BOMET UNIVERSITY COLLEGE
SCHOOL OF EDUCATION
COURSE CODE: EDF 112
COURSE TITTLE: INTEGRITY AND CHARACTER DEVELOPMENT
TUTOR: DR. SIMIYU
GROUP 14 MEMBERS
NAME
REG NO.
VANICE MOKAYA
SOE/2/122/222.
CAROLINE MWATELA.
SOE/2/072/223.
DIANA
CHEPKURUI
SOE/2/118/224.
DENIS.
KIPKORIR.
SOE/2/160/225.
JACKSON.
STELLA.
ISAAC
OKONGO.
CHEPKOECH.
KIPNGETICH
SIGN
SOE/2/085/226.
SOE/2/6001/227
SOE/2/158/2228.9
QUESTION: CRITICALLY EXAMINE AND DISCUSS THE REASON WHY THE
GOVERNMENT THROUGH THE MINISTRY OF EDUCATION AND BUC AS A
UNIVERSITY HAS PUT A LOT OF EMPHASIS IN THE CHARACTER MORAL AND
INTEGRITY EDUCATION IN TRAINING OF THE TEACHERS IN KENYA
INTRODUCTION
The Kenyan government, through the Ministry of Education and the country's universities
such as BUC, has emphasized character, moral, and integrity education in teacher training for
various reasons. These reasons can be examined critically to gain a better understanding of
why this emphasis is necessary.
Character, moral, and integrity education is a critical aspect of teacher training in Kenya, with
the government and universities such as BUC emphasizing its importance. This emphasis is
necessary to promote positive values, accountability, and trust between teachers and students.
However, some critics argue that other stakeholders also have a role to play, and it can be
challenging to measure the effectiveness of character education.
In this essay, we will critically examine the reasons why the government and universities in
Kenya have put a lot of emphasis on character, moral, and integrity education in teacher
training. We will also explore the potential benefits and drawbacks of this approach.
BODY
Character, moral, and integrity education promotes positive values in schools.
Teachers who receive training in these areas are better equipped to instil positive values in
students.
A school environment that promotes positive values can contribute to the holistic
development of students.
1. Character, moral, and integrity education helps to build trust between teachers and
students.in the following ways:1. character, moral, and integrity education in teacher
training is essential because it helps to create a culture of ethics and values in schools.
Teachers who have received training in these areas are better equipped to instil
positive values in their students, which can help to promote social cohesion and
prevent various social ills such as corruption, crime, and drug abuse. A school
environment that promotes values such as honesty, respect, and responsibility can
contribute to the holistic development of students.
2. character, moral, and integrity education in teacher training is necessary because it
helps to build trust between teachers and students. When teachers demonstrate
integrity and ethical behaviour, students are more likely to respect and trust them.
This trust is crucial because it enables students to feel safe and secure in their learning
environment, which can improve their academic performance and overall well-being.
3. character, moral, and integrity education in teacher training can help to promote
accountability and transparency in the education sector. Teachers who have received
training in these areas are more likely to be accountable for their actions and to
operate transparently. This can contribute to the development of a more efficient and
effective education system.
4. character education can help students develop the necessary skills for responsible
citizenship
5. Teachers who have received training in character and education are more likely to
model ethical behaviour and positive values
6. Character education can contribute to the prevention of corruption and other forms of
unethical behaviour
7. students who have received character education are more likely to be responsible and
respectful citizens
8. character education can promote a culture of peace and non violence in schools
9. Teachers who have received character education are more likely to have positive
relationship with there teachers
10. students who have received character education are more likely to have better
academic performance
11. Teachers who have received character education are better equipped to manage the
diverse needs of there students
12. character education can help reduce to reduce disciplinary problems in schools
13. students who have received character education are more likely to have positive
relationship with there peers
14. character education can promote inclusivity and tolerance in schools
15. Teachers who have received character education are better equipped to identify and
address social and emotional problems among there students
16. character education can promote a sense of community and belongings in schools
17. character education can help prevent bullying and other forms of violence in schools
18. Teachers who have received character education are better equipped to promote
diversity and cultural awareness in their classrooms
19. character education can promote resilience and copying skills among students
20. Teachers who have received character education are better equipped to promote
ethical and positive behaviour in their colleges.
However, some critics argue that character, moral, and integrity education should not be the
sole responsibility of teachers. They argue that parents, guardians, and other stakeholders also
have a critical role to play in instilling positive values in children. Additionally, some critics
argue that character education can be difficult to measure and evaluate, making it challenging
to determine its effectiveness.
CONCLUSION
In conclusion, the Kenyan government's emphasis on character, moral, and integrity
education in teacher training is essential for creating a culture of ethics and values in schools.
However, it is crucial to recognize that character education should not be the sole
responsibility of teachers, and all stakeholders must work together to promote positive values
in children. Additionally, it is vital to develop effective methods for measuring and evaluating
the effectiveness of character education in improving students' academic performance and
overall well-being.
REFERENCES
Kenya institute of curriculum development. (2021) The framework for character and
citizenship education in Kenya. Nairobi, Kenya: Author
Orodho j, .A,(2018) teacher professional development and character education in Kenya an
overview . international journal of humanities and social science research ,7, (1),1-14
UNESCO . (2018) Quality education for sustainable development. A handbook for educators
Paris, France and Authors