USING HIDDEN CURRICULUM PRINCIPLES IN TEACHING CHARACTER EDUCATION IN KENYA

Abstract

integrity. One’s character is evidenced by one’s life virtues such as self-control, positive attitudes, humility, and

wisdom. Character Education is therefore understood as planned and systematized approach to Education that

motivates self-respect, responsibility and honesty for being a good citizen. Further it embraces values, morals

and ethics among the products of Education (Hamlin, 2016). On the other hand the Hidden Curriculum prin

ciples relate to a range of ideas which include attitudes, opinions and values that the students learn, not from

formal curriculum but from the experience of being in an educational institution such as schools, colleges and

universities (Humes, 2008). The aim of this paper is to outline the contributions of hidden curriculum in facili

tating the development of Character Education among the products of Education in Kenyan educational institu

tions. The article is based on documentary analysis of various reports on educational based task forces based on

students’ discipline and unrest in Kenyan educational institutions and other roles of hidden curriculum in facili

tating Character Education.