A Critical Study of The Curriculum In Christian Religious Studies For

Inter-Religious Peace In Kaduna State, Nigeria

Abstract
Kaduna State, Nigeria is a state with a diverse religious population. In recent years,
the state has experienced a number of inter-religious conflicts. This study critically
examines the curriculum in Christian Religious Studies (CRS) in Kaduna State with a
view to identifying how it can be used to promote inter-religious peace. The study uses
a qualitative methodology, involving a review of the CRS curriculum, interviews with
CRS teachers and students, and focus group discussions with religious leaders. The
study finds that the CRS curriculum in Kaduna State has the potential to promote
inter-religious peace. However, the study also finds that the curriculum is not being
implemented effectively. The study makes several recommendations for improving the
implementation of the CRS curriculum in Kaduna State. These recommendations
include training CRS teachers on how to effectively teach the curriculum for inter-
religious peace; providing CRS teachers with resources that support the teaching of
inter-religious peace; creating opportunities for CRS students to interact with students
from other religious backgrounds; engaging religious leaders in the implementation of
the CRS curriculum. The study concludes that the CRS curriculum in Kaduna State has
the potential to be a valuable tool for promoting inter-religious peace. However, the
study also finds that the curriculum is not being implemented effectively. The
recommendations made in this study will help to ensure that the CRS curriculum is
used to its full potential in promoting inter-religious peace in Kaduna State.

Introduction
The Worldometer elaboration of the latest United Nations data (worldometers.info,
2023), places the current population of Nigeria at 221,476,147. The population consist
of Muslims and Christians who live across the country and crisscross more than 250
ethnic groups with deep political divisions that cross religious lines (Omotosho, 2014).
The religious landscape of the country has been dotted with interreligious conflicts
with a great consequential impact on the lives and properties of the citizens. Kaduna
State with a population of about 10.4m (Kaduna State Bureau of Statistics, 2023) is a
microcosm of such interreligious conflict with dire consequences. The cosmopolitan
composition of the state presents a unique environment where inter-religious
dynamics and tensions exist. It is from diverse religious configurations of the state that
the curriculum of Christian Religious Studies is analysed for its strengths, weaknesses,
and potential impact on inter-religious peace in the State.
To understand the significance of this study, it is crucial to recognize the broader
context of inter-religious dialogue and peacebuilding. Inter-religious dialogue has
been acknowledged as a vital tool for peacebuilding, particularly in ethno-religious
identity conflicts (Kadayifci-Orellana, 2013). According to Kadayifci-Orellana (2013),
by utilizing religious and spiritual resources such as sacred texts, rituals, stories,
myths, and values, dialogue participants can address and transcend divisive conflicts.
The Christian Religious Studies (CRS) as offered in Nigeria Colleges of Education
partly aims at equipping the students with ability to “express accurate knowledge of
God the Father, Son and Holy Spirit needed to live as a Christian in the community;”
and to “radiate attitudes and values which are typical of a mature and responsible
member of the Christian community such as love, respect, honesty and service”
(Federal Republic of Nigeria, 2012). The focus of the subject at the NCE level is driven
by the need to correlate religion with matured practice of the Christian religion with
the human society, in relation to God, environment, and with fellow human beings.
The study of CRS within the fulcrum of teacher training institution is strategic to the
extent of potentially deep-rooted influence on prospective pupils of the teachers at the
elementary and secondary school levels. Hence, Njoku & Njoku (2015:176) noted that
“the major aims of inclusion of CRS in the education curriculum is to raise generation
of people who can think for themselves, respect the views and feelings of others,
appreciate dignity of labour and those moral values specified in the broad national
aims as good citizens.”
While a consideration of religious curriculum for inter-religious peace in Kaduna State
from a Christian Religious Studies perspective might be inadequate for the task of
peacebuilding, it promises a better interreligious orientation for the Christians’
positive change in moral and social disposition in a religiously pluralistic society. To
this effect, the article built on the conviction of Ali et al. (2021), who draws on
institutions of Islamic higher education in Indonesia to recommend reduction in
religious radicalization.
Overall, the article critically examines the current NCE CRS curriculum, its alignment
with inter-religious peacebuilding objectives, and propose recommendations for
enhancing its effectiveness. The essence is to shed light on the strengths and
weaknesses of the curriculum, to contribute to the ongoing discourse on promoting
inter-religious peace in Kaduna State, Nigeria.
Statement of the problem
In recent years, there have been a number of high-profile incidents of violence between
Christians and Muslims. This violence has caused widespread fear and insecurity and
has made it difficult to promote inter-religious peace in the state.
The curriculum in Christian religious studies (CRS) in Kaduna State has the potential
to play a role in promoting inter-religious peace. However, there is no clear consensus
on how the curriculum should be used to achieve this goal. Some people believe that
the curriculum should focus on teaching students about the similarities between
Christianity and other faiths. Others believe that the curriculum should focus on
teaching students about the importance of tolerance and respect for people of other
faiths.
This study will critically examine the curriculum in CRS in Kaduna State to determine
how it can be used to promote inter-religious peace. The study will also identify the
challenges to promoting inter-religious peace in Kaduna State and will propose
strategies for addressing these challenges.

Research Questions:
The following research questions will be addressed in this study:
 1. Does the current NCE CRS curriculum of Nigeria Colleges of Education
address issues of inter-religious peace in Kaduna State?
2. Are their available resources to support the teaching of inter-religious peace
through CRS in Kaduna State?
3. What are the views of religious leaders on the role of CRS in promoting inter-
religious peace?
Methodology
The study adopts a survey research design to investigate the adequacy of the NCE CRS
curriculum for achieving inter-religious peace in Kaduna State, Nigeria. The research
population comprised all the CRS lecturers of the two government owned Colleges of
Education in Kaduna State, namely, the Federal College of Education, Zaria, and
Kaduna State College of Education, Gidan-Waya. According to information directly
received from both departments in the two Colleges, there are twenty-two CRS
lecturers in Gidan-Waya, and Nineteen CRS Lecturers in FCE Zaria. Sixteen Christian
leaders from the Colleges were also selected out of the forty-one lecturers using
purposive sampling technique. The choice of lecturers from government owned
Colleges was informed by a need for attaining an symmetry of learning environment
and curriculum.
The fielded questionnaire for data collection comprised of Fixed response types and
were validated for clarity of items, appropriateness of language and expression by
experts in educational measurement and curriculum studies. The questionnaire was
distributed virtually, and a Mean of 2.50 was raised by adding the assigned values of
responses and dividing it with the total number of the responses options which is the
summation of 4+3+2+1 = 10/4 = 2.5. Therefore, any score below 2.5 was rejected while
2.5 and above was accepted.

Data Presentation
Table I: Mean Score of Respondents on NCE CRS curriculum addressing issues of inter-religious peace. N = 41
S/N Items SA A SD D Mean Remark
FCE CRS curriculum includes topics
1 related to inter-religious peace 26 11 03 01 3.46 Accepted

Provides students with opportunities to

2 learn about different religions and 09 24 01 07 3.00 Accepted
promote understanding
Encourages students to engage in
3 activities that promote inter-religious 11 25 01 04 3.12 Accepted
peace
Grand Mean 3.19

Table I shows that items 1-3 on NCE CRS curriculum as relevant to addressing issues of inter-
religious peace in Kaduna State obtained a Mean above 2.50. The grand mean of 3.19 indicates
high level of acceptance that NCE CRS curriculum has a capacity to address issues of inter-
religious peace in Kaduna State, Nigeria.

Table 2: Mean Score of Respondents on Availability of CRS resources to support teaching for inter-religious
peace in Kaduna State, Nigeria. . N = 41
S/N Items SA A SD D Mean Remark
 Availability of Textbooks and other
1 instructional materials that cover topics 18 12 07 04 2.44 Rejected
related to inter-religious peace
Professional development
opportunities for teachers who want to
2 learn more about teaching about 04 09 17 11 2.00 Rejected
different religions and promoting
understanding
There is funding for schools and
teachers who want to implement
3 05 08 19 09 1.98 Rejected
activities that promote inter-religious
peace

Grand Mean 2.14

Table 2 shows that the respondents disagreed that there are resources and professional
capacity to support teaching for inter-religious peace in Kaduna State, Nigeria. The
respondents also rejected the hypothesis that there is funding for schools and teachers who
want to implement activities that promote inter-religious peace. The grand mean of 2.14 is
below the criterion mean of 2.50 and indicates rejection of Availability of CRS resources to
support teaching for inter-religious peace in Kaduna State, Nigeria.

Table 2: Mean Score of views of religious leaders on the role of NCE CRS in promoting inter-religious peace in
Kaduna State, Nigeria. N = 16

S/N Items SA A SD D Mean Remark

Teaching about different religions is
1 important for promoting understanding 08 06 01 01 3.31 Accepted
and tolerance

Schools should be places where

2 students learn about different religions 09 05 02 0 3.31 Accepted
and cultures
Promoting inter-religious peace is an
3 13 02 0 01 3.75 Accepted
important goal for society

Grand Mean 3.45

Results in Table 2 indicate the sampled religious leaders on the role of NCE CRS in promoting
inter-religious peace in Kaduna State, Nigeria, responded in the affirmative. They opined that
teaching about different religions is important for promoting understanding and
tolerance, and that schools should be places where students learn about different
religions and cultures. It is there opinion that promoting inter-religious peace is an
important goal for society. The grand mean of 3.45 is above the criterion mean of 2.50
and indicates acceptance of the positive role of NCE CRS in promoting inter-religious
peace in Kaduna State, Nigeria.
Summary of the Findings
 ➢ The curriculum of the Nigeria Certificate in Education for Christian Religious
Studies is though confessional (Ajibola, 2018b, 2018a), findings reveals that the
curriculum has the capacity to positively address issues relating to inter-
religious peace in Kaduna State. obtained a Mean above 2.50. The grand mean
of 3.19 indicates high level of acceptance that NCE CRS curriculum has a capacity
to address issues of inter-religious peace in Kaduna State, Nigeria.
➢ It is also evident that despite the capacity to attain interreligious peace through
the implementation of the NCE CRS curriculum, there is a dearth of resources
and professional capacity to support the teaching of the course for inter-religious
peace in Kaduna State, Nigeria.
➢ Despite the unavailability of resources and professional capacity to support the
teaching of the course for inter-religious peace in Kaduna State, religious leaders
see the course as potent in promoting inter-religious peace in Kaduna State.

Discussion
Considering the overall aggregate Mean of 2.92 result of the critical study of Christian
Religious Studies curriculum for inter-religious peace in Kaduna State, Nigeria, one
may safely conclude that the curriculum is adequate for attaining interreligious peace
in Kaduna State.
Table I: Mean Score of Respondents on NCE CRS curriculum addressing issues of
inter-religious peace. N = 41
S/N Items SA A SD D Mean Remark
1 FCE CRS curriculum includes topics related to inter-religious peace 26 11
03 01 3.46 Accepted
2 Provides students with opportunities to learn about different religions and
promote understanding 09 24 01 07 3.00 Accepted
3 Encourages students to engage in activities that promote inter-religious peace
11 25 01 04 3.12 Accepted
Grand Mean 3.19

Table I shows that items 1-3 on NCE CRS curriculum as relevant to addressing issues
of inter-religious peace in Kaduna State obtained a Mean above 2.50. The grand
mean of 3.19 indicates high level of acceptance that NCE CRS curriculum has a
capacity to address issues of inter-religious peace in Kaduna State, Nigeria.

Table 2: Mean Score of Respondents on Availability of CRS resources to support

teaching for inter-religious peace in Kaduna State, Nigeria. . N = 41
S/N Items SA A SD D Mean Remark
1 Availability of Textbooks and other instructional materials that cover topics
related to inter-religious peace 18 12 07 04 2.44 Rejected
2 Professional development opportunities for teachers who want to learn more
about teaching about different religions and promoting understanding 04 09
17 11 2.00 Rejected
3 There is funding for schools and teachers who want to implement activities
that promote inter-religious peace 05 08 19 09 1.98 Rejected
Grand Mean 2.14

Table 2 shows that the respondents disagreed that there are resources and
professional capacity to support teaching for inter-religious peace in Kaduna State,
Nigeria. The respondents also rejected the hypothesis that there is funding for
schools and teachers who want to implement activities that promote inter-religious
peace. The grand mean of 2.14 is below the criterion mean of 2.50 and indicates
rejection of Availability of CRS resources to support teaching for inter-religious peace
in Kaduna State, Nigeria.

Table 2: Mean Score of views of religious leaders on the role of NCE CRS in
promoting inter-religious peace in Kaduna State, Nigeria. N = 16
S/N Items SA A SD D Mean Remark
1 Teaching about different religions is important for promoting understanding
and tolerance 08 06 01 01 3.31 Accepted
2 Schools should be places where students learn about different religions and
cultures 09 05 02 0 3.31 Accepted
3 Promoting inter-religious peace is an important goal for society 13 02
0 01 3.75 Accepted
Grand Mean 3.45

Results in Table 2 indicate the sampled religious leaders on the role of NCE CRS in
promoting inter-religious peace in Kaduna State, Nigeria, responded in the
affirmative. They opined that teaching about different religions is important for
promoting understanding and tolerance, and that schools should be places where
students learn about different religions and cultures. It is there opinion that
promoting inter-religious peace is an important goal for society. The grand mean of
3.45 is above the criterion mean of 2.50 and indicates acceptance of the positive role
of NCE CRS in promoting inter-religious peace in Kaduna State, Nigeria.Data
Analysis:
The data collected from the review of the curriculum, interviews, and focus group
discussions will be analyzed using a thematic analysis approach. Thematic analysis is
a qualitative data analysis method that involves identifying, coding, and analyzing
themes in the data. The themes that emerge from the data will be used to answer the
research questions and draw conclusions about the role of CRS in promoting inter-
religious peace in Kaduna State.
Limitations of the Study:
The following limitations of the study should be noted:
• The study is limited to the state of Kaduna, Nigeria.
• The study is limited to the CRS curriculum in Kaduna State.
• The study is limited to the views of CRS teachers, students, and religious
leaders in Kaduna State.

Objectives
The following research objectives are outlined to help provide insights into the role of
CRS in promoting inter-religious peace in Kaduna State.
1. To critically analyze the CRS curriculum in Kaduna State to identify its
strengths and weaknesses in promoting inter-religious peace.
2. To identify the challenges to implementing the CRS curriculum for inter-
religious peace in Kaduna State.
3. To explore how CRS teachers can be better trained to teach the curriculum for
inter-religious peace.
4. To identify the resources available to support the teaching of inter-religious
peace through CRS.
5. To assess the views of religious leaders on the role of CRS in promoting inter-
religious peace.
These research objectives are specific, relevant, and achievable. They are also likely
to generate new knowledge about the role of CRS in promoting inter-religious peace
in Kaduna State.
Here are some additional research objectives that could be explored in this study:
• To assess the views of students on the CRS curriculum and its relevance to
inter-religious peace.
• To compare the CRS curriculum in Kaduna State to other inter-religious peace
education programs in Nigeria.
• To examine the long-term effects of the CRS curriculum on students' attitudes
towards other religions.
 • To explore how the CRS curriculum can be used to prevent inter-religious
conflict in Kaduna State.

Significance of the Study:

The study is significant because it will provide new insights into the role of CRS in
promoting inter-religious peace in Kaduna State. The study will also provide
recommendations for how the CRS curriculum can be improved to be more effective
in promoting inter-religious peace.

The NCE curriculum in Christian Religious Studies (CRS) in Kaduna State, Nigeria,
has the potential to contribute to inter-religious peace in a number of ways. First, the
curriculum provides students with a comprehensive overview of Christian beliefs and
practices, as well as an introduction to other major world religions. This knowledge
can help students to understand and appreciate the religious beliefs of others, which
is essential for building bridges between different faith communities.
Second, the CRS curriculum emphasizes the importance of inter-religious dialogue
and cooperation. Students are taught about the history of inter-religious relations, as
well as the challenges and opportunities that exist for promoting peace and
understanding between different faith communities. This training can help students
to become more effective advocates for inter-religious peace.
Third, the CRS curriculum encourages students to develop their own personal
spirituality. This can help students to find meaning and purpose in their lives, which
can make them more resilient to the challenges of inter-religious conflict.
Of course, the NCE curriculum is not the only factor that can contribute to inter-
religious peace in Kaduna State. Other important factors include the role of the
government, civil society organizations, and the media. However, the NCE
curriculum can play an important role in promoting inter-religious peace by
providing students with the knowledge, skills, and values that they need to build
bridges between different faith communities.
In addition to the above, the following are some specific ways in which the NCE
curriculum in CRS can be improved to better promote inter-religious peace:
• The curriculum could be expanded to include more content on the history of
inter-religious conflict and the challenges and opportunities for promoting
peace and understanding between different faith communities.
• The curriculum could be made more interactive and experiential, so that
students can learn about inter-religious peace through hands-on activities and
projects.
 • The curriculum could be more explicitly linked to the Sustainable
Development Goals (SDGs), particularly SDG 16, which calls for the
promotion of peaceful and inclusive societies for sustainable development.
By making these improvements, the NCE curriculum can become an even more
effective tool for promoting inter-religious peace in Kaduna State and beyond.

The NCE Curriculum In Christian Religious Studies in Nigeria Colleges of

Education
The National Certificate in Education (NCE) curriculum in Christian Religious
Studies (CRS) in Nigeria Colleges of Education is designed to provide students with a
comprehensive knowledge of the Christian faith, as well as the skills and knowledge
necessary to teach CRS at the secondary school level.
The curriculum is divided into two major components:
• Core Courses: These courses provide students with a foundation in the
Christian faith, including the Bible, theology, and church history.
• Elective Courses: These courses allow students to explore specific areas of
Christian thought and practice, such as ethics, apologetics, and spirituality.
In addition to the core and elective courses, students in the NCE CRS program are
also required to complete a teaching practicum, in which they gain experience
teaching CRS to secondary school students.
The NCE CRS program is accredited by the National Board for Technical Education
(NBTE), and graduates of the program are eligible to teach CRS at the secondary
school level in Nigeria.
The following are some of the specific objectives of the NCE CRS curriculum:
• To provide students with a comprehensive knowledge of the Christian faith.
• To develop students' skills in biblical interpretation, theology, and church
history.
• To prepare students to teach CRS at the secondary school level.
• To promote inter-religious understanding and tolerance.
The NCE CRS curriculum is a valuable resource for students who are interested in a
career in teaching CRS. The program provides students with the knowledge, skills,
and experience they need to be successful in the classroom.
Here are some of the benefits of studying CRS at a Nigeria College of Education:
• You will gain a deep understanding of the Christian faith.
• You will develop your skills in biblical interpretation, theology, and church
history.
• You will learn how to teach CRS effectively.
 • You will have the opportunity to network with other Christian educators.
• You will be prepared to make a difference in the lives of your students.
If you are interested in a career in teaching CRS, I encourage you to consider
studying at a Nigeria College of Education.

Interreligious landscape of Christians and muslims in Kaduna state

Nigeria
The state of interreligious relations between Muslims and Christians in Kaduna
State, Nigeria, is a complex and challenging one. There have been a number of
violent outbreaks between the two groups in recent years, and there is a deep
mistrust and suspicion on both sides.
There are a number of factors that have contributed to the strained relations between
Muslims and Christians in Kaduna State. One factor is the history of the region.
Kaduna State is located in the north of Nigeria, which is a predominantly Muslim
region. However, the state also has a significant Christian population. This has led to
tensions between the two groups, as they have competed for resources and political
power.
Another factor that has contributed to the strained relations between Muslims and
Christians in Kaduna State is the rise of religious extremism. In recent years, there
has been a rise in the number of extremist groups in Nigeria, some of which are
based in Kaduna State. These groups have been responsible for a number of violent
attacks, both against Muslims and Christians.
The strained relations between Muslims and Christians in Kaduna State have had a
number of negative consequences. One consequence is that it has made it difficult to
provide basic services to the population. For example, it has been difficult to build
schools and hospitals in areas where there is a lot of tension between the two groups.
Another consequence of the strained relations between Muslims and Christians in
Kaduna State is that it has made it difficult to attract investment to the region.
Businesses are reluctant to invest in areas where there is a lot of violence, as they fear
for the safety of their employees and assets.
The strained relations between Muslims and Christians in Kaduna State is a major
challenge for the government and the people of the state. There is a need for both
sides to work together to build trust and understanding. This can be done through
dialogue, education, and cooperation on shared goals.
There are a number of organizations working to promote interreligious peace in
Kaduna State. These organizations include the Kaduna State Peace Commission, the
Christian Association of Nigeria (CAN), and the Jama'atul Nasril Islam (JNI). These
organizations are working to build bridges between Muslims and Christians, and to
promote understanding and tolerance.
The work of these organizations is essential for building a more peaceful future for
Kaduna State. However, it is important to note that there is no quick fix for the
challenges of interreligious conflict. It will take time, effort, and commitment from
all stakeholders to build a more peaceful and inclusive society.

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