Religious Education Syllabuses for Secondary School Teachers in Zambia: Catholic Missionaries’ Contributions

Abstract

Though widely acknowledged that the role of teacher training institutions remains crucial in providing an understanding of the educational basis for Religious Education (RE) and in improving the overall quality of provision in schools, both theoretical and empirical exploration of the syllabuses prepared for teachers in Zambian higher education is scanty. Informed by an interpretative case study on the RE syllabus prepared for teachers at Zambia Catholic University (ZCU), the paper argues that by embracing and revising the syllabus from Nkrumah College of Education, ZCU exemplified the stakeholder interest and missionary contributions in safeguarding that which had been envisioned in teacher education.