Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?

Abstract

Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21st century skills among learners. It is expected too, that subject syllabi should align with the curriculum in promoting such skills. However, most studies in the field of religious studies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21st century skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extent to which religious studies syllabus promotes 21st century skills. Document Analysis was used to analyze aims of the syllabus to establish different skills which are promoted by each aim. The findings indicated that religious studies syllabus aims differ in terms of the degree at which they promote 21st century skills. It also appeared that learning and innovation skills are predominantly promoted by the syllabus aims. However, the syllabus’ aims seem to shrink from promoting technological skills. As a result, the following suggestions were made; first, the curriculum developers should emphasize all skills equivalently. Additionally, curriculum developers should restructure the curriculum to promote technological skills.

The Literature in English Syllabus through the 21st Century Skills Lens: A Hermeneutic Analysis

“…Critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills make up the list of the twelve 21st Century Skills. Learning and innovation skills, literacy (information, media and technology) skills, and life and career skills are the three areas into which each 21st Century skill is subdivided (Kurata, Mokhets'engoane&Selialia, 2022).…”

“…The first syllabus aim, which reads, "The syllabus aims at developing the ability of learners to communicate accurately, appropriately, and effectively in speech and in writing," reflects the importance of communication in the development of the capacity to present ideas and exchange opinions through a variety of media as well as the capacity to actively listen to and understand others' points of view. In the world of the twenty-first century, communication is the crucial interpersonal ability required for both surviving and building strong relationships with others; it is through communication that different ideas are conveyed (Kurata, Mokhets'engoane&Selialia, 2022). Because literature is a conversation starter, this curriculum encourages effective and appropriate communication because it gives learners the language and diction they need to participate in conversation after reading a literary work.…”

“…A range of skills and competencies are a requisite in the lives and livelihoods of learners, beyond and besides literacy and numeracy for survival in the 21st century (Care & Anderson, 2016). In the same tandem, Kurata, Mokhets'engoane and Selialia (2022) aver that the modern day technological metamorphoses have affected individual's diurnal lives. Therefore, the contemporary education systems around the world concede and accede to the prominence of a breadth of skills (Care, Anderson, & Kim, 2016).…”

“…Therefore, the contemporary education systems around the world concede and accede to the prominence of a breadth of skills (Care, Anderson, & Kim, 2016). In this light, it is imperative that the syllabi should align with the curriculum in promoting the requisite skills for survival in this era (Kurata, Mokhets'engoane&Selialia, 2022).…”

“…The abundance of information that is readily available to them calls for the development of 21st century skills so that they may concentrate more on interpreting the information, disseminating it, and using it cleverly. This is further emphasized by Schiro's (2018) claim cited in Kurata, Mokhets'engoane, and Selialia (2022) that the purpose of education in the 21st century should be to free learners from having to receive information; rather, education should enable and compel them to meet the needs of the modern community.…”