaAdministration)
Source: available at https://reliefweb.int
3.2. Design of the Study
The purpose of this study is to explore the role of CEE for promoting democracy in south west
Shoa zone Toleworeda administration. To this effects, it would be used the descriptive and
explanatory surveymethod since the study was exploredthe role of CEE for promoting
democracy. The researcher would use qualitative design method to analyze data which was
collected from questionnaires, interviews and FGD.
For this study, descriptive survey design would be used to explore the role of civic and ethical
education for promoting democracy. The descriptive research design helps to describe and
interpreted the current condition(Best and Kahan,2003).
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3.3. Research Method
Flick (2004) stated that qualitative research claims to describe life worlds from the inside, from
the point of view of people who participate. Qualitative research can be employed when the
concern is with people because researcher to study in depth and detail (Patton: 2005). It is an
approach that the researcher learn at first hand explore about social world they are investigating
by means of involvements and participation is world through a focus up on with individual actors
say and do. Likewise, qualitative method focuses on the depth of information rather than
generalization the whole population. Qualitative methods produce a wealth of detailed
information about a much smaller of people and case (Patton: 2005).
In this Study, qualitative research was used to study the research area. Qualitative research is a
means for exploring and understanding the meaning of individuals or groups ascribe to a social
human problem.
Qualitative research is done in naturalistic setting and interpret phenomenon in terms of meaning
people brings to them. This method focuses on process, qualities and meaning that cannot be
experimentally measured or frequency (DenzimLincon, 1999 in Creswell, 2007).
3.4. The Study Population
Research populations were selected from South West Shoa Zone of ToleWoreda administration.
The Zone had 11 woreda and 1 city administration. Accordingly, the sample population of the
study was obtained from Toleworeda administration. The Woreda had 23 kebeles and 2 sub-city
administrations. Namily M/S/bottone, M/Tu/Cirfa, Tu/Wayu, Go/Bubisa, B/Boda, Bi/Malima,
Ku/Luku, Qu/A/Leka, Koce, A/Taji, Jawaro, Migiridi, Tu/Taji, A/Sole, M/Bantu, M/Abebe,
A/S/Gichila, B/A/Keko, So/Canco, Alle, G/Tamsa‟a, Dhokat, Alenu, B/bilida and Tu/Yayafrom
which the researcher selected 4 kebeleadministrations. Accordingly, Bantu sub-
cityadministration,Tu/yaya, A/Taji and Kocekebele administrations, seven teachers of Civic and
Ethical Education were selected from Bantu Sub-city Secondary school; 4 kebeleManagers were
selected from selected kebeles. In addition to this, government officials from ToleWoreda
Education Bureau Head,Toleworeda Administration head, 3 directors from elementary,high
34
school and preparatory school, 30 teachers from Bantu Preparatory and secondary school, 14 top
students from Bantu secondary and Preparatory schools werethe research participants.
3.5. Sources of the Data
The south west shoa zone had 11 Woreda and 1 city administration. The researcher selected one
woreda which had 25 kebelespurposivelybased on their access to transport and availability of
time to collect the data. The data sources used for this study were categorized in to two, namely,
primary data and secondary data sources.
3.5.1. Primary Data
Primary sources are original materials. They are from the time period involved and have not been
filtered through interpretation or evaluation. Primary sources are original materials on which
other research is based. They are usually the first formal appearance of results in physical, print
or electronic format. They present original thinking, report a discovery, or share new information
(available at https://www.juhsd.net).
Therefore, for the purpose of this study the primary data sources were used to collect information
from teachers, woreda administrators, kebele managers and students through questionnaires,
interviews and focused group discussions.
3.5.2. The Secondary Data
Secondary sources are less easily defined than primary sources. Generally, they are accounts
written after the fact with the benefit of hindsight. They are interpretations and evaluations of
primary sources. Secondary sources are not evidence, but rather commentary on and discussion
of evidence(available at https://www.juhsd.net).
Therefore, the researcher used the secondary source of datathat was obtained from relevant
documents, reference books and websites.
35
3.6. Methods of Data Collection
Data collection is a standout amongst the most essential stages in carrying on a research. It is an
extremely challenging work which needs exhaustive planning, diligent work, understanding,
determination and more to have the capacity to complete the assignment effectively. Data
collection begins with figuring out what sort of data is needed followed by collection of a sample
from a certain section of the population (available at https://studiousguy.com).
Thus, in this study, the instruments used for data collection were questionnaires, interviews and
focused group discussion.
3.6.1. Questionnaire
As the major data collecting instruments open ended questionnaires were employed for all
respondents. Open ended questionnaire consists of questionnaire which invited respondents to
write their ideas, views and beliefs. Open ended questionnaire wasdeveloped to be used in
providing clear understanding to the knowledge of the sampled respondents related to the role of
civics and ethical education for promoting democracy in the selected Woreda.
The content of each questionnaire was composed of statements related to the role of CEE for
promoting democracy, factors that affect CEE, the attitude of the people toward the role CEE for
promoting democracy, possible solutions for the effectiveness of CEE for promoting democracy
in ToleWoreda Administration.
3.6.2. Interview
Interviews are particularly useful for getting the story behind a participant‟s experiences. The
interview can pursue in-depth information around the topic. Interview may be useful as follow-
up to certain respondents to questionnaires, e.g., to further investigate their responses
(McNamara, 1999).
In this study, face-to-face interview was conducted with 4kebeleManagers, 1 Woreda
administration head, 1 Woreda education bureau head, 4CEE teachers from Bantu secondary
36
school, 3 CEE teachers from Bantu elementary school, 3 directors from Bantu elementary, high
school and preparatory schools.
To this end, a set of semi-structured open-ended interview questions was prepared in English and
conducted finally. It was translatedto Afan Oromo. The interview items was mainly focused on
the role of CEE for promoting democracy, factors that affects the role of CEE in creating
democratic citizens, the role of CEE in developing values and norms of democratic system, how
peoples feel toward the role of CEE in the process of developing the democratic system and
some remedies for the future betterment of active political participation of citizens in decision
making process in the study area.
3.6.3. Focus Group Discussion
A focus group discussion involves gathering people from similar backgrounds or experiences
together to discuss a specific topic of interest. It is a form of qualitative research where questions
are asked about their perceptions attitudes, beliefs, opinion or ideas. In focus group discussion
participants are free to talk with other group members; unlike other research methods it
encourages discussions with other participants. It generally involves group interviewing in which
a small group of usually 8 to 12 people. It is led by a moderator (interviewer) in a loosely
structured discussion of various topics of interest (available at https://www.herd.org.ng).
For this purpose, the researcher was usedfocus group discussions (FGD) to obtain information
from the students. Fourteen top studentsthat grouped under two groups which had 7 members
eachwere selected purposely from grade 9 to grade 12, six students from grade 9-10 and 8
students from grade 11-12 to represent each grade levels from different perspectives as much as
possible. The researcher was prepared semi-structured questions and pose for the group
discussion. The researcher wasleadingthe discussion and strived to investigate the views and
ideas of each discussant by exploring them. The FDG focused on the role of civics and
ethicaleducation for promoting democracy, factors that affects the role of CEE in creating
democratic citizens, the role of CEE in developing values and norms of democratic system, how
peoples feel toward the role of CEE in the process of developing the democratic system and
some remedies for the future betterment of active political participation of citizens in decision
making process in the study area.
37
3.7. Method of data Analysis
In the study, qualitative methodwasused to data analysis. The qualitative data was first organized
in the meaning full information and the data describes interviews, questionnairesand FDG by the
researcher.The qualitative data was analyzed and interpreted through descriptive and explanation
analysis. The descriptive analysis is used to look at the data collected and to describe that
information. It is used to describe the demographic factors for more clarification. The result from
key informantsquestionnaires, interview and FGD would be narrated and explained. And they
would be related with the results of the survey and with related literatures.
3.8. Sampling Techniques
According to Palys (2008), there is no one best sampling strategy because which is best depends
on the objectives of the research as well as the context in which the research is being undertaken.
In social research two sampling designs are common. These designs are probability and
nonprobability sampling designs. The research at hand used the combination of the two. The
nonprobability sampling is used to take informants who have deep knowledge about the issues
under consideration and provide thorough discussion on the issues of concern. In this regard, the
researcher used purposive technique.
Purposive sampling also known as judgment, selective or availability sampling is a
nonprobability sampling in which representatives of the population or samples are selected by
the researcher based on his or her judgment that he or she believes that it is possible to obtain a
representative sample by sound judgment (Black, 2010). Palys (2008) made extensive argument
on purposive sampling and he stated that to say one engages in purposive sampling signifies that
one sees sampling as a series of strategic choices about with whom, where and how one does
his/her research.
Concerning sampling techniques, this study used purposive sampling because it gives the
researcher discretion to choose informants based on their familiarity to the issue (Adler and
Clark, 2006). Qualitative research explores attitudes, behavior and experiences through such
methods as interviews or focus groups. It attempts to get an in-depth opinion from participants.
38
In addition, in purposive sampling, knowledgeable persons with desired experience and expertise
are suitable and required (Adler and Clark, 2006).
Therefore, this study used purposively sample respondents found in ToleWoreda Administration.
As a result, four kebele Managers, woreda education bureaus head, woreda administration head,
CEE teachers from Bantu secondary and elementary school,other teachers of Bantu preparatory
schools and secondary school, andtop students from Bantu secondary and Preparatory school in
the woredawere the target population of this study.
3.9. Sampling size
In order to select samples from target population, purposive sampling is used to select
preparatory, high school and elementaryteachers, woreda administration office head, Woreda
Education Office head, kebele managers and school directors.
In order to get rich information, the researcherwas meet with the4kebele managers, 30 teachers
from selected schools, 4 CEE teachers from Bantu secondary school, 3 CEE from Bantu
elementary school, 3 school directors, 1 person from woreda administration, 1 person from
Woreda education office heads, 14 top students from secondary and preparatory schooland
discussthe issue and the researcher was able to get the willingness of the principals to undertake
the study at the ToleWoreda administration.
3.10. Ethical Considerations
Regarding ethical consideration, the researcher was governed by the research code of ethics in
maintaining privacy and confidentiality and or other related values. The researcher promised to
the participants of the study that the information which was collected from the respondents shall
not be transferred to third party in candid or it will not be exploited for undertaking other than
the purpose of the research study. Besides this, the process of data collection will be done
anonymously without writing their name, identification number, telephone number, so that the
threat of being disclosed was very much minimized.
39
CHAPTER FOUR
DATA PRESENTATION, DISCUSSION AND ANALYSIS
This chapter deals with the presentation, discussion andanalysis of data collected through
questionnaires, interviews and FGD to address the basic research questions. Open-ended
questionnaire were designed and distributed for 30 respondents to capture the background of the
respondents and assess the role of CEE for promoting democracy in ToleWoreda administration.
All questionnaireswere properly filled and collected. In addition, 16 respondents are contacted
through interviews. Furthermore, 14 respondents were also participated in FGD which were
categorized under two groups having 7 members each.
Therefore,the following section focuses on the analysis of the demographic characteristics of the
respondents including age, gender, level of education and occupational experience collected
from 60 respondents, the role of CEE in the development of democratic system, the factors that
affect the role of CEE for promoting democracy,role of CEE for promoting basic values and norms of
democracy, the attitude of the people toward the role of CEE for promoting democracy and the
possible solutions for the effectiveness of CEE for promoting democracy in ToleWoreda
Administration.
4.1. Demographic Characteristics of the Respondents
As the researcher used the qualitative methods, it is necessary to put the demographic
characteristics of qualitative respondents. For this purpose, 60 individuals are purposively
selected based on the assumption that they can provide the necessary information for the study.
Therefore, their demographic characteristic is summarized in the table below.
40
Table 1: Demographic Characteristics of the Respondents
Age of the respondents
Frequency Percent
16-30 35 58.33
31-45 25 41.67
Total 60 100
Gender of the respondents
Frequency Percent
Male 54 90
Female 6 10
Total 60 100
Educational level of the respondents
Frequency Percent
Masters Degree 7 11.67
First Degree 39 65
Preparatory school 8 13.33
High school 6 10
Total 60 100
Working experience
Frequency Percent
0-10 years 15 25
11-20 years 31 51.67
No experience 14 23.33
Total 60 100
Source: The researcher’s survey Data, (2019)
According to the table 4.1 above, in terms of their age, 35 respondents with 58.33% are found
between 16-30 years while the rest 25 (41.67%) are found between 31-45 years age group.The
majority of the informants, i.e, 54(90%) are men while 6 (10%) are women.In regard to the
educational level of the informants, the table discloses that, majority of the informants,
i.e39(65%) claimed they have first degree while 7 (11.67%) have masters degree, 8 respondents
with 13.33% are from preparatory school students and 6 respondents with 10 % are high school
students. Lastly, the table reports the working experience of the respondents. Thus, the majority
of the respondents 31(51.67%) are found between 11-20 years of work experience,15 (25%)
respondentsare found between 0-10 years of work experience while 14(23.33%) of the
respondents have no experience because they were students.
41
4.2. Data Analysis of Questionnaires, Interviews and FGD
In this section, the opinion of the respondents participated in questionnaires, interviews and
FGDcan be analyzed as follows.
4.2.1. The Role of CEE in the Development of Democratic System
As all respondents participated in questionnaire argued that, CEE contribute a great role in the
development of democratic system. In this regard, all respondents noted that, CEE played a
significance role in fostering citizens‟ understanding about their rights and responsibilities.
Furthermore, they suggested that citizens had knowledge about their rights and started to enjoy it
because they were learn about their rights in the subject starting from elementary to higher
educational institutions. The awareness of demanding the rights can be highly started when they
learned about the enjoyments of rights.
Likewise, anotherrespondent also argues that not only the enjoyment of rights but also the
awareness about the execution of responsibility was also one of the roles that werecontributed
byCEE. Based on this, the enjoyment of right and the fulfillment of responsibility implied thatthe
existence of democratic ruling system. Furthermore, the respondents noted that, democracy can
be survived merely when there was the enjoyment of rights and fulfillment of responsibilities.
Therefore, all respondents participated in the questionnaire part agreed that CEE contributed a
prominent role for promoting democracy.
The same respondents those who participated in the questionnaire noted that, CEE also played a
great role for promoting democracy by teaching the concept of equality. As they suggested their
opinions, today all citizens started to request equal participation in politics, economic and social
activities because they understood that equal treatment was very important to promote a
democratic system. In this regard, the respondents noted that, in the past citizens were unaware
about the concept of equality and how they were treated. But now because of the development of
CEE as a subject, citizens understood about the necessity of equality and the avoidance of the
discrimination based on difference.
The same informants further noted that, CEE contributed in the development of democracy by
encouraging citizens‟ participation in politics. They argued that, it was impossible to promote
42
democracy in the absence of public participation in politics. Politics needs active citizens‟
participation. As it was stated in chapter two of this study, the ultimate goal of CEEis to
encourage the ability and willingness of political participation by providing information and the
basis to make conscientious judgments, which is characterized as a "political rationality"
according to Bernhard Sutor (Kuhn/Massing 1990: 285). Therefore, the respondents argued that,
CEE informed the citizens how they are engaged in politics, the mechanisms they used and the
possible ways they should follow to take part in political decision making process. In this way,
for all respondents the effective and active participation of the citizens can be created because of
the awareness that they got from CEE which in turn developed democratic system.
Other respondents were also said that, citizens can understand the meaning and the concept of
democracy after they learned CEE as other subject. In the CEE the meaning, the origin, the
forms, characteristics and norms and values of democracycan be deeply learned. Form this we
can understand that democracy could be developed when citizens had enough understanding
about the system itself. Therefore, one of the prominent roles of CEE was creating awareness
about the concept of democracy.
Other respondents also forwarded their opinion toward the role of CEE in the development of
democratic system in such that the subject taught about the concept of laws, rules and regulations
and how it could be formulated and implemented. Therefore in CEE citizens learned about the
appropriate meaning of laws, how it formulated and by whom it could be implemented. This
implied that rule of law can be promoted when citizens understand the existence and proper
execution of rules and laws.
As CEE teachers those who participated in questionnaire parts argued that CEE played its
significant role in creating active community participation. As they responded, democracy could
be developed when all community membersactively take part in political decision making
process. In this way, CEE contributed its role to inform the community how and in what way
they participated in political activities to promote democratic ruling systems. Furthermore, they
also said that democracy could not be developed if citizens did not learn how they involved in
the politics. Therefore, CEE encouraged the citizens‟ awareness how they engaged actively in
the process of decision making in a democratic ways.
43
In another ways the most respondents participated in questionnaire parts also said that CEE
played its important role in creating harmonious relationship between the people and the
government. In this way, citizens learned how they react with the politics of the government and
how they gave response to the government actions and decisions by following the principles of
democratic system. CEE taught the government officials how they became accountable and
transparent to the people. This implied that the prevalence of accountability and transparency
determined the relationships between the government and the people. The same informant
further noted that, CEE strongly informed the government officials and the citizens about the
constitutional rights and responsibilities expected from them in order to enjoy their rights and
discharge their responsibilities. This implied that the enjoyment of rights and the fulfillment
responsibilities determined what types of relations were there between the government and the
people.
Furthermore, all respondents noted that, the system of democratic ruling could be promoted
when the society develops positive attitude toward their differences. This showed that accepting
the difference and the accommodation of diversity contributed a significant role in the
development of democratization process. Therefore, they gave the conclusion that, CEE helped
the society to aware about their difference and the necessity of developing the sense of tolerance
toward their differences.
In addition to this, the respondents also suggested that, CEE helped the citizens to become good
citizens. In this regard, as it was stated in chapter two of this study, a good citizen, as explained
by Akalewold (2005), is a citizen who understands properly the problem of their country,
understand the citizenry obligation to make personal contribution equipped with good ethical &
democratic culture. Therefore, the views of the respondents were similar with the related review
literatureon the role of CEE for creating good citizens those who understand about their rights
and responsibilities, had good understanding about the tolerance of differences, understood the
necessity of equal treatment of all citizens in every aspects and enabled to treat others in a just
and fair ways.
On the other hand, all teachersthose who participated on an interview part had similar opinion on
the role of CEE for promoting democracy in the woreda. In this regard,as they suggested their
opinion, the subject highly contributed its role by teaching the citizens and the
44
governmentofficials about the right that they had and the responsibility they should fulfilled. In
this way, asMeron (2006) notes that, CEE in any political and moral tradition deals with the
duties and rights of citizens. It enables citizens to aware of the rights; thereby, to participate in
the political, social, economic and cultural aspects of their country, and discharging them what
they should perform. In addtition to this, Endalcachew (2016)also noted that, CEE is a subject
which deals with the rights and duties of citizens.
Furthermore, the teachers also said that, CEE was an important subject because it deeply taught
the people and the officials about the principles and values of a democratic system such as the
respect for human and democratic rights, the prevalence of rule of law, the promotion of
equality, fair, free and periodic election, multiparty system, majority rule and minority rights,
accountability and transparency. In this regard, all interviewed respondents argued that
democracy become fade if citizens dislikethe subject to learn.
On the other hand, the school directors were also forwarded similar opinion toward the role of
CEE for promoting democracy. As they notedthat, CEE was an important subject because it
taught the students how to fulfill their obligations and enjoy their rights. In addition to this, they
also argued that, the subject played a significant role for promoting democracy by increasing
awareness among the people toward taking part in politics, economic and social activities.
Furthermore, they argued that citizens developed their skills and understandings in tolerating
difference in positive ways, how to respect and follow the constitutional laws and other laws of
the country. The same informant further noted that, CEE increased the interest of the citizens in
the political participation of the woreda. As they noted that, CEE contributed its role by teaching
the way that misbehavior could be handled and how good citizens can be created. CEE paves the
way for creating good citizens those who had civic knowledge.
In this regard, one interviewed respondent who is working in the woreda education head office
noted that, CEE played its role for the promotion of democracy by informing the citizens about
their rights and responsibility. He also argued that, CEE played unforgettable role for the respect
of individual and group rights. In addition to this, he argued that, after the subject was started in
the school and higher educational institutions, citizens understanding about the importance of
equality, fairness, rule of law and accountability were increased. Furthermore, the interviewed
respondent noted that, awareness and interest of the people involving in the political participation
45
were increased after CEE was given as a subject in schools and higher institutions. In this ways,
CEE contributed its role for the development of democracy in the woreda.
Likewise, another respondentwho work in the woreda administration head office had also similar
opinion with the woreda education head office. In addition to this, the woreda administration
head office said that, CEE helped the peoples and the government to understand their basic rights
and responsibilities. The informant further noted that, the awareness to treat others with respect
and the accommodation of diversity in a positive way was increased. Peoples were also able to
shape their behaviors and act ethically by confirming with the norms and values of the society.
Furthermore, other respondents who were working askebele managers also participated on an
interview and forwarded their opinions on the role of CEE for promoting democracy. As they
suggested their opinion CEE played its role by informing the citizens about their rights and
responsibilities, created awareness about the importance of equality, justice and rule of law could
be prevailed, developing the sense of tolerance and increased positive attitude toward the
country.
On the other hand, focus group discussants also asserted that, CEE played its significant role in
the development of democracy by encouraging the common understanding of the people toward
their differences. Furthermore, they also argued that, the democratic ruling system can be
promoted only when peoples aware about the purpose and the necessity of rule of law, equality
and justice which were considered as the main contents of the subject. In addition to this, they
also noted that, CEE create awareness among citizens about their rights and responsibilities, it
increased the involvement of citizens in the political participation, directs the ethical behaviors of
the people, promotes the culture of working hard to fight against poverty, and informed the
citizens how they are governed under democratic system.
They also argued that, the subject also played its prominent role by changing the attitude of the
society toward their country. Furthermore, FGD discussants also noted that, the role CEE
contributes its great role for promoting the equality of language, religion and cultural traits of the
peoples of the woreda because the concepts and the notion of equality could be addressed in the
portion of the subjects.
46
A significant number of interviewed respondents and focus group discussants articulated that,
CEE played a great role in the development of democratic ruling system. Therefore, on the basis
of the perception of the majority of the respondents, we can understand that,CEE had a
significant role for the development of democracy as it was supported by the review literature of
the chapter two of this study.
Therefore, in the researcher‟s view, the findings implies that CEE had great role for promoting
democracy by promoting good governance, transparency and accountability, rule of law,
equality, respect for rights,increase citizens‟ awareness in the political participation, and
encourage active community participation in all activities as it is reflected in the figure below.
Figure4.1. The Role of CEE in the Development of Democracy
Source: Constructed by the researcher, (2019)
According to the above figure, the main objective of CEE is to promote democracy in all
administrative systems with different significant principles which can be expressed in terms of
Democracy
Civics and
Ethical Education
Good
Governance
Rule of law
Accountability
Public
Participation
Respect for
Rights
Transparency
Equality Fair, free
& Periodic
election
47
maintaining equality among the people, active public participation, the prevalence of rule of law,
conducting fair, free and periodic election, the presence of good governance, respecting and
protecting individual and group rights of citizens and acting in an accountable and transparent
ways.
4.2.2.Factors that Affect the Role of CEE in the Development of Democratic
System
The response of the respondents toward the questions “Are there factors that affect the role of
CEE in promoting democracy in your Woreda? And “what are the key factors that affect the role
of CEE for promoting democracy?” all respondents argued that, there were factors that affect the
role of CEE in promoting democracy. In this regard,all respondents who participate in
questionnaire part noted that, there were several factors that affect the role of CEE in the
development of democratic system. Among the factors that were forwarded by the
respondents;lack of the implementation democratic principles such as fair, free and regular
election, the prevalence of rule of law, the promotion of equality, the respect for human and
democratic rights, the supremacy if the constitution, accountability and transparency, tolerance
of diversity and the prevalence of justice.
Furthermore,as all respondents participated in questionnaire parts noted that, the role of CEE
highly affected when those principles of democratic system cannot be implemented. CEE was
the subject that mainly focused on the process of democratizations. It taught deeply the
principles and values of democratic system starting from elementary school to higher educational
institutions. Therefore, all respondents argued that, the learners learned theoretically how
democratic system can be promoted with in the country and expect its practical implementation.
Likewise, another respondent who is teaching CEE in the Bantu secondary school argues that,
the principles and values of a democratic system can be violated by the citizens and
governments. At this time, the role of CEE can be affected because of violation of democratic
principles which in turn causes the failure of the subject. In addition to this, the same respondents
furthernoted that, the society also took the subject as non-value able because of lack of the
implementations of the democratic norms included in the content of CEE which in turn affects
the role of the subject for promoting democracy.
48
On the other hand, many respondents those who filled the questionnaire also argued that, lack of
good governance can be considered as the factors that affected the role of CEE for promoting
democracy. As the respondents‟ opinion in the absence of good governance; democracy could
not be developed, rule of law cannot be promoted, and there was the prevalence of inequality,
unjust and unfair treatment of citizens, citizens had negative attitude toward their country,
responsibility cannot be discharged, citizens did not actively participated in politics. Therefore,
the respondents argued that, in absence of good governance simply the role that is contributed by
CEE could be affected and paved the way for undemocratic ruling system.
Furthermore, some respondents also noted that, political ideology and one sided political attitude
of the governmental officials also became the factors that affect the role of CEE for promoting
democracy. In this regard, the respondents argue that, the government officials considered CEE
as the subject that was designed merely to support the part in power. They noted that, one side
political attitude contradicts with the objective of CEE and affected its role for promoting
democracy. In this way, the role of CEE in the development of democracy can be affected.
However, the role CEE can be achieved and democracy could be promoted when every members
of the society had the opportunity to take part in the politics without the influence of the
governmental bodies.
Likewise, another participant also argues that, the interest of the governing body all the times
bended to fulfill their political ideologies because they believed that CEE should focused on
promoting the policy of the ruling government rather than teaching the science of the politics. In
this regard, the respondents argued that, this misunderstanding that developed in some
governmental officials affected the role of CEE in the promotion of democratic system.
Furthermore, the respondents noted that, the contradict action between the government officials
and the main objectives of the CEE minimized the process of building democratic system in the
woreda.
Likewise, another respondent also argues that, lack of accountability and transparency can be
considered as factors that highly affects the role of CEE for promoting democracy.
Accountability and transparency was one of the major principles and values of a democratic
system. Therefore, democracy can be promoted when the government officials were responsible
for their action and decision and when there was free flow of information between the people and
49
their governments. In this regard, the respondents noted that, citizens had the right to know how
their government performs its day to day activities. In addition to this, they also said that the
government should be asked for their failure that they account in their office. However, there
was lack of accountability and transparency in the woreda which highly affected the role of CEE
for promoting democracy.
Almost all respondents those who participated in the questionnaire asserted that, another factor
which affected the role of CEE for promoting democracy was lack of awareness of the people
about the prominent role of CEE for promoting democracy. In this regard, they noted that
citizens did not pay attention to the subject because they considered CEE as minor subject and
unaware its contribution in the development of democracy.
The same respondents further noted that, lack of fair and just treatment of citizens can be also
considered as the factorsthat affected the role of CEE in the development of democracy in
Toleworeda administration. Furthermore, the respondents argued that, democracy could be
promoted when just and equal treatment of citizens prevailed among the people in politics,
economic and social activities. For them, citizens should be able to enjoy equal distribution of
benefits and share equal burden to promote democracy.
In addition to the factors that affected the role of CEE for promoting democracy, another
respondent also noted that, low number of skilled and well trained man power in the field was
addressed as another factors. According to the respondents view, the most teachers those who
teach CEE in elementary, high school preparatory and higher educational institutions were not
directly trained in the field. Relatively they were from other social science and even from natural
science especially in the elementary schools. According to the respondents this situations greatly
affected the contribution of CEE in the development of democratic system.
The same respondents further noted that, poor curriculum design of the subject was another
factor that affected the role of CEE for promoting democracy. In this regard, they argued that,
the contents included in the subject starting from elementary school to preparatory school are
similar. Thus, the similarity of the contents made the students to had low attitude toward CEE
because they believed that there were no new ideas more than what they learned previously.
50
In addition to the above factors, a significant number of CEE teachers articulated that, there were
several factors that affect the role of CEE for promoting democracy. The factors include lack of
implementation of the content of the subject, lack of accountability and transparency of
government officials, low awareness about the role of CEE among the society, lack of
constitutionalism, prevalence of inequality and injustice, low participation of citizens in the
politics, shortage of skilled and well trained teachers in the field were considered as factors that
affect the role of CEE for promoting democracy.
In this regard, one interviewed respondent who is working in the woreda administration head
office addressed similar factors that affected the role of CEE for promoting democracy. Heargues
that, lack of awareness of citizens about the fulfillment of their responsibility, favoring only the
rights rather than fulfilling the duty, low understandings of the people about the role of CEE
were the factors that affect the role of CEE for promoting democracy. The same informant
further noted that, the prevalence of discrimination based on difference also affects the role of
CEE in the development of democratization. In addition to this, other interviewed respondents
who are working in kebeleadministration as managers also asserted similar factors that were
addressed by the woreda administration head office.
Furthermore, one interviewed respondent who is working as woreda education head office noted
that, CEE can be affected by people‟ misperceptions about the subject. In this regard, he argued
that, people consider the subject as the instrument by which the government used to publicize
only its political agendas. The same respondent further noted that, CEE can be also affected by
lack of practical implementation of democratic principles and values.
Likewise, the school directors were also noted that, CEE can be affected by many factors.
Among the factors that affected the role of CEE for promoting democracy includes lack of
awareness about the democratic system, lack of implementation of the principles and values of
democratic system learned in the subject, considering the subject as the politics of the
government in power and lack of accountability and transparency of the governmental officials.
In this regard, the respondents argued that, lack of implementation of values and norms of
democratic system could be considered as the key factors that affected the role of CEE for
promoting democracy.
51
On the other hand, focus group discussants also asserted that, the role CEE for promoting
democracy can be affected by many factors. In this regard, the focus group discussants argued
that, low understanding about the role of the subject, fear of political participation, the spread of
corruption among governmental officials, lack of giving positive response for citizens‟ questions,
lack of implementation of basic principles and values of democratic system, violation of human
rights and democratic rights of citizens can be addressed as the key factors that affected the role
of CEE for promoting democracy in the woreda.
A significant number of both interviewed respondents and focus group discussants articulated
that the role of CEE can be affected by low awareness of the people toward the subject, lack of
good governance, absence of rule of law, lack of constitutionalism, lack of accountability and
transparency, lack of skilled teachers in CEE. Therefore, on the basis of the perception of the
majority of the respondents, we can understand that democracy cannot be developed when CEE
is affected by the above factors articulated by the respondents. Therefore, in the researcher‟s
points of view, the findings implies that the role of CEE for promoting democracy in the woreda
can be affected by many factors as it is provided in the following figure.
Figure2: Key Factors Affecting the Role of CEE in the Development of Democracy.
Source: constructed by the researcher (2019)
Key Factors that affect the
role of CEE in the
development of democracy
People‟s
misperception
s
Negative
response to
people‟s
demand
Lack of
constitutional
ism
Violation of
Rights
Lack of
good
governance
Lack of
accountability
&
Transparency
Absence of
rule of law
Lack of skilled
and trained
teachers in the
field
52
According the above figure, there were several factors that affect the role of CEE for promoting
democracy. These factors includes people‟s misperceptions towards the role of CEE, lack
accountability and transparency, negative response by the government to the people‟s demand,
violation of both human and democratic rights of citizens, lack of skilled and trained teachers in
field of CEE, absence of rule of law, lack of constitutionalism and lack of good governance.
4.2.3. The Role of CEE for Promoting Basic Values and Norms of Democracy
The respondents participated in questionnaire parts suggested their opinion toward the role of
CEE for promoting basic values and norms of democracy in many ways. In this regard, as they
noted that, CEE played a significant role in the development of basic values and norms of
democracy. In the contents of the subject several values and norms of democracy such as public
participation, majority rule and minority rights, rule of law, fair, free and periodic election,
multiparty system, accountability and transparency, popular sovereignty, supremacy of the
constitution, peaceful transfer of power and other principles can be included to create awareness
about the meaning and the concepts of democratic system. The same respondents further noted
that, CEE also teaches about the concept of equality, the rights and responsibility of the peoples
and the government, tolerance of diversity, the concepts of constitution and constitutionalism.
Furthermore, based on the question “In what ways CEE play its‟ role in the development of
democratic norms in your communities?” the respondents argued that, CEE played its role for
the promotion of democratic values and norms by teaching citizens how to exercise their political
rights in the process of decision making and self-administration. As all respondents suggested
their opinion, CEE contributed a great role by developing mutual understanding among peoples
and helped them to live together in peace and stability. It also taught the citizens how to develop
the sense of moral judgment.
The sameinformants further noted that, CEE increased the involvement of citizens in different
activity actively. Furthermore, they also argued that, the notion of equality and the prevalence of
justice can be considered as the ways that CEE contributed its role in the development of basic
values and norms of democracy. In addition to this, one respondentfurther noted that, CEE
addressed the central truth about the politics and taught about the nature of political life and
develops civic knowledge, civic skills and civic dispositions.
53
On the other hand, all respondents participated in an interview parts had similar perceptions
toward the role of CEE for promoting basic principles and values of a democratic system. In this
regard, one interviewed respondent who is working in the Woreda education office noted that,
CEE taught the main principles and values of a democratic system and initiated the society how
they demand their rights and discharge their responsibilities. Another interviewed respondent
who is working in the Woreda administration office also argues that, CEE allowed for citizens
how they can take part in politics and able to make informed and good decisions. By doing this
CEE played its incredible role for the development of democratic cultures.
On the other hand, focus group discussants also asserted that, CEE contributes a great role for
developing the basic values and norms of democratic system. In this regard, they further noted
that, the subject deeply focused on the principles and values of democratic system in order to
inform the citizens about the basic features and characteristics of democratic system.
Furthermore, focus group discussants noted that, CEE played its important role by maintaining
peace and stability among citizens and taught the process of peaceful resolution of conflicts.
A significant number of both interviewed and focus group discussants articulated that, the role of
CEE for promoting democratic values and norms are very high. Therefore, on the basis of the
perception of the majority of the respondents, we can understand that values and norms of
democracy merely developed when CEE can be effectively achieved its targeted goals and
objectives. Therefore, in the researcher‟s point of view, the finding implies that CEE contributes
its great role in the development of basic values and norms of democratic system.
4.2.4. The Attitude of the Society towards the Role of CEE for Promoting
Democracy
Most respondents participated in questionnaire noted that, the society had positive attitude
toward the role of CEE for promoting democracy. In this regard, the respondents argued that, the
society had positive attitude after they learned the subject. In this way, their active community
participation in the politics can be increased from time to time. The same informant further noted
that, citizens had positive attitude to the subject for promoting democracy because they learned
the importance of rule of law and how it can be promoted.
54
However, few respondents said that, the society had negative attitude toward the contribution of
CEE for promoting democracy because they believed that, the subject force the learners to have
supportive perception toward the ruling government and influence the rights other competitive
parties. In addition to this, very few respondents also argues that, the society had negative
attitude toward the role of CEE because after they learned the subject, the sense of favoring only
the right by forgetting the duty can be increased among the society. Furthermore, they also said
that, citizens became emotional and made wrong decisions against the government and the
government response was also in a wrong ways. In addition to this they also noted that, what was
included in the subject cannot be implemented or practiced by the people and the government
which created negative attitude in the minds of the people.Even though they had negative
attitude toward the role of the subject, based on the perception of the majority of the respondents,
the society had positive attitude on the contribution of CEE for the development of democratic
system.
On the other hand, other respondents those who said the society had positive attitude argued that,
the citizens developed the habit of tolerance toward difference and how the society live together
in peace and stability by forming good relationship among each other. In this regard,CEE
teachers asserted that, the subject played its role by creating informed and committed citizens
those who able to contributed their efforts in the development of the country. Citizens also
encouraged the habit of working hard and saving their income after they learned CEE. Therefore,
as CEE teachersnoted that, the society had positive attitude toward the role of CEE for promoting
democracy in our woreda.
In this regard, one interviewed respondent who is working in Bantu preparatory school as a
director noted that, in the past the society had negative attitude toward CEE, but today most of
the society had develops positive attitude toward CEE for promoting democracybecause after
they learned CEE, their interest to take part in politics can be increased and they started to enjoy
certain political rights and freedoms.
Likewise, other interviewed respondents those who teach CEE in Bantu secondary school
alsoargues that, the society had positive attitude toward the role of CEE because the subject
encouraged citizens‟ awareness about their rights and responsibilities, ways of accommodating
diversity and able to live in peace and stability, the respect for others rights and equal treatment
55
of citizens. Furthermore, the respondents also noted that, citizens became active and informed to
observe the day to day activities of their government. Because of this, citizens develop their
positive attitude toward the role of CEE for promoting democracy.
Furthermore, other interviewed respondents who are working in the woreda administration head
office and woredaeducation head office had similar opinion on the attitude of the society toward
the role of CEE for promoting democracy. In this regard, they noted that, most of the society had
positive attitude but very few peoples had negative attitude toward CEE. They argued that, the
society had positive attitude toward the subject for promoting democracy because CEE
encouraged effective and active citizens‟ participation in the political decision making process.
But those who had negative attitude believed that, the subject partially represent the government
officials and taught the political agenda of the ruling party. However, based on the views of the
most respondents the most people feel positive toward the role of CEE for promoting democracy.
On the other hand, focus group discussants also asserted that, the society had almost positive
attitude toward the role of CEE because the subject encouraged the citizens to benefit from their
rights in the politics, economic and social activities. Furthermore, focus group discussants noted
that, the society had positive attitude to CEE because it promoted equality among the citizens. It
also developed the sense of belongingness, the devotion to love the country and the unity of
peoples among each other were the contribution played by CEE for promoting democracy.
A significant number of questioned, interviewed and focus group discussant respondents
articulated that, people had positive feeling toward the role of CEE for the development of
democratic system. Therefore, on the basis of the perception of the majority of the respondents,
we can understand that,most ofthe society had positive attitude toward the subject but few of the
respondents noted that, the society had negative perception towards the role of the subject.
Therefore, in the researcher‟s point of view, the finding implies that most of the people had
positive attitude toward the subject for promoting democracy in the woreda.
56
4.2.5. Possible Solutions for the Effectiveness of CEE for Promoting
Democracy
As most of the respondents participated in questionnaire noted that, the possible solutions for the
effectiveness of CEE was creating awareness among the society about the role of the subject for
promoting democracy because citizens did not equally understand the contribution of CEE. In
this regard, the same informant further noted that, informing the society about the role that was
played by the subject is very important. Furthermore, other respondents also argued that,
avoiding governmental influence and interference of the government officials in the subject was
very important. They also said that what the students learned in the subject should be
implemented by the government and the people.
On the other hand, the respondents also asserted that, CEE should be given by skilled and well
trained teachers on the subject area. As they noted that, when well trained and skilled person on
the subject teach the learners and the society, the role of CEE for promoting democracy can be
increased. In addition to this they also argued that, the content of the subject should be re-revised
in the way that became free from politics of the government in order to avoid the misperception
developed toward the subject.
Likewise, another respondent also suggested that, the effectiveness of CEE could be increased
when good governance can be promoted within the woreda. Furthermore, the respondents noted
that, accountable and transparent elected officials were important to implement the principles
and values of a democratic system which highly encourage the effectiveness of CEE for
promoting democratic system. In addition to this, the same respondents further noted that,
creating good citizens were also played its role in increasing the effectiveness of CEE for
promoting democracy.
Furthermore, other interviewedrespondent who is working in woreda education head office noted
that, promoting fair, free and periodic election, restoring justice and equity among the people of
the woreda and increasing citizens‟ participation in politics become the possible solutions for the
effectiveness of CEE for promoting democracy in the woreda.In this regard, the most
interviewed respondent who are teaching CEE in Bantu secondary school also articulated that,
giving enough awareness for the society about the role of the subject in the development of
57
democracy, implementing the basic values and norms of democratic system, ensuring justice,
promoting equality among the peoples, giving training and updating the skill of teachers of CEE,
ensuring the prevalence of rule of law and the practical implementation of the constitution were
the possible solutions for the effectiveness of CEE for promoting democracy in the Woreda.
Likewise, other respondent also argues that, creating awareness for the people on the importance
of CEE for promoting democracy can be considered as major solutions for the effectiveness of
the subject. In this regard, one interviewed respondent who is working in the Woreda
administration head office noted that, preparing workshops and seminars for the society by
trained and skilled person in the field is very important. The same informant further noted that,
what the learners learned in the class should be implemented in practice by the government
officials and the people. In addition to this, the interviewed kebele managers also argued that, the
prevalence of rule of law and the maintenance of justice within the woreda became the most
possible situations for the effectiveness of CEE for promoting democracy.
On the other hand, focus group discussants also asserted that, CEE become effective and
contribute its role when there is the prevalence of rule of law, equality, justice, active and
committed citizens in the political decision making process, taking accountability for one‟s own
action and being transparent in actions and decisions. Furthermore, the focus group discussants
also noted that, giving CEE for lower grade is very necessary for the effectiveness of CEE for
promoting democracy in the woreda.
A significant number of questioned, interviewed and FGD respondents articulated that, the
effectiveness of CEE for promoting democracy can be increased when citizens and government
officials understand the importance of the subject in the development of democratic system.
Therefore, on the basis of the majority of the respondents, we can understand that CEE can be
effective and plays its role for the development of democracy when there is good governance,
rule of law, equality, skilled and trained teachers in CEE, informed citizens, accountable and
transparent officials for their action and decisions. Therefore, in the researcher‟s points of view,
the finding implies that it is impossible to develop the democratic system without increasing the
effectiveness of CEE.
58
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter begins by offering a sight on the core foundations of the analysis. It draws the
Conclusions based on the presentations, discussions and analysis made in the previous chapters.It
then gives some recommendations for the future betterment of active political participation of
citizens in decision making process in the study area.
5.1. Summary
Civics and Ethical Education is a term used to describe various educational programs, with
different names, such as: Citizenship Education and Ethics, Civic Culture, Civic, legal and social
education.It contributes its significant role in building the democratic system of the country.
However, its role for promoting democracy has not been well studied. Therefore, the main
objective of the study was to investigate the role of CEE for promoting democracy in
ToleWoreda South West Shoa Zone, Oromia regional state.
Thus, descriptive and explanatory survey design was chosen as it enabled the researcher to
describe the current status of an area of the study. In this descriptive method the qualitative
approach was used. Qualitative approach was used for the data that were collected through
questionnaires, interviews and focused group discussion from teachers, school directors, the
woreda officials, kebele managers and students. The collected qualitative data were analyzed
qualitatively for this study.
Therefore, based on the analyses that were made for this study, the finding of the study indicated
that, CEE played a great role for promoting democracy in the woreda by encouraging citizens‟
active participation in the political decision making process,fostering citizens‟ understanding
about their rights and responsibilities,taught about the concept of laws, rules and regulations and
how it can be formulated and implemented, promoting good governance, transparency and
accountability and creating informed and committed citizens those who able to contributed their
efforts in the development of the country.
59
The study also indicated that, there were several factors that affect the role of CEE for promoting
democracy such as lack of good governance, extra constitutional activity, lack of implementation
of democratic principles and values, lack of accountability and transparency, absence of rule of
law, lack of well trained and skilled man power in CEE, low awareness of citizens on democratic
system and unequal treatment of citizens were factors that affect the role of CEE for creating
democratic citizens.
In the development of the basic values and norms of the democratic system, the finding of the
study indicated that, CEE played its prominent role by developing active public participation,
prevalence of rule of law, accountability and transparency, fair, free and regular elections,
majority rule and minority rights, pluralism and tolerance of diversity. Most of the societies had
positive attitude toward the subject for promoting democracy because they learned the
importance of rule of law and how it can be promoted, the ways of accommodating diversity and
able to live in peace and stability, the respect for others rights and equal treatment of citizens.
However, a few societies had negative attitude toward the role of CEE because after the society
learned the subject the sense of favoring only the right by forgetting the duty can be increased
among the society. Although a few societies had negative attitude toward the subject, based on
the views of the most respondents, the finding of this study indicated that, the most people feel
positive toward the role of CEE for promoting democracy.
Therefore, in order to increase the effectiveness of CEE for promoting democracy, the finding of
this study had indicated that, increasing citizens‟ awareness about the role of CEE, promoting
good governance, prevailing rule of law, exercising constitutionalism and improving the skills of
teachers those who teach CEE were possible solutions for the effectiveness of CEE for
promoting democracy.
5.2. Conclusion
The main objective of the study was to investigate the role of CEE for promoting democracy in
ToleWoreda South West Shoa Zone, Oromia Regional State. Therefore, based on the result of
this study, the researcher concluded that CEE contributes its significant role for promoting
democracy.It encouraged citizens‟ participations in political decision making process and creates
60
informed and active citizens those who understand their role in democratic ruling system. It also
taught about the concept of equality, justice, rule of law, constitution and constitutionalism and
tolerance of diversity.
As respondents noted that, the key factors that affect the role of CEE in creating democratic
citizens were include lack of good governance, low awareness of citizens about the role of CEE,
lack of constitutional implementation, lack of accountability and transparency and lack of well-
trained man power in the field andpeople‟ misperceptions about the subject .
A significant number of the informants asserted that, democratic values and norms can be
developed when the government implements the principles and values of democratic system in
its administration system and when citizens were committed to take part in political activity
actively.
Most of the respondents had positive attitude towards the role of CEE in the development of
democratic system because it encouraged the citizens to benefit from their rights in the politics,
economic and social activities, promoted equality among the citizens, developed the sense of
belongingness, the devotion to love the country and the unity of peoples among each other and
developedthe habit of working hard and saving their income.But few people also had negative
attitude towards the role of CEE because they considered the subject as the politics of the
government.
All respondents argued that, increasing citizens‟ awareness, ensuring rule of law, implementing
rules and regulations accordingly, prevailing equality, developing positive attitude toward the
diversity and giving training for CEE teachers were the possible solutions for the effectiveness of
CEE for promoting democracy.Therefore, the overall result of this study indicated that, CEE is
necessary for the development of democratic system in the Toleworeda administration.
61
5.3. Recommendations
Based on the findings of the study, the following recommendations were forwarded by the
researcher:
Enhancing the awareness level of the community about the role of CEE is very important.
To that end, the government should allocate budget and train the teachers to increase the
knowledge and skills of teaching in CEE.
Officials and government institutions of the woreda should allow the citizens the
opportunity to take part in political activity equally without discrimination based on any
sorts.
To provide a democratic ruling system, all citizens should have to exercise their political
rights in the process of decision making directly or indirectly through peaceful means.
Elected officials at all tiers of government should have to act in a responsible way and
needs to fully utilize principles of accountability and transparency for all their action and
decisions. They should also follow constitutional principles to make decisions about
public issues.
To create good citizens that understand his/her rights and duties, the government,
individuals and institutions should create adequate awareness about the enjoyment of
human and democratic rights that citizens have and the fulfillment of responsibilities that
were required from them.
To promote democratic values and norms in the woreda, the government should pay
attention to implement practically what citizens learn in CEE as principles and values of
democratic system.
Undemocratic ruling system affects the distribution of fairness and justice in social
services. Therefore, the government should treat everyone equally with respect and
provide equitable provision of social services in a just manner.
Higher institutions should give supportive advice and constructive criticisms to the
government officials and the citizens to produce good citizens.
62
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65
APENDEX 1
DEBREBERHAN UNIVERSITY
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF CIVICS AND ETHICAL STUDIES
Questionnaires for teachers
Dear Teachers:-The aim of this questionnaire is to collect data as input for the study titled the role of
Civics and Ethical Education for promoting democracy: The case of ToleWoreda Administration of South
West Shoa Zone of Oromia Regional State, Ethiopia.The sole purpose is to qualify the requirement for
awarding the Masters of Art degree (M.A) atDebre-birhanUniversity. Dear respondents, you are expected
to provide genuine, accurate and balanced information with respect to the role of Civics and Ethical
Education for promoting democracy. Your accurate information is highly valuable as it determines the
success of this study. Therefore, the researcher is very much grateful for the sacrifice you pay to this end
and the information gathered will be highly confidential and will be only for the purpose of this research.
Hence, you are kindly requested to fill in this questionnaire that accommodates genuine response
to the questions.
NB. You are not required to write your name.
Thank you in advance for your kindly cooperation.
Part I
Insractions-1: Please write back ground information on the space provided.
2. Please put a circle for questions alternatives on the alternative letters.
1.1. Name of school_________________
1.2. Age: - A. 16-30 B. 31-45
1.3. Sex: -A. Male B. Female
1.4. Qualification: - A. Diploma B. Degree C. MA/Msc
1.5. Teaching experience: - A. 0-10 B. 11-20 C. >20
66
Part II
Instruction: -Please write a complete answer for the following questions on the provided space.
1. What do you suggest with regard to the contribution of civics and ethical education for
promoting democracy? How Civics and Ethical Education play its role in creating
democratic citizens?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________.
2. Are there factors that affect the role of civics and ethical education in promoting
democratic system in your woreda? If yes, write some keyfactors that affect the role of
civics and ethical education in promoting democracy.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________.
3. What is the role of civics and ethical education in promoting basic values and norms of
democratic system?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________.
4. In what way civics and ethical education play its role in promoting democratic culture in
your local communities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________.
67
5. What are the attitude of the society toward the role of civics and ethical education for the
promotion of a democratic system?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________.
6. Is there positive attitude in the society toward the role of civics and ethical education for
promoting democracy in your local area?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________.
7. What are the possible solutions for the effectiveness of civics and ethical education in
promoting democracy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________.
8. What do you suggest toward the contribution of civics and ethical education in promoting
democratic system in your woreda?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________
68
APPENDIX 2
DEBREBERHAN UNIVERSITY
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF CIVICS AND ETHICAL STUDIES
Dear Respondents: -The aim of this interview is to collect data as input for the study titled the
role of Civics and Ethical Education for promoting democracy: The case of ToleWoreda
Administration of South West Shoa Zone of Oromia Regional State, Ethiopia. The sole purpose
is to qualify the requirement for awarding the Masters of Art degree (M.A) at Debre-birhan
University. Dear respondents, you are expected to provide genuine, accurate and balanced
information with respect to the role of Civics and Ethical Education for promoting democracy.
Your accurate information is highly valuable as it determines the success of this study.
Therefore, the researcher is very much grateful for the sacrifice you pay to this end and the
information gathered will be highly confidential and will be only for the purpose of this research.
I. Profile of the Informant
1. Name of the office:____________________________________________________
2. Sex: _______________
3. Educational status: _________________________________________
4. Position in the office : _________________________________________________
5. Work experience :________________________________________
6. Time the interview started : _______Time the interview ended ______ total time_______
II. Interview questions onRole of Civics and Ethical Education for promoting
democracy.
1. What do you suggest with regard to the contribution of civics and ethical education for
promoting democracy?
2. Are there factors that affect the role of civics and ethical education in promoting
democratic system in your woreda?
3. What are the key factors that affect the role of civic education in promoting democracy?
4. What is the role of civics and ethical education in promoting basic values and norms of
democratic system?
69
5. In what way civics and ethical education play its role in promoting democratic culture in
your woreda?
6. What are the attitude of the society toward the role of civics and ethical education for the
promotion of a democratic system?
7. Is there positive attitude in the society toward the role of civics and ethical education for
promoting democracy in your woreda?
8. What are the possible solutions for the effectiveness of civics and ethical education in
promoting democracy?
9. What do you suggest toward the contribution of civics and ethical education in promoting
democratic system in your woreda?
70
APPENDIX 3
DEBREBERHAN UNIVERSITY
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF CIVICS AND ETHICAL STUDIES
Dear Students:-The aim of this interview is to collect data as input for the study titled the role of
Civics and Ethical Education for promoting democracy: The case of ToleWoreda Administration
of South West Shoa Zone of Oromia Regional State, Ethiopia. The sole purpose is to qualify the
requirement for awarding the Masters of Art degree (M.A) at Debre-birhan University. Dear
respondents, you are expected to provide genuine, accurate and balanced information with
respect to the role of Civics and Ethical Education for promoting democracy. Your accurate
information is highly valuable as it determines the success of this study. Therefore, the
researcher is very much grateful for the sacrifice you pay to this end and the information
gathered will be highly confidential and will be only for the purpose of this research.
I. Profile of the Informant
1. Name of the school: ________________________
2. Sex: _______________
3. Grade: ___________
4. Time the discussion started: _______Time the Discussion ended ______total time_____
II. Question for Focus Group Discussants on Role of Civics and Ethical Education
for promoting democracy.
1. What are the role of civics and ethical education in creating democratic citizens in your
school?
2. Are there factors that affect the role of civics and ethical education in promoting
democratic system in your school? List some key factors.
3. What is the role of civics and ethical education in promoting basic values and norms of
democratic system?
4. How the societiesfeel toward the role of civics and ethical education for promoting a
democratic system? Is there positive attitude in the societies toward the role of civics and
ethical education for promoting democracy in your school?
5. What are the possible solutions for the effectiveness of civics and ethical education in
promoting democracy?
71
Annexes
Annex I: Partial Lists of Interviewed Informants
Ro
.
No
.
Name of the
Informant
Se
x
Ag
e
Job status
and current
Responsibili
ty
Place of Work Place of
Intervie
w
Date
Interview
ed
1 LachisaIticha M 39 Woreda
education
head office
ToleWoreda
Education office
In his
Office
14/8/2011
2 KenenisaYad
o
M 40 Woreda
Administrati
on head
office
Toleworedaadministr
aton office
In his
office
14/8/2011
3 BirhanuEdea M 35 Preparatory
school
director
Toleworeda bantu
preparatory school
In his
office
15/8/2011
4 TolosaTesfay
e
M 32 High school
director
Toleworeda bantu
secondary school
In his
office
15/8/2011
5 Mohammed
Kadiro
M 38 Elementary
school
director
Toleworeda bantu
elementary school
In his
office
28/8/2011
6 DemekechGir
ma
F 32 Civics and
Ethical
Education
Teacher
Bantu Secondary
school
In the
school
28/8/
7 FalmetaTades
sa
M 33 Civics and
Ethical
Education
Teacher
Bantu Secondary
school
In the
school
28/8/2011
8 DameshiGudi
sa
F 31 Civics and
Ethical
Education
Teacher
Bantu secondary
school
In the
school
29/8/2011
9 TamiruAbebe M 28 Civics and
Ethical
Education
Teacher
Bantu secondary
school
In the
school
29/8/2011
10 Girma M 30 Kebele
Manager
Bantu 01 Kebele
office
In his
Office
29/8/2011
72
Annex II: Partial Lists Focus Group Discussants
Ro.
No
Name of the
Informant
Sex Age Job status
and Current
Responsibility
Place of
the FGD
Date of
the
FGD
held 1 ElikuYadesa M 20 Grade 12 top
student
Bantu
Preparatory
school
5/9/2011
2 MorkatoTeka M 19 Grade 12 top
student
Bantu
Preparatory
school
5/9/2011
3 TsegayeGirma M 18 Grade 11 top
student
Bantu
Preparatory
school
5/9/2011
4 TolosaMokonin M 18 Grade 11 top
student
Bantu
preparatory
school
5/9/2011
5 BekeleKebede M 19 Grade 11 top
student
Bantu
Preparatory
5/9/2011
6 ChaltuGudeta F 17 Grade 10 top
student
Bantu
Secondary
school
5/9/2011
7 AbdiNegessa M 19 Grade 9 top
Student
Bantu
Secondary
school
5/9/2011
73
