Mainstreaming Islamic Religious Education and Secular Education in Schools as Per the Kenyan Basic Education Act 2013

Ahmed Osman ,Mohamed A Ali

doi:10.7176/jep/10-27-10

Abstract

This paper is an attempt to harmonize the local Quranic schools, the Islamic schools (Madarasa) and the secular schools in Kenya. The article is based on existing literature review, the author’s personal experiences and opinions. It is felt that a change be made to integrate the three-parallel curricula. The curriculum of the Quranic and the Arabic schools can be accommodated into the secular curriculum to give time for the pupils for rest or play or do their homework adequately. The current system makes the child run from one school to another. This starts at the age of six and continues until the child completes primary school. This is strenuous for the child. It is hoped that the integrated approach will alleviate this problem. The child needs to be given a chance to interact with his \ her environment so that he \ she can react to it. It should be concerned with the intellectual, emotional, physical and social growth of the child. Keywords: Quranic Schools, integrated curriculum, secular education, colonial administration DOI : 10.7176/JEP/10-27-10 Publication date :September 30 th 2019

Highlights

Kenya had both traditional and Islamic education before the coming of the Europeans
“I may be asked whether the time, talent, and money expended on this project have yielded results.” (Evaluation to fulfill an accountability requirement) “I wonder how our plan compares with theirs”
The classroom is the most important data gathering that leads to curriculum improvement which assists with the evaluation of projects already under way

Summary

Introduction

Kenya had both traditional and Islamic education before the coming of the Europeans. The main goal of these systems was to train the individual to fit into the society. Goals of the Integrated Program Whether planning for one classroom or many, curriculum scholars must have a clear idea of what they expect students to do. It helps to answer what schools are for, what subjects are of value, how students learn, and what methods and materials to use (Ornstein & Hunkins, 1993)

Results

Conclusion