Overview of the conceptual framework for assessing the quality of curriculum in teaching Islamic studies in Nigeria secondary schools

Abstract

The paper is on the conceptual framework for judging quality curriculum in teaching Islamic studies in Nigeria Secondary School system. It defines curriculum, quality curriculum, objectives of Islamic studies curriculum, and the teaching process in Islamic studies which include traditionalism, progressivism, Western philosophy, and an eclectic approach that takes both traditional and progressivist perspectives on education into account. The paper also discusses quality curriculum in Islamic studies, criteria for judging curriculum quality in Islamic studies, and characteristics of a quality curriculum. The paper recommends that Islamic studies teachers should endeavor to effectively utilize the criteria for judging curriculum quality to ensure that standards are met and that multiple processes or approaches of teaching Islamic studies should be employed by the teachers in the classroom, Learning experiences that would promote the moral upbringing of learners should form the bedrock of Islamic curriculum in the school system, Islamic studies teachers should be conversant with the Islamic studies curriculum for effective assessment, quality teaching and easy assimilation by learners.