This paper focuses on ways we can educate children to cultivate social and cultural values at home, school and in the wider society bearing in mind the gender of the children. It discusses the concept of cultural values and examines the reduced emphasis given to it in the basic education curriculum. Undoubtedly the home/family should play the foundational role in the task of planting and nurturing cultural values in the lives of children. Parents, guardians and significant others are expected to play the roles through personal examples, direct instructions, use of wise sayings and proverbs, storytelling, morning devotions, rewards for good behaviours, mutual support to/from schools, active participation of children in religious and extra-curricular activities in schools, parental censorship of the company their children keep at home and in school, provision at home of value-oriented literature books, among others. In our formal and non-formal educational institutions, values need to be deliberately taught to cultivate generations of disciplined citizenry. Formal educational institutions need to teach values through direct institution, discussion of value-oriented issues, role-play /drama/simulations, group work, projects, use of film strips/slides, individual tasks/self-study and research, etc. Teachers state affective educational objectives but hardly teach for their attainment because such objectives are hardly examinable with paper-pencil tests among other reasons. The wider society can hardly teach children sound moral values largely due to contradictions between precepts and practices. The place of gender in the educative process was treated with appropriate recommendations made on the way forward.