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Multireligious Education ‐ An Option for South Africa inthe New Education SystemCornelia RouxPublished online: 06 Jul 2006.

To cite this article: Cornelia Roux (2000) Multireligious Education ‐ An Option for South Africa in the New Education System ,British Journal of Religious Education, 22:3, 173-180, DOI: 10.1080/0141620000220305

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Multireligious Education - An Option for South Africa

in the New Education System1

Cornelia Roux

In the previous political dispensation of South Africa religious education was modelled on the ChristianNational Education policy. After the democratic elections in 1994 many public schools in South Africabecame multi-cultural and multi-religious. A new education model, Outcomes-based Education, wasintroduced in 1997. This influenced the position and curriculum of religious education. Problematicsituations surfaced in many schools where communal values and religion are regarded as non-negotiableelements. Most of the teachers do not have skills to introduce any multi-religious content or to facilitatemulti-cultural situations (Roux 1997). Outcomes-based Education implies the development of skills to livemeaningful lives and to respect individuals, different communities and cultures (National Department ofEducation 1997a). Emphasis on communal values, in order to establish an understanding and knowledgeof different behaviours, religions and cultures thus become an important part of the curriculum. In thisarticle, the position of religious education in the new education system, Outcomes-based Education(OBE) and the school society will be discussed.

INTRODUCTION

South Africa is experiencing extremely important new developments in the field of education andreligious education in particular. The emphasis on religious freedom as expressed in the SouthAfrican Constitution (Act No.10B of 1996, Section 15(2)) (Republic of South Africa 1996a) and theSouth African Schools Act, (Act No.84 of 1996, Section 7) (Republic of South Africa 1996b)highlights also the problem of the position of the mono-religious education approach in publicschools. Problematic situations have already surfaced in school communities, where children fromdifferent cultures but with the same religious background attend the same school. Values and thereligious tradition of a community are regarded as non-negotiable elements of the school traditionin order to maintain specific values, religious education and belief systems. Many schools in SouthAfrica over the years accommodated children from different cultures, languages and religions.These schools were a small minority in the past. It can be stated that all the regions in South Africahave schools that are multireligious and multicultural. It is therefore obvious that in a multiculturalSouth African society these components will become increasingly contentious.

In this article the following aspects will be addressed:

• a discussion of the role of religious education in the Outcomes-based Education programmewith special reference to Life Orientation, and the function of religious education;

• the consequences and implications of the report of the ministerial committee for theimplementation of religious education within the school system;

• a short discussion of a research project: Redefining the Role of Religious Education within aMulticultural and Multireligious School Environment.

:British Journal iof Religious Education 22:3

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THE ROLE OF RE IN OUTCOMES-BASED EDUCATION WITH SPECIFIC REFERENCE TO THE

LEARNING AREA 'LIFE ORIENTATION'

The need for a new and relevant curriculum for education in South Africa which will address theneeds of all its learners has been established in numerous documents and various publications ofthe National Department of Education during the past two to three years. Eight different learningareas have been identified for the South African education system by the South AfricanQualifications Authority (SAQA) (see National Department of Education 1996; 1997a; 1997b).Learning Areas Committees (LACs) have been established and have been developing an Outcomes-based Education system for South Africa. These areas are:

• Language, Literacy and Communication• Mathematical Literacy, Mathematics and Mathematical Science• Human and Social Sciences• Natural Sciences• Technology• Arts and Culture• Economic and Management Sciences• Life Orientation

Outcomes-based Education can be defined as a learner-centred approach. It concentrates moreon a learning process than a product of learning. From the above-mentioned outcomes, as wellas the incorporation of religious education under the learning area Life Orientation, the focuson life skills and context is very important. Religious education can no longer function within theprevious paradigm, and it needs to address the needs of children within a pluralistic society.Even if the school community stems from a mono-religious background, as in many societiesand schools, the broader South African society reflects cultural pluralism. The focus on life skills,as one of the outcomes of the new education system, implies information on other cultures andreligions in order to understand and promote respect and tolerance within a diverse SouthAfrican society. To understand the new education system, a very brief summary on the meaningof three concepts - outcomes, assessment criteria and range statements - will be given.

There are two types of outcomes: critical outcomes and specific outcomes.

Critical outcomes are generic and cross-curricular. They underpin the learning process and arenot restricted to any specific learning context. They inform the formulation of specific outcomesfor all learners at all levels. Critical outcomes have a contribution to make regarding thedevelopment of basic knowledge, skills, understanding, abilities and values necessary for achanging society. In the discussion document Curriculum 2005 (1997a, 10) it is proposed that thecritical outcomes should be the following:

• identify and solve problems and make decisions using critical and creative thinking.• work effectively with others as members of a team, group organisation and community.• organise and manage themselves and their activities responsibly and effectively.

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• collect, analyse, organise and critically evaluate information.• communicate effectively using visual, symbolic, or language skills in various modes.• use science and technology effectively and critically showing responsibility towards the

environments and health of others.• demonstrate an understanding of the world as a set of related systems by recognising that

problem-solving contexts do not exist in isolation.

These critical outcomes provide a broad perspective on the educational principles involved. Inanalysing the outcomes it was clear that the traditional way of teaching or presenting especiallyreligious education would no longer be effective. A new approach is necessary in which the childacquires the necessary knowledge and skills for life situations. The reality is that we are living in amulticultural and multireligious society and therefore have to empower our children toaccommodate themselves effectively.

Specific outcomes on the other hand refer to the specification of what the learners should beable to do at the end of the learning process. It directs teaching and the development of thelearning programmes. Skills, knowledge and values contribute to the demonstration of anachievement of an outcome. These outcomes are context-specific and provide guidance to allteachers in order to devise learning programmes and learning experiences. They are informed bythe critical outcomes but are formulated within the context in which they are applied and describewhat learners should be able to demonstrate in a specific context. They also serve as the basis forassessing the progress of learners and the effectiveness of the learning process. Learners do nothave the same abilities and potential; thus they cannot be expected to attain the specific outcomesat the same time, in the same place or in the same way. In religious education, however, differentperipheral influences will have to be taken into account. Aspects such as their environment,religious development and specific developmental stage, age and subsequent learning experienceswill influence what they will attain in the relevant specific outcomes.

Assessment criteria indicate in broad terms the observable processes and the products oflearning. They provide the evidence that the learners have achieved a specific outcome. They arebroadly stated and do not provide details of exactly how the acceptable level of the outcome hasbeen achieved. They only provide a framework for assessment.

Range statements on the other hand indicate the scope and level of complexity. They providedirections but also allow for multiple learning strategies. Range statements indicate also theflexibility in the choice of the specific content and the process for a variety of assessment methods.The range statement indicates the area of content, the product and the process, but it does notrestrict learning to a specific list of knowledge or activities for the learners.

The Learning Area 'Life Orientation'

In the discussion document Curriculum 2005 of the National Department of Education (April1997), specific outcomes for Life Orientation within the school curriculum were outlined. Therationale for this learning area was stated as follows (National Department of Education 1997,

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219-20): Life Orientation is fundamental in empowering learners to live meaningful lives in asociety that demands rapid transformation. To live meaningful lives in a changing and pluralisticsociety, skills to enhance positive values and to promote respect are needed. Within specificeducational groups it is believed that religion and religious content can play a supportive andcrucial role and can enhance the possibility of providing learners with the skills to understandvalues and to change their attitudes and behaviour towards other cultural and religious groups.Not all teachers and religious educationalists support this viewpoint. Their ideal of religiouseducation as a separate school subject is diminishing. However, the specific outcome, 'respect therights of people to hold personal beliefs and values', presents an opportunity for the implementa-tion of a well-balanced religious education programme in public schools. Some communities wereunhappy with this outcome and felt threatened by the new programme. The reasons may be thefear of a dogmatic, confessional or religious experiential approach. These approaches were mainlyused in the monoreligious education approach in the previous dispensation (Summers andWaddington 1996). There is thus a fear that these approaches will also be introduced in a multi-religious education programme. This problem however can be overcome if the focuses in theassessment criteria and range statements are broadened to include a module on mono-religiouseducation. Empirical research within the diverse South African school environment, from rural tometropolitan areas (Roux and Steenkamp 1995; Roux 1997) indicated the importance for a childto understand a personal belief and value system, before introducing other belief and valuesystems. One can argue that a Life Orientation programme will only be successful when ownbeliefs and values are not threatened. Communities might then opt for a fully-fledged multi-religious programme or another version thereof.

CONSEQUENCES AND IMPLICATIONS OF THE REPORT OF THE MINISTERIAL COMMITTEE ON

RELIGIOUS EDUCATION

A Ministerial Committee was formed in August 1998 to look into the diverse ideas, approaches andoutcry from religious communities, especially Christians who wanted to retain the previously Christianevangelical approach in most of the mono-religious public schools. The Report of the MinisterialCommittee on Religious Education (1999) suggested therefore three options on the implementationof religious education: a monoreligious approach, a combination of a mono- and multireligiousapproaches or a multireligious approach. Diversity within the committee precipitated two broadunderstandings of religious education in South African schools: religious education as educatinglearners to be religious and religious education as educating learners about religion and religions(Ministerial Committee 1999). Principles explaining the nature and purpose of religious education wereagreed upon and specific outcomes, range statements and performance indicators (content) weredeveloped. An outline for religious education as separate subject with different options in the FurtherEducation and Training (FET) phase of the secondary school (Grades 10-12) has also been established.However, so far this phase within the education policy has not been developed.

This report and proposed curriculum has not yet been approved or implemented. In discussionreports many Provincial Departments of Education and Learning Area Committees have rejectedthe fact that religious education may once again become a separate subject and not be seen aspart of the Life Orientation learning area as suggested in Curriculum 2005 (1997). This seems to

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be one of the main objections. Other previously separate subjects such as guidance and physicaleducation are incorporated in the Life Orientation learning area, so why should religious educationbe an exception? On the other hand, for the first time the outcomes and performance indicatorsthat could give teachers some guidelines were formulated on religion in the learning area. Manychurch leaders from different cultures welcomed the different options as a breakthrough forChristian education. However, the debate on these issues is still continuing and schools are still notchanging their religious education programmes.2

Considering the poor outcomes of religious education in our public schools in the past (Braaf 1993;Summers and Waddington 1996; Roux 1997), there are still indications of more problems thansuccesses. One may question the potential success of this proposed programme. The majority ofunder-qualified teachers, especially from deprived communities are one of the main reasons forconcern. It is thus an open question, given the proposals of the Report of the MinisterialCommittee on Religious Education (1999), whether any new approach has a chance of successwithout a well-balanced in-service training programme to help teachers to understand theprinciples of Outcomes-based Education and religious education in Life Orientation programmes.3

The first argument is that in the mono-religious education option the confessional approach, asimplemented in the past, regardless of new developments in didactics and outcomes, will still beused. The diversity within society or the school community will be ignored. Learners will not havethe opportunity to gain knowledge of or to develop skills to understand the religious diversity inthe country. Parents, especially from the Christian background, still believe and are happy that thespiritual or religious education of their children is taken care of in schools. Religious communitiesand institutions tend to rely on the school to educate their children spiritually, where differentChristian denominations co-exist. Nurturing in one's faith remains thus a school issue. Thedisregard of, and failure to address, religious diversity within school communities and in thebroader South African society and to equip learners with skills to understand religious diversity,will remain. This problem will not be overcome by dealing with learners of different religions andcultures in separate groups when facilitating belief and value systems, one of the options indicatedby the Report of the Ministerial Committee on Religious Education (1999). An important factor inthe rationale explaining the Life Orientation learning area is to empower learners to livemeaningful lives in a society that demands rapid transformation. This rationale can only beaccomplished if RE becomes what Life Orientation demands - truly educational, requiring criticaland reflective thinking and not only offering nurture in a particular faith.

Secondly, most teachers in the South African school system have very little or no knowledge ofOutcomes-based Education (Carl ef al 1999). With the announcement of this education model(National Department for Education 1997b) a strong negative perception regarding the account-ability of such an approach in South Africa persists. The reported failures of Outcomes-basedEducation systems, the emotional reactions and the concerns about the process of delivery in othercountries have evoked strong negative responses. There is a need for redefining the role ofteachers within the new education system and especially religious education. Teachers shouldtherefore change from teaching to facilitating4 religious content (Roux 1999, 101). This brings anuncertainty to many teachers. The teacher's role as nurturer and Bible educator was never to

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explore religion as a phenomenon or to change from an authoritative figure to a facilitator. Thereare not only fears involved in teaching the content of other religions than their own but also instudying these religions constructively (Roux and Steenkamp 1997).

REDEFINING THE ROLE OF RELIGIOUS EDUCATION IN SOUTH AFRICAN MULTICULTURAL AND

MULTIRELIGIOUS PUBLIC SCHOOLS

In order to address the problem areas indicated above, a research project was undertaken, fundedby the Human Science Research Council (Roux 1997). There is an urge to assist teachers toovercome fears about and negative perceptions of the study of religions and to make them awareof the diversity of religions in their school environment. The new Outcomes-based Educationmodel also puts pressure on teachers to rethink the suggested outcomes and skills. The aim of thisproject was mainly to redefine the role of religious education in a multicultural and multireligiousschool environment. The target group was selected schools in the Western Cape, Gauteng and theNorth West Province in South Africa. The teachers were educators in public and private schools inmetropolitan and rural areas from economically advantaged and disadvantaged communities. Theresearch was supported by qualitative and quantitative questionnaires. An experimental in-servicetraining package for teachers and a one-day workshop with seminar content was organised toaddress problem areas indicated by them (Roux 1999,102-107). The workshops were of atheoretical as well as practical nature whit teachers having the opportunity to practise their newlydeveloped skills and to comment on their new roles as religious education facilitators.

The results of the empirical research indicated that there are many problems within the diverseSouth African school environment.5 More than 95% of the respondents had no knowledge of thedifferent religions in South Africa and only 30% of the teachers had specific training in religiouseducation at tertiary level. Little indication was found of professional didactic approaches or theimplementation of creative didactics. Teachers adapt a confessional approach and the worshippingelement seems to be the main activity. Teachers from rural areas have no access to resource centreslike libraries, which can provide extra information on religious education. The only source ofinformation is the religious leaders in the community. Thus the adoption of a confessionalapproach becomes an easy solution. Creative educational approaches are not even considered. Theneed for training in educational approaches is clear.6

It was also vital for teachers to understand their own religiosity and frame of reference. Teachers whohave established a sound religious base within their own religion present multireligious content withconfidence.7 From the research projects it is clear that fear can only be addressed through trainingprogrammes and workshops where knowledge on different religions is combined with practicalsessions. Teachers who compiled their programmes according to the specific needs of their schoolenvironment were positive towards the implementation of a multireligious education programme.

CONCLUSION

RE in a developing multicultural society can no longer occupy its so-called unassailable positionsuggested in some of the remarks in the Report of the Ministerial Committee on Religious

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Education (1999, 23, 25). Religious education can be regarded as a natural way to attain the

rationale set in the Life Orientation learning area in the new Outcomes-based Education model. To

redefine their role, teachers need to be empowered with knowledge and the necessary information

that will counter wrong perceptions of religious diversity. To implement religious education in

South Africa, with its multicultural and multireligious society, was never an easy task. The history

of religious education in our schools consists of controversial issues (Rossouw 1995). The

recognition of religious pluralism in the school communities is at least the first step. However, the

way in which the different role-players in the school communities, such as parents, religious

leaders, teachers and learners, react to these issues will predict the outcomes and successes of

religious education or the facilitation of religion in Life Orientation programmes.

NOTES

1 This is an edited version of a paper presented at the Nürnberg Forum, 'Zukunftwiesende Begenung in

Ausserschulischen Feldern', held in Nürnberg, Germany, 9-12 October 1997. The title of the paper was

'Interreligiöse Erziehung im Aufbruch - das Beispiel Südafrika'.

2 For a full personal overview of the process on the Report see J Stonier, 'A New Direction for Religious

Education in South Africa? The Proposed New RE Policy' in David Chidester, Janet Stonier and HJudy

Tobler (1999) (eds). Diversity as Ethos (Cape Town: ICRSA), 28-46.

3 An article by the author on 'Facilitating Religion in Life Orientation Programmes: Challenges for a

Developing Multicultural Society' will be published in the near future.

4 The teacher as facilitator in the South African OBE system means that instead of being the all-knowing

transmitter of information, a learning environment will be designed that will encourage learners to

participate actively in their own learning. This does not imply the removing of the pedagogical authority

of the teacher. Teachers will still be involved in selecting relevant texts and content and bring learners to

a working knowledge.

5 For a full discussion of the results of this project see Roux 1997. A summary is also presented in Tayob

and Weisse 1999.

6 A research project on 'Innovative Strategies towards Facilitating Belief and Value Orientations in Life

Orientations Programmes in a Multicultural Education System' will start in February 2000 in different

regions and school environments in South Africa.

7 Results of a research project by the author and post-graduate students from the Department of

Didactics, University of Stellenbosch on 'Religiosity and Religious Skills of Student Teachers' will be

finalised in November 2000.

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Dr Cornelia Roux is a Senior Lecturer in Religious Studies in the Department of Didactics, Faculty of

Education, University of Stellenbosch, Private Bag XI, 7602 Matieland, South Africa, Tel: 21 8082288,

Fax:21 8082295, Email: cdr@maties.sun.ac.za

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