The Roles of Civics and Ethical Education in Shaping Attitude of the Students in Higher Education: The Case of Mekelle University
Education is increasingly acknowledged as a means for combating diverse societal problems. It is also widely accredited as pre eminent in fostering attitudes, knowledge and skills of citizens (Birhanu, 2012). The education system has a societal responsibility to produce good and responsible citizens, who understand, respect the constitution, democratic values and human rights; develop attitudes for research and community services; develop a sense of citizenship to participate in and contribute to the development of the community and the country (BHRT, 2001). To achieve this objective, a curriculum for the delivery of Civics and Ethical Education was developed and harmonized at national level. As a result, Civics and Ethical Education has started to be taught at the primary, secondary and higher education levels. Civics and Ethical education has a great role in attitude change of the students in Ethiopia and many other countries like the United states of America , China , African and middle east countries, and it also serve as a way of cultivating good citizens(Ibid). In Ethiopia, it is playing a great role in producing good citizens, who understand properly the problem of their country, understand the citizenry obligation to make personal contribution equipped with good ethical and democratic culture.  In shaping citizens to the best of this purpose, it is the obligation of any government to acquaint his citizens with good civic and ethical values, knowledge and skills (Seyoum, 1996). To promote the effectiveness of Civics and Ethical Education, the FDRE Ministry of Education has taken different measures so far. Of these measures, one is measure regarding curriculum change. There were three major periods of curricular change. The first period was, of course, when the subject was introduced. According to the first curriculum, the mission of Civics and Ethical Education is to help students into competent Ethiopian citizens endowed with a global and human outlook, strong and democratic national feelings and sense of patriotism; to develop democratic values and the culture of respect for human rights; to stand for truth and the well-being of the peoples of Ethiopia as well as for equality, justice, and peace; to understand, apply, and uphold the Constitution (Yamada, 2011). The role of higher education in shaping the moral and civic lives of students is critical. It is believe that higher education has a critical role to play in shaping character and enhancing a sense of social responsibility (Ruben, 2007).  It is also potential to be a powerful influence in reinvigorating the democratic spirit in a given state.   In Ethiopia, many thousands of students are now enrolling in higher education. These students are expecting to involve in democratic and development processes at both local and national levels and thereby higher education has the highest lion share in producing active citizens in a democratic society, personal development, and the development and maintenance of a broad, advanced knowledge base (McIlrath, Lyons, and Munck, 2012). Higher Education Proclamation no. 650/2009 states that the objectives of higher education are: to prepare knowledgeable, skilled, and attitudinally mature graduates in numbers with demand-based proportional balance of fields and disciplines so that the country shall become internationally competitive; promote and uphold justice, fairness, and rule of law in institutional life; promote democratic culture and uphold multicultural community life; ensure fairness in the distribution of public institutions and expand access on the basis of need and equity (HEP, 2009). Students enrolled at universities have the opportunity to transform their social interests into advocacy through personal connections with the community. Historically, higher education has been viewed as a vehicle to promote holistic student development (Shankar, 2009).