FINAL REPORT ON FACTORS INFLUENCING ETHICAL BEHAVIOUR AMONG

THE YOUTH IN KENYA

APRIL, 2012

DEPARTMENT OF YOUTH

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APPROVAL

I do confirm that this report, prepared by members of the research team with input from

the technical team, both teams listed in the acknowledgement section, has been edited and

corrections as well as recommendations made by collaborating partners considered and

incorporated in the report.

Report received and edited by

_______________________________________________________________________ Dr. R. Muchiri Mwangi

Dean, School of Graduate Studies & Research, KCA University

Report approved by

_____________________________________________________________________ Prof. Noah O. Midamba, PhD

Vice-Chancellor & CEO, KCA University

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TABLE OF CONTENTS LIST OF FIGURES .......................................................................................................... iv

LIST OF TABLES ............................................................................................................ iv

ACRONYMS AND ABBREVIATIONS ........................................................................... v

EXECUTIVE SUMMARY .............................................................................................. vii

CHAPTER ONE ................................................................................................................ 1

INTRODUCTION ............................................................................................................. 1

1.1 Introduction ................................................................................................................................ 1

1.2 Statement of the Problem ....................................................................................................... 3

1.3 Purpose of the Study ................................................................................................................. 3

1.4 Research Objectives .................................................................................................................. 4

1.5 Research Questions................................................................................................................... 5

1.6 Scope of the Study ...................................................................................................................... 5

1.7 Significance of the Study ......................................................................................................... 5

CHAPTER TWO .............................................................................................................. 6

LITERATURE REVIEW ................................................................................................. 6

2.1 The Youth and Ethics ................................................................................................................ 6

2.2 Theoretical and Conceptual Framework......................................................................... 15

CHAPTER THREE ........................................................................................................ 18

RESEARCH METHODOLOGY .................................................................................... 18

3.1 Research Design ....................................................................................................................... 18

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3.2 Study Area and Target Population .................................................................................... 19

3.3 Sampling Frame and Sample Size ...................................................................................... 20

3.4 Data Collection Instruments and Procedures .......................................................... 24

3.5 Ethical Considerations ........................................................................................................... 24

CHAPTER FOUR ........................................................................................................... 26

4.1 Background Characteristics of Youths ............................................................................. 26

4.2 Meaning and Indicators of Ethical Behaviour ............................................................... 27

4.3 Sources of Influence ................................................................................................................ 30

4.4 Causes of unethical behaviour ............................................................................................ 33

4.4 Strategies for Correcting Unethical Behaviour ............................................................. 36

4.10 Dealing with ethical Dilemmas ........................................................................................ 37

CHAPTER FIVE ............................................................................................................. 41

CONCLUSIONS AND RECOMMENDATIONS .......................................................... 41

5.1 Introduction .............................................................................................................................. 41

5.2 Perception of ethics ................................................................................................................ 41

5.3 Factors promoting ethical behaviour ............................................................................... 41

5.4 Causes of Unethical Behaviour ........................................................................................... 44

ETHICS RECOMMENDATIONS AND IMPLEMENTATION MATRIX ............... 46

REFERENCES ................................................................................................................. 53

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LIST OF FIGURES

FIGURE 1: Correlates of Ethical Behaviour ................................................................................ 16

LIST OF TABLES

TABLE 3.1: Sample for the study by category ............................................................................ 20

TABLE 4.1: Indicators of Ethical behaviour ............................................................................... 27

TABLE 4.2: Stakeholders’ Views of Ethical Behaviour ........................................................... 28

TABLE 4.3: Views of Youth on Indicators of Unethical Behaviour ..................................... 30

TABLE 4.4: Rating of Efforts to Promote Ethics ........................................................................ 31

TABLE 4.5: Influence of Significant others and role models on ethical conduct .......... 32

TABLE 4.6: Rating of probable causes of unrest in schools .................................................. 34

TABLE 4.7: Causes of unrest behaviour among the non-school youth ............................. 35

TABLE 4.8: Major causes of school unrest as mentioned by teachers .............................. 36

TABLE 4.9: Opinions of youth in secondary schools on selected ethical dilemmas .... 38

TABLE 4.10: Opinions of Youth out of School on Moral Issues ............................................ 40

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ACKNOWLEDGEMENTS The technical and research teams involved in this study would wish to thank the four

collaborating institutions for funding and providing logistical support and making it possible to

realize this project. We remember fondly and are grateful for the early breakfast planning

meetings with the various directors particularly Mr J. Ogonda of TI-Kenya, Mr. D. Gathii of

NACCSC and Prof. R. Maina of KCAU when this project initially took off.

We take this opportunity to thank Prof. Midamba, the Vice-Chancellor & CEO, KCA

University, for housing the research project and taking personal responsibility to ensure that

the teams functioned properly. Special acknowledgement for Prof. Rosemary Maina, the Senior

Deputy Vice-Chancellor Academic Affairs, KCA University, for instilling focus and calmness in

the face of challenges. We want to extend a hand of gratitude to Madam Susan Abuodha for her

encouragement and facilitation of the work, especially in the initial stages of the project. Special

mention for Muchiri Mwangi, then Director of Research & Extensions, KCA University, who

continually monitored what was happening in spite of his prolonged absences due study

commitments.

The Department of Youth Development at (MOYAS) assisted this research project in

fundamental ways that deserve mention. Not only did the department provide staff to assist in

the fieldwork, but they also supported the coding and safe storage of data. We would like to

single out Mr. Kubai, the Director of Youth Development (MOYAS), for his unwavering support

throughout the study. We thank Kenyatta University for releasing Prof. Paul Achola to lead the

research team, Kenya Industrial Research and Development Institute (KIRDI) and the Teachers

Service Commission for granting permission to Mr. Kenneth Aduda and Mrs. Julie Ogoye

respectively to be part of the research team

.Members of the Technical Team Members of the Research Team Mr. Calleb Gudo – KCA University Prof. Paul Achola Mr. Micah Nguli - NACCSC Mr. Kenneth Aduda Mr. Paul Okoth – MOYAS Mrs. Julie Oguye Mr. Mwangi Kibathi – TI-Kenya

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ACRONYMS AND ABBREVIATIONS

BOGs: Board of Governors

CBOs: Community Based organizations

CIP: Centre for Public Integrity of Mozambique

CUEA: Catholic University of Eastern Africa

IDEA: International Development Ethics Association

KACC: Kenya Ant-Corruption Commission

KICC: Kenyatta International Conference Centre

KIRDI: Kenya Industrial Research and Development Institute

KNCHR: Kenya National Commission on Human rights

MOYA: Ministry of Youth Affairs and Sports

NACCSC: National Anti-Corruption Campaign Steering Committee

NAYAC: Network of African Youth Against Corruption of Zambia

NCIC: National Cohesion and Integration Commission

NGOs: Non-Governmental Organizations

PATHS: Positive Adolescent Training through Holistic Social Programs

PTAs: Parents Teachers Association

PYMN: Patriotic Youth Movement of Nigeria

TI-Kenya: Transparency International-Kenya

TSC: Teachers Service Commission

TTC: Teachers Training Colleges

TTI: Technic Training Institutes

UN: United Nations

UoN: University of Nairobi

USIU: United States International University

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EXECUTIVE SUMMARY

Introduction

This study on factors associated with ethical conduct among the Kenyan youth was

commissioned as a collaborative venture between KCA University, National Anti-

Corruption Campaign Steering Committee (NACCSC), Transparency International – Kenya

(TI – Kenya) and Department of Youth Affairs in the ministry of Youth Affairs and Sports

(MOYAS). The overarching purpose of the study was to discover what youth in Kenya

regarded as ethical behaviour and inquire into the factors that influenced conformity or

lack of conformity to established ethical standards. Such a discovery was deemed

significant given the increasingly anti-social behaviour witnessed in the recent past among

the Kenyan youth. Evidence of such criminal and illegal behaviourcan be seen in recent

events like the 2008 post-election violence and re-enactment of similar acts of violence in

Kenyan secondary schools.

The study, which was designed in 2010, adopted both exploratory and descriptive

research designs. The adoption of the two research designs was necessary to triangulate

results, and deepen understanding of the meaning of ethics in the perspective of the

Kenyan youth and the factors influencing ethical/unethical behaviors among them. The

study utilized qualitative data collection methods including interviews and the focus

groups to complement survey instruments used to generate quantitative data. The

research targeted school- going youths in secondary schools, out of school youths,

secondary school teachers, parents/guardians, community leaders and leaders of religious

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institutions. For the purpose of this study, a youth was defined to be a person aged

between 13 to 35 years. A combination of stratified and cluster sampling was used to select

samples from the target population to ensure representation of various groups and regions.

In total, a national sample of 3,449 youths was used with 45% of sample being female and

55% male. Additionally, the study sampled of a total 792 persons consisting of religious

leaders, teachers, parents/guardians and community leaders.

Findings and Results

Data collected in this exercise was analyzed both qualitatively and quantitatively. The

following findings stood out;

1. Majority of the youths (79%) in secondary schools considered ethical conduct to be

acceptable behaviour and morals. Their out of secondary school counterparts viewed

ethical conduct as virtuous acts such as honesty, faithfulness and generosity, and

accountability to others, like being respectful, disciplined and responsible. Teachers too

felt ethical behaviour as socially acceptable acts, a perspective congruent to the

perceptions of the secondary school youth while the community leaders viewed ethical

behaviour as virtues.

2. Both the youths in secondary schools and non-secondary school , credited schools with

promoting ethical conduct. Religious institutions were rated highly in moulding ethical

behaviour among the youths, although to a lesser extent than schools. Surprisingly, the

family as an institution received lower ranking, which is a troublesome observation,

with implication that families may not be doing enough to inculcate apposite

behaviours of their youths.

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3. Parents, especially mothers, were found to be most influential role models in

determining the ethical conduct of the youths. This is an interesting observation given

that the same people had rated the institution of the family as less influential to their

conduct. This paradoxical finding implies that the youths view the family unit as

different from the individuals who compose it. Within the family unit, there are other

members like siblings, and other sources of influence, for example the television, that

are worth noting. Though parents may be working hard to mould good behaviour, these

forces could blunt those efforts. Other significant sources of moulding ethical behaviour

included teachers and religious leaders, though their influence was not as that of

significant as the parents. .

4. For the non-secondary school youth, entertainment, religious activities and peer groups

were found to positively influence their ethical behaviour. In contrast, counselling

sessions by community elders and the recent government initiatives targeting school

youths were rated poorly. The poor rating could probably be ascribed to the sporadic

nature of counselling sessions, lack of proper programmatic approach in its

organization and recent controversies surrounding some of the government’s

initiatives targeting the youth.

5. Among the youths in secondary schools, our findings indicated that peer pressure,

dissatisfaction with the food served by the schools and lack of students’ involvement in

school governance structures fuelled unethical behaviours. Among the most prevalent

unethical acts mentioned by students were stealing, disregard for school rules, cheating

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in examinations and substance abuse. It is worth noting that majority of the secondary

school going youths (55%) viewed cheating in exams as a necessary evil.

6. For the non-secondary school going youths, data revealed possible causes of deviant

behaviour to include limited involvement in community leadership and governance,

tensions between and among communities, incitement by politicians, poverty and lack

of employment.

7. The community was perceived by the youth to play very little role on passing ethical

values and behaviours to youth with the singular exception of North Eastern Province.

In North Eastern, elders play a central role in the running of the communal affairs and

are often called upon by the government to mediate conflicts among various clans and

community. This phenomenon, though present in other regions, is not as pronounced as

it is in North Eastern, which could explain why the community is viewed to be

influential in imparting ethical values in that region. Generally, in other regions, the

community viewed youths as largely unethical and on the other hand, the youths rated

the community, specifically people in positions of influence, as less informed on what

constitutes ethical behaviour. This tension, which is indicative of the social gap between

the two groups, means the youth hardly consider community opinion leaders as role

models of ethical conduct. Using these community groups to mould the youths’ ethical

behaviour may be problematic as evidenced in poor rating of community counselling

initiatives.

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Conclusions

The study discovered that majority of the school- going youth considered ethical conduct to

be socially acceptable behaviour. This is expected given that the school environment

demands conformity to the school rules and regulations, which generally treated as basis of

judging what is acceptable and what is not acceptable. However, there may be a negative

side to the discussion, acceptability means that for behaviour to be ethical, there must be

consensus within a certain reference group such as peers, family or school that such an act

is acceptable. The perceptions of conformity offer limited assurance that such behaviour is

ethical. The strong influence of peer pressure among the school going youth attest to this.

Although certain behaviours are considered socially acceptable within a given reference

group, it is possible that such behaviours are ethically corrupt relative to wider society. For

example, within the peer groups, acts such as disobeying school authorities are viewed

heroic by the students. This then could explain why some unethical acts such as school

strikes and destroying property were common occurrences in school unrests. The view of

ethical behaviour being what is acceptable is therefore problematic. We can speculate here

that when democratic values and freedom of expression are emphasized rather than

conformity, negative peer pressure can be blunted as students have better avenues to

express themselves than sharing with their peers who might offer bad advice.

Notably, corruption was not perceived to be an indicator of unethical behaviour

among youth by parents/guardians, teachers, religious and community leaders. This was

not unexpected given the lack of emphasis on the demand side of corruption. Indeed,

evidence from secondary school going youth appeared to contradict the views of

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community representative, as noted in the findings, majority of the school going youth

thought cheating in exams is a necessary evil. Corruption is normally viewed as a vice

perpetrated by institutions, which means the community representative may have

difficulties associating the youth, who are not regarded to be an institution, with

corruption. This, thus, may offer explanation to the contradictory view of the community

representatives and those of the secondary school going youths. However, the utilitarian

view of cheating should raise a red flag. It may be necessary to put in place interventions to

discourage condoning such repugnant acts.

The study further observed that the youth, whether in school or not, were least involved in

running the affairs of the schools and communities. This tends to delineated the youth,

majority of whom are at a stage where they are searching for a social identity. It is

imperative, therefore, that school leadership promotes virtues of democracy and

inclusiveness within schools. A leadership posture that encourages freedom of expression

is bound to neutralize the pressure from the peers since students have legal avenues to air

their grievances rather than seeking advice elsewhere. For the out- of-school youth,

involving them in governance systems and institutions is critical. Through this

involvement, the youths can be mentored to be accountable for their conduct and

behaviour. Further, enforcement of the law to prevent incitement and creation of job

opportunities are important in blunting motivations for unethical behaviour.

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CHAPTER ONE

INTRODUCTION

1.1 Introduction

In 2008, Kenya went through a harrowing experience brought about by the post-election

violence. Acts of criminality, mostly perpetrated by the youth, characterised this moment of

gloom and darkness exposing glaring weaknesses in our national values as well as a decay

of the nation’s moral fabric. Further evidence of this distressing moral condition was to

manifest in Kenyan secondary schools where, similarly, acts of violence were re-enacted by

the students. Why would the youth, the symbol of our national strength, behave so

unethically?

Ethics is an elusive concept to define. To some, ethics is about religious beliefs, for

others, it is obeying the law while to others, ethics consists of socially acceptable

behaviours, yet for some it is about personal feelings about what is right or wrong

(Velasquez et al, 1987). Ethics generally refers to standard prescriptions based on moral

principles that guide and govern human behaviour (Meyer, 1987). Ethical behaviour can

thus be defined as conduct that conforms to generally acceptable ethical standards such as

respect for human rights, benefits to society, fairness or specific virtues, and conformity to

moral beliefs and social norms.

Youth is viewed to be a specific stage between childhood and adulthood, when

people have to negotiate a complex interplay of both personal and socio-economic

challenges in order to manoeuvre the ‘transition’ from dependence to independence, take

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effective control of their own lives and assume social responsibilities. Today’s young

generation experiences widening social gaps and faces manifold challenges: More often

than not, the youth encounter the uncertainties and risks generated by the process of

economic and cultural globalization. For instance, job opportunities are skewed and the

youth have to study longer to compete for limited vacancies hence stretching the

dependence period on parents. Some of the challenges that affect the youth include drug

abuse, HIV and AIDS, unwanted pregnancies, violence and unemployment, among others.

To grow up as useful members of the society, the youth ought to be socializedand

acculturated into ethical standards and modes of behaviour valued by their communities.

The older generation are expected to mentor the youth and socialize them into socially

acceptable modes of behaviour. Such ethical behaviour obligates them to refrain from

devious acts like stealing, violence, murder, fraud, rape, among others and to embrace

virtues of honesty, compassion, loyalty and respect for human rights. However, widening

social gaps between generations and changing lifestyles have impeded the realization of

this mentorship. Consequently, the youth have become a vulnerable lot facing difficult

challenges of social identity coupled with life uncertainties. This study, out of concern of

the increasingly anti-social behaviour among the youth, sought to uncover various factors

that shape ethical/unethical behaviour among the Kenyan youth. The overarching purpose

was to gain understanding of what the youth regarded as ethical behaviour and the factors

influential to the emergence of such ethical or unethical behaviours.

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1.2 Statement of the Problem

There is evidence of increasing antisocial behaviour among the youth, a rather disconnect

between personal ethics and everyday behaviour. Even among the most academically

talented students in Kenya, personal interest seems to triumph over the common good. It is

argued that this culture of placing more premiums on personal interests rather than the

collective good is an outcome of Kenya’s experience and accommodation of the capitalist

mode of production that was ushered into the country through British colonization. In this

connection, youth may be simply imitating the behaviour of adults in Kenya.

It is the argument of this study that the ethical conduct of youth in Kenya merits

special attention both because this is the largest segment of the national population and the

most critical guarantee of the nation’s stability and continuity. The youth hold very distinct

positions on various moral issues, and concern must of necessity focus on those processes

that promote ethical values and conduct among the youth and, by implication, those that

may undermine the evolution of such ethical conduct.

1.3 Purpose of the Study

This nation-wide study was meant to augment the thrust of a Pilot Study undertaken in

2009 by KCA University and to correct its weaknesses. In this way, any policy formulations

and programmatic actions that may need to be undertaken on the promotion of ethical

values and conduct among youth in Kenya should be based on more sound and hopefully

representative research results. This study investigated the role various factors play in

shaping the ethical conduct of youth in Kenya. Some of these factors, as unearthed in the

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pilot study, include the family, the school environment, religion, Guidance and Counselling

programmes in school and peer groups. These factors and others were evaluated in this

study. Efforts focused on strategies that can promote and enhance ethical conduct among

the youth in Kenya.

1.4 Research Objectives

In view of the purpose outlined in the preceding section, the following objectives guided

the study:

1. Find out what youth in Kenya regard as ethical/unethicalbehaviour

2. Explore some of the key influences on ethical conduct among youth in Kenya.

3. Identify structural and contextual factors that mediate the influences that shape

ethical perceptions and conduct of youth in Kenya.

4. Identify ways in which youth exhibit ethical/unethical behaviour conduct in their

social interactions.

5. Propose policy guidelines and programmatic strategies for inculcating and

improving ethical values and behaviour among the youth in Kenya

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1.5 Research Questions

In view of the outlined research objectives, the study sought to answer the following

questions:

1. What do the youth perceive to constitute ethical/unethical behaviour?

2. What are the factors that influence the youth to engage in ethical/unethical

behaviour?

3. What environmental and structural factors mediate or moderate these factors’

influence on the ethical/unethical behaviour among youth in Kenya?

1.6 Scope of the Study

This study was national in scope, thus, samples drawn were representative of the country’s

regions and various subgroups in the study sample.

1.7 Significance of the Study

It is hoped that the results of this study should clarify what youth in Kenya consider to be

ethical/unethical behaviour. In addition, the youth are expected to specify factors that

promote the development of ethical behaviour and those that undermine it. In this way, the

study results should assist drawing guidelines for policies and programs designed to

enhance the development of morals and virtues among the Kenyan youths. In other words,

the study should contribute to the development of a curriculum to be anchored in various

media including school subjects, to promote, reinforce and sustain ethical values and

behaviour among youth in Kenya.

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CHAPTER TWO

LITERATURE REVIEW

2.1 The Youth and Ethics

The youth (age 13- 35 years) constitute 38% of the Kenyan population as per the 2009

national census and are considered the greatest asset any nation can have. They are

potentially and actively the greatest investment for a country’s development. The extent of

their vitality, responsible conduct and roles in society is positively correlated with the

development of the nation. Youth is all about confidence, energy, enthusiasm, idealism and

high inspirations. The youth need strength of character, determination, sacrifice; value

systems to enable them form the critical mass that can deal with corruption eradication,

poverty, and diseases.

Besides, Youth is viewed to be a very specific stage between childhood and

adulthood, when people have to negotiate a complex interplay of both personal and socio-

economic changes in order to manoeuvre the ‘transition’ from dependence to

independence, take effective control of their own lives and assume social responsibilities.

Young people continually enter the world with new perspective. They adapt quickly to

change and are early adapters of social, cultural and technological innovations. While

young people present challenges to some, they pose new wisdom and hold new solutions to

our increasingly complex global problems. Hence involving them in the promotion of ethics

and creation of awareness on corruption is cost effective and achievable.

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The youth are a vulnerable group with peculiar unmet needs and aspirations. They

face many challenges such as limited access to sports and recreational facilities, moral

decadence in society, lack of appropriate role models, political manipulations,

unemployment and underemployment, having to study longer and longer to compete for

limited vacancies, breakdown of family values, and health and social welfare problems. In

addition, there is a growing recognition that families and religious institutions need help.

Competing with them for moral authority are peers and the mass media, which all too often

lead young people in troubling directions. Schools have become necessary partners with

parents in the race for a balancing influence. A majority of these challenges could be

resolved if the actual issues constituting unethical behaviour among the youth were

identified and addressed.

“No one is born a good citizen; no nation is born a democracy. Rather, both are

processes that continue to evolve over a lifetime. Young people must be

included from birth. A society that cuts itself off from its youth severs its

lifetime; it is condemned to bleed to death” (Kofi Annan, Secretary- General of

the United Nations, World Conference of Ministers Responsible for the Youth,

Lisbon, 1998).

This inspires the concern to ascertain the ethical challenges facing the youth with a view of

addressing the real issues rather than working on assumptions.

Shweder (1981) argues that introducing ethics or morality to children should come

rather early in life. He adds that children argue with siblings and playmates about what is

fair or unfair, and that the praise and or blame they receive from parents, teachers and

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others encourages them to believe that they are capable of some degree of responsible

behaviour. He further states that children are both recipients and dispensers of

resentment, indignation and morally reactive attitudes. At school, educators help students

to value their own identity, learn more about their cultural heritage, and practice social and

civic responsibilities. They help students to reflect on their own learning and connect it to

their life experience. They engage students in activities that encourage diverse approaches

and solutions to issues, while providing a range of ways for students to demonstrate their

abilities and learning. They foster the development of students who can analyse,

synthesize, evaluate and communicate information effectively. This compliments the

suggestion that ethical behaviour can be integrated in the formal learning set up for the

overall wellbeing of the youth

The traditional African society education system was all-inclusive and for the

common good, relevant to everyday living, availed to all leaving no room for vices to

develop. Education was for life and laid emphasis on virtues such as integrity, honesty,

respect, responsibility, truthfulness, humility, tolerance, love, patriotism, cooperation and

hard work. Knowledge and skills were imparted through personal example, mentoring,

storytelling and other forms. Traditional education was meant to foster a noble-minded

probity of a generation with the objective of producing a purposeful well focused youth,

who internalize the virtues of the positive aspects of societal values. The learning sessions

were informal, for instance girls were taught in their grandmother’s huts when they went

to sleep. A source of property for anyone was known, and one had to respect older persons

regardless of whether they were related or not. The level of ethical conduct was high and

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vices such stealing, dishonesty, immorality, disrespect, laziness, abortion, drug abuse,

rebellion in society and particularly among the youth were rare.

The global perspective of traditional approach of education was that teachers were

to teach virtues through example and direct communication of convictions, by giving

students an opportunity to practice these virtues, and by rewarding their expression. This

approach provided no guiding principle for defining what virtues are worthy of espousal,

and wrongly assumed a community consensus on what were considered "positive values".

In fact, teachers often ended up arbitrarily imposing certain values depending upon their

societal, cultural, and personal beliefs. In order to address this issue of ethical relativity,

some have adopted the values-clarification approach to moral education. This teaching

practice is based on the assumption that there are no single, correct answer to an ethical

dilemma, but that there is value in holding clear views and acting accordingly. In addition,

there is a value of toleration of divergent views. It follows, then, that the teacher's role is

one of discussion moderator, with the goal of teaching merely that, people hold different

values without attempting to present his/her views as the "right" views.

On the other hand, Piaget (1932/65) argues that all development emerges from

action; that is to say, individuals construct and reconstruct their knowledge of the world

because of interactions with the environment. Based on a research he conducted to prove

the theory he concluded that schools should emphasize cooperative decision-making and

problem solving, nurturing moral development by requiring students to work out common

rules based on fairness. This is a direct rejection of sociologists Emile Durkheim's view of

proper moral education (1925/1961). Durkheim, similar to Piaget, believed that morality

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resulted from social interaction or immersion in a group. However, Durkheim believed

moral development was a natural result of attachment to the group, an attachment that

manifested itself in a respect for the symbols, rules, and authority of that group. Piaget

rejected this belief that children simply learn and internalize the norms for a group. He

believed individuals define morality individually through their struggles to arrive at fair

solutions. Given this view, Piaget suggested that a classroom teacher performed a difficult

task of providing students with opportunities for personal discovery through problem

solving, rather than indoctrinating students with norms.

The current system of education in Kenya emphasizes academic excellence at the

expense of developing a holistic person. According to Waynne and Walberg (1985), good

character ought to be the more primary focus as it is a goal in reach of more children than

is high academic achievement and can result in less alienation from school. Eztzioni (1984)

and Ginsburg and Hanson (1986) state that students who were self-disciplined or more

religious, hardworking, or valued learning, scored higher on achievement tests. These

arguments echo a blend of some of the values of the traditional education and

contemporary education. In Michael J. Meyers comment (1987), ethics could also be taken

to refer to the continuous effort of studying our morals beliefs and conduct and striving to

ensure that the institutions we shape and us live up to the standards that are reasonable

and solidly based.

The National Youth Convention III held at KICC in Nairobi in 2007, focused on

ethical and transformative leadership. The convention argued that Kenya needs a

leadership that is ethical, accountable, visionary and transformative at all levels with sound

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principles, standards and values. These are vital ingredients in a developing nation though

they are hollow if the youth are not fully equipped with these values in preparation for the

dream they aspire to have. It would be wise to take stock of the ethical challenges facing the

youth and addressing them for before the dream is internalized and achieved.

Ireland National Youth Advisory Committee (2001) designed a youth programme

aimed at aiding and enhancing personal and social development of the youth in high

schools (an equivalent of Kenya’s secondary schools) through voluntary participation that

is complimentary to their formal, academic or vocational education and training. The youth

who signed up were obligated to carry out their work to the highest possible standards and

to be accountable for their actions. This in effect translated to youths who upheld ethical

behaviour. In Kenya, a majority of the youth loath voluntary work hence miss such valuable

opportunities. This is probably motivated by societal perverted virtues where people are

materialistic or it could be due to their upbringing where patriotism and selflessness is not

given adequate considerations in Kenya leave alone disseminating the same to the youth.

Zambia runs anti-corruption clubs in secondary schools with the aim of educating

young people who aspire to join public office, so that they can play a positive role in

Zambian development process, and help future governors to develop practical skills and an

attitude that resists corruption.

“The battle against corruption cannot be fought and won by the Anti-Corruption

Commission alone or by continuing to deal with the older leadership that we say is

corrupt. It also needs the new ideas from those who will run economies and the state in

the years to come, it needs the fresh blood of the youth who possess both the capability

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and will to shape a prescribed path for their own future”. (Andrew Ntewewe, National

Coordinator of NAYAC-Zambia)

This promotes creation of awareness on ethical conduct and prepares a morally

upright crop of leaders. AnComm communication solutions in the United States of America

undertook a survey on key problems that affect the American youth in high schools in June

2007 and realized that stress, bullying and depression were rated the top three most

frequent problems. Others included family problems, peer pressure, drugs, cheating at

schoolwork and suicide. To some extent, this survey is reflective of the Kenyan youth in

secondary schools, as exhibited through school unrests and destruction of property in

2008. Drug abuse is an emerging issue that is accorded much attention in schools while

examination malpractices have been a problem especially in the last three years as per

media reports. The remedy is to establish the actual cause of these problems among the

Kenyan youth with a view of inculcating ethical conduct in them.

According to the survey carried out by the National Vision and the Institute of

Economic Affairs in Kenya in March 2003, the youth in secondary schools identified

creating of ethical society as the second most pressing challenge. The report indicates that

the proportion of youth envisaging ethical society was small compared to those who

recognized lack of ethics and corruption as a challenge in Kenya (25%). This is an

indication that these youth are conscious of what ethics constitute but might either be

having identity crisis because most leaders’ actions are inconsistent with their words. They

speak of values they have great deficiency in implementing.

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In 2006, children and youth petitioned Uganda’s Parliament Speaker on their

concerns about the effect of corruption on the realization and enjoyment of children’s

rights in Uganda. Besides highlighting issues affecting them like lack of quality health care

to enable them grow and attain their full potential, they also advocated for the integration

of ethics and integrity in their curricula with a view of developing a young, anticorruption

cadre of youth. Colombia established an inter university programme on ethics whose aim is

to contribute to the ethical formation of university students as future leaders of public and

private organizations so that they can act in the interest of the public good and fight

corruption in future.

In 2007, Youth Forum on Governance and Leadership Kenya held a conference with

a highlight quote was:

“The success of an effective intervention against a social evil is greatly

determined by its trans-generational perpetuity. For the gains that have been

made against corruption to succeed, the old must pass on the baton of good

governance to the young”

The forum aimed at stimulating dialogue on governance issues among youth by

emphasizing the role they can play in demanding accountability from their government.

The Network of African Youth Against Corruption – Zambia (NAYAC – Zambia) runs

anticorruption awareness clubs in schools, closely cooperating with teachers associations.

The Youth for Good Governance project targets Zambian High School and college students.

In 2008, thousands of Croatian youth organized rallies in the cities of Zagreb, Rijeka

to protest against the arrest of a young man who created a Face book group speaking

14

against the Prime Minister. This not only highlights the power of technology and the social

media sites but also the growing unrest among the Croatian youth about the high level of

corruption. In Hong Kong, a project entitled P.A.T.H.S (Positive Adolescent Training

through Holistic Social programmes) has been established to promote holistic development

among the youth while a group of youth calling itself Patriotic Youth Movement of Nigeria

(PYMN) advocate for good governance. It is possible to restore the youths’ “mandate” as

the conscience of society as they heed the call: African Youth: Do not agonize! Organize for

change, Organize, organize and organize

A nation can only afford to neglect the growth and development of its youth at its

own peril. Youth constitute the most vital resources for national development. If correctly

guided, adequately mobilized and fully integrated into the fabric of society they bring to

national development a great reservoir of energy, resourcefulness, creativity, and

dynamics. However, if ignored, they can be a threat to national stability.

The fight for integrity, honesty, transparency, accountability and effective

communication has to start early among the youth so that it becomes a way of life. The

youth’s creativity, energy and enthusiasm should be harnessed to build an equitable,

sustainable and peaceful world under the umbrella of good governance.

“The work of character education in schools and homes always starts with

adults. When we talk about the moral decline of our youth, we are often just

observing our own reflection in the children who learned what we modelled. As

teachers and parents, we must demonstrate not only the right behaviour but

also the kind of thoughtfulness that makes moral education more than human

15

version of obedience school. At its best, character education cultivates an

appreciation for the power of story, reflection and the essential tools of habit

and reason in dealing with the complexities of daily life” Steve Johnson

Character Education (2005)

The idea would be perceived as vaccination of the youth against unethical behaviour and in

effect improve their immunity against bad influences from the adult world and prevent

them from growing up with the bud of corruption.

National governments fail when their citizens no longer respond to them. Engaging

people, as citizens, is a challenge all over the world. Young people are especially significant

because they constantly enter society with fresh energy and fresh perspectives. To focus

on youth is to focus on participation. To focus on participation is to transform the systems

by which citizens are formed and the ways in which they respond to their national

governments and to the rest of the world. It is worth noting that competing with parents

for moral authority with families and religious institutions are peers and the mass media,

which all too often lead young people in troubling directions. Schools have become

necessary partners with parents in the race for balancing influence.

2.2 Theoretical and Conceptual Framework

Ethical behaviour and morality are grounded in beliefs and values embedded in one's

culture defined by their respective community or and society. Each society draws a

boundary line between ethical and unethical behaviour. Unethical behaviour can take

different dimensions ranging from lying, cheating, stealing, sabotage, drug and substance

abuse, corruption, hiding or destruction of official documents and destruction of property

16

among others. Researchers in the area of ethics have argued that ethics can be taught and

thus everyone has an opportunity to embrace the set ethical behaviour in their

communities (Piper et. al., 1993). They however, recognize the fact that ethical behaviour

involves attitudes, values, thoughts, feelings, and actions, which are rooted in a sense of self

in relationship to others. According to Noddings (1984), if one feels related, connected,

responsive, responsible, and caring of significant others, s/he is likely to act in an ethical

manner. If "the other" is part of one's community, it is more difficult to inflict harm.

Figure 1 captures conceptualized correlates of ethical or unethical behaviour. In the

figure, structural variables and the cultural environment can be termed as modifiers to the

individual characteristics resulting in ethical or unethical conduct. Individual

characteristics include personal values, ego strength and locus of control. Personal values

are defined as the individual’s beliefs about right and wrong. Individual character is also

shaped by ego strengths that simply mean one’s convictions.

FIGURE 1: Correlates of Ethical Behaviour

In addition, locus of control plays an important role in moulding individual character. Locus

of control refers to an individual’s belief about the degree of control over one’s life.

Individual

Characteristics

• Personal Values • Ego Strength • Locus of Control

Structural

Variables

• Formalization (Leader Behaviour)

• Rewards • Appraisal System

Environmental

Culture

• Content • Strength

Ethical/

Unethical

Behaviour

X

17

Structural variables such as leader behaviour, rewards, appraisal system and external

pressures shape the individual characteristics. As Figure 1 illustrates, the interplay

between individual characteristics is further moulded by environmental culture that

determine the content and strength. Ultimately, the product of the interrelationship

between individual characteristics, structural variables, and environmental culture is

ethical or unethical behaviour. Based on these principles, we will try to interpret the results

of the survey.

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CHAPTER THREE

RESEARCH METHODOLOGY This section describes the structure and methodology that was used in conducting this

study. Major components described are research design, study area, target population,

sample and sampling procedures, sampling techniques, data collection techniques, data

collection procedures, data management and analysis.

3.1 Research Design

This study adopted both an exploratory and descriptive survey research designs. Such an

approach was deemed necessary to triangulate results and deepen understanding of the

meaning of ethics in the perspective of the Kenyan youth and the factors influencing

ethical/ unethical behaviours among them. The study utilized qualitative data collection

methods including interviews and the focus groups to complement survey instruments

used to generate quantitative data. Emphasis was placed on interview survey design for

obtaining comprehensive information from the respondents. Questionnaire survey was

used to explore a wide range of issues regarding ethics among Kenyan youth. In addition,

focus group discussions and plenary sessions were used to generate additional qualitative

data.

It should be stressed that the two components of survey design, rely on self-

reported information, and while very useful in the study of opinions, perceptions and

attitudes, they risk some inaccuracies inherent in recall of information. The interview

survey is particularly suited to minimize inaccuracies that may arise from recall because it

allows the interviewer to probe respondents for clarity and accuracy of information given.

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3.2 Study Area and Target Population

The Study was undertaken countrywide targeting youth and other stakeholders within

sampled secondary schools, tertiary institutions, micro and small enterprises, youth

groups, formal employment organizations and commercial centres.

Samples for youth in schools were obtained from secondary schools. Samples for

out-of-school youth were obtained from tertiary institutions namely; teachers’ training

colleges, institutes of technology, technical training institutes, national polytechnics, and

universities. In addition, some of the youth out of school were sampled from formal and

informal employment sectors. Stakeholders in youth development comprised the teachers

in secondary schools, parents and guardians, religious leaders, other community leaders

and employers.

The UN defines of a youth to include any person aged 15 to 35 years. However, for

the purposes of this study, the minimum age was lowered to 13 years in order to

incorporate the younger secondary school cohort. Therefore, the main target population

was the youth aged between 13 and 35 years. In essence, the population groups in this

study were drawn from the following:

(i) Secondary school students aged between 13-20 years

(ii) Out of School Youth aged 15-35 years

(iii) Secondary School Teachers (some within and others older than the youth age

bracket)

(iv) Parents/Guardians

(v) Religious leaders

20

(vi) Community leaders, and

(vii) Prospective employers

3.3 Sampling Frame and Sample Size

The sampling frame was designed to capture data from a cross-section of the youth from

13 years to 35 years. Also included were instruments for collecting data from samples of

the key stakeholders who are instrumental in the youth development process. The key

stakeholders considered were the parents, teachers, religious leaders and community

leaders within the environs of the schools.

Considering the size of the population of the main target group, a sample size of five

(5) per cent of the schools was considered adequate for the scope of the study and

manageable within the resources availed for the project. Table 3.1 shows the distribution

of secondary schools according to provinces in Kenya during the year 2009, the number of

teachers, parents, and community leaders sampled.

TABLE 3.1: Sample for the study by category

Province No. of Schools

Category 5% of

schools No. Of

Students Teachers Parents Religious

Leaders Community

Leaders Central 740 37 370 37 30 30 20 Coast 157 12 120 12 30 30 20 Eastern 966 48 480 48 30 30 20 Nairobi 51 12 120 12 30 30 20 North Eastern 44 12 120 12 30 30 20 Nyanza 922 46 460 46 30 30 20 Rift Valley 1006 50 500 50 30 30 20 Western 562 28 280 28 30 30 20 Totals 44481 245 2450 245 240 240 160

1 According to the Economic Survey of 2009 there were 6,566 Secondary and 26,206 Primary Schools

21

3.3.1 Secondary school students

During the period of research design, there were approximately 4,363 public and 500

private secondary schools making 4,863 secondary schools in Kenya with an enrolment of

about 1.5 million students (MoE, 2009). However, according to the Economic Survey for

2009, the number of secondary schools during the same period was 6,566. The number

provided by the Ministry of Education was used in this survey.

Samples were drawn through classification of the schools on a number of criteria.

Such criteria included national, provincial, district and private secondary schools. Further

classification of the schools took into account the following:

a) Boys only boarding

b) Boys only day

c) Girls only boarding

d) Girls only Day

e) Co-educational boarding

f) Co-educational Day

g) Religious Sponsor

Schools were sampled in proportion to the number of schools in each province, thus the

more populous provinces yielded a large number of schools while their less populous

counterparts yielded fewer schools.

In cases where sampled schools were fewer than twelve (12) in a province,

purposive sampling procedure was used to obtain additional schools using the seven

criteria indicated under (a) to (g) above. In provinces with more than 12 sampled schools,

22

simple random sampling was used to decide which schools got included in the sample. The

locations of sampled schools in terms of urban and rural settings was also taken into

account. In each province a sample of at least 5% of secondary schools was taken. In each

of the sampled schools, a sample of 10 students was randomly selected from forms 1, 2, 3

and 4. This gave a total student sample of 2,450. In total, 218 secondary schools were

sampled against the target of 245 (89%), while 2,273 students in secondary schools were

interviewed against the target of 2450 (92.8%).

3.3.2 Teachers, Parents, Religious and Community Leaders

It was also decided that at least one teacher from each of the 245 schools be interviewed.

However, as already mentioned, only 218 teachers out of the targeted 245 teachers (89%)

were surveyed. Thirty (30) parents, most of them members of School Boards of Governors,

30 religious leaders, some of them representing the sponsors of schools were purposively

sampled from each province. Finally, 20 community leaders were purposively sampled

from each province, for a total of 160. This yielded a total of 640 combined sample of

parents, religious and community leaders.

These groups were important constituencies connected to moulding of character,

and perceptions of the youth, and creating the environment in which development of

ethical behaviour takes place. Indeed this is what the results of the pilot study revealed.

The total intended sample for the people responsible for formulating or implementing

policies, rules and regulations governing the conduct of students within their schools,

including teachers, thus stood at eight hundred and eighty five (885). The study finally

23

captured 792 such respondents or 89 per cent of the intended sample that is quite

adequate.

3.3.3 Out of Secondary School Youths

As pointed out earlier, these are youth aged between 15 and 35 years (as per UN

definition). Some of them are to be found in post-secondary institutions, formal and

informal employment-cum income generating pursuits; while others are not in any

meaningful income generating activities. These youths were sampled from tertiary

educational institutions, informal and formal organizations, public places where

unemployed youth tend to congregate. Members of the research team relied on the

network of the Ministry of Youth Affairs and Sports to access the different youth groups for

sampling purposes.

Two public universities were purposively selected namely; University of Nairobi,

and Moi University. University of Nairobi (UoN) was chosen due to the diversity of its

academic programmes and as a pioneer public university in Kenya. Moi University was

selected because of its rural location. In each of the selected universities, 1% of the total

population of students was identified for sampling. The total number of sampled students

was 528 – 374 from UoN and 154 from Moi University. In the case of private universities,

two (2) universities, United States International University (USIU) and Catholic University

of Eastern Africa (CUEA) were purposively selected. A sample of 239 students from private

universities was sampled. Additional samples of youths were obtained from Kisumu and

Eldoret National Polytechnics. The student sample from the National polytechnics was 173

students, a further 63 from the technical training institutes (TTI) and 94 from teachers’

24

training college (TTC). Students from the TTI were sampled from Kaiboi TTI and North

Garrisa TTI while the college students were sampled from Mosoriot and Shanzu Teachers

Training Colleges. The total numbers of youths sampled from tertiary institutions was

1,097.

The other category of the youth was sampled from the informal sector and the public.

Some were selected from informal self-employment sector i.e. the “jua kali” sector. These

were purposively selected because of their sizes and diversity of their trades/operations.

One cluster was selected from each of the three cities of Nairobi, Kisumu and Mombasa.

Kamukunji Jua Kali Community in Nairobi, Kibuye Jua Kali Community in Kisumu, and

Shimanzi Jua Kali Community in Mombasa were chosen. In each community, 30 youths

were selected. From public places a sample of 120 unemployed youths were sampled from

Nairobi, Kajiado, Busia and Nyandarua – that is, 30 youths from each region.

3.4 Data Collection Instruments and Procedures

Data was collected using interviews, focus group discussions and survey questionnaire.

Data collection procedure entailed getting permit from relevant government agencies to

collect data. Pre-field work activities involved training of data collection staff and pre-

testing of research instruments to assure their reliability and validity.

3.5 Ethical Considerations

Consent from all study participants was obtained before collecting data. The participant

signed informed consent form confirming their consent to participate in the study. They

were all assured of confidentiality of the information disclosed. Survey questionnaires

25

were filled anonymously and no personal details that could disclose the identity of the

participants was requested. All those reached were approached with the necessary respect

and cultural sensitivity.

26

CHAPTER FOUR

RESEARCH FINDINGS AND RESULTS

4.1 Background Characteristics of Youths

Demographic Information was gathered about the respondents’ sex, age, level of education,

and religious affiliation. A total of 2,273 youth were sampled from secondary schools and

1176 non-secondary school youth which made up a total of 3,449 youth in the national

sample. For the secondary school going youth, 50.9% were male, 47.9% female and 1.2 %

failed to indicate their gender while in the non-secondary school youths 55.1% were male,

40.2 % female and 4.7% did not indicate their gender. The ages of the secondary school

youth ranged between 13 to 30 years and those of the non-secondary school youth lay

between 15 to 35 years.

Religion is one factor that is likely to shape the various values and ethical beliefs of

its adherents. Accordingly, there was interest in this study to find out the religious

membership of the youth sampled in this study. The results of the study indicated that

almost all the youth (98.8%) were either Christians (88.2%) or Muslims (10.6%). The

regional unit used to describe the distribution of sampled youth is the Province. Although

the new Kenyan Constitution has removed this unit from the country’s administrative

arrangement, it remains a point of reference in the minds of the citizens and was the unit in

existence when the study was designed. Regional representation was proportionate to the

population in the province, thus provinces with higher population had a higher

representation and vice-versa.

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4.2 Meaning and Indicators of Ethical Behaviour

The analysis of data indicated that a majority (78.6%) of the secondary school youth

regarded ethical conduct to be acceptable behaviour and morals. A small minority (15.1%)

associated ethical conduct with respect and discipline. On the other hand, majority (85.5%)

of the non-secondary school youths viewed ethical behaviour as virtues like being

respectful, honest, responsible, generous, disciplined and obedient. Table 4.1 illustrates

some of the responses obtained from the respondents.

TABLE 4.1: Indicators of Ethical behaviour

Secondary school Youth Non-Secondary school

youth

Indicators of Ethical Conduct Number of Mentions

Percentage (%)

Number of Mentions

Percentage (%)

Acceptable behaviour or morals

1638 78.6 - -

Honesty/faithfulness - - 770 23.6 Respectful 191 9.2 686 21.0 Responsible - - 415 12.7 Discipline 123 5.9 212 6.5 Obedience 46 2.2 412 12.6 Respect for the rule of law 42 2.0 - - Having life goals 26 1.2 - - Helpful/ Generosity 9 0.4 298 9.1

The high regard for acceptability of behaviour and morals by the secondary school

youth brings to fore the role of reference groups, like peers and family, in the development

of morals among this youth category. The school and home environment are possible

sources informing this view. In school, adherence to school regulations is paramount

coupled with extant peer pressure. Furthermore, at the family level, these youths come

28

under intense pressure to conform to certain morals and behaviours. For the secondary

school youths, judgement of what is ethical or not, is dependent on its acceptability within

the reference group, which could be the family, peers or school. It appears, however, that

when the youth are out of school, acceptability of behaviour becomes a non-entity and

definition of what is ethical is based on virtues. These results triangulated well with the

views of the teachers, parents, religious and community leaders who viewed ethical

behaviour in terms of acceptability and virtues. The responses from the teachers, parents,

religious and community leaders are shown in table 4.2 below.

TABLE 4.2: Stakeholders’ Views of Ethical Behaviour

Indicators of Ethical Conduct Number of Mentions Percentage (%) Acceptable behaviour or morals 700 55.2% Respectful 179 14.1% Responsible 126 9.9% Obedience 85 6.7% Discipline 72 5.7% Honesty 57 4.5% Respect for rule of law 21 1.7% Helpful/generous 17 1.3% Patriotism 11 0.9%

The communities judgement of the prevalence of ethical behaviours among the

youth was slightly pessimistic as majority of them (55.2%) felt the occurrence such

behaviours was rare or never occurred at all. On the other hand, majority of the youth

(71.2%) felt that the community had average or no understanding of what constituted

ethical behaviour. This could be taken to be indicative of the tension between the groups

that can be ascribed to generation gaps. Although there is a consensus between the

community groups and the youth concerning what constitutes ethical behaviour, the

29

tension implies the youth view the community to be an unreliable source for modelling

ethical behaviour and morals – a harsh indictment.

The study also sought views of the participants on the type of behaviours indicative

of unethical conduct. Table 4.3 shows the responses obtained from the two groups. A

surprise finding is the low ranking of corruption as an indicator of unethical behaviour.

Either the youth do not view acts of corruption as unethical or their exposure to vices of

corruption is limiting their knowledge to what they read in popular press. The latter

appears to be a more rational explanation and is more consistent with the higher rating of

corruption as an indicator of unethical behaviour by the non-secondary school youth. It is

probable that as the youth get exposed to the life outside school, they become more aware

and exposed to vices of corruption and therefore become more sensitive to it.

30

TABLE 4.3: Views of Youth on Indicators of Unethical Behaviour

Secondary school Youth

Non-Secondary School Youth

Type of behaviour Mentions Percent Mentions Percent Drug abuse 827 19.6 518 18.5 Sexual offences (prostitution, rape, pre-marital sex, sexual immorality)

798 19.0 452 16.1

Stealing 703 16.7 358 12.8 Disobedience 593 14.1 - - Cheating 416 9.9 - - Tribalism / nepotism 248 5.9 190 6.8 Corruption 246 5.8 329 11.7 Bullying 208 4.9 - - Laziness 142 3.4 - - Burning school 29 0.7 - - Violence - - 263 9.4 Indiscipline - - 595 21.2 Indecency (Language/dress) 102 3.6

4.3 Sources of Influence

4.3.1 The family, school, community and religion

The respondents were asked to rate the efforts by schools in promoting ethical conduct.

Majority of the secondary school going youth (84.9%) and non-secondary school youth

(64.7%) rate schools’ effort as good or very good. Indeed, only religious institutions were

rated better in the promotion of ethical conduct. Some of the means schools used to

influence ethical conduct among the students include entertainment, clubs, sports, life

skills training, academic programs, and guidance and counselling. Among these, guidance

and counselling, academic programs and life skills training, in that order, were proffered as

most influential in promoting ethical conduct.

31

In the rating of family’s efforts for promoting ethical conduct, 75.7% of the

secondary school youth and 61.1% of the non-secondary school youth rated these efforts as

good to very good. As table 4.4 indicates, the family received lower ranking in promoting

ethics than the school. This is contrary to our expectations, as we would have expected the

family, being the closest community to the youth, to be in the forefront in engaging the

youth in matters pertaining to their ethical and moral behaviour. However, it is comforting

to note religious institutions such as churches and mosques are highly regarded in terms of

their efforts to promote ethical conduct. Troubling though is the very lowly rating of the

community in promotion of ethics. In the African culture, the community is expected to

play a very active role in shaping the morals of the younger generations. This perspective

appears to be misplaced as far as the current findings are concerned, and implication is that

the community’s role in moulding ethical behaviour is blunted. It was no surprise,

therefore, that community led initiatives, such as elders’ counselling sessions, were rated to

least influential in the development of ethical behaviours.

TABLE 4.4: Rating of Efforts to Promote Ethics

Secondary School Youth Non-School going youth

Sources of Effort

Very good

Good Total

Positive Average

Not Good

Very good

Good Total

Positive Average

Not Good

School 43.3 41.6 84.9 11.5 3 26.7 38.0 64.7 26.4 6.5 Religious institutions

52.6 31.7 84.3 13.1 2.6 40.9 35.7 76.6 17.6 4.2

Community 10.3 25 35.3 44.8 20 8.2 23.8 32.0 43.7 22.5 Family 38.4 37.3 75.7 19.2 5.2 25.3 35.8 61.1 29.0 8.1

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4.3.2 Significant others and role models

The study further sought to examine the influence of significant others (parents, peers and

siblings) and role models (teachers, religious leaders, politicians, sports and media

personalities) on ethical behaviour among the youth. According to the results in table 4.5

below, mothers, fathers, teachers and religious leaders, in that order, were rated to be most

influential in the development of ethical behaviours among the youth. Siblings and peers

were lowly rated in terms of their influence on the youth. However, in this particular

instance, the respondent were asked to rate the influence of these individuals on their

ethical conduct – a positive attribute. It is therefore possible that siblings and peers, though

lowly rated, do exert a greater influence but on the negative side.

TABLE 4.5: Influence of Significant others and role models on ethical conduct

Secondary School Youth Youth not in Secondary School

Sources of Influence

Very good

Good Total

positive Average

Not Good

Very good

Good Total

positive Average

Not Good

Mother 66.6 23.9 90.5 6.4 2 59.6 28.7 88.3 8.4 1.4 Father 52.1 30.5 82.6 11.4 3.7 42.6 34.6 77.2 17 4 Teachers 39.6 41.5 81.1 14.1 2.6 18 44.3 62.3 32.3 3.9 Religious Leaders

38.5 34.8 73.3 18.3 4.4 33.1 35.9 69.0 23.6 5.6

Musicians 16.1 31.8 47.9 30.6 15 6.8 13.9 20.7 36.9 40.4 Sport Personalities

16.5 30.4 46.9 33.1 13 16.5 32.9 49.4 35.9 12.8

Siblings 11.4 26.4 37.8 30.4 22.9 12.8 35 47.8 34.6 15.6 Peers 9.1 17.3 26.4 33.2 36.4 10.2 13.6 23.8 37.5 37.1 Politicians 6.3 12.8 19.1 29.5 42.7 3.2 7.4 10.6 25.1 62.5 Media Personalities

4 10.2 14.2 10.9 5.6 9.3 23 32.3 37.9 24.3

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When the youth were asked to mention their role models, some very interesting

findings came out. Politicians received the highest number of mentions (42.1%) ahead of

parents (17.5%), siblings (18.2%) and religious leaders (4.0%). This may be explained in

two ways; first, many of the local political figures mentioned were persons either with

exemplary public record such as Prof. Wangari Maathai, Prof. Patrick Lumumba and Justice

Njoki Ndung’u or visible former presidential candidates such as Hon. Charity Ngilu, Hon.

Kalonzo Musyoka, H.E. President Mwai Kibaki, Rt.Hon. Raila Odinga and Hon. Uhuru

Kenyatta. Secondly, when asked about the reasons of their choice most of the respondents

mentioned hard work (32.5%), character (19.5%), education (12.9%) and religion (16.9%),

which means these are not the typical politicians portrayed by the popular media as

corrupt but prominent political personalities who enjoy limelight because of their

exemplary work.

4.4 Causes of unethical behaviour

Youths in secondary schools and those not in secondary school as well as teachers and

parents, religious and community leaders were asked to rate factors that were likely to

cause them compromise their ethical behaviour. As table 4.6 below reveals, students in

secondary schools reported poor diet to be a leading cause of unrests (50.0%) followed by

inadequate involvement in school governance (47.7%). This outcome implies that there us

great need for administrators and school leaders to adopt more inclusive leadership and

management styles, where students become part of the decision making organs. Nutritional

and dietary concerns ought to be given immediate attention in order to preclude unethical

behaviour. Other less prevalent factors include incitement by teachers, strained relations

34

with surrounding and conflicts among students. It worthwhile to observe that if an

inclusive leadership structure is put in place, the influence of all these other factors will

probably be attenuated.

TABLE 4.6: Rating of probable causes of unrest in schools

Unethical Factor Very Common

Common Total

Diet 24.1 25.9 50.0 Inadequate involvement in school governance 23.3 24.4 47.7 Conflict among students 15.4 20.2 35.7 Incitement by teachers 9.5 18.5 28.0 Strained relations with community 8.5 16.5 25.0

For the non-secondary school youths, limited involvement in the running of the

society was identified to the most prevalent cause of unethical behaviour. Strained

community relations and incitement from politicians were also notable causes of

unbecoming behaviour. The results of the responses are shown in the table 4.7. These

results highlight importance of adopting school and community leadership driven by

values of democracy and inclusion as a way of remediating unethical behaviour. Indeed,

when such values prevail, it becomes easier to implement mentorship programs as the

youth feel they are part of the system and can identify themselves as agents of change

required to transform their communities. On the other hand, when they are ignored and

left out on their own, they feel unrecognized and are more likely to engage in unethical

behaviours to attract attention.

35

TABLE 4.7: Causes of unrest behaviour among the non-school youth

Unethical Factor Very important

Important Total

Limited involvement in running society 43.6 29.5 73.1 Falling moral standards 35.0 25.5 60.5 Strained relationship between communities 24.3 32.6 56.9 Incitement from politicians 31.6 24.2 55.8 Internal family conflicts 18.2 26.5 44.7

To triangulate these results, teachers, parents, religious and community leaders

were asked to mention and rate causes of unethical behaviour among the youth. For

schools, teachers ascribed lack of communication as the main cause of unethical conduct,

other causes mentioned by teachers included external and internal interference, peer

pressure, authoritarian school rules, poor management and lack of parental guidance (see

table 4.8 below). These results appeared to concur with what the students had reported

earlier considering that communication, rules and management styles are constructs

closely linked to leadership. Parents, religious and community leaders on the other hand

rated limited involvement of the youth in running community affairs to be the predominant

cause (82.3%) of unrests in the community. Poverty was also rated to be a major cause of

unrests (78.6%) though to a lesser extent than limited involvement.

36

TABLE 4.8: Major causes of school unrest as mentioned by teachers

Rated Causes Number of Mentions Per cent Lack of communication 115 23.0 External influences/interference 74 14.8 Negative peer influence 74 14.8 Lack of discipline 110 22.0 Strict school rules 65 13.0 Poor school management 47 9.4 Lack of parental guidance 37 7.4

4.5 Strategies for Correcting Unethical Behaviour

The non-secondary school youths were asked to rate the appropriateness of a selected

number of activities in correcting unethical behaviour among them. The rating ranged from

“most appropriate” to “not appropriate at all”. Ratings of “most appropriate” and

“appropriate” were considered to be positive rating. Guidance and counselling (77.3%),

involvement of parents (70.8%), prosecution (62.4%), use of elders as enforcers of ethics

(53.3%) and barring culprits from holding public office (50.9%) were rated at least

appropriate by more than half of the respondents. The study also sought to identify

initiatives taken by the youth to promote ethical behaviour. The respondents were asked to

state such initiatives they were aware of. Involvement of the youth in communal activities

such as youth clubs, talents shows and cultural activities had the highest number of

mentions (mentioned 77.1% of the time).

This is important if it is recalled that one of the major causes of unethical behaviour

among the youth was lack of involvement in community and school leadership and

governance. These community activities targeting the youth can be instrumental avenues

of mentoring them, assisting them engage in productive economic activities and even

37

providing counselling sessions. Encouraging formation of youth groups whether for group

entrepreneurial activities or community social responsibility would be a positive. However,

as indicated above, law enforcement is important, especially the prosecution of criminal

elements. From experience, it is known that the political class has an affinity of such youth

groups, which they incite, and use for their own selfish ends making what is meant for good

to be evil. Such individuals, irrespective of their social status, ought to be made accountable

for their deeds through prosecution.

4.6 Dealing with ethical Dilemmas

On many occasions, the youth are faced with ethical dilemmas and how they deal with

them was a pertinent problem of this study. Specifically, the study investigated how the

youth deal with situations where values conflict or “stretching the truth’’ would lead to a

better end than otherwise. Given the different context both youth groups (school going and

non-school going) operated, analysis and presentation of the results was done separately.

For the secondary school youth, the results are shown in table 4.9 . The results

indicate that 54percent of the youth in school believed that exam cheating is a necessary

evil. This, therefore, means that, given a chance, more than half of the students would cheat

in examinations. It is indicative of the fact that students are more focused on the result

regardless of the moral implications of the process i.e. they believe that the end justifies the

means. This could be taken to explain why cases of exam cheating – in the national

examinations and in institutions of higher learning – remain a constant threat. The fact that

failing in the national exams condemns students to an abyss of neglect, unemployment and

helplessness, significantly amplifies the premiums attached to passing exams and,

38

therefore, providing powerful incentive for students to view exam cheating as necessary

though unethical.

TABLE 4.9: Opinions of youth in secondary schools on selected ethical dilemmas

Ethical Dilemmas Agree or strongly

agree Disagree or

strongly disagree Exam cheating is a necessary evil 54.0 46.0 The youth should always obey their parents even when they are wrong

53.7 46.3

Where family values contradict social values, the youth should remain loyal to their families

55.0 45.0

The youth should honour their parents even when the parents are wrong

51.9 48.1

Abortion, same sex relations, sex outside marriage should be considered a matter of choice

12.3 87.7

As may be noted in table 4.10, although opinion of non-secondary schooling youth tilts

slightly in favour of family values, there is division on where the loyalties should fall in case

family or parents values conflict with the societal values. However, the overwhelming

verdict is that, in matters of sexuality and abortion, personal choice is not favoured option.

The implication is that on sexual and women productivity matters, communal values take

precedent.

A similar response was sought from the more mature non-secondary school youth,

however separate opinions on sexual relations and abortion were sought as this group was

more exposed to such dilemmas than their younger counterparts in secondary schools. As

table 4.10 shows, the youths opinion is evenly divided on whether bribing police officers to

be a necessary evil. Unlike the youth in secondary school whose opinion was divided as to

39

whether or not to obey their parents even when they are wrong, majority of out-of-school

youth were less inclined to obey parents when they were wrong. This could be attributed

to the age and the transition stage in their lives from being teenagers to adulthood, and

thus becoming more independent. Moreover, where family values contradict social values

52.8 per cent of the out of school youth indicated they would choose social values. Thus as

the youths grow older they increasingly appreciate the societal values more than the family

values. The implication is that, as the youths grow older and more independent of their

parents, the values held by society or community become more influential in making

decisions when faced by ethical issues.

Like their younger contemporaries, the out-of-school youth, there was strong

disproval of having sexual relations such sex outside marriage and same sex relations, and

abortion treated a personal choices. This is a reflection of the underlying societal values

with regard to these moral issues. Most important, and rather worrying to observe, is that

whenever the ethnic values counter national values, the loyalty of the majority of the youth

remains with their ethnic groups.

40

TABLE 4.10: Opinions of Youth out of School on Moral Issues

Ethical issue Strongly agree or agree

Strongly disagree or disagree

Female circumcision is a cultural practice that should be dropped 81.5 18.3

Bribing a policeman is a necessary evil 50.9 49.1 Where family values contradict social values, the youth should remain loyal to their families 47.2 52.8

When ethnic cultural values conflict with national values, the youth should remain loyal to national values 42.6 57.4

Sex outside marriage should be considered a matter of personal choice 35.8 64.2

The youth should always obey their parents even when these parents are wrong 33.7 66.3 Abortion should be considered a matter of personal choice 29.2 70.8 Same sex relations should be considered a matter of personal choice 27.2 72.8

41

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

In this section, we highlight some of the key findings that emerged from this study on

issues linked to ethics among youth in Kenya. Recommendations made for programmatic

action in this study are based on the major conclusions specified in the sections that follow.

5.2 Perception of ethics

Youth, both in secondary schools and the more mature youth outside secondary schools

generally considered ethical behaviour to be conduct that is acceptable to their immediate

environment, for example school, peers, or church. Teachers, parents, community and

religious leaders shared this view too. However, it is important to note that what is

acceptable is determined by values held by a particular reference group. Such values may

at times be in conflict with what is for the better good of the larger community. It is very

instructive that when such conflict occurs, allegiance is pledged to the immediate group.

For example, in the case of ethnic values conflicting with national values, which is frequent

occurrence, the youth are more inclined to sacrifice national values for their ethnic values.

For Kenya to be a true Nation State, such perceptions have to be countered through

education and diversity in our institutions such as schools, higher education institutions

and workplaces.

5.3 Factors promoting ethical behaviour

a) Schools and the school environment

Schools institution were credited to be important vehicles of promoting ethical conduct,

especially for the school going youths. The study revealed that life skill lessons, guidance

and counselling were identified to be the most effective school programs that inculcated

good behaviour among the school youth. Initiatives such as peer counselling should be

42

considered as plausible avenues of influencing ethical behaviour of these youths. Equipping

the youth with life skills can also be done via matriculation programs. Given the view of the

youth on what constitutes ethical behaviour, it is essential for school leaders to ensure that

they cultivate a school culture that promotes ethical conduct. New students can then be

inducted into the school culture through mentorship programs with the help of older

students, teachers and the alumni.

There were significant differences in the views of secondary school youth regarding

the role of schools and religious institutions in imparting ethical values and conduct among

them based on province of residence. The role of schools in passing on ethical conduct

among this group of youth remained very strong, but comparatively less so among students

in Nairobi and Western Provinces. Similarly, the perceived role of religious institutions

remained strong within this cohort of youth, but comparatively less so in Central, Nairobi

and Western Provinces.

Both categories of youth did not significantly differ based on age in their views

about the role of schools, religious institutions and the family institution in promoting

ethical conduct among them. In other words, the two groups of youth irrespective of age

overwhelmingly admitted that the three institutions play an important role in shaping their

ethical conduct. Similarly, teachers rated schools and religious institutions as playing a very

important role in promoting ethics among youth. However, teachers rated the family

institution relatively poor, implying that the parents have left the role of inculcating ethics

among youth to schoolteachers and religious institutions.

b) Parents and significant others

Parents, and especially mothers, were found to be exerting the strongest influence on the

ethical behaviour of the youth. This observation applied equally to youth in secondary

schools and the non-secondary school youth. Indeed, even in correcting unethical

behaviour, involvement of the parents was found to be one of the most appropriate

methods proffered by the youth. Siblings too, were found to be influential in development

of moral behaviour, especially for the non-secondary school going youth. Parents and

significant others like elder brothers and sisters ought to be aware of their influential

43

position and should be educated on how to use such positions to inculcate positive values

among the youth. For the school-going youth, parents and guardians ought to get involved

in school activities, including counselling, life skills training, and helping out in some of the

school activities.

Essentially, there were no significant gender differences between the two groups of

youth regarding the role of parents, significant others and public personalities modelling

ethical values and morals with the exception of sports personalities. Female students rated

sports personalities as imparting ethical values more favourably than their male

counterparts impart.

Province of residence did not modify in any significant way the important role of

mothers and religious leaders in socializing their ethical values and conduct. One slight

variation was the perceived moderate role of sports personalities in socializing ethical

values among non-secondary school youth but hardly doing much in this respect among

the secondary school youth.

c) Religious organisations and community groups

Among the non-secondary school youth, religious organisations and community groups

were identified as influential determinants of their ethical behaviour. Religious

organisations were actually singled out as the most influential institutions in moulding

ethical behaviours. Much of the influence, it was discovered, was through entertainment,

peers and religious activities. In contrast, counselling sessions through community elders’

initiatives targeting out of school youth were poorly rated. Given the elevated position of

influence religious institutions enjoyed, efforts to influence ethical behaviour can thus be

channelled through them. For instance, NGOs and government agencies involved in

advocacy and campaigns such as anti-corruption initiatives, social integration and diversity

programs, could target religious institutions to be agents of their messages. Programs and

curricula developed to promote ethical practices could integrate entertainment and

religious activities. Moreover, recruiting religious organisations to be part of these

campaigns, it appears, would be a good idea.

44

Chiefs’ barazas were identified as potential forums of inculcating ethical values and

conduct among youth in society. Among non-secondary school youth, however, it is the

more educated youth with college and university education that have stronger negative

views regarding the role of barazas in promoting ethical conduct among the youth. This is a

point of concern in view of the fact that these are the more articulate groups of youth.

Interventions are needed to turn these youth around to perceive these forums in a

favourable light.

5.4 Causes of Unethical Behaviour

The main conclusions that emanated from results in this section are as listed below:

a) Among students in secondary schools, the leading factor undermining ethical

behaviour was peer pressure; this was followed by school diet and inadequate

involvement of students in school governance. Students in Rift Valley, Western,

North Eastern, Nairobi and Eastern Provinces were very particularly concerned

about the issue of school diet. There were also high levels of dissatisfaction with

exclusion of students from the management of schools espcially in Nairobi,

North Eastern, Central, Western and Eastern Provinces.

b) Among the non-secondary school youth studied, causes of unethical behaviour

within the community included limited involvement in governance, falling moral

standards, strained relations between communities and incitement by

politicians in that order. Further examination of these issues by province

confirmed incitement by politicians and strained relations between communities

to be salient in all provinces of Kenya. Youths, the study observed, were largely

excluded from leadership roles in their communities. While this was true in all

the provinces, the situation was particularly more pronounced in North Eastern,

Nyanza, Eastern and Nairobi.

c) For non-secondary school youth, additional factors that contribute to unethical

conduct included poverty, unemployment and greed in that order. Further

analysis by province revealed that poverty was a major issue in six of the

provinces namely Eastern, North Eastern Western, Nyanza, Nairobi and Rift

45

Valley in that order. Unemployment featured prominently in Coast and Central

Provinces.

d) Analysis by gender revealed significant differences between male and female

students with respect to strained relations with the community, incitement by

some teachers and conflict among students. Female students rated these factors

as more influential causes of unethical behaviour than their male counterparts

did.

46

ETHICS RECOMMENDATIONS AND IMPLEMENTATION MATRIX

ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED

RESOURCES TIME-

FRAME 1. Educational, religious &

family institutions have strong positive influence on youth

• Strengthen programmes that promote ethical conduct e.g. Integrity Clubs, Life Skills Lessons, Guidance and Counselling Programmes

• Reward students who exemplify high standards of ethical behaviour

• Put in place strict rules and have parents endorse the rules and sign acceptance prior to admission of students

• Organise workshops and meetings to sensitise communities on Kenya’s core ethical values and norms for stakeholders in Education

MoE, TSC, MOYAS, Parents’ Associations BOGs, PTAs Educational institutions; CBOs Religious and community leaders, NGOs

Financial, Human, Seminars and Workshops / Learning materials

Immediate, Medium and long-term

2. Parents (especially mothers), teachers and religious leaders have strong influence on the ethical conduct of the youth.

• Parents, religious leaders and teachers should enhance their nurturing and mentoring roles for children and youth

Parents, religious institutions and leaders, educational leaders and CBOs

Financial, Human, Seminars and Workshops for advocacy

Immediate, Medium and long-term

3. Appreciation of extra curricula activities, religious associations, and books in youth formation

• Encourage student involvement in extra curricula activities

• Organise religious activities for youth • Establish Youth Empowerment Centres

as proposed in Kenya Vision 2030 • Provide community/ neighbourhood

libraries

MOE, Educational leaders, MOYAS, CBOs, Community and religious leaders, Kenya National Library Services

Financial, Human, Technical, Seminars and Workshops Learning materials

Immediate, Medium and long-term

47

ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED RESOURCES

TIME-FRAME

4. Patriotism was strong among youth

• Guide the youth on issues of patriotism anchored in ethical values buttressed by ethical conduct.

• Design programmes that promote patriotism

• Inculcate a sense of belonging through positive provocative but constructive debates

• Provide Civic Education

MoE, MOYAS, Community leaders Parents’ Association, Mass media, Religious leaders, Provincial Administration

Financial, Human, Seminars and Workshops Learning materials

Immediate, Medium and long-term

5. Entertainment, positive peer pressure and religious activities had positive influence on youth out of secondary schools

• Promote positive entertainment programmes such as sports competitions,

• Establish the International Sports Academy as proposed in Kenyan Vision 2030.

• Establish Regional Sports Stadia as proposed in Kenyan Vision 2030.

• Organise Talent Days, Religious Crusades/ Functions, Drama, etc.

MOYAS, Community leaders, Youth groups, Educational and Religious Institutions, Provincial Administration

Financial, Human, Technical, Seminars and Workshops Learning materials

Immediate, Medium and long-term

6. Political personalities having exemplary public record or charisma or international stature were strong role models for youth

• Organise motivational talks by preferred positive role models ( e.g. . the Tom Mboya style Lectures)

• Impose a code of ethics to govern the conduct of holders of elective offices

• Develop disseminate ethics promoting messages by preferred role models.

Community, Educational/ Religious institutions, Parliament, Civil society organisations, Provincial administration, KACC, NACCSC

Financial, Human, Technical, Seminars and Workshops Learning materials

Immediate, Medium and long-term

48

ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED RESOURCES

TIME-FRAME

7. Muslim youth have stronger support for institutions and significant others such as parents, teachers and religious leaders than their Christian counterparts

• Encourage Christian youth to be more vigilant in adhering to institutional regulations

• Socialise Christian youth to more strongly respect institutions, parents and other leaders

Community, Educational/ Religious institutions, Youth groups, CBOs.

Financial, Human, Technical, Seminars and Workshops Learning materials

Immediate, Medium and long-term

8. Educational, religious & Family institutions have strong positive influence on youth

• Strengthen programmes that promote ethical conduct e.g. Integrity Clubs, Life Skills Lessons, Guidance and Counselling Programmes

• Reward students who exemplify high standards of ethical behaviour

• Put in place strict rules and have parents endorse the rules and sign acceptance prior to admission of students

• Organise workshops and meetings to sensitise communities on Kenya’s core ethical values and norms for stakeholders in Education

MoE, TSC, MOYAS, Parents’ Associations BOGs, PTAs Educational institutions; CBOs Religious and community leaders, NGOs

Financial, Human, Seminars and Workshops / Learning materials

Immediate, Medium and long-term

49

MITIGATING NEGATIVE ISSUES ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED

RESOURCES TIME-FRAME

1. Weak guidance to the youth by fathers

• Make attendance of open, Education, and Parents days mandatory for parents/ guardians;

• Fathers be sensitised to importance of their mentoring role for the children.

• Organize seminars/ workshops where the youth/ parents/ religious leaders and teachers participate

MoE, Educational Institutions, Civil Society, CBOs, Religious Institutions, Community Leaders,

Financial, Human, Seminars and Workshops

Immediate, Medium and long-term

2. Weak Peer/Sibling relations for secondary school youth

• Organize team-building sessions • Counselling • Organise youth clubs involving siblings

Parents, Community, Educational and Religious Institutions, MoE

Financial, Human Immediate, Medium and long-term

3. Marginal influence of Print and electronic media on ethical conduct of the youth

• Encourage Print and Electronic media to design relevant programmes, messages and publications that promote ethical behaviour.

• Print and electronic media to diversify the content of their coverage to discourage focus on negative ethnicity.

• Media to be sensitised/advised to review and present youth friendly and ethical programmes

Media Council of Kenya, , Kenya Film Censorship Board, Parents, Religious Leaders, Educational Institutions, Media Owners Association Editors’ Guild, Kenya Union of Journalists, Communication Commission of Kenya.

Financial, Human & Technical Seminars and Workshops Learning materials Media time/space

Medium and long-term

50

ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED RESOURCES

TIME-FRAME

4. Negative perceptions of politicians, media personalities and artistes

• Identify politicians/media personalities & artistes that are positive role models and organize for them to give periodic motivational talk to the youth in various forums e.g. at Drama festivals, cultural events, open school days, etc.

• Sensitize the youth, parents and teachers on the value of developing talents among the youth

• Promote talent development programmes in schools and in the community

MoE, HTRs Class teachers, Career masters, Community leaders and Parents; Media, Educational and Religious institutions

Financial, Human, Seminars and Workshops Learning materials

Medium and long-term

5. Inadequate involvement of the youth in governance

• Involve students in school governance • Involve youth in governance roles in the

community • Encourage youth to attend Chiefs’ barazas and

contribute to the deliberations • Encourage youth to initiate community

development programmes

MoE, HTRs Class teachers, Career masters, Community leaders and Parents; Media, Civil Societies, Educational and Religious institutions, Youth Clubs and Associations

Financial, Human, Seminars and Workshops Learning materials

Immediate, Medium and long-term

7. Cheating, stealing, disregard for school rules were perceived as common vices among youth

• Stipulate and enforce strict penalties for those proved guilty of cheating and/or fraud

• Design lucrative reward systems for the youth who are honest

• Promote strict adherence to the rule of law and prosecute persistent offenders

• Provide anti-corruption sensitization and awareness creation programmes

MOE, TSC, Educational and religious institutions, Judiciary, Police, Civil Societies, MOYAS, NACCSC

Financial, Human, Seminars and Workshops Learning materials

Immediate, Medium and long-term

51

ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED RESOURCES

TIME-FRAME

8. Strained relations between communities

• Organize exchange programmes that inspire appreciation of varied cultures

• Organize inter cultural festivals at district, county and national levels

• Enhance regional equitable distribution of resources

• Resolve historical injustices

Office of the President, Civil Society, Ministry of Culture & National Heritage, Ministry of Justice, National Cohesion and Constitutional Affairs, Ministry of Planning and Vision 2030, Ministry of Finance, NCIC, KNCHR

Financial, Human, Seminars and Workshops Learning materials

Medium and long-term

9. Minimal involvement of community members in inculcating and guiding ethical values and conduct

• Encourage council of elders to promote ethical values among youth

• Community leaders should take an active role in socialising and monitoring the youth

• Organise community based outreach programmes on ethical behaviour

Community leaders, council of elders, civil society, CBOs, religious leaders

Financial, Human, Seminars and Workshops Learning materials

Immediate, Medium and long-term

10. Negative views of government initiatives by the youths

• Involve youth in planning and implementation of interventions targeting them.

• Run youth initiatives transparently • Have effective channels of communication for

youth regarding available initiatives • Institute regular monitoring and evaluation of

these programmes

MOYAS, NACCSC, Research institutions, Development partners, Civil Society, Mass media

Financial, Human, Technical, Seminars and Workshops Learning materials

Immediate, Medium and long-term

52

ITEM ISSUE RECOMMENDATIONS KEY ACTORS REQUIRED RESOURCES

TIME-FRAME

11. Hostile school environment particularly to female learners

• Provide very secure learning environments for the girl child

• Institute programmes meant to minimise school-community conflicts, dissatisfaction by teachers and bullying by pupils/students

MoE, Teachers, Religious institutions, Community leaders, Parents, BoGs

Financial, Human, Seminars and Workshops Learning materials

Immediate, Medium and long-term

12 Poverty and unemployment lure the youth to be engaged in unethical conduct

• Develop innovative skills acquisition programmes which in the end enable the youth to utilize their talents and skills to support themselves and others

• Sensitize the youth on the link between corruption and poverty

MoE, MOYAS, Ministry of Agriculture, Ministry of Labour, Ministry of Planning, NACCSC, TI- Kenya

Financial, Human, Seminars and Workshops Learning materials

Immediate, Medium and long-term

53

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