Should Nigeria follow “International best practices” on religious curricula?

by Alexander O. Onukwue

For the teaching of Science, Technology, Engineering and Mathematics (STEM), Nigeria ranks as one of the most backward in the world. In these fields, there is the urgent need for revision in how these subjects are taught, in terms of the expertise employed and the teaching methods involved.

In the field of languages, especially English and French, there is the need to align the curriculum and methods with the continuous advances in the practices used in other countries, given these are not originally indigenous fields of study.

Particularly in French, Nigeria’s goals to strengthen African partnerships with ECOWAS and the AU could do with meaningful partnerships with the sister countries west of the border. We will also do well to catch up with the Eastern/Southern African countries that proudly show off their accents in their spoken English, against the typical millennial Nigerian’s proclivity to a mix of the British-American accent, often to laughable results.

Though not absolutely necessary, Nigeria would not be harmed in learning a few tricks from other nations on the proper methods of imparting the knowledge of civic values to its children. With the similarities in the practices of democracy, copying and pasting lessons on the rights and responsibilities of citizens would work.

But for Religious studies, should Nigeria seek to follow “international best practices”?
From all that can be known about both major religions of Christianity and Islam, the contents for their study are contained primarily in the holy books. There are some variations, particularly in Christendom, as to the interpretation of the contents of the Bible, but the lessons to be taught at the basic level of Secondary School has not been the subject of much protestation, for the most part. Considering that the teachings of these religions are generally perceived to be permanent – based on the notion that their Subject, God, is permanent – there are hardly any reasons for regular reviews.

It can be argued that the religions were imported, and are not truly Nigerian. Hence, there should be a need to teach it according to the ways they are taught abroad. But are they still taught abroad? Bearing in mind that “abroad” would generally be the US and the UK, the almost non-existent provision of religious education in their schools immediately points to the destination Nigeria can hope to arrive at, should it seek to emulate the so-called “international best practices” on religious education.

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