A Critique of Kenyan Basic Education in Promoting Values

Abstract

The primary aim of education is to equip learners with knowledge, skills, and attitudes; however, numerous studies, particularly within the context of Kenyan basic education, have predominantly focused on the broader goals of education. Despite this, there exists a notable gap in research that delves into the critical function of education in society, particularly concerning its moral, factual, aesthetic, and prudential aspects. This investigation seeks to examine the practical dimensions of education, with a specific emphasis on its moral and prudential functions in fostering disciplined, ethical, and competent individuals, thereby highlighting the significance of sound judgment. The research utilizes secondary sources and documentary analysis as its main methods for data collection, systematically gathering, organizing, and conceptually analyzing the information while critically evaluating it through established methodologies, theories, and frameworks to achieve the study purpose. The insights gained from this analysis have led to the development of key theoretical propositions and premises that form the foundation of the study's analytical and argumentative structure. The theoretical frameworks presented have significantly contributed to the formulation of an explanatory theory that underpins the findings and conclusions of the study. This has enabled a thorough evaluation of the essential functions of practical education, discipline, values, and skill acquisition in an individual's life, alongside the broader societal ramifications of the fundamental objectives of education. This study advocates for further exploration in the domain of aesthetics and moral education with the main focus on pedagogical issues encountered by educational institutions during the fourth industrial revolution driven by technology.