EXPLORING THE PERCEPTIONS OF LEARNERS FROM NON-CHRISTIAN BACKGROUNDS ON CHRISTIAN-BASED RELIGIOUS EDUCATION CURRICULUM IN ESWATINI SCHOOLS
Authors:
Sithulisiwe Bhebhe*, Nonhlanhla Nothando Moletsane & Bandile Shabangu
Abstract:
The government of the Kingdom of Eswatini has advocated for Christian-based education to be taught in all the schools of the Kingdom. The purpose of this study was to explore the perceptions of learners from non-Christian backgrounds who are expected to learning Christian-based Religious Education curriculum in Eswatini schools. This study was qualitative in nature, and it used a case study research design to get insight and in-depth information on how learners view Christian-based religious education learnt in Eswatini schools. A sample of six learners was purposively sampled. The six were interviewed in their schools. Data were analysed thematically. The study revealed that the Kingdom of Eswatini practices multi-religions, but schools are expected to teach the Christianity religion only. It was revealed from the study that non-Christian religious background learners wish they could learn about their own religions as well as Christianity. The study concluded that learners from the non-Christian background believe that the Christian based religious education is a subject inappropriate for them, while some view it as a form of punishment for having a different religion. The study recommends that the school curriculum be reviewed to suit the needs of every learner in the country. It was a recommendation that the Policymakers referrer to the country’s constitution before implementing any changes in the curriculum.