Sustaining Social Values Through Apprenticeship and Mentoring Dynamics: A Hidden Curriculum Perspective

Oluoch-Suleh, Everlyn and Osuji, Gregory Ekene (Rev. Br) (2025) Sustaining Social Values Through Apprenticeship and Mentoring Dynamics: A Hidden Curriculum Perspective. Journal of Education and Practice, 16 (8). pp. 30-39. ISSN 2222-1735

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Abstract

Apprenticeship and mentoring have long been recognized as powerful educational strategies for transmitting not just technical skills but also core social values, often operating through a hidden curriculum that subtly shapes attitudes, norms, and ethical perspectives. This paper examines the potential of apprenticeship and mentoring dynamics as critical mechanisms for sustaining social values within contemporary educational and vocational settings. Drawing on the hidden curriculum perspective, it explores how these informal, yet impactful modes of learning contribute to character formation, social responsibility, and community cohesion. The study argues that, beyond structured instruction, the implicit lessons conveyed through role modelling, shared experiences, and interpersonal relationships play a crucial role in reinforcing societal norms and values. This perspective highlights the importance of intentional mentorship programmes that emphasize character development and ethical practice as essential components of holistic education. The paper further discusses the implications for curriculum design, educational leadership, and policy formulation, emphasizing the need for educational institutions to integrate these dynamics to foster socially responsible citizens. The paper, hence, underscores the role of mentors as moral exemplars and the apprenticeship model as a powerful vehicle for social value transmission, offering a roadmap for sustaining cultural heritage and promoting positive social change.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User: mrs chioma hannah
Date Deposited: 07 Aug 2025 08:22
Last Modified: 07 Aug 2025 08:22
URI: http://eprints.gouni.edu.ng/id/eprint/5005

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