The Secreted Curriculum and Youth Education to Become the Professionals the World Craves for

Over the decades, the world has had great people—in economics and  education but what the world craves for as it grapples with social challenges are people with strong moral character. This article seeks to provoke discussions on the secreted curriculum and its role on youth’s learning of professionalism because much of youth’s professionalism learning comes not from the prescribed curriculum, but the secreted curriculum. The target population was 1246 undergraduate students in universities in Nairobi city County. The Yamane’s sample calculation formula was employed in determining the sample size and the sample was 486. In analyzing the quantitative data, the researcher utilized the SPSS software program version 25. The results revealed that influences of unplanned lessons arising from how we do what we do and say what we say have both negative and positive impact on youth’s acquisition of professional values. The researcher therefore proposes a thorough exploration of the humanistic climate (the secreted curriculum)

The Veiled Curriculum and the Capability of Youth to Resist Negative Peer Pressure

Most parents guardians hope their children would be faced with only positive peer pressure but many young people grapple with negative peer pressure-that seemingly overwhelming push to conform to harmful behaviors like drug abuse This article reports research findings from a research conducted on the role played by accidental messages arising from social interactions in learning contexts on young people s choices to follow their peers or not to imitate them The target population of the investigation included 1246 young people from higher learning institutions in Nairobi city county The researcher employed Taro Yamennes sample size calculation formula in determining the sample size The researcher used a self-made questionnaire with 64 items with a consistency coefficient of 0 83 and an interview guide with 14 items to gather data The study results showed that inadvertent messages arising from peer interrelationships shape youths ways of thinking decision making and their behavio

THE IMPLICIT CURRICULUM AND TEENAGERS’ EMOTIONAL AND SPIRITUAL STABILITY AMID COVID-19

The scale of the coronavirus pandemic calls to mind life calamities that reshaped societies in lasting ways—from how people traveled to the level of security and surveillance they were accustomed to, and even to the language they used. Experts have provided a lot of information regarding how to stay safe amid COVID-19, but little has been said on how unsated messages arising from how we talk about the pandemic and how we are managing the situation affects teenagers emotionally/psychologically, and spiritually. The need therefore to investigate on whether such invisible lessons are a springboard for teenagers’ emotional/psychological and spiritual stability or a dulling blow. To minimize inadequacies in one research approach as well as gain more insights of the phenomenon under study, the researcher used both a closed-ended questionnaire with 17 items among 240 ages 13-19 young people and an interview guide with 12 open-ended items among 10 teachers/ parents—a process generally referred to as triangulation. The validity of the 17-item questionnaire was determined by experts while its reliability was determined using Cronbach’s alpha which gave a reliability coefficient of 0.91. To ensure the clarity of the interview guide items, the researcher used a pilot test among 3 young people and 2 teachers/parents. The results from current research indicated that unintended lessons arising from how COVID-19 is being handled has affected teenagers’ emotional/psychological and spiritual stability both negatively and positively. This means there is need for more research, especially on the negative effects of crises on people’s emotional/psychological, and spiritual stability. Article visualizations

THE TACIT CURRICULUM: UNEXPLORED OPPORTUNITY OR APPARENT CHALLENGE IN NURTURING RESILIENCE AND TRUST IN GOD’S SUPERNATURAL POWER AMONG YOUTH?

This article investigated on the role played by the unseen curriculum in developing resilience and real honor for God among youth to help them holistically define their way of life and aspirations amid numerous life challenges. Since time immemorial significant attention has been directed towards the official curricular, but the role played by the veiled curriculum in nurturing young people to endure predicaments and genuinely trust in God’s supernatural power has barely featured in many schooling discourses. This means a good number of Christians are burdened by how best they can inspire young people to trust in the omniscient, omnipresent, omnipotent Creator of the universe but very few, if any, ever think about how the veiled curriculum, can hinder or facilitate young people’s development of resilience and trust in God. In this article the meaning of the concept unstated curriculum and its influences on nurturing resilience and teaching about God’s supernatural power—which when invoked in faith causes the kingdom of darkness to tremble, are discussed. The research employed a phenomenological design, guided by an interview guide with 12 open-ended items followed by extensive probing questions. Two experts examined the interview guide items to determine their clarity, but the researcher also conducted a pilot study among 3 participants (one lecturer and two students) to determine participants’ level of understanding of the interview guide items. The results from the research indicated a remarkable connection between hidden curriculum aspects and young people’s resilience and their grasp of how deep, wide, and high God’s power is in overcoming life challenges. Article visualizations

THE INVISIBLE CURRICULUM AND THE TOPSY-TURVY MORAL STANDARDS AMONG THE 21ST CENTURY YOUTH

This study sought to establish the role played by the unseen curriculum in the 21st youth’s topsy-turvy moral standards. A plethora of articles have been written concerning youths’ moral breakdown but less attention has been paid to the undetected curriculum’s influences on youth’s confused moral standards. This means investigations on the influences of the social humanistic climate on youth’s chaotic moral standards have few works from which to draw from. Methodology: The study was a longitudinal survey. In gathering diverse views on young people’s reasoning about the role played by the invisible curriculum on the 21st century youth’s topsy-turvy moral standards, the researcher used a questionnaire with 64 closed-ended items and three unstructured interview guides each with around 10 open-ended items within a period of about 4 years. Over six hundred young people participated in 3 surveys. Out of 486 randomly selected respondents, 417 filled the questionnaire while purposely selected 190 participants took part in 3 different face-to-face interviews. The aim was to develop an in-depth understanding of the subject from individual youth’s perspectives. Word-based data was transformed into write-ups which were broken into expressions and termed as components. The components were grouped into related clusters and titled as codes, and then like codes were combined into themes which the researcher used to report the research findings. Results: The inevitable deduction is that young people unconsciously pick invisible messages besides the official teachings which affect their beliefs, values, attitude and ultimately their behavior. The three surveys reported in this article indicated that unseen curricula which dominate learning institutions and by extension the society, is of significance because it plays a crucial role in shaping young peoples’ worldviews and ultimately their behavior. The unstated curriculum exhibits itself in demeanors not openly recommended in any official manuscript but instills in young people values that are needed for survival in their community as well as immoralities. Conclusion: Understated messages in the society have both positive and negative influences on the young generation’s behavior; hence, cautious attention should be paid to what is going on in the social media, society, learning institutions and the family set-up in order to amend contemporary young peoples’ topsy-turvy moral standards.  Article visualizations