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This paper reviews literature on character education with a view to making recommendations on how learning institutions in Kenya could integrate character education in the curriculum in order to equip learners with skills needed for success in life and workplace. Character education is a component of learning which forms part of the four integral dimensions of a complete and balanced education namely knowledge, skills, character, and metacognition. Integrating character education in the curriculum is crucial because the goal of education is to produce confident, compassionate and ethical citizens who are well engaged in the development of their society. Teachers are expected to adequately prepare learners to face the challenges of the 21st century by instilling them with personal development and the ability to fulfill social and community responsibilities as global citizens. Teachers’ success in this expectation is pegged on the quality of their pre-service training. Thus, if teachers are to effectively impart learners with character, teacher training institutions should make character education an integral and compulsory component of pre-service teacher training. Examples of character qualities are mindfulness, curiosity, courage, resilience, ethics, leadership, equity, equality and inclusion. It is hoped that this review will shed light on the need to integrate character education at all levels of learning to enable learners acquire holistic quality education that is capable of transforming them into empowered ethical citizens who are capable of contributing to the development of the society at both local and global arenas. The paper will be followed by an empirical research in teacher training institutions in Kenya to determine whether the institutions have incorporated character education in their curricula.
Proceedings of the 2nd International Conference on Higher Education Advances
The Character Educators of Future: What Do They Know? What Do They Need?2016 •
Character is a pattern of behavior, thoughts and feelings based on universal principles, moral strength and 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 principles 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 facilitating the development of Character Education among the products of Education in Kenyan educational institutions. 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 facilitating Character Education.
Jurnal Pendidikan Karakter
Teachers’ enactments of character education: A case study from IndonesiaThe Indonesian national curriculum and educational policies mandate the integration of character education into every classroom learning activities in schools. This qualitative case study aims to investigate Indonesian subject teachers’ agency to enact character education, including how they plan, assess, and execute it, in their teaching practices. In addition, it also explores the ways they select the character traits as well as the challenges they encountered in character education. The data include in-depth semi-structured interviews with three experienced Indonesian senior high school teachers. The results delineate that the teachers enacted character education that covered cognitive, affective, and behavioural aspects. Nevertheless, these enactments were unplanned and unassessed. In the process of character selection, the teachers reflected on their contextual situations, past experiences, and future orientations. They encountered difficulties in character education due to the...
Journal on English Language Teaching
Character Education from the Students’, Teachers’, and Schools’ Perspective2021 •
In 2016, the Indonesian Government emphasized character education by sparking a Character Strengthening Program or Program Penguatan Karakter/PPK to build and strengthen the students’ character. This program focuses on character building but it mainly highlights five main good characters which are religiosity, nationalism, integrity, independence, and cooperation. This study aims to deeply understand the perspective of students, teachers, and schools toward knowledge and value of character education and to explore the linkage among them as a complete picture. A mixed-method research was employed in this study. The data was collected from 2 junior and 2 senior high schools, which involved 4 headmasters, 12 teachers, and 212 students. Regression analysis was performed to evaluate the roles of teachers and schools in the internalization of character education among students, while the qualitative approach was employed to understand teachers’ and schools' perspectives. This study fi...
The purpose of this research is to find out the elementary school teachers' competences of character education in the Province of DKI Jakarta in Indonesia. These competences are related to implementation of 2013 curriculum. This survey research was carried out at elementary schools using 2013 curriculum in Jakarta. Data collection about elementary school teachers' competences of giving character education based on 2013 curriculum was done by observing 10 elementary schools using 2013 curriculum, distributing questionnaires to 222 respondents consisting elementary school teachers and students, and interviewing the teachers. Observations of character education implementation were done in teaching learning process, character values integration in school culture and extracurricular activities, and society involvement to promote character education. The result of study shows that the mean score of teachers competences to implement character education based on 2013 curriculum based on questionnaires distributed to 222 respondents consisting of teachers and students at elementary schools in Jakarta is 3.02 based on interval from 1 to 4 or achievement of theoretical maximum score is 75.5 % meaning that it is good enough. Furthermore, the mean score of teachers competences to implement character education based on 2013 curriculum in teaching learning process based on observation done to 15 teachers at 10 elementary schools in Jakarta is 2.87 based on interval from 1 to 3 or achievement of theoretical maximum score is 95.67 %. It means that score of teachers competences to implement character education based on 2013 curriculum in teaching learning process is 95.67 % based on observation done to 15 teachers at 10 elementary schools in Jakarta. It can be concluded that elementary school teachers' competences of giving character education based on 2013 curriculum in the Province of DKI Jakarta in Indonesia are good.
Cypriot Journal of Educational Sciences
The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competenciesAt present, research on the character of students and their academic and social abilities has attracted the attention of researchers. The Ministry of Education has included character education in every lesson in order to develop students' academic and social abilities. This study aims to examine the role of character education programmes on the teacher's self-assessment ability to improve self-quality, perceptions and attitudes of students in socialising with school personnel and students' cognitive and non-cognitive abilities. This study uses a quasi-experimental method to pilot the character education programme designed by the researcher. Evaluation was conducted through self-assessment of the attitudes and academic abilities of teachers and students. The results show that the character education programme can improve students' social and cognitive abilities and can also increase the teacher's self-assessment ability to develop their professional competencies. ...
2016 •
A research thesis submitted in partial fulfilment for the requirements of the degree of master of education in the school of education, Kenyatta University, May 2016
Journal of Social Studies Education Research
Strategy and Implementation of Character Education in Senior High Schools and Vocational High Schools2018 •
Recently character education has been holding an important role for improving the human resources quality. This study aims to describe the strategy, the implementation and the results of character education in senior and vocational high schools in four provinces within the Java Island, Indonesia. The study was a phenomenology-type qualitative research. The data collection utilized a questionnaire and in-depth interviews. The participants in the study were 108 senior and vocational high school teachers from four provinces in Indonesia namely Yogyakarta Special Region, Central Java, West Java and Banten, Indonesia. The data analysis was conducted by implementing the Creswell’s steps. The results of the study showed that the strategy that the schools might implement in character education would be providing the character building facilities and designing good programs of character development. The schools implemented character education by providing role models, intervention, consisten...
ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY
Application of Character Education with Character2021 •
The Indonesian nation intends the formation of a nation's next generation that is morally upright and intellectually intelligent. Numerous examples of pupils who are educated yet lack moral character, and hence cannot be expected to be the nation's future builders. This requires stakeholders to take strategic steps in regulating the education system in Indonesia. As one of the proclaimed character education programs, this program is expected to reintroduce hope for the future of Indonesian education by instilling good values among all involved and as school residents, enabling them to have knowledge, awareness, and action in carrying out character values. As a matter of fact, the concept of good character education will fail if teachers who educate and teach in schools are unable to serve as positive role models for students'
Molecular Biology and Evolution
Genomic and phenotypic analyses reveal mechanisms underlying homing ability in pigeonMedical Laboratory Journal
Glycated Hemoglobin, Gastric Juice Nitric Oxide and Oxidative Stress in Diabetic Patients Infected by Helicobacter Pylori2015 •
Kuwait Chapter of Arabian Journal of Business and Management Review
Evaluation of the Effects of Tehran's Municipality Measures on Decreased CO2 Greenhouse Gases : A Case Study of Urban Transportation2016 •
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Hubungan Antara Minat Belajar Dan Motivasi Belajar Dengan Hasil Belajar Ekonomi Siswa Kelas X SMA Negeri 2 Kendari2021 •
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Functional Surfaces and Their Production Processes2018 •
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International Journal of Dermatology
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Journal of Medical Virology
Ethnicity as predictor of immune reconstitution among Malaysian HIV‐positive patients treated with highly active antiretroviral therapy (HAART)2020 •
Sablon Tas Spunbond Sidoarjo
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A LIBRAS EM UMA PERSPECTIVA LINGUÍSTICA PESQUISAS EM DESENVOLVIMENTO PELO GRUPO PORLIBRAS
A Libras em um perspectiva linguística:Persquisa em desenvolvimento pelo grupo PORLIBRAS2017 •
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HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - ECONOMICS AND BUSINESS ADMINISTRATION
How does self-service technologies involuntary use affect customers’ intention to reuse?2018 •
Mitteilungen Der Osterreichischen Geographischen Gesellschaft
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European journal of public health
Breastfeeding beliefs and practices among migrant mothers in slums of Diyarbakir, Turkey, 20012006 •
The International Journal of Developmental Biology
Expression of the Scavenger Receptor Class B type I (SR-BI) family in Drosophila melanogaster2011 •