Fostering Responsible Conduct Among Trainees Through Integration of Ethics into the Curriculum: A Case Study of Nsamizi Training Institute of Social Development

Abstract

Professional ethics constitutes a foundational aspect of vocational training; however, a considerable proportion of Ugandan curricula tends to emphasize technical skills while exhibiting inadequate consideration of moral development. This qualitative case study investigated the mechanisms by which the integration of ethics into the curriculum fosters responsible conduct among trainees at the Nsamizi Training Institute of Social Development, situated within Mpigi District. Guided by Kohlberg’s Theory of Moral Development, the study employed an exploratory case study design. Data were collected through analysis of curriculum documents, semi-structured interviews with ten lecturers, and focus group discussions with twenty-five final-year students.

The findings suggested that a hybrid strategy, comprising both stand-alone ethics modules and their infusion into technical courses, may enhance trainees’ cognitive apprehension of principles such as integrity, confidentiality, and professional responsibility. Nevertheless, the practical application of these principles appeared to remain inconsistent, potentially attributable to the pervasive influence of the hidden curriculum, extant societal corruption, and the paucity of practical ethical dilemmas presented. The investigation, therefore, posits that curriculum integration alone might prove insufficient without a congruent alignment between inculcated values and prevalent institutional practices. The recommendations encompass: (1) the establishment of an institutional Ethics Committee; (2) the incorporation of practicum-based ethics assessments; (3) the provision of faculty training in ethics pedagogy; and (4) governmental enforcement of ethical codes for interns and practitioners, all of which endeavor to bolster ethical training within social development institutions.