[*COMPLIED WAEC CIVIC EDUCATION THEORY ANSWERS*
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(1a)
(PICK THREE ONLY)
(i) Promotion of Violence: Constant exposure to violent content in the media can desensitize children, making them more aggressive and undermining parental efforts to teach peace and empathy.
(ii) Encouragement of Immorality: Negative media often glamorizes inappropriate behaviors such as premarital sex, drug use, and disrespect for authority, which conflict with the values parents aim to instill.
(iii) Poor Academic Focus: Excessive media consumption, especially of entertainment with no educational value, can distract children from their studies and diminish their academic performance.
(iv) Distortion of Reality: Media can create unrealistic expectations about life, success, and appearance, making it hard for parents to guide their children to appreciate genuine values and self-worth.
(v) Weakened Parent-Child Bond: When children spend more time consuming media than engaging with family, it reduces quality time and weakens communication and trust between parents and children.
(vi) Reduced Moral Sensitivity: Negative media often downplays the consequences of bad behavior, which can cause children to adopt a careless attitude toward moral and ethical decisions.
(1b)
(PICK THREE ONLY)
(i) Media Literacy Education: Parents should teach children to critically analyze media messages and recognize biases, stereotypes, and falsehoods. This helps children not to accept everything they see or hear as the truth.
(ii) Setting Media Boundaries: Establishing limits on screen time and monitoring what children watch or read helps to control their exposure to harmful content.
(iii) Encouraging Open Communication: Creating an environment where children feel safe to discuss what they encounter in the media allows parents to correct misconceptions and reinforce family values.
(iv) Providing Positive Alternatives: Introducing children to educational programs, wholesome books, and engaging family activities can reduce their attraction to negative media content.
(v) Being a Role Model: Parents must lead by example by consuming responsible media themselves and demonstrating critical thinking, respectful behavior, and good morals.
(vi) Using Parental Control Tools: Installing software or using features on TVs and devices to block or filter inappropriate content can protect children from harmful media exposure.
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(2a)
(PICK FIVE ONLY)
(i) Legal Entry and Residence: The alien must have entered the country legally and maintained a lawful residence for a specified period, as required by the country’s immigration laws.
(ii) Good Character: The applicant must demonstrate good moral character by having no criminal record or history of involvement in activities that threaten public peace or national security.
(iii) Proficiency in Language: Many countries require the applicant to have a working knowledge of the official language to ensure proper integration into society.
(iv) Understanding of National Culture and Laws: The alien must show knowledge of the country’s history, customs, values, constitution, and legal system.
(v) Oath of Allegiance: The individual must be willing to take an oath of allegiance, pledging loyalty to the new country and renouncing allegiance to other nations.
(vi) Financial Stability: The applicant must prove that they are financially self-sufficient and will not become a burden to the state.
(vii) Contribution to Society: Some countries require evidence that the applicant has contributed positively to society, such as through employment, community service, or investment.
(viii) Age Requirement: The alien must have attained the legal age of maturity, often 18 years or older, as required by the naturalization laws of the country.
(2b)
(PICK FIVE ONLY)
(i) Respecting National Symbols: Citizens can show loyalty by respecting national symbols like the flag, anthem, and coat of arms during official events and daily life.
(ii) Obeying Laws and Regulations: Abiding by the rules and laws of the country shows commitment to social order and national unity.
(iii) Voting in Elections: Participating in free and fair elections helps in choosing competent leaders and supporting democratic governance.
(iv) Paying Taxes: Timely payment of taxes supports national development and demonstrates commitment to the country’s economic growth.
(v) Defending the Nation: Citizens may serve in the military or support national defense efforts to protect the country’s sovereignty and integrity.
(vi) Promoting National Unity: Avoiding hate speech, tribalism, and discrimination while promoting peace and inclusion demonstrates loyalty to the nation’s values.
(vii) Protecting Public Property: Taking care of and avoiding the destruction of government facilities such as schools, roads, and hospitals shows regard for national assets.
(viii) Reporting Crimes and Threats: Alerting authorities about criminal activities or threats to national security helps protect the nation and its citizens.
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(3a)
(PICK THREE ONLY)
(i) Underage Driving: Timmy, being only fifteen years old, is legally underage and not permitted to drive, highlighting a serious violation of traffic regulations regarding the minimum driving age.
(ii) Use of Mobile Phone While Driving: Receiving a call while driving is a distraction and a major cause of road accidents, as it reduces focus and reaction time.
(iii) Disregard for Traffic Signals: Running a red light is a direct breach of traffic laws and endangers all road users by increasing the risk of collision.
(iv) Lack of Supervision: The incident implies that Timmy might have had access to a vehicle without proper adult supervision, which is both irresponsible and unsafe.
(v) Poor Road Safety Awareness: Timmy’s behavior suggests a lack of understanding or disregard for basic road safety principles, which should be emphasized through proper education.
(vi) Negligence in Law Enforcement: The fact that a minor was driving without immediate consequences may indicate weak enforcement of traffic laws and regulations.
(3b)
(PICK THREE ONLY)
(i) Strict Enforcement of Age Restrictions: Authorities must strictly enforce laws that set the minimum legal age for driving to prevent underage individuals from operating vehicles.
(ii) Public Awareness Campaigns: Continuous education through media and schools on the dangers of distracted driving and running red lights can help instill safe habits.
(iii) Parental Responsibility and Monitoring: Parents should ensure that their children do not have unauthorized access to vehicles and must educate them on road safety.
(iv) Installation of Surveillance Cameras: Traffic light cameras and road surveillance can help detect and penalize violators, discouraging dangerous behavior like running red lights.
(v) Integration of Road Safety in School Curricula: Educating students about road safety from a young age can help build a culture of responsible driving before they are old enough to drive.
(vi) Penalizing Mobile Phone Use While Driving: There should be clear penalties for the use of phones while driving, and awareness about these laws should be emphasized to all road users.
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(4)
(PICK FIVE ONLY)
(i) Youth Empowerment and Skills Acquisition Programmes (YESAP): This initiative provides training in vocational and technical skills such as tailoring, carpentry, ICT, and welding. Through these programs, many young people gain practical skills that enable them to start their own businesses or secure employment, reducing youth unemployment.
(ii) National Youth Service Corps (NYSC): The NYSC programme encourages national integration and allows fresh graduates to contribute to community development. It also exposes them to leadership roles and job opportunities in different regions, building their confidence and experience.
(iii) Youth Enterprise with Innovation in Nigeria (YouWiN!): This initiative provides financial support and business mentorship to young entrepreneurs. It has empowered many youths by helping them develop business plans, access funding, and grow their enterprises, thus fostering entrepreneurship.
(iv) Government Agricultural Empowerment Schemes: Programs like the Youth Farm Lab and N-Power Agro offer agricultural training, tools, and grants to young farmers. This has encouraged youth involvement in agriculture, helping them become self-reliant while contributing to national food security.
(v) N-Power Programme: N-Power is a large-scale government employment initiative that engages thousands of unemployed graduates in sectors such as education, health, and technology. It provides monthly stipends, work experience, and on-the-job training, empowering participants to be productive members of society.
(vi) Digital Literacy and Innovation Hubs: Governments have established ICT and innovation hubs where young people can learn coding, robotics, digital marketing, and other tech skills. These centers equip youths for the digital economy and open up global job opportunities.
(vii) Student Loan and Scholarship Schemes: By offering scholarships, bursaries, and student loans, the government has made education more accessible to youths from low-income families. This has empowered them intellectually and created a path toward professional careers.
(viii) Youth Involvement in Governance Initiatives: Through appointments, youth parliaments, and advisory councils, the government involves young people in decision-making processes. This not only builds leadership skills but also gives youths a voice in shaping national policies that affect their future.
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(5a)
(i)Health Risks: Unknown side effects, potential overdose, or adverse reactions with other medications.
(ii)Legal Consequences: Possession or use of illegal substances can lead to legal troubles, fines, or even imprisonment.
(iii)Impaired Judgment: The pills could impair Mosi’s judgment, leading to poor decision-making that might affect his relationships, academic performance, or safety.
(iv)Addiction or Dependency: There’s a risk of developing a dependency on the substance, which could lead to long-term health and personal issues.
(v)Negative Impact on Academic Performance: Substance use can affect concentration, memory, and overall academic achievement, potentially jeopardizing Mosi’s future opportunities.
(5b)
(i)Say No Directly: Clearly and firmly decline the offer without hesitation.
(ii)Explain His Reasons: Share his concerns about the potential risks and consequences of taking the pills.
(iii)Suggest Alternatives: Propose alternative ways to relax and enjoy time with friends that don’t involve substance use.
(iv)Seek Support: Talk to a trusted friend, family member, or counselor about the situation for guidance and support.
(v)Focus on Personal Goals: Remind himself of his personal goals and priorities, and how substance use could hinder achieving them.
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(6a)
(PICK ANY SEVEN)
(i) Lack of Legal Protection: Refugees often lack proper documentation, making them vulnerable to exploitation.
(ii) Separation from Family: Being alone or separated from support systems increases vulnerability.
(iii) Poverty and Desperation: Limited access to food, shelter, and resources may make her more likely to accept risky offers.
(iv) Lack of Education and Awareness: Displaced individuals may not know how to identify or avoid trafficking schemes.
(v) Unregulated Refugee Camps: Poorly managed camps can be targeted by traffickers.
(vi) Limited Law Enforcement Presence: Weak security allows traffickers to operate freely.
(vii) Language Barriers: Difficulty communicating can prevent her from seeking help or understanding dangers.
(viii) Trusting Strangers: Refugees may be easily deceived by traffickers posing as helpers.
(ix) Lack of Employment Opportunities: Desperation for income may lead her to accept exploitative work.
(x) Gender-Based Vulnerability: Women and girls are particularly targeted for sex trafficking and forced labor.
(6b)
(PICK ANY FOUR)
(i) Increase Security in Refugee Camps: Deploy trained personnel to monitor and prevent trafficking activities.
(ii) Conduct Awareness Campaigns: Educate refugees on the dangers and signs of trafficking.
(iii) Provide Legal Documentation: Issue IDs or temporary permits to give refugees legal protection.
(iv) Offer Psychological and Social Support: Help displaced persons rebuild their confidence and decision-making skills.
(v) Ensure Access to Education and Skills Training: Empower refugees with knowledge and practical skills.
(vi) Strengthen Border and Camp Monitoring Systems: Prevent traffickers from infiltrating refugee areas.
(vii) Collaborate with NGOs and International Agencies: Share information and resources to protect vulnerable groups.
(viii) Create Safe Reporting Channels: Establish hotlines and complaint desks for victims to report suspicious activities.
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(7a)
(PICK ANY FIVE)
(i) Provision of basic social services such as health centers, water supply, and waste disposal.
(ii) Construction and maintenance of roads within the local area.
(iii) Establishment and regulation of markets and motor parks.
(iv) Collection of rates and levies (e.g., shop and tenement rates).
(v) Registration of births, deaths, and marriages.
(vi) Maintenance of law and order through local security and vigilante groups.
(vii) Development of agriculture and natural resources at the grassroots level.
(viii) Implementation of community development projects in collaboration with local residents.
(7b)
(PICK ANY FIVE)
(i) Federal government allocation (statutory allocation).
(ii) State government grants or subventions.
(iii) Local taxes and rates (e.g., tenement rates, radio/TV license fees).
(iv) Fines and court fees collected from customary courts.
(v) Fees from motor parks, markets, and business premises.
(vi) Proceeds from licenses (e.g., bicycle, wheelbarrow, hawking).
(vii) Rents from local government properties.
(viii) Donations and aids from NGOs, individuals, or international bodies.
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(8)
(PICK ANY FIVE)
(i) Ensures Equality Before the Law: Everyone, including leaders, is subject to the law, which prevents misuse of power.
(ii) Promotes Accountability: Government officials can be held accountable for unlawful actions, discouraging authoritarian behavior.
(iii) Protects Fundamental Rights: Citizens’ rights and freedoms are safeguarded, reducing the chance of oppression.
(iv) Limits Abuse of Power: Clear legal frameworks and enforcement mechanisms prevent leaders from acting beyond their powers.
(v) Encourages Judicial Independence: An independent judiciary checks the excesses of the executive and legislature.
(vi) Strengthens Democratic Institutions: It empowers institutions like the legislature, courts, and media to operate freely and fairly.
(vii) Promotes Transparency: The rule of law requires that government actions follow established legal procedures, limiting secrecy and corruption.
(viii) Fosters Public Confidence: When people trust that the law is fairly applied, they are more likely to resist undemocratic rule and support legal processes.
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*WAEC CIVIC EDUCATION*
*NUMBER NINE*
(9a)
Traditional mode of popular participation refers to the indigenous and informal methods through which people in a community engage in political and societal decision-making processes. These methods are rooted in customs, culture, and long-established practices, such as town hall meetings, age grades, village assemblies, and council of elders.
(9b)
(PICK ANY SIX)
(i) Cultural Relevance: It reflects and respects the traditions and values of the people, making participation more meaningful.
(ii) Inclusiveness: It allows for the involvement of a wide range of community members, including elders, women, and youths.
(iii) Conflict Resolution: Traditional methods often promote peaceful dialogue and consensus-building.
(iv) Trust and Legitimacy: Decisions made through traditional means are often trusted and accepted by community members.
(v) Cost Effectiveness: These systems are usually low-cost since they do not require formal structures or large financial resources.
(vi) Social Cohesion: Participation fosters unity and strengthens the sense of belonging within the community.
(vii) Accessibility: Most people can easily participate since it does not require formal education or technical knowledge.
(viii) Support for Governance: Traditional participation can complement modern governance by enhancing grassroots involvement.
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*GOOD LUCK*💙
12/11/2025, 9:20:55 PM] Olive: *WAEC CIVIC EDUCATION*
*NUMBER NINE*
(9a)
Traditional mode of popular participation refers to the indigenous and informal methods through which people in a community engage in political and societal decision-making processes. These methods are rooted in customs, culture, and long-established practices, such as town hall meetings, age grades, village assemblies, and council of elders.
(9b)
(PICK ANY SIX)
(i) Cultural Relevance: It reflects and respects the traditions and values of the people, making participation more meaningful.
(ii) Inclusiveness: It allows for the involvement of a wide range of community members, including elders, women, and youths.
(iii) Conflict Resolution: Traditional methods often promote peaceful dialogue and consensus-building.
(iv) Trust and Legitimacy: Decisions made through traditional means are often trusted and accepted by community members.
(v) Cost Effectiveness: These systems are usually low-cost since they do not require formal structures or large financial resources.
(vi) Social Cohesion: Participation fosters unity and strengthens the sense of belonging within the community.
(vii) Accessibility: Most people can easily participate since it does not require formal education or technical knowledge.
(viii) Support for Governance: Traditional participation can complement modern governance by enhancing grassroots involvement.
CIVIC-OBJ
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NABTEB CIVIC EDUCATION-ANSWERS
INSTRUCTIONS: ANSWER FOUR QUESTIONS ONLY WITH AT LEAST ONE QUESTION FROM EACH PART.
PART I
(1a)
Youth empowerment is the process of equipping young people with the necessary skills, knowledge, and opportunities to make informed decisions, take responsibility for their lives, and contribute positively to their communities and society at large.
(1b)
(i) Reduction in crime rate: Empowered youths are meaningfully engaged and less likely to engage in criminal activities such as theft, drug abuse, or cultism.
(ii) Economic development: When youths are empowered with entrepreneurial skills and education, they can start businesses, gain employment, and contribute to the economic growth of the nation.
(iii) Leadership development: Empowered youths are better prepared to take up leadership roles and participate in governance, policy-making, and social development projects.
(1c)
(i) Increase in crime and insecurity: When youths are unemployed, they may resort to crimes such as robbery, kidnapping, or internet fraud to survive, leading to a rise in social insecurity.
(ii) Drug and substance abuse: Many unemployed youths fall into depression and hopelessness, making them vulnerable to drug and alcohol abuse as a form of escape from reality.
(iii) Political thuggery and violence: Politicians often exploit unemployed youths by recruiting them for violent activities during elections, such as ballot box snatching, intimidation, and assaults.
(iv) Mental health issues: Prolonged unemployment can lead to low self-esteem, anxiety, and depression among youths, which affects their mental well-being and overall productivity.
(v) Social unrest and protests: When large numbers of youths remain unemployed, frustration may lead to riots, protests, and social instability, as they demand government action and reforms.
(vi) Increased dependency ratio: Unemployed youths depend on their families or the government for basic needs, putting economic pressure on society and reducing the overall productivity of the population.
===========================
(2a)
Cultism is the practice or system of belonging to a secret group or society that often engages in illegal, violent, or antisocial activities, usually within institutions like schools or communities. These groups usually have strict rules, oaths, and rituals, and members are expected to show blind loyalty to the group.
(2b)
(i) Peer pressure: Many youths join cult groups due to the influence of friends or classmates who are already members. The desire to feel accepted or to avoid rejection often pushes them into joining, even without understanding the consequences.
(ii) Search for protection: In some environments, especially in schools or violent communities, students and young people join cults to seek protection from bullies, rival groups, or other perceived threats. Cults promise safety in numbers and a sense of power, which attracts vulnerable individuals.
(iii) Quest for power and recognition: Some youths join cults because they believe it will give them social status, fear-based respect, or influence over others. Cult groups often promise access to wealth, popularity, and privileges, which are appealing to ambitious but misguided individuals.
(iv) Poor parental upbringing and broken homes: Children who grow up without proper guidance, supervision, or love from their parents are more likely to be lured into cultism. Lack of moral values, neglect, and emotional instability at home can drive young people to seek belonging and identity in dangerous groups.
===========================
*PART II*
(3a)
Citizenship Education is the process of teaching individuals, especially young people, about their rights, responsibilities, and roles as members of a society. It aims to develop informed, responsible, and active citizens who understand the laws, values, and systems that govern their nation and are willing to participate in civic and national development.
(3b)
(i) Obedience to laws: Every citizen is expected to obey the laws and regulations of their community and the country at large. This includes respecting traffic rules, paying taxes, and avoiding criminal acts. Law-abiding citizens help maintain peace and order in society.
(ii) Participation in community service: Citizens have a duty to contribute to the development of their communities by engaging in voluntary services such as environmental sanitation, assisting during emergencies, or supporting local development projects. These actions improve the quality of life and strengthen communal bonds.
(iii) Respect for others and public property: Citizens must show respect to fellow members of the community regardless of age, religion, or background. They must also protect and avoid damaging public facilities such as roads, schools, and hospitals. This helps preserve resources for the common good.
(iv) Promotion of unity and peaceful coexistence: It is the responsibility of every citizen to promote peace, avoid spreading hatred, and resolve conflicts through dialogue. By fostering understanding and tolerance, citizens contribute to a stable and harmonious society.
===========================
(4a)
Inter-communal relationships are the interaction, cooperation, and peaceful coexistence between different communities or ethnic groups within a country. It involves mutual respect, cultural exchange, economic collaboration, and the willingness to live and work together in harmony despite differences.
(4b)
(i) Promotion of peace and unity: Inter-communal relationship, encourages people from different backgrounds to live together peacefully, reducing the chances of conflict, violence, and hatred. It helps to unite diverse communities toward common national goals.
(ii) Economic development: When communities interact and collaborate, they can share resources, trade goods and services, and work together on development projects. This leads to job creation, infrastructure growth, and improved standards of living for everyone involved.
(iii) Cultural understanding and tolerance: Through inter-communal relationships, people learn to appreciate and respect other cultures, traditions, and beliefs. This helps eliminate stereotypes and prejudices, fostering an inclusive and tolerant society.
(4c)
(i) Dialogue and negotiation: Open and honest dialogue between community leaders and members allows issues to be discussed peacefully. Negotiation helps all parties to reach fair agreements without resorting to violence. This approach builds trust and mutual understanding.
(ii) Mediation: Mediation involves the use of a neutral third party to help resolve disputes between conflicting communities. The mediator listens to both sides, identifies the root of the problem, and guides them toward a peaceful resolution. This skill is vital in settling disputes without bias or aggression.
===========================
*PART III*
(5a)
NAFDAC stands for the National Agency for Food and Drug Administration and Control. It is a government agency in Nigeria responsible for regulating and controlling the manufacture, importation, exportation, distribution, advertisement, sale, and use of food, drugs, cosmetics, medical devices, packaged water, and chemicals to ensure they are safe for public consumption.
(5b)
(i) Regulation and registration of products: NAFDAC ensures that all food, drugs, cosmetics, and related products are properly tested and approved before they are sold to the public. The agency registers only products that meet safety and quality standards to protect public health.
(ii) Inspection of manufacturing facilities: NAFDAC conducts regular inspections of factories and production sites to ensure they maintain proper hygiene and production practices. This helps to prevent the production of substandard or harmful products.
(iii) Public awareness and education: NAFDAC organizes campaigns and sensitization programs to educate the public on the dangers of fake drugs, expired products, and unsafe food items. These efforts help consumers make informed choices and avoid health risks.
(iv) Seizure and destruction of fake or harmful products: NAFDAC actively monitors markets and warehouses to identify and confiscate counterfeit, expired, or unapproved products. These are then destroyed to prevent them from reaching consumers, thereby safeguarding public health.
===========================
(6a)
Popular participation is the active involvement of citizens in the political, economic, and social activities of their country, especially in the decision-making process. It includes voting in elections, attending community meetings, joining political parties, contributing to public debates, and holding leaders accountable.
(6b)
(i) Political apathy
(ii) Fear of political violence
(iii) Lack of political education
(iv) Electoral malpractice and lack of trust in the system
(6c)
(i) Political apathy: Many citizens feel indifferent or uninterested in political matters because they believe their involvement will not make a difference. This lack of interest often results from disappointment with past leaders or governance failures, leading them to ignore political activities altogether.
(ii) Fear of political violence: In some areas, politics is associated with violence, thuggery, or intimidation. This discourages people, especially women and the elderly, from participating due to concerns for their personal safety during campaigns, elections, or political gatherings.
(iii) Lack of political education: A large number of people do not understand how the political system works or the importance of their civic responsibilities. Without proper political education, they are unaware of their rights or how to influence governance, which leads to low participation.
(iv) Electoral malpractice and lack of trust in the system: When elections are rigged or manipulated, and corrupt practices go unpunished, people lose faith in the political system. This discourages them from voting or getting involved, as they believe their voices or votes will not count.
*WAEC CIVIC EDUCATION*
*NUMBER FIVE*
(5a)
(PICK FIVE ONLY)
(i) Health Complications: The pills may contain harmful substances that could damage Mosi’s organs, such as the liver, kidneys, heart, or brain, leading to long-term health issues or even death.
(ii) Addiction: Taking such substances could lead to drug dependency, where Mosi develops a strong urge to keep using the pills, eventually affecting his physical and mental well-being.
(iii) Academic Decline: Drug use can impair concentration, memory, and overall cognitive function, leading to poor academic performance and eventual dropout from school.
(iv) Legal Problems: Possessing or using illegal drugs is a criminal offense in many countries. Mosi could be arrested, prosecuted, or face imprisonment if caught.
(v) Strained Family Relationships: His drug use may lead to conflicts at home, loss of trust, and emotional distress for his family members.
(vi) Peer Influence and Further Risk: Agreeing to take pills might expose Mosi to more dangerous behaviors such as theft, gang involvement, or violence through continued association with bad company.
(vii) Loss of Self-Control and Judgment: Drugs can impair decision-making abilities, making Mosi prone to reckless behavior, accidents, or engaging in unsafe sexual activities.
(viii) Damage to Reputation: Being known as a drug user can damage Mosi’s image in school and the community, leading to isolation, loss of respect, and fewer opportunities in the future.
(5b)
(PICK FIVE ONLY)
(i) Say a Firm “No”: Mosi should confidently and respectfully decline the offer, showing that he is not interested, regardless of pressure from his peers.
(ii) Avoid Peer Pressure Situations: He should stay away from gatherings or places where he might be exposed to drugs or be influenced by friends to engage in risky behaviors.
(iii) Seek Positive Friendships: Mosi should associate with friends who share his values and support his decision to stay drug-free, helping him resist negative influences.
(iv) Educate Himself on Drug Risks: Knowing the harmful effects of drug abuse can strengthen his resolve to stay away from substances that threaten his health and future.
(v) Talk to a Trusted Adult: Mosi should confide in a parent, teacher, or school counselor about the pressure he is facing, so they can offer guidance and support.
(vi) Engage in Productive Activities: Participating in sports, arts, reading, or volunteer work can keep Mosi focused on positive goals and reduce boredom or curiosity.
(vii) Develop Self-Confidence: By building his self-esteem, Mosi can make independent decisions without feeling the need to fit in or seek approval through harmful means.
(viii) Set Personal Goals and Focus on the Future: Having clear goals for his education and career can motivate Mosi to stay disciplined and avoid anything that could jeopardize his future.
*WAEC CIVIC EDUCATION*
*NUMBER FOUR*
(4)
(PICK FIVE ONLY)
(i) Youth Empowerment and Skills Acquisition Programmes (YESAP): This initiative provides training in vocational and technical skills such as tailoring, carpentry, ICT, and welding. Through these programs, many young people gain practical skills that enable them to start their own businesses or secure employment, reducing youth unemployment.
(ii) National Youth Service Corps (NYSC): The NYSC programme encourages national integration and allows fresh graduates to contribute to community development. It also exposes them to leadership roles and job opportunities in different regions, building their confidence and experience.
(iii) Youth Enterprise with Innovation in Nigeria (YouWiN!): This initiative provides financial support and business mentorship to young entrepreneurs. It has empowered many youths by helping them develop business plans, access funding, and grow their enterprises, thus fostering entrepreneurship.
(iv) Government Agricultural Empowerment Schemes: Programs like the Youth Farm Lab and N-Power Agro offer agricultural training, tools, and grants to young farmers. This has encouraged youth involvement in agriculture, helping them become self-reliant while contributing to national food security.
(v) N-Power Programme: N-Power is a large-scale government employment initiative that engages thousands of unemployed graduates in sectors such as education, health, and technology. It provides monthly stipends, work experience, and on-the-job training, empowering participants to be productive members of society.
(vi) Digital Literacy and Innovation Hubs: Governments have established ICT and innovation hubs where young people can learn coding, robotics, digital marketing, and other tech skills. These centers equip youths for the digital economy and open up global job opportunities.
(vii) Student Loan and Scholarship Schemes: By offering scholarships, bursaries, and student loans, the government has made education more accessible to youths from low-income families. This has empowered them intellectually and created a path toward professional careers.
(viii) Youth Involvement in Governance Initiatives: Through appointments, youth parliaments, and advisory councils, the government involves young people in decision-making processes. This not only builds leadership skills but also gives youths a voice in shaping national policies that affect their future.
*WAEC CIVIC EDUCATION*
*NUMBER SIX*
(6a)
(PICK ANY SEVEN)
(i) Lack of Legal Protection: Refugees often lack proper documentation, making them vulnerable to exploitation.
(ii) Separation from Family: Being alone or separated from support systems increases vulnerability.
(iii) Poverty and Desperation: Limited access to food, shelter, and resources may make her more likely to accept risky offers.
(iv) Lack of Education and Awareness: Displaced individuals may not know how to identify or avoid trafficking schemes.
(v) Unregulated Refugee Camps: Poorly managed camps can be targeted by traffickers.
(vi) Limited Law Enforcement Presence: Weak security allows traffickers to operate freely.
(vii) Language Barriers: Difficulty communicating can prevent her from seeking help or understanding dangers.
(viii) Trusting Strangers: Refugees may be easily deceived by traffickers posing as helpers.
(ix) Lack of Employment Opportunities: Desperation for income may lead her to accept exploitative work.
(x) Gender-Based Vulnerability: Women and girls are particularly targeted for sex trafficking and forced labor.
(6b)
(PICK ANY FOUR)
(i) Increase Security in Refugee Camps: Deploy trained personnel to monitor and prevent trafficking activities.
(ii) Conduct Awareness Campaigns: Educate refugees on the dangers and signs of trafficking.
(iii) Provide Legal Documentation: Issue IDs or temporary permits to give refugees legal protection.
(iv) Offer Psychological and Social Support: Help displaced persons rebuild their confidence and decision-making skills.
(v) Ensure Access to Education and Skills Training: Empower refugees with knowledge and practical skills.
(vi) Strengthen Border and Camp Monitoring Systems: Prevent traffickers from infiltrating refugee areas.
(vii) Collaborate with NGOs and International Agencies: Share information and resources to protect vulnerable groups.
(viii) Create Safe Reporting Channels: Establish hotlines and complaint desks for victims to report suspicious activities.
*WAEC CIVIC EDUCATION*
*NUMBER SIX*
(6a)
(PICK SEVEN ONLY)
(i) Lack of security: Refugee camps may have limited protection, making it easier for traffickers to operate.
(ii) Separation from family: Displaced persons often get separated from loved ones, increasing vulnerability.
(iii) Poverty and lack of resources: Financial desperation can make offers from traffickers seem attractive.
(iv) Limited education or awareness: Displaced individuals may not be informed about the tactics traffickers use.
(v) Absence of legal documentation: Without ID, displaced persons struggle to access services and protection.
(vi) Dependence on aid or strangers: Relying on unfamiliar individuals increases the risk of exploitation.
(vii) Desire to migrate further: Seeking better opportunities can expose them to smugglers or traffickers.
(viii) Gender-based vulnerability: Women and girls are often at higher risk in conflict and post-conflict settings.
(ix) Poor camp management: Lack of proper registration and monitoring can allow traffickers to blend in.
(x) Psychological trauma: Mental stress may impair judgment, making victims more susceptible to deceit.
(6b)
(PICK FOUR ONLY)
(i) Increase security in refugee camps: Deploy trained personnel to monitor and protect displaced persons.
(ii)Register and document refugees: Ensure all refugees are properly identified and tracked.
(iii) Launch awareness campaigns: Educate refugees about the dangers of trafficking and how to avoid it.
(iv) Provide basic needs: Ensure access to food, shelter, healthcare, and education to reduce desperation.
(v) Establish reporting systems: Create hotlines and reporting mechanisms for suspicious activity.
(vi) Partner with NGOs and international bodies: Collaborate with organizations that specialize in anti-trafficking.
(vii) Strengthen border control: Monitor and regulate movement in and out of refugee camps.
(viii) Provide psychosocial support: Offer counseling and mental health services to help displaced persons recover and make informed decisions.
(9a)
Traditional mode of popular participation refers to the indigenous and informal methods through which people in a community engage in political and societal decision-making processes. These methods are rooted in customs, culture, and long-established practices, such as town hall meetings, age grades, village assemblies, and council of elders.
(9b)
(i) Cultural Relevance: It reflects and respects the traditions and values of the people, making participation more meaningful.
(ii) Inclusiveness: It allows for the involvement of a wide range of community members, including elders, women, and youths.
(iii) Conflict Resolution: Traditional methods often promote peaceful dialogue and consensus-building.
(iv) Trust and Legitimacy: Decisions made through traditional means are often trusted and accepted by community members.
(v) Cost Effectiveness: These systems are usually low-cost since they do not require formal structures or large financial resources.
(vi) Social Cohesion: Participation fosters unity and strengthens the sense of belonging within the community.
(5a)
(i)Health Risks: Unknown side effects, potential overdose, or adverse reactions with other medications.
(ii)Legal Consequences: Possession or use of illegal substances can lead to legal troubles, fines, or even imprisonment.
(iii)Impaired Judgment: The pills could impair Mosi’s judgment, leading to poor decision-making that might affect his relationships, academic performance, or safety.
(iv)Addiction or Dependency: There’s a risk of developing a dependency on the substance, which could lead to long-term health and personal issues.
(v)Negative Impact on Academic Performance: Substance use can affect concentration, memory, and overall academic achievement, potentially jeopardizing Mosi’s future opportunities.
(5b)
(i)Say No Directly: Clearly and firmly decline the offer without hesitation.
(ii)Explain His Reasons: Share his concerns about the potential risks and consequences of taking the pills.
(iii)Suggest Alternatives: Propose alternative ways to relax and enjoy time with friends that don’t involve substance use.
(iv)Seek Support: Talk to a trusted friend, family member, or counselor about the situation for guidance and support.
(v)Focus on Personal Goals: Remind himself of his personal goals and priorities, and how substance use could hinder achieving them.
*WAEC CIVIC EDUCATION*
*NUMBER SEVEN*
(7a)
(PICK ANY FIVE)
(i) Provision of basic social services such as health centers, water supply, and waste disposal.
(ii) Construction and maintenance of roads within the local area.
(iii) Establishment and regulation of markets and motor parks.
(iv) Collection of rates and levies (e.g., shop and tenement rates).
(v) Registration of births, deaths, and marriages.
(vi) Maintenance of law and order through local security and vigilante groups.
(vii) Development of agriculture and natural resources at the grassroots level.
(viii) Implementation of community development projects in collaboration with local residents.
(7b)
(PICK ANY FIVE)
(i) Federal government allocation (statutory allocation).
(ii) State government grants or subventions.
(iii) Local taxes and rates (e.g., tenement rates, radio/TV license fees).
(iv) Fines and court fees collected from customary courts.
(v) Fees from motor parks, markets, and business premises.
(vi) Proceeds from licenses (e.g., bicycle, wheelbarrow, hawking).
(vii) Rents from local government properties.
(viii) Donations and aids from NGOs, individuals, or international bodies.
*WAEC CIVIC EDUCATION 2025*
(2a)
i. An alien must have attained the legal age as stipulated by the country’s constitution.
ii. The person must have resided in the country for a continuous and specified number of years.
iii. The individual must be of good character and must not have any criminal record.
iv. The alien must be able to speak and understand the official language of the country.
v. The person must swear an oath of allegiance to be loyal and faithful to the country.
(2b)
i. Responsible citizens show loyalty by obeying all the laws and regulations of the country.
ii. They pay their taxes regularly to support government development efforts.
iii. They participate in civic duties like voting during elections to choose good leaders.
iv. They are ready to defend their country when there is a threat or national emergency.
v. They promote peace, unity, and live in harmony with other citizens regardless of differences.
*WAEC CIVIC EDUCATION*
*NUMBER TWO*
(2a)
(PICK FIVE ONLY)
(i) Legal Entry and Residence: The alien must have entered the country legally and maintained a lawful residence for a specified period, as required by the country’s immigration laws.
(ii) Good Character: The applicant must demonstrate good moral character by having no criminal record or history of involvement in activities that threaten public peace or national security.
(iii) Proficiency in Language: Many countries require the applicant to have a working knowledge of the official language to ensure proper integration into society.
(iv) Understanding of National Culture and Laws: The alien must show knowledge of the country’s history, customs, values, constitution, and legal system.
(v) Oath of Allegiance: The individual must be willing to take an oath of allegiance, pledging loyalty to the new country and renouncing allegiance to other nations.
(vi) Financial Stability: The applicant must prove that they are financially self-sufficient and will not become a burden to the state.
(vii) Contribution to Society: Some countries require evidence that the applicant has contributed positively to society, such as through employment, community service, or investment.
(viii) Age Requirement: The alien must have attained the legal age of maturity, often 18 years or older, as required by the naturalization laws of the country.
(2b)
(PICK FIVE ONLY)
(i) Respecting National Symbols: Citizens can show loyalty by respecting national symbols like the flag, anthem, and coat of arms during official events and daily life.
(ii) Obeying Laws and Regulations: Abiding by the rules and laws of the country shows commitment to social order and national unity.
(iii) Voting in Elections: Participating in free and fair elections helps in choosing competent leaders and supporting democratic governance.
(iv) Paying Taxes: Timely payment of taxes supports national development and demonstrates commitment to the country’s economic growth.
(v) Defending the Nation: Citizens may serve in the military or support national defense efforts to protect the country’s sovereignty and integrity.
(vi) Promoting National Unity: Avoiding hate speech, tribalism, and discrimination while promoting peace and inclusion demonstrates loyalty to the nation’s values.
(vii) Protecting Public Property: Taking care of and avoiding the destruction of government facilities such as schools, roads, and hospitals shows regard for national assets.
(viii) Reporting Crimes and Threats: Alerting authorities about criminal activities or threats to national security helps protect the nation and its citizens.
*WAEC CIVIC EDUCATION*
*NUMBER FOUR*
(4)
(i)Nigeria Jubilee Fellows Programme (NJFP): This one-year fellowship program connects talented young Nigerian graduates with local job opportunities while equipping them with world-class skills and knowledge. Participants gain practical experience, mentorship, and professional development in diverse sectors.
(ii)N-Power: A comprehensive initiative to address youth unemployment by providing paid volunteer opportunities and skills training in sectors like education, health, and agriculture. Participants receive a monthly stipend and potential pathways to permanent employment.
(iii)Youth Enterprise With Innovation In Nigeria (YouWiN!): This program promotes entrepreneurship among young Nigerians by providing grants and business development support. Participants receive financial support, business training, mentorship, and market access to help them start and grow their businesses.
(iv)National Youth Service Corps (NYSC): A mandatory one-year program for Nigerian graduates that fosters national unity and provides valuable work experience. Corps members receive a monthly stipend and participate in various community development projects.
(v)Graduate Internship Scheme (GIS): Although details on this program are limited, it’s another initiative aimed at empowering young Nigerians through skills acquisition and work experience.
*WAEC CIVIC EDUCATION*
*NUMBER ONE*
(1a)
(PICK THREE ONLY)
(i) Promotion of Violence: Constant exposure to violent content in the media can desensitize children, making them more aggressive and undermining parental efforts to teach peace and empathy.
(ii) Encouragement of Immorality: Negative media often glamorizes inappropriate behaviors such as premarital sex, drug use, and disrespect for authority, which conflict with the values parents aim to instill.
(iii) Poor Academic Focus: Excessive media consumption, especially of entertainment with no educational value, can distract children from their studies and diminish their academic performance.
(iv) Distortion of Reality: Media can create unrealistic expectations about life, success, and appearance, making it hard for parents to guide their children to appreciate genuine values and self-worth.
(v) Weakened Parent-Child Bond: When children spend more time consuming media than engaging with family, it reduces quality time and weakens communication and trust between parents and children.
(vi) Reduced Moral Sensitivity: Negative media often downplays the consequences of bad behavior, which can cause children to adopt a careless attitude toward moral and ethical decisions.
(1b)
(PICK THREE ONLY)
(i) Media Literacy Education: Parents should teach children to critically analyze media messages and recognize biases, stereotypes, and falsehoods. This helps children not to accept everything they see or hear as the truth.
(ii) Setting Media Boundaries: Establishing limits on screen time and monitoring what children watch or read helps to control their exposure to harmful content.
(iii) Encouraging Open Communication: Creating an environment where children feel safe to discuss what they encounter in the media allows parents to correct misconceptions and reinforce family values.
(iv) Providing Positive Alternatives: Introducing children to educational programs, wholesome books, and engaging family activities can reduce their attraction to negative media content.
(v) Being a Role Model: Parents must lead by example by consuming responsible media themselves and demonstrating critical thinking, respectful behavior, and good morals.
(vi) Using Parental Control Tools: Installing software or using features on TVs and devices to block or filter inappropriate content can protect children from harmful media exposure.
Noted :- I posted this article after its surface online and reason for posting is to get my website approve by Adsense and my candidate to know what is wrong and right
