This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. The question or problem of axiology (values) is of pivotal concern to philosophers of education. It is problematic because it is manifested, implied, not tangible and not necessarily experiential. It crops up everywhere in the University education system; in and out side pedagogical arenas. (Kneller 1971; Nsereko-Munakukaama 1997 and Kigongo 1994)). Ignoring values transmitted in the different universities would imply ignoring who the university student is (his/her character and world out look) Under normal (ideal ) circumstances values transmitted in a specific educational institution are implied ( edified ) in the mission, vision or purported philosophy behind the institution. Unfortunately these in many universities are not known by most salient stake-holders( Muwagga 2006), probably this could be the partial explanation for the axiological disfunctionality in the behavior of some university students as revealed in The New Vision October 2001 pg. 29 vol.