First, a caveat. This article uses and interchangeably primarily because, in the African context, no rigid pedagogical and practical distinctions are made between them. Even though Africa's mass-communication programs emphasize education, they do not entirely preclude human-, interpersonal-, or speech-communication courses. Additionally, in the realm of reception analysis within the African context, the boundaries between mass-media fare and interpersonally generated are in a flux, with one medium complementing-sometimes competing with-the other. The purposes of this article are threefold. First, it provides the basis for reconstructing curricula by integrating normative theory with Africa's media-education and media-training programs. Second, it profiles programs in Kenya, as a case study of similar programs in Anglophone Africa. Third, consistent with the program objectives of the Communication Division of the United Nations Educational, Scientific and Cultural Organization (UNESCO), it proposes a model curriculum for Kenya, in particular, and for Anglophone Africa, in general. To respond to UNESCO's recent charge to develop model curricula that are amendable, flexible, and adaptable to a variety of training contexts, the African Council for Communication Education (ACCE), a 23-year-old nonprofit organization that develops and implements communication programs in Africa, created in 1996 a project titled Planning/ Modifying Curricula for Communication Training in Africa: Modalities and Strategies. Integrating normative theory The normative theory of performance is grounded in the prescriptive ideals of routines and professional values. It examines how sources are interviewed and news stories or information is reported, narrated, or framed; how programs are justified, designed, implemented, and evaluated; how objectivity and truth are ensured; how organizational and audience interests are balanced; how the information specialist's personal attitudes, beliefs, and values are shielded from content; and how the can assert their independence in the face of competitive pressures from, say, the targets of investigations, an overbearing government or a owner. Whereas positive (that is, descriptive, or as-is) theories enable us to understand problems, normative theories are used to solve problems (Massy & Weitz, 1977), for example, those associated with curricular development. The theory can explain attempts by organizations to identify, develop, and justify basic moral principles, values, and virtues by which their operations should be-or ought to be-conducted. The theory prescribes and proscribes. McQuail (1994) writes, A common element of all the normative press theories . . . is that the should meet the needs and interests of their audience in the first instance and the interests of clients and the state only secondarily (p. 193). According to Baran and Davis (1995), Normative theories describe roles for media, recommend and envision consequences (p. 76). To integrate Baran and Davis's ideal roles for media with those for the African requires, as Moemeka (1997) notes, requires that communication in the communalistic societies of Africa be used to confirm, to solidify, and to promote communal social order and to maintain and improve interpersonal relationships. Bourgault (1995) describes such communication as communitarian (p. 247), which she defines as non-hierarchical, dialogical communication and grassroots participation in development (p. 248). Regarding Baran and Davis's recommended practices, they reflect what Ugboajah (1985) referred to as interpersonal communication in Africa's multi-ethnic societies, where messages should be consistently couched in the context of linguistic, cultural, normative, and semantic milieux. …