The Challenges Of Teaching Islamic Religious Education On Spiritual And Academic Formation Of Secondary School Students In Nairobi, Kenya

ABSTRACT

This study sought to investigate the challenges of teaching IRE on spiritual and academic

formation of secondary school students in Nairobi, Kenya. The study shows that the

foundation of education in Islam is guided by the principles of Quran and Hadith (the saying

and deeds of Prophet Muhammad) (PBUH).

Indeed, the first revelation of the Quran (Q.96; 1-5) forms the cornerstone of education in

Islam. The study further shows that from the Islamic point of view, education is classified

into two categories that is, the knowledge of religious obligations- fardh ‘ain. Revealed

knowledge or religious sciences fall under this category. The second category is knowledge

of the world or universe- fardh kifayah which is communal obligation. This means that it is a

duty for all members of the community. Every Muslim should strive to develop himself or

herself by earning a living. Acquired knowledge fall under this category.

It is noted that IRE‟s primary goal is moral refinement and spiritual formation. IRE is

inclined towards noble character building. As an academic subject, IRE has been very

instrumental in developing the natural and personal skills of students. The content of IRE

helps students to develop spiritually and academically leading to moral refinement and

character building. The framework of the study was derived from the holy Quran and Hadith

and various perspectives were used.

The study adopted both systematic and purposive sampling procedures to select 12 secondary

schools out of 37 that offer IRE in Nairobi. Four categories of respondents were selected.

These include IRE teachers and students, directors and managers of Islamic organizations

such as Islamic Foundation, Ummah Foundation, Supreme Council of Kenya Muslims

(SUPKEM) among others and curriculum planners and developers. Data was collected

through interviews and questionnaires and was analyzed with the help of tables of frequency

distribution and percentages. It was then synthesized and interpreted accordingly.

The study shows that the major challenges facing the teaching of IRE in secondary schools in

Nairobi is shortage of trained IRE teachers. Other challenges include inadequate teaching and

learning resources and lack of capacity building and staff development programmes. Few

students enrol for IRE because of the negative attitude by both the parents and the students

towards the subject. It is also shown that parents encourage their sons and daughters to pursue

courses which would be useful in the labor market in terms of getting formal employment.

This involves taking subjects which are science oriented as opposed to Art based subjects

such as IRE.

The study is concluded by noting that Islamic organizations have played a big role in

assisting the needy secondary school students in Nairobi. These organizations pay school fees

for the needy students through bursary schemes. Other contributions made by these

organizations include provision of teaching and learning materials for IRE, sponsorship of

Muslim students to teacher training colleges for P1, Diploma and University to study IRE and

finally establishment of colleges to train IRE teachers.