The Nature of Current Zambian Secondary School Religious Education

Melvin Simuchimba; Nicholas M. Haambokoma; Maligelita J. Njobvu

Melvin Simuchimba The University of Zambia
Nicholas M. Haambokoma The University of Zambia, Department of Religious & Cultural Studies
Maligelita J. Njobvu The University of Zambia, Department of Religious & Cultural Studies

Keywords: Nature, Religious Education, Syllabuses, Christianity, main religions, Education Reforms

Abstract

This article is the product of a desk study aimed at describing, examining and explaining the nature of Zambian secondary school Religious Education (RE). The motivation for the study arose from the fact that despite undergoing reforms over the years, the nature of Zambian RE is still unclear and many questions continue to be raised with regard to its educational status and standing as a curriculum subject in the country. In order to address the task at hand, five criteria derived from the natural meaning of the word ‘nature’ (of something) were used as a guide in the study. Thus the criteria adopted were: Aims of the school RE syllabuses; Content of the syllabuses; Model of the RE syllabuses; Pedagogical features of the syllabuses; and Teaching and learning materials used in the syllabuses. In line with desk research, secondary data from the national education policy documents, the school RE syllabuses, and other relevant documents such as books and journal articles were read and analysed in order to address the researchers’ questions. In brief it was established that the aims of the current school RE in Zambia are multi-faith with the intent of equally covering the four main religious traditions in Zambia namely, Christianity, Zambian Indigenous religious beliefs, Hinduism and Islam, but the content of the syllabuses is more of Christianity than multi-religious. The model of Zambian RE is unclear as the subject is partially confessional and partially phenomenological. The main pedagogical features include using both life themes and biblical themes, using three teaching-learning stages (junior secondary) and four teaching- learning stages (senior secondary syllabuses 2044, 2046). The teaching- learning materials used include the bible, pupils’ text books, teachers’ guides and any other literature and materials relevant to the syllabus topics. Finally it was recommended that there is urgent need to further reform Zambian RE not only in line with the provisions of latest Government education policy provisions, but also in line with key recommendations of various Zambian scholars and students of the subject.

Author Biographies

Melvin Simuchimba, The University of Zambia

is a Senior Lecturer in the Department Religious and Cultural Studies of the School of Education at the University of Zambia (UNZA). He holds a Dip Ed and BA from UNZA, MA (Rel. Studies and Education) from Leeds University, and D Litt et Phil (Rel. Education) from the University of South Africa (UNISA). He teaches Religious Education Teaching Methods and other related courses and has published many scholarly articles and book chapters in Religious Education, including education policy related topics. His research interests include: the practice of RE, the interface between RE and the national education policy, RE teacher education, and religion and society.

Nicholas M. Haambokoma, The University of Zambia, Department of Religious & Cultural Studies

Nicholas Miyoba Haambokoma is a Lecturer in the Department Religious and Cultural Studies of the School of Education at the University of Zambia (UNZA). He holds a Bachelor of Arts with Education from University of Zambia and MA (Religious Education) from Warwick University in the U.K. He teaches Religious Education Teaching Methods courses and related content courses in Religious and Cultural Studies. His research interests include: Religious Education, Teacher Education, Religion and Environment, and Sex Education.

Maligelita J. Njobvu, The University of Zambia, Department of Religious & Cultural Studies

is a Lecturer in the Department of Religious and Cultural Studies of the School of Education at the University of Zambia (UNZA). She holds a Certificate in Primary School Teaching from Chipata College of Education, B Ed (Primary Education) and a M. Ed (Religious Studies) from the University of Zambia. She teaches Religious Education Teaching Methods and related content courses within the Department. Her areas of research include: Religious Education and Education, Religion and Children, Religion and Gender and Religion and Psychology.