Implementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections

1
Dr. Stephen Monanda
Dr. Stephen Monanda
1 Kenyatta Univesity

Send Message

To: Author

GJHSS Volume 22 Issue G4

Article Fingerprint

ReserarchID

0PM6Y

Implementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections Banner
  • English
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Basque
  • Belarusian
  • Bengali
  • Bosnian
  • Bulgarian
  • Catalan
  • Cebuano
  • Chichewa
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Corsican
  • Croatian
  • Czech
  • Danish
  • Dutch
  • Esperanto
  • Estonian
  • Filipino
  • Finnish
  • French
  • Frisian
  • Galician
  • Georgian
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hausa
  • Hawaiian
  • Hebrew
  • Hindi
  • Hmong
  • Hungarian
  • Icelandic
  • Igbo
  • Indonesian
  • Irish
  • Italian
  • Japanese
  • Javanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Kyrgyz
  • Lao
  • Latin
  • Latvian
  • Lithuanian
  • Luxembourgish
  • Macedonian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Mongolian
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Scots Gaelic
  • Serbian
  • Sesotho
  • Shona
  • Sindhi
  • Sinhala
  • Slovak
  • Slovenian
  • Somali
  • Spanish
  • Sundanese
  • Swahili
  • Swedish
  • Tajik
  • Tamil
  • Telugu
  • Thai
  • Turkish
  • Ukrainian
  • Urdu
  • Uzbek
  • Vietnamese
  • Welsh
  • Xhosa
  • Yiddish
  • Yoruba
  • Zulu

There is no doubt that morality is a fundamental tenet of any form of education. Any system of education that fails to pursue moral development of learners as one of the aims of education fails on a critical aspect of society. The assumption behind these observations is that morality, by and large, shapes people’s behavior in a positive direction thus making society peaceful, harmonious and develop faster. Whenever immorality reigns supreme, society is in chaos, brutish and incapable of prosperity. The Kenyan government has rolled out a new system of education dubbed competence based curriculum (CBC), currently in grade 5. This paper critically analyses how the CBC is prepared to implement moral education (ME) in Kenyan school. In its reflection, the paper tries to find out whether the approaches used within the CBC curriculum are different from the 8.4.4, and thus speculate the chances of success and failure. Core in this reflection is the notion of criteria for a successful implementation of a ME curricula. The paper employs the critical method of philosophy and the prescriptive method, though other philosophical methods are alluded to.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

Dr. Stephen Monanda. 2026. \u201cImplementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 22 (GJHSS Volume 22 Issue G4): .

Download Citation

Education in Kenyan Schools.
Issue Cover
GJHSS Volume 22 Issue G4
Pg. 29- 40
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
GJHSS-G Classification: DDC Code: 155.25 LCC Code: BF723.M54
Version of record

v1.2

Issue date

May 16, 2022

Language

English

Experiance in AR

The methods for personal identification and authentication are no exception.

Read in 3D

The methods for personal identification and authentication are no exception.

Article Matrices
Total Views: 2016
Total Downloads: 17
2026 Trends
Research Identity (RIN)
Related Research

Published Article

There is no doubt that morality is a fundamental tenet of any form of education. Any system of education that fails to pursue moral development of learners as one of the aims of education fails on a critical aspect of society. The assumption behind these observations is that morality, by and large, shapes people’s behavior in a positive direction thus making society peaceful, harmonious and develop faster. Whenever immorality reigns supreme, society is in chaos, brutish and incapable of prosperity. The Kenyan government has rolled out a new system of education dubbed competence based curriculum (CBC), currently in grade 5. This paper critically analyses how the CBC is prepared to implement moral education (ME) in Kenyan school. In its reflection, the paper tries to find out whether the approaches used within the CBC curriculum are different from the 8.4.4, and thus speculate the chances of success and failure. Core in this reflection is the notion of criteria for a successful implementation of a ME curricula. The paper employs the critical method of philosophy and the prescriptive method, though other philosophical methods are alluded to.

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]
×

This Page is Under Development

We are currently updating this article page for a better experience.

Request Access

Please fill out the form below to request access to this research paper. Your request will be reviewed by the editorial or author team.
X

Quote and Order Details

Contact Person

Invoice Address

Notes or Comments

This is the heading

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

High-quality academic research articles on global topics and journals.

Implementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections

Dr. Stephen Monanda
Dr. Stephen Monanda Kenyatta Univesity

Research Journals