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dc.contributor.authorMangena, Fainos
dc.coverage.spatialZimbabwe.en
dc.date.accessioned2015-08-10T08:20:03Z
dc.date.available2015-08-10T08:20:03Z
dc.date.issued2006-03
dc.identifier.citationMangena, 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.en
dc.identifier.issn1013-3445
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/6696
dc.descriptionA ZJER article on curriculum development for the Zimbabwe educational system.en
dc.description.abstractCurriculum 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.en
dc.language.isoenen
dc.publisherHuman Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.subjectEducationen
dc.titleIssues on Curriculum Development for Moral Educationen
dc.typeArticleen
dc.rights.holderUniversity of Zimbabwe (UZ)en


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