Since independence in 1963, the government of Kenya through the education ministry and its agencies has been advocating for the integrated and permeation approaches to values education (VE). This is premised on the assumption that these approaches are effectual. With reference to the secondary school Life Skills Education (LSE) programme, the…

Curriculum planning emphasizes that education should serve to enable society to achieve its needs and aspirations. One such need in Kenya, which has remained largely elusive, is national cohesion and integration. Research has revealed that education contributes to the development of social capital by increasing individual propensity to trust and…

This paper discusses what cultural values should be imparted to Kenyan students in the post-colonial era. Traditionalists had argued that an education based on Western culture, i.e. colonial culture, was the root cause of the present social and political problems, and therefore it should be de-emphasised. Such an argument, however, is criticised…

The Student Counselling Needs Scale (SCNS) was administered to 867 participants recruited from high schools in Kenya. The data were analyzed using exploratory factor analysis yielding five factors: human relationships, career development, self development, social values, and learning skills were assessed. The findings highlighted the importance of…

A dimension of intercultural business communication often hidden from Americans is the communal aspect. It is most pronounced in Third World nations in which aspects of both commerce and communication are based on earlier communal traditions, reflecting values of which Americans may be unaware. Individuals strive to advance not only their private…