PERCEIVED OVERLOAD OF LGCSE RELIGIOUS EDUCATION SYLLABUS: CHALLENGES AND SOLUTIONS FOR EFFECTIVE LEARNING IN THE 21ST CENTURY

Abstract

Religious Education syllabus faces several challenges including the perceived overload which presents significant challenges on effective learning of this subject. Even though a number of researches have analyzed curricula of different countries to investigate causes, challenges and solutions of perceived overload, there is dearth in information concerning Lesotho secondary schools RE syllabus. Therefore, qualitative case study underpinned by Cognitive Load Theory was employed to analyze the perceived overload of Lesotho General Certificate of Secondary Education Religious Education syllabus on effective learning in the 21^st century. Semi-structured interviews were utilized to gather useful data. For sampling, purposive sampling was employed to select three RE teachers; each from different Religious Education associations in Lesotho. Data collected was analyzed qualitatively. The current study found that teachers are partially teaching the LGCSE RE syllabus. Teachers reported that prioritizing some syllabus topics could be a solution to perceived overload to effective learning.  The study recommended that the ongoing review of RE curriculum should consider merging grade 9, 10 and 11 syllabi and remove extraneous content to ensure manageability of LGCSE RE syllabus content for effective learning in the 21^st century.