EDD401: Education and Diversity Assessment Answer

Introduction

A wide variety of religions is found in South Africa which is a reflection of the cultural diversity. The Policy on Religion and Education was approved on 4th August 2003 by the Council of Education Ministers. The policy is mandatory for governing the principle of religious freedom. The diverse population of various languages, cultures and religions develop a unity of spirit and purpose that acknowledges and commemorates the diversity. In a society where religion is closely interlaced with education, it is important that students at school get all their rights without any discrimination (South African Government, n.d.). The policy recognises the diverse heritage of religion where there is creative interaction between the schools and faith whilst. As South Africa is marked to be a nation of diversity the policy proposes guidelines for an educational activity which is based on religion teaching in the institutions. The policy introduced a range of acts which deal with the role of schools to have effective implementation of education that includes religious teaching curriculum (Ntho-Ntho et al., 2016). The essay will focus on the Policy on Religion and Education significance and the difference between teaching religion and studying religion. The essay will also discuss the understanding of the policy with respect to parents and why is the teaching of religion included in the curriculum of educational institutions.

The Policy on Religion and Education (2003) aims to shape and influence the relationship between education and religion in institutions. The policy makes an extraordinary improvement that religion can make to education and education can make learning and teaching about the religion (Nthontho., 2020). There were instances where discrimination on the basis of religion was observed and therefore the policy provided a framework for schools to determine the policies. The communities and parents are also better informed about their rights and responsibilities with respect to education and religion. The policy enhances the interest in religion by encouraging a vast range of religious activities in the school (South African Government, n.d.). In order to maintain orderliness in society the South African government promulgated the policy. The policy involved a set of principles related to attitude and morality which should be adopted by the individuals and the organisation. The policy also consigns sectarian religion to the parental home along with religious institutions to have solutions that are accepted by all. The significance of religious study in the curriculum will enhance the knowledge of students from diverse cultures (Van der Walt, 2011).

The teaching of religion studies is included in the curriculum of the educational institution in South Africa as it is subjected to complete renovation of the development related to the religion-education relationship. Incorporating the role of religion in the curriculum helps the students to learn about the equality and rights related to the South African constitution. A systematic evaluation and comparison are done to solve the social problems due to cultural and religious barriers. The students at school will be able to strive towards cultural enrichment and will also have knowledge about the cultural diversity of the world (Serfontein, 2014). From the viewpoint of religion, education supports the different religions and prepares the students to accept the diversity and different religions. Religious education and teaching practices show important diversity and also initiate young people to develop knowledge about the various religions. Education has always been used to homogenise the students regarding the various religions and the values that should be incorporated in young people at the school level only. The curriculum of any educational institution helps in developing cultural and historical narratives for the students specifically for the problems related to diversity (Şahin & Kesik, 2019).

The study conducted by Tayob (2018), highlights that religious education is an educational practice that is included in the curriculum of educational institutions. The policymakers focus on the study of various religions in one classroom that meets the needs of society that are changing. The policy is the main guide that documents the textbooks and guides syllabi to promote the teaching of religion in schools. Another study by Modipa (2014), highlights the importance of the Policy on Religion and Education that has introduced religious teaching in educational institutions which has governed the principle of religious freedom. The findings in the study revealed how well the students benefited from the teaching of religion in the schools. In this study, the learners were not satisfied with the implementation because there was only religion that was being followed. The educational institutions that have implemented religious teaching in schools have provided opportunities to the students in terms of having a deeper sense of self-realisation and acceptance of other religions. The students have developed both critical analysis and empathetic appreciation for the diverse culture in South Africa. The involvement of religion in the teaching process plays an important role in maintaining a complete and well-balanced education (South African Government, n.d.). 

In conclusion, the Policy of Religion and Education 2003 has implemented policies that indulge religion in the teaching curriculum. The educational institutions of South Africa have implemented policies in the curriculum to teach the students about the different religions so that the students are able to comprehend the importance of religion. In a society which is diverse in culture and religion, individuals should be aware of the rights and responsibilities related to religion. The students at school are able to relate to the importance of each other's religion in a more holistic manner. The teaching of religion studies is included in the curriculum of the educational institution in South Africa as it is subjected to complete renovation of the development related to the religion-education relationship. The policy involved a set of principles related to attitude and morality which should be adopted by the individuals and the organisation. Education has always been used to homogenise the students regarding the various religions and the values that should be incorporated in young people at the school level only. The students have benefited from the policy that has helped them to learn about various religions which in turn has provided opportunities to have a deeper knowledge about the acceptance of other religions.

References

Modipa, T. I. (2014). An analysis of the implementation of the policy on religion and education in schools (Doctoral dissertation, University of Pretoria). https://repository.up.ac.za/bitstream/handle/2263/40391/Modipa_Analysis_2014.pdf?sequence=1

Ntho-Ntho, A. M., & Nieuwenhuis, J. (2016). Religion in education policy in South Africa: a challenge of change. British Journal of Religious Education, 38(3), 236-248. 10.1080/01416200.2014.984583

Nthontho, M. A. (2020). School principals managing policy change: The case of religion policy. Religion & Education, 47(1), 77-97. 10.1080/15507394.2019.1668254

Serfontein, E. M. (2014). Education and religion in South Africa: Policy analysis and assessment against international law. Journal of Law and Criminal Justice, 2(1), 117-136. https://files.eric.ed.gov/fulltext/EJ1136692.pdf

South African Government. (n.d.). https://www.gov.za/sites/default/files/gcis_document/201409/religion0.pdf

Tayob, A. (2018). The representation of religion in religion education: Notes from the South African Periphery. Education Sciences, 8(3), 146. https://doi.org/10.3390/educsci8030146

Van der Walt, J. L. (2011). Religion in education in South Africa: was social justice served?. South African Journal of Education, 31(3), 381-393. 10.15700/saje.v31n3a543

Şahin, I., & Kesik, F. (2019). A critical review of religious education policies and practices of Turkey from the perspective of inclusion. Education as Change, 23(1), 1-22. 10.25159/1947-9417/3456

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