Federal Government seperates CRK and IRK in new curriculum EDU

Federal Government seperates CRK and IRK in new curriculum EDU

The inclusion of CRK and IRK under civic education which brought contovasial statement from CAN and other Nigerians in the latest suspect of Islamist only focused on islamasing Nigeria which got the attention of DAVID OYEDEPO OF WINNERS CHAPEL to raise alarm on the topic

The Minister of Education, Adamu Adamu gave the directive at a meeting of minister of Education with education stakeholders in Abuja

The Federal Government on Thursday July 20 bowed to pressure and directed the Nigerian Educational Research and Development Council (NERDC) to separate the Christian Religious Knowledge and Islamic Religious Knowledge subjects in the basic education curriculum.

The Nation reports that grouping of IRK and CRK under the Civil Education in the new curriculum by the NERDC had generated controversy in the last few months with religious leaders calling for their separate teaching.

The Federal Government on Thursday July 20 bowed to pressure and directed the Nigerian Educational Research and Development Council (NERDC) to separate the Christian Religious Knowledge and Islamic Religious Knowledge subjects in the basic education curriculum.

The Nation reports that grouping of IRK and CRK under the Civil Education in the new curriculum by the NERDC had generated controversy in the last few months with religious leaders calling for their separate teaching.

The meeting, which was attended by Commissioners for Education from various States of the Federation, was part of the ongoing efforts to strengthen the partnership within the three tiers of government in the implementation of the Sustainable Development Goals 4 (SDG4).

Adamu, who was represented by Minister of State for Education, Anthony Anwukah, said the directive to separate the subjects became necessary because of the various complaints by Nigerians, especially the Christian Association of Nigeria (CAN) that has been vociferous about the issue.

He explained that the collapse of the two subjects was done by former President Goodluck Jonathan’s administration to reduce the number of subjects offered by pupils and students in schools.

The minister said: “There is this controversy over the merger of CRK and IRK in the school curriculum. There were complaints by parents that children were overloaded with so many subjects and the recommendation then was to merge one or two subjects. Unfortunately, water and oil were merged together and it is not working.

“So, to save ourselves the agony, the two subjects should be separated. We push that to the NERDC,”

Adamu, in his address, reiterated the commitment of the Federal Government to revamping the education sector and appealed to state governments as well as relevant stakeholders to support the federal government effort.

He also expressed the commitment of the government towards achieving the SDG4 by 2030 in line with the global timeline.

The minister said Nigeria has selected the Goal 4 of the SDGs, which emphasizes inclusive and quality education for all and promotion of lifelong learning, for implementation in view of the importance of education as a fulcrum to national development.

He said the federal government was aware that in the journey towards achieving the Education 2030 Agenda, key issues including the phenomenon of out-of-school children, insecurity in and around the schools and infrastructure decay must be addressed.

The minister said there was also the need to have credible and reliable data, and how to address the challenge of poor teacher quality as well as teacher gaps, low carrying capacity in tertiary institutions, and poor learning outcomes.

“We recognize that the task of revamping the education sector is challenging, the ministry of education cannot do it alone. Our task is to coordinate national efforts to meet our national goals and objectives.

The meeting, which was attended by Commissioners for Education from various States of the Federation, was part of the ongoing efforts to strengthen the partnership within the three tiers of government in the implementation of the Sustainable Development Goals 4 (SDG4).

Adamu, who was represented by Minister of State for Education, Anthony Anwukah, said the directive to separate the subjects became necessary because of the various complaints by Nigerians, especially the Christian Association of Nigeria (CAN) that has been vociferous about the issue.

He explained that the collapse of the two subjects was done by former President Goodluck Jonathan’s administration to reduce the number of subjects offered by pupils and students in schools.

The minister said: “There is this controversy over the merger of CRK and IRK in the school curriculum. There were complaints by parents that children were overloaded with so many subjects and the recommendation then was to merge one or two subjects. Unfortunately, water and oil were merged together and it is not working.

“So, to save ourselves the agony, the two subjects should be separated. We push that to the NERDC,”

Adamu, in his address, reiterated the commitment of the Federal Government to revamping the education sector and appealed to state governments as well as relevant stakeholders to support the federal government effort.

He also expressed the commitment of the government towards achieving the SDG4 by 2030 in line with the global timeline.

The minister said Nigeria has selected the Goal 4 of the SDGs, which emphasizes inclusive and quality education for all and promotion of lifelong learning, for implementation in view of the importance of education as a fulcrum to national development.

He said the federal government was aware that in the journey towards achieving the Education 2030 Agenda, key issues including the phenomenon of out-of-school children, insecurity in and around the schools and infrastructure decay must be addressed.

The minister said there was also the need to have credible and reliable data, and how to address the challenge of poor teacher quality as well as teacher gaps, low carrying capacity in tertiary institutions, and poor learning outcomes.

“We recognize that the task of revamping the education sector is challenging, the ministry of education cannot do it alone. Our task is to coordinate national efforts to meet our national goals and objectives.

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