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

dc.contributor.author	Ominde, Eliud S
dc.contributor.author	K’Odhiambo, Atieno K
dc.contributor.author	Gunga, Samson O
dc.date.accessioned	2022-01-24T07:59:10Z
dc.date.available	2022-01-24T07:59:10Z
dc.date.issued	2021
dc.identifier.citation	Ominde, E. S., K’odhiambo, A. K., & Gunga, S. O. (2021). Critique of policy frameworks for value education in primary school curriculum in Kenya. Journal of Educational Research in Developing Areas, 2(3), 222-235.	en_US
dc.identifier.issn	2735-9107
dc.identifier.issn	https://doi.org/10.47434/JEREDA.2.3.2021.222.
dc.identifier.uri	http://ir-library.kabianga.ac.ke/handle/123456789/261
dc.description	Educational research	en_US
dc.description.abstract	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.	en_US
dc.language.iso	en	en_US
dc.publisher	Jeredajournal	en_US
dc.subject	Policy Framework	en_US
dc.subject	Value Education	en_US
dc.subject	Curriculum	en_US
dc.subject	Ethical Value	en_US
dc.title	Critique of policy frameworks for value education in primary school curriculum in Kenya	en_US
dc.type	Article	en_US