One of the great strengths of Ghana’s democracy has been the active involvement and vibrancy of its people, their willingness to participate, debate, organise, and demand accountability.
Yet beneath the surface of this democratic tradition lies an emerging challenge that appears to threaten or undermine its resilience: the rise of passive citizenship.
Recent electoral data provide early warning signs of this shift. According to the International Institute for Democracy and Electoral Assistance (International IDEA), voter turnout in Ghana declined from about 77.83% in the 2020 general elections to approximately 60.88% in the 2024 elections, the lowest participation recorded in the last three electoral cycles (International IDEA, Voter Turnout Database). Reports drawing on Electoral Commission figures and international observer missions (Commonwealth) corroborate this downward trend, with similar percentages (Commonwealth Observer Group Report on Ghana’s 2024 Elections).
More and more Ghanaians are becoming passive spectators in the civic spaces that once aroused their unconditional and energetic participation. In communities, across the country, people are becoming more tolerate of lawlessness, in all of its forms. From drivers and pedestrians not obeying traffic rules, government regulators ignoring building code laws to crumbling infrastructure because of the common belief that “someone else will fix it.” This idea of “someone,” referring to “the government” to fix all problems, is one of the major challenges facing the country.
In schools, for example, absenteeism and student misconduct seem to be accepted as the norm. Staff absenteeism or lateness across government institutions and among government officials, is to be expected almost on daily basis. At the local governance level, community durbars, town hall meetings, and civic fora frequently record low attendance, weakening grassroots participation, accountability and feedback mechanisms.
The National Commission for Civic Education (NCCE), the constitutionally mandated institution to promote civic responsibility, continues to organise public dialogues, parliamentary candidates’ forums, and community sensitisation programmes (NCCE Mandate and Activities, Ministry of Finance – NCCE Programme-Based Budget); however, evidence concerning these engagements suggests that citizen participation in many of these engagements remains limited relative to population size (NCCE Citizen Civic Awareness Levels).
The fact is, this low participation is not merely a matter of disinterest; it is closely linked to deeper structural and governance issues. Afrobarometer data show a steep decline in citizen satisfaction with how democracy works in Ghana over recent years, highlighting frustrations with governance performance and unmet expectations for the delivery of democratic dividends (Low citizenry participation – Ghana Business News). Public trust in key institutions, including elected bodies and state agencies, has eroded significantly, with many Ghanaians perceiving corruption and poor accountability among political leaders as major causes for the decline in civic participation (Low public trust – Channel1 News).
At a continental level, Afrobarometer’s flagship report finds that dissatisfaction with the performance of democracy is strongly associated with both socioeconomic and political weaknesses, including declining election quality, corruption, and failure to promote the rule of law, as factors that undermine faith in democratic governance and contribute to civic disengagement (People’s perspectives of democracy – afrobarometer.org).
This quiet withdrawal from civic engagement has profound implications. Democracy is not sustained by constitutions alone; it thrives when citizens remain active, vigilant, and involved. When participation declines, accountability weakens. When voices fade, institutions drift. When citizens watch from the sidelines, democracy becomes fragile.
Experiences from other democracies underscore this reality. In the United Kingdom, the Brexit referendum demonstrated how sustained public debate and high citizen mobilisation around policy issues can shape national outcomes. At the same time, periods of low turnout in other European elections have raised concerns about democratic legitimacy and representation (UK Electoral Commission – EU Referendum Turnout Analysis).
The truth is that from a sociological standpoint, passive citizenship does not emerge in adulthood; it is cultivated early in life. Children who grow up with little exposure to civic engagement, leadership, or public responsibility often enter adulthood believing that civic participation is optional rather than essential. Many never learn that democracy is not something one inherits; it is born out of a sociocultural process, something one must sustain.
Comparative evidence from countries such as Australia, Sweden, and Canada shows that strong civic education embedded within basic and secondary education systems contributes to higher levels of political participation, social trust, and community engagement later in life (OECD, Civic Education as a Pathway to Inclusive Societies).
This is what AFLIGA is committed to help change in our country. From AFLIGA’s perspective, there should be a conscious national civic education programme that aims to spark a revival of active citizenship by embedding civic engagement at the basic school level, where mindsets are most malleable and lifelong habits take root.
Through initiatives such as civic clubs in basic schools, pupils learn leadership by doing, not just by listening. They plan school improvement projects, manage peer-assistance groups, run awareness campaigns, and engage in community development activities. These experiences show them that their voices matter and that they can influence positive change even as children.
Teacher-facilitated sessions reinforce essential civic principles: respect for the rule of law, responsibility, patriotism, critical thinking, and problem-solving.
International practice demonstrates that when civic learning outcomes are explicitly integrated into teacher-guided instruction, as seen in Australia and Canada, students develop stronger democratic values and participation skills (Australian Department of Education – Civic Engagement and Education).
Similarly, China’s Patriotic Education Law (effective in 2024) and its national Education Law require schools to integrate patriotic, ethical, and legal instruction into classroom teaching and extracurricular experiences to cultivate a sense of national identity, respect for law, and social responsibility among pupils (Patriotic Education Law of the People’s Republic of China)
Multimedia content, storytelling, and classroom discussions expose pupils to real-life civic dilemmas and social scenarios, helping them appreciate the importance of speaking up, participating constructively, and acting for the common good. Research shows that digital storytelling significantly increases students’ academic engagement in civic education compared to traditional methods, suggesting that combining narrative with multimedia tools enhances learner interest and participation in civic topics (Nkanu et al., Digital Storytelling and Students’ Academic Engagement in Civic Education).
Significantly, such programmes shift civic engagement from the abstract to the practical. Instead of merely learning about democracy, pupils practise it through collaboration, dialogue, and shared responsibility. By the time they transition to senior high school and beyond, they are already accustomed to being participants rather than observers.
Ghana needs such a transformation model. A democracy shaped by passive citizens, corruption, and distrust in public institutions, cannot withstand the pressures of modern governance. But a democracy nurtured by confident, informed, and engaged young people can thrive for generations.
AFLIGA recommends its civic education initiative that seeks to ensure that civic engagement becomes a natural part of a child’s upbringing. It aims to build a citizenry that understands that change is not achieved through silence or spectatorship but through intentionally curated participation programmes, courage, and community involvement.
If Ghana, or Africa, for that matter, is to strengthen its democracy, it must begin with its children, teaching them that their voices matter, their actions count, and their responsibility to themselves and the nation begins now. Initiatives like AFLIGA’s are not merely educational programmes; they are investments in Ghana’s democratic future.
Written by: By Dr Emmanuel Dei-Tumi, founder & Executive Director, Africa Future Leaders Institute of Global Affairs (AFLIGA) and a fellow of Frimpong Manso Institute (FMI), Leadership and Governance thematic Area. Tel (+233) 506304358 Email:
