WAEC 2025 Civic Education Theory and Objective Answers

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FREE ANSWERS

Wednesday, 14th May 2025
Civic Education 2 (Essay) — 09:30am – 11:30am
Civic Education 1 (Objective) — 11:30am – 12:30pm

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CIVIC EDUCATION OBJ:
1-10: BDABBABACD
11-20: CBDCCBCADB
21-30: BCDADCCBAC
31-40: ADDBDCCDBA
41-50: DBDCCACACD

(WITH NUMBERING)
1.B 2.D 3.A 4.B 5.B 6.A 7.B 8.A 9.C 10.D
11.C 12.B 13.D 14.C 15.C 16.B 17.C 18.A 19.D 20.B
21.B 22.C 23.D 24.A 25.D 26.C 27.C 28.B 29.A 30.C
31.A 32.D 33.D 34.B 35.D 36.C 37.C 38.D 39.B 40.A
41.D 42.B 43.D 44.C 45.C 46.A 47.C 48.A 49.C 50.D

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(1a)
(PICK ANY THREE)
(i)Promoting Harmful Values and Behaviors: Negative media reportage can glorify or normalize behaviors that are detrimental to family values and relationships, such as violence, substance abuse, or promiscuity. This can influence both parents’ and children’s perceptions of what is acceptable or desirable.

(ii)Creating Unrealistic Expectations about Parenting: Media often portray idealized or unrealistic images of parenting and family life. This can lead to feelings of inadequacy, stress, and disappointment among parents who cannot meet these unattainable standards.

(iii)Increasing Parental Stress and Anxiety: Constant exposure to negative news or sensationalized stories about parenting challenges, child safety issues, or family problems can heighten anxiety and stress levels among parents. This can affect their mental health and ability to parent effectively.

(iv)Shaping Children’s Attitudes and Behaviors in Undesirable Ways: Children are highly impressionable, and negative media content can shape their attitudes, beliefs, and behaviors in ways that contradict the values parents aim to instill. This can lead to conflicts and challenges in parenting.

(v)Undermining Parental Authority and Influence: Media portrayals of parents or parenting styles can sometimes be negative or stereotypical, undermining the authority and influence of parents. When children perceive parents in a negative light through media, it can erode respect and complicate parent-child relationships.

(1b)
(PICK ANY THREE)
(i)Media Literacy Education: Teach children to critically evaluate media content, identifying biases, stereotypes, and unrealistic portrayals. This helps them develop a discerning eye and make informed decisions about the media they consume.

(ii)Open Communication: Engage in regular conversations with children about media content, discussing its implications, and encouraging them to share their thoughts and feelings. This helps children develop critical thinking skills and builds trust.

(iii)Setting Boundaries and Limits: Establish rules and guidelines for media consumption, including limits on screen time, content type, and device use. This helps children develop healthy media habits and reduces exposure to negative influences.

(iv)Positive Role Modeling: Model healthy media consumption habits yourself, demonstrating responsible and balanced use of media. Children learn from what they see, so it’s essential to set a good example.

(v)Encouraging Alternative Activities: Support children in engaging in alternative activities that promote positive values and development, such as sports, arts, or community service. This helps children develop interests and hobbies that can counterbalance media influence.

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(2a)
(PICK ANY FIVE)
(i) Attainment of the prescribed age
(ii) Continuous residence in the country for a specified period
(iii) Ability to speak and understand at least one of the national languages
(iv) Good character and no criminal record
(v) Evidence of means of livelihood
(vi) Willingness to renounce previous citizenship
(vii) Taking the oath of allegiance

(2b)
(PICK ANY FIVE)
(i) Obeying the laws and constitution of the country: Loyal citizens follow the nation’s laws and uphold the constitution. This helps maintain peace, order, and justice in society.

(ii) Paying taxes regularly and correctly: By paying taxes, citizens support government services like education, healthcare, and infrastructure. It shows commitment to national development.

(iii) Voting during elections: Voting is a key civic duty. It allows citizens to choose their leaders and contribute to the democratic process and good governance.

(iv) Defending the country when necessary: Citizens show loyalty by being willing to defend their country in times of threat or conflict, either through military service or community support.

(v) Respecting national symbols such as the flag and anthem: Respecting symbols like the national anthem and flag reflects patriotism and pride in one’s country.

(vi) Promoting peace and unity among fellow citizens: A loyal citizen encourages unity, tolerance, and cooperation, helping to build a peaceful and stable nation.

(vii) Reporting criminal or suspicious activities to authorities: Helping security agencies by reporting crimes supports national safety and shows concern for the well-being of others.

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(3a)
(PICK ANY THREE)
(i)Distracted driving: Timmy was receiving a call while driving, which took his attention away from the road and led to the accident.

(ii)Underage driving: Timmy is only 15 years old, which suggests that he may not have been eligible to drive legally, highlighting the issue of minors getting behind the wheel.

(iii)Disregard for traffic signals: Running a red light is a serious traffic offense that puts the driver and others at risk, and Timmy’s actions demonstrate a lack of respect for traffic rules.

(iv)Lack of driving experience and maturity: As a 15-year-old driver, Timmy may not have had sufficient driving experience or maturity to handle the challenges of driving safely.

(v)Reckless behavior: Timmy’s decision to receive a call while driving demonstrates reckless behavior that can have severe consequences, including accidents like the one he was involved in.

(3b)
(PICK ANY THREE)
(i)Strict enforcement of driving age laws: Governments should ensure that driving age laws are strictly enforced to prevent underage driving and reduce the risk of accidents.

(ii)Comprehensive driver education programs: Driver education programs should be implemented to teach young drivers about safe driving practices, traffic rules, and the dangers of distracted driving.

(iii)Prohibition of mobile phone use while driving: Laws prohibiting mobile phone use while driving should be enforced to prevent distracted driving and reduce the risk of accidents.

(iv)Parental supervision and guidance: Parents should monitor and guide young drivers, ensuring they follow safe driving practices and respect traffic rules.

(v)Effective traffic law enforcement: Traffic laws should be strictly enforced to deter reckless driving behaviors and promote a culture of safe driving.

(vi)Public awareness campaigns: Public awareness campaigns should be conducted to educate drivers about the dangers of distracted driving, the importance of following traffic rules, and the benefits of safe driving practices.

(vii)Promotion of defensive driving: Defensive driving techniques should be promoted to help drivers anticipate and respond to potential hazards on the road, reducing the risk of accidents.

(viii)Implementation of consequences for reckless driving: Penalties for reckless driving should be implemented and enforced to deter drivers from engaging in dangerous behaviors and promote a culture of responsible driving.

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(4)
(PICK ANY FIVE)
(i) N-Power Programme: This programme provides unemployed Nigerian youths with paid work experience and training in sectors like education, agriculture, and health. It helps them gain employable skills and earn a stipend while contributing to national development.

(ii) Youth Enterprise with Innovation in Nigeria (YouWiN!): YouWiN! supports young entrepreneurs with funding and mentoring to start or expand their businesses. It promotes innovation and reduces unemployment by encouraging youth-driven enterprises.

(iii) NYSC Skills Acquisition and Entrepreneurship Development (SAED): SAED equips corps members with vocational and business skills during their service year. This helps them become self-employed and reduce their reliance on scarce white-collar jobs.

(iv) Graduate Internship Scheme (GIS): GIS provides graduates with work placements in reputable organizations to gain practical job experience. It enhances their chances of employment by bridging the gap between education and the job market.

(v) Nigeria Youth Investment Fund (NYIF): NYIF provides soft loans to young entrepreneurs to support their business ideas and promote economic independence. It aims to boost youth-owned businesses and reduce the rate of youth unemployment.

(vi) National Directorate of Employment (NDE) Programmes: NDE trains unemployed youths in vocational trades and small business development. It creates a pathway for them to earn a livelihood through self-employment.

(vii) Digital Nigeria Programme: This programme trains young Nigerians in ICT skills like coding, data science, and digital marketing. It empowers them to participate in the global digital economy and attract remote work opportunities.

(viii) Agricultural Youth Empowerment Scheme (AGRO-YES): AGRO-YES introduces youths to modern agricultural practices and supports them with inputs and credit. It encourages youth participation in agriculture as a viable and profitable career.

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(5a)
(PICK ANY FIVE)
(i) Mosi may become physically and psychologically dependent on the p***s.

(ii) Drug use can impair concentration and memory, leading to low grades.

(iii) The p***s may cause serious health issues such as liver damage or heart problems.

(iv) His relationship with his family could deteriorate due to disappointment and mistrust.

(v) Drug use may lead to stealing or joining criminal gangs to sustain the habit.

(vi) Mosi may suffer from anxiety, depression, or hallucinations as side effects.

(vii) Friends and classmates may avoid him due to his behavior.

(viii) Overdose or bad reactions to the p***s could result in sudden death.

(5b)
(PICK ANY FIVE)
(i) REJECT THE OFFER:
He should confidently and clearly reject the offer without hesitation. Saying “no” firmly shows he is serious and not interested. This helps discourage his friends from pressuring him further.

(ii) Avoid bad company:
He should stop associating with friends who engage in drug abuse or other risky behaviors. Keeping such company increases the chances of being influenced negatively. Instead, he should seek friends who share positive values.

(iii) Seek guidance from trusted adults:
Mosi can talk to a parent, teacher, or school counselor about the situation. Trusted adults can give him advice, support, and encouragement to do the right thing. Their guidance may also help him avoid similar problems in the future.

(iv) Engage in positive activities:
He should occupy his time with sports, reading, creative arts, or volunteering. Staying engaged in meaningful activities helps reduce boredom and peer pressure. It also builds confidence and self-discipline.

(v) Be assertive:
Mosi should stand up for his beliefs and not be afraid to speak out when offered d***s. Assertiveness shows that he knows what is right and will not compromise his values. It also earns him respect from others.

(vi) Understand the dangers of drug abuse:
By educating himself on the health, legal, and social effects of drug abuse, Mosi will be better prepared to make wise choices. Knowledge gives him strong reasons to say no. It also helps him advise others who may be facing similar temptations.

(vii) Build strong self-esteem:
Mosi should believe in himself and avoid doing things just to gain acceptance. A strong sense of self-worth helps him stay true to his values. This makes it easier to resist peer pressure and make responsible decisions.

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(6a)
(PICK ANY SEVEN)
(i) Lack of proper identification documents makes it easier for traffickers to exploit her.
(ii) Separation from family members leaves her vulnerable and unprotected.
(iii) Desperation for survival may lead her to accept risky job offers or promises.
(iv) Limited access to education or information prevents her from recognizing signs of trafficking.
(v) Poor security in refugee camps can allow traffickers to operate freely.
(vi) Dependence on aid or strangers may put her at the mercy of exploiters.
(vii) Lack of legal status may discourage her from reporting abuse or seeking help.
(viii) Psychological trauma may impair her judgment and decision-making.
(ix) Overcrowded and under-resourced camps can make monitoring and protection difficult.

(6b)
(PICK ANY FOUR)
(i) Provide secure and well-monitored refugee camps with adequate resources: By ensuring camps are safe and have enough food, water, and shelter, the government can reduce the desperation that traffickers often exploit.

(ii) Offer legal aid and documentation to displaced persons: Providing proper identification and legal support helps displaced individuals access services, report abuse, and avoid illegal situations that traffickers may exploit.

(iii) Raise awareness about human trafficking through education and campaigns: Education on the tricks and tactics used by traffickers can empower people like Naje to recognize and avoid potentially harmful offers or situations.

(iv) Ensure access to education and vocational training for refugees: By giving refugees skills and knowledge, the government can make them more self-reliant and less likely to fall for deceptive offers promising better lives.

(v) Strengthen border security and monitor suspicious movements: Tighter border control and regular security checks can help identify and stop trafficking networks from moving vulnerable individuals out of camps or across borders.

(vi) Collaborate with international organizations to offer protection and rehabilitation services: Working with NGOs and international bodies ensures that displaced persons receive holistic care, including counseling, legal aid, and safe resettlement options to prevent trafficking.

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(7a)
(PICK ANY FIVE)
(i) Collection of rates and taxes
(ii) Provision of basic social amenities
(iii) Maintenance of markets and motor parks.
(iv) Registration of births, deaths, and marriages.
(v) Control of environmental sanitation
(vi) Construction and maintenance of rural roads and streets.
(vii) Promotion of agriculture and rural development.

(7b)
(PICK ANY FIVE)
(i) Grants from Federal and State Governments: Local governments receive statutory allocations from the federal and state governments. These grants help fund developmental projects and pay staff salaries.
It is one of the major sources of income for local councils.

(ii) Taxes: Local governments collect taxes such as tenement rates and community development tax. These taxes are paid by residents and business owners within the local area. They provide funds for local infrastructure and services.

(iii) License and Permit Fees: Revenue is generated from issuing licenses for bicycles, motor vehicles, radio, and business premises. Permits are also issued for hawking, building, and other activities. These help regulate local businesses and increase income.

(iv) Fines and Court Fees: Money is collected from individuals who violate local laws and regulations. Local courts also generate revenue through charges for legal documents and court proceedings. This promotes discipline and legal order within the community.

(v) Market and Motor Park Fees: Fees are collected from traders and vehicle operators in local markets and parks. Local councils manage these facilities and earn revenue from their use. These funds support the maintenance of public spaces.

(vi) Rents and Lease of Local Government Property: Local governments own shops, stalls, land, and housing units which they rent out. Income is generated from renting or leasing these properties to individuals and businesses. It helps boost internally generated revenue.

(vii) Donations and Aids: Local governments may receive financial or material support from NGOs, international agencies, or wealthy individuals. These donations assist in community development and social welfare programs. They serve as supplementary sources of income.

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(8)
(PICK ANY FIVE)
(i) Ensures equality before the law: The rule of law guarantees that everyone, including leaders, is subject to the law. This prevents leaders from acting above the law or using power for personal gain. It promotes accountability and discourages authoritarian behavior.

(ii) Protects fundamental human rights: When the rule of law is upheld, citizens’ rights to life, expression, and fair hearing are protected.
Leaders are less likely to abuse their powers when legal consequences are enforced. This limits oppression and encourages democratic governance.

(iii) Promotes judicial independence: An independent judiciary ensures that all legal matters are decided fairly, without external influence. This prevents political leaders from using the courts to silence opposition.
It strengthens the checks and balances system.

(iv) Limits abuse of power: By setting legal boundaries, the rule of law restricts public officials from acting arbitrarily.
Government actions must be based on legal authority and public interest.
This discourages dictatorship and enforces responsible leadership.

(v) Strengthens democratic institutions: The rule of law supports institutions like the legislature, judiciary, and civil service to operate freely and fairly.
Strong institutions help check executive excesses.
This reduces the likelihood of one-man rule or tyranny.

(vi) Encourages civic participation: Citizens are more likely to engage in governance when they trust that laws protect their rights. This promotes transparency and forces leaders to act in accordance with the law. Public involvement also pressures officials to be accountable.

(vii) Ensures due process in governance: The rule of law ensures that government decisions and punishments follow lawful procedures. Leaders cannot impose laws or penalties without legal justification. This discourages arbitrary arrests, detentions, and decisions.

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(9a)
(PICK ANY ONE)
Traditional mode of popular participation refers to the ways through which people in pre-colonial and rural societies take part in governance and decision-making based on their customs and cultural practices.

OR

Traditional mode of popular participation is the indigenous or customary way by which members of a community contribute to political and social decision-making, often through informal and communal structures.

(9b)
(PICK ANY SIX)
(i) Promotion of unity and cooperation: Traditional systems encourage collective decision-making, which fosters unity among community members. Everyone has a sense of belonging and responsibility. This promotes peaceful coexistence and cooperation in community development.

(ii) Preservation of culture and customs: Through participation in traditional practices, people learn and maintain their cultural heritage. It helps pass down norms, values, and customs from one generation to another. This strengthens cultural identity and pride.

(iii) Grassroots mobilization: Traditional rulers and elders can easily mobilize people at the local level for community projects. This ensures active participation in development efforts. It also increases awareness of civic duties among the people.

(iv) Effective conflict resolution: Traditional institutions often serve as mediators in community disputes. Their approach is usually faster, less expensive, and more culturally acceptable. This reduces the burden on the formal legal system.

(v) Encouragement of accountability: Leaders in traditional systems are answerable to their communities. The people have the right to question decisions that affect them. This encourages responsible leadership and transparency.

(vi) Promotion of development projects: Community members contribute resources, ideas, and labour towards local development through traditional participation. Projects like roads, schools, and water supply are often completed faster. This boosts community growth and self-reliance.

(vii) Strengthening leadership structures: Traditional modes help maintain respect for authority and leadership hierarchy. Elders and chiefs are seen as custodians of wisdom and order. This ensures continuity and stability in governance.

(viii) Enhancement of political awareness: Participating in traditional governance educates people about leadership and decision-making. It prepares them for active involvement in modern political systems. This increases political consciousness at the grassroots level.

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CIVIC EDUCATION WAEC 2025 OBJ