The study explored the challenges faced by the teachers of Christian Religious Studies (CRS) in the implementation of the senior secondary school curriculum for the character formation of public students in Owerri Municipal, Imo State, Nigeria. The study adopted a qualitative paradigm, specifically the collective case study design. Two research questions guided the study: What are the challenges inherent in the implementation of the CRS curriculum for the character formation of students? What are the possible solutions to these challenges? The study targeted students, teachers and principals from three public senior secondary schools. The sample size of the study was 66. That is, 54 students, 9 teachers and 3 principals. The researchers employed maximum variation sampling technique in selecting the 3 schools for the study. They used homogeneous and purposeful random sampling techniques to select 54 students, automatic inclusion sampling technique to select 3 principals, and criterion sampling technique to select 9 teachers of CRS. The researchers used interview guide and focused group discussion guide for data collection. For data analysis, they transcribed the interviews, coded the data, categorised the data, derived themes from the categories, interrelated themes from each group of participants, and interpreted the meaning of themes. The findings of the study revealed that administration, teacher and student related factors were the main challenges. These pose threat to students' character formation. The study therefore recommended that teachers need to use discovery approaches, and use varied instructional resources in teaching. Furthermore, the school community needs to maintain a vibrant life of faith and integrity.

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Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously.