Journal for the Study of Religion (Jan 2016)
Reflecting on a Decade of Religion Studies Implementation in the FET Phase: Case Study of Gauteng, South Africa
Abstract
Post-Apartheid South Africa witnessed a major shift from Christian National Education to a multi-religion educational approach that sought to treat all religions within an impartial academic context. The National Policy on Religion Education (2003) provided the framework in which the objectives of a multi-religion education found its expression in Life Orientation (Grades R-12) and more fully in the Further Education and Training (FET) Phase with Religion Studies as a subject for Grades 10-12. Through this curriculum transformation, the State aimed to conscientize students to the religious diversity and topical issues within the country, and thereby contribute to the transformation of civil society leading to the materialization of ideal citizens within a democratic society. A decade later while Religion Studies has found a familiar footing among students nationally (i.e. with an increase in student participation in the National Senior Certificate Examinations), concerns on the implementation of the subject are being raised by the Department of Basic Education. Based on a collaborative research initiative with the Gauteng Department of Basic Education (GDBE), this paper aims to explore the challenges confronting educators with the implementation of Religion Studies. Drawing on a cross-sectional survey using questionnaires as a data collection method, this paper analyses the responses of 19 participants (n = 19), comprising Religion Studies educators and Subject Advisors in Gauteng Province. The paper concludes with the following findings: (1) a notable lack of qualifications and experience; (2) a gap in conceptual clarity of the subject; (3) a lack of adequate content and teaching materials; (4) the absence of critical pedagogical, assessment and moderation skills; (5) need for career advocacy; (6) need for national support; and (7) the need for professional development.
