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Issues on Curriculum Development for Moral Education

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dc.creator Mangena, Fainos
dc.date.accessioned 2015-08-10T08:20:03Z
dc.date.accessioned 2015-12-08T10:55:43Z
dc.date.available 2015-08-10T08:20:03Z
dc.date.available 2015-12-08T10:55:43Z
dc.date.created 2015-08-10T08:20:03Z
dc.date.issued 2006-03
dc.identifier Mangena, F. (2006) Issues on Curriculum Development for Moral Education. Zimbabwe Journal of Education Research (ZJER), vol. 18, no.1, (pp. 1-16.) UZ, Mt. Pleasant, Harare: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6696
dc.identifier.uri http://hdl.handle.net/10646/2319
dc.description.abstract Curriculum design and implementation has been a preserve of educational policy makers and curriculum designers from time immemorial More often, emphasis has been on drawing up a curriculum that prepares children for the world of work. This has been the situation in independent Zimbabwe. Very little attention has been given to traditional moral values when setting up curriculum objectives, yet there has been moral decadence in contemporary society due to the failure by social institutions such as schools and universities to teach moral values. Curriculum designers have not put much weight on the need to introduce the moral dimension in the school curriculum. This article makes an attempt to suggest a moral education curriculum that takes these cardinal virtues into consideration.
dc.language en
dc.publisher Human Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe (UZ)
dc.subject Education
dc.title Issues on Curriculum Development for Moral Education
dc.type Article


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