As Africans grapple with consequences of non-existence of ethical professionalism in governance, appropriate historical and social contexts that shape Africans psychological socialization at individual level have continued to be undermined. As opposed to contemporary ethics in modernized formal education inclined to individualism, it has continued to lacks the cultural character of Africans psychological makeup as a communitarian society provided in the informal education. Furthermore, there has been an increase of colonial moral values domination and erosion of the African psychological learning modules from the informal setup by the current contemporary formal learning setup through schools. This has also sparked off the contradictions of values trapped up in both western and African moral interactions among the wider African intellectual class in responsible leadership and governance positions across government and business. To generate a comprehensive understanding of the misconceptions between both the formal and informal education, the case of Uganda will be presented to demonstrate the missing link of formal education towards providing morally upright professionals for effective operations within governance structures. To achieve the intensions of this paper, a qualitative research methodology will be used. Secondary sources of data including online articles and books will be the source of data. Content analysis will be used to analyse the data? This will be done in the paper provide a scientific justification of the psychological, ethical and managerial dimensions as per the context of the study area of Uganda. This all above will be done to explain how the distortion of learning would disorient the psychological makeup of Ugandans from acquiring ethics from only formal education despite a continuous disconnection of African ways of life presented in the informal type of education.
Key words; Governance, Morals, Education.
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