Redressing the Inadequacies of the Religious Education Curriculum in the Kingdom of Eswatini

Abstract

This paper provides a critical appraisal of the improvements done in the education system of Eswatini while at the same time laments the death of an inclusive and religious friendly type of education system. A qualitative research approach where a case study research design was used to collect data from 4 primary school teachers and 5 non--Christian learners was employed. The teachers and the learners were purposely sampled. The results of the study revealed that, in any country, education is an important conduit or agent of change and development. The participants favoured Religious Education to Christianity Education. The study concludes that politicsis the major driving force in Eswatini’s education system and that there is a need for education to consider the needs of all the learners in the country. The study also identified the need for proper training and provision workshops to teachers of Christian Religious Education. Recommendations were that the government needs to align its educational goals with the needs and the rights of the recipients and also consider the multi-religious society in the country. Curriculum planners need to plan for instructional training and consult the stakeholders of the education system before effecting changes to the curriculum.