A comparative study of the Islamic studies components of Religion and National Value (RNV) in the 9-Year Basic curricula

Abstract

This study aimed at examining the current status of Islamic Studies as a result of the review of its curriculum and the attendant criticism. The problem could be traced to the two pronouncements made in resolution to the institutionalization of Religion and National Value (RNV), a revised version of 9-Year Basic curriculum. The first pronouncement calls for the withdrawal of RNV Curriculum. After a while, the Senate again ordered that Religious Studies be separated from RNV and be taught as standalone subject. The absence of coherence in the two pronouncements led to the enquiries that: which Islamic Studies curriculum is currently in use; has Islamic Studies been accorded the pronounced position as a standalone subject both in teaching and assessment and; has the separated copy of Islamic Studies curriculum been made available for implementation as well as the content? Data were gathered from Islamic Studies teachers randomly selected from the six education districts, the districts and Nigerian Educational Research and Development Council (NERDC) officials, all in Lagos state, through a modified Polar-Question Type Questionnaire and a Structured Interview Schedule. Qualitative data analysis was employed. The results obtained showed a manifestation of policy summersault, most schools implemented RNV curriculum in teaching and assessments were done following 25 percent format of RNV; Islamic Studies is yet to be an autonomous subject in term of assessment; and it is yet to be separated from RNV curriculum. Consequently, necessary recommendations were made.

Keywords: Comparative, Islamic Studies, Religion and National Value, Curriculum.