Critique of policy frameworks for value education in primary school curriculum in Kenya

Abstract

Introduction: Ethical values are fundamental aspect of human life that governs the choice between doing good or bad. Recently, there has been an increase in cases of unethical behavior among school going children and the general public at large in, despite the various efforts being made by the government of Kenya to integrate values concerns in the curriculum. Purpose: The study was a critique of the policy frameworks for value education in primary school education curriculum in Kenya. Methodology: Since this is a philosophical study, critical method was used as the main research methodology. Results: The study established that the current value education strategy in the primary school curriculum in Kenya cannot guarantee the teaching of values concerns due to overemphasis on the academic excellence and the lack of well-articulated philosophy of education. Recommendations: The study recommended the introduction of an independent learning area on ethics so as to compliment other interventions in teaching of values. Also, teachers should be trained adequately on values pedagogy since the current approach assumes that teachers trained in teaching other academic subjects have the competency to teach values