Abstract
This article reviews and assesses the Family, Religious and Moral Education (FAREME) syllabus’ treatment of sex-and-gender (SnG) perspectives. Family, Religious and Moral Education lacks sufficient SnG socialisation perspectives, and we propose to use the Theory of Change (ToC) to integrate these issues. Results suggest that 10% quantitative integration of SnG content and objectives across all FAREME levels as well as qualitative combination of SnG differences can empower learners to become advocates for SnG equality and respectful religious practices in Zimbabwean schools. This study is informed by qualitative research methodology. The ToC is the theoretical framework used to support the unbiased integration of SnG-related issues into this qualitative study of the FAREME syllabus. Theory of Change helps identify, select, place, mentor and monitor how SnG issues are holistically integrated into the school syllabus. The review process advocates for a 10% quantitative integration target of SnG content and objectives across all levels, considering there are only 10 cross-cutting issues in the FAREME syllabus. Moreover, the study emphasises the qualitative combination of biological and socio-cultural differences within religious phenomena throughout the syllabus. This approach allows learners to develop a comprehensive understanding of SnG perspectives.
Contribution: The application of ToC facilitates the assessment and review process, providing systematic approaches to model and integrate inclusive perspectives and dimensions of SnG into the FAREME syllabus.
Keywords: sex-and-gender; religious education; Theory of Change; FAREME; FRS; Zimbabwe.
Introduction
Zimbabwe’s 2015–2022 Family, Religious and Moral Education (FAREME) syllabus is designed to instil religious and moral values in learners at the primary levels. There are two syllabi, FAREME a ‘starter package’ designed for primary learners (Grades 3–7) and the Family and Religious Studies (FRS), a ‘finisher package’ designed for secondary learners (Forms 1–4). However, there is a lack of adequate attention to sex-and-gender (SnG) perspectives within the syllabi although this article focusses on FAREME while drawing similarities and differences with the FRS. Family, Religious and Moral Education and FRS are here compared because FAREME tends to have a social-anthropological background, whereas FRS leans towards a spiritual background in missionary religious studies education. Both, however, have significantly departed away from the missionary approach. This article thus aims to assess and address this gap by employing the Theory of Change (ToC) framework, which facilitates systematic integration of comprehensive SnG dimensions into the syllabus. It is believed to address some of the barriers to SnG socialisation and sex integration on the future leadership of religious institutions as ToC takes concrete steps to integrate SnG for the empowering of learners to become SnG advocates in religious spaces later in life (Nadar & Van Klinken, 2018).
In a postmodern and post-human world, more and more women suffer from a lack of freedom to make decisions, leading to their early death (Sen 1999). This questions whether religious education (RE) offers anything for women (Cush 2007). Consequently, RE in secular education, particularly in Zimbabwe, has often been treated as a mere footnote for social and political catalysis rather than being valued for its confessional aspects (Ministry of Primary and Secondary Education [MoPSE] 2016a, 2016b). While religious knowledge has been integrated into elements of human rights, SnG sensitivity and social transformations in humanities curricula, its confessional aspects have not received sufficient attention.
In recent years, RE has made significant contributions to various social issues. It has challenged societal norms that hinder equality and inclusivity related to gender, age, culture, belief, sexual orientation and morality. Religious education has increased opportunities for intergenerational learning, fostering understanding and respect among diverse groups. It has also improved cultural and ethnic diversity. Furthermore, RE promotes religious diversity and supports the inclusion, acceptance and understanding of lesbian, gay, bisexual, transgender and queer + (LGBTQ+) individuals. Additionally, it provides moral frameworks, lessons and narratives that guide individuals in their ethical decision-making. These teachings emphasise essential values such as compassion, justice, forgiveness and honesty. However, it has also perpetuated stereotypes, such as portraying women’s clothing and adornment as temptations for male priests. These stereotypes fail to recognise the diverse biological differences (Springer, Mager-Stellman & Jordan-Young 2012:1818) related to cleanliness, acceptance, spirituality and diseases associated with femininity and monthly cycles, which can significantly impact women’s psychology in public settings notwithstanding sexual orientation (Jones 2023). Consequently, women may seek spiritual remedies from religious leaders because of social rejection or lack of religious knowledge and skills to address their presenting problems. Family, Religious and Moral Education can teach learners to accept their peers, especially those who are markedly different from them on the basis of natural, social or biological differences such as age, sex, ethnicity or sexual orientation.
To ensure there is SnG representation and diversity in religious and spiritual settings, the inclusion of SnG in RE classes becomes an important part of socialisation. The process of socialisation influences how men and women receive religious care, ‘as [SnG is] a domain of complex phenomena that are simultaneously biological and social’ (Springer et al. 2012:1818) impacts spirituality, allowing religion to modify lifestyle and behaviour in society. Despite recognising the significance of integrating SnG into the RE syllabus, questions remain regarding the content and modality of implementation in Zimbabwe’s FAREME and FRS syllabus. By definition, sex refers to the biology of a person, and SnG elaborates on the sociocultural levels that emphasise roles because of biological differences, structural inequalities and social constructions (Sporre 2016:23).
Historical background to Family, Religious and Moral Education
The FAREME syllabus of Zimbabwe was produced by the MOPSE in 2015 and was to run until 2022. Its emphasis on ‘fraternity, liberty, patriotism and academic excellence’ as well as ‘family cohesion or unity, moral uprightness, social inclusivity and civil tolerance’ (Masengwe 2022:410–411) should have emphasised SnG perspectives. It enrolled learners from Grades 3–7, with an emphasis on innovation and entrepreneurship. The syllabus was designed along with diversified global changes and religious multiplicity using a standard and national-wide ZIMSEC approach (MoPSE 2016a). The FAREME followed a professional repertoire of teaching content and learning objectives with an emphasis on creative thinking. This was similar to how all other school subjects were treated (Dube & Tsotetsi 2019).
The Family, Religious and Moral Education syllabus introduced formative assessment alongside summative assessment including projects called profiles. The diversity of religions in Zimbabwe calls for the need to use a multi-faith approach (Museka 2012:25), achieving religious diversity and implying SnG inclusion (Matemba & Addai-Mununkum 2019). As the multi-faith, FAREME, produces more social outcomes and so is SnG diversity in the syllabi. Multiplicity provides us with the opportunity to reflect critically upon religion and its contributions to social progress. Because of a lack of robustness in the production of the educational programme, the FAREME syllabus, Christians claimed to have their beliefs and perspectives have been left out because they were not adequately represented in the process. In the FAREME syllabus, SnG was poorly treated as educators or teachers lacked the necessary knowledge, skills and training to effectively handle SnG-related matters, especially tasks that relate to teaching and educating students based on the syllabus aims and objectives (Sibanda & Blignaut 2020:4). Rather, educators or teachers felt it easier to proselyte learners without empowering them to be SnG-sensitive in their lives (Matemba & Addai-Mununkum 2019).
The FAREME syllabus has been doubted for its inability to achieve moral integrity and to make its products ‘better citizens’ (Museka 2012:31). This poses challenges to SnG integration into the FAREME syllabus because of politics and religious competition. SnG as a cross-cutting issue among others is acknowledged (Museka 2012:26). As much as people can choose a faith of their own, Machingura and Mugebe (2015) argue that the FAREME syllabus does not adequately address the diversity implied in the syllabi. In fact, sexual orientation, as one of the SnG perspectives, should not be stereotyped into existing local and international cultures (Matemba & Addai-Mununkum 2019). The primary objective of this study is to enhance learners’ ability to apply SnG perspectives in their social interactions. Mainstreaming SnG perspectives in the FAREME syllabus can confront stereotypes such as sexual orientation in predicting the attitude and behaviour of a seeker of religious services (Jones 2023).
A systematic review and assessment of Family, Religious and Moral Education syllabus from a sex-and-gender perspective
Our study presents systematic reviews of, and assessments on, the FAREME syllabus using the ToC framework in order to enhance learner interactions and socialisations with SnG concepts in their classes. Unfortunately, the FAREME syllabus, unlike FRS, lacks clear standards, religious factors and systematic mainstreaming of SnG aspects (MoPSE 2016a, 2016b). The integration of SnG perspectives in the FAREME syllabus is a potential strategy for mainstreaming SnG in the RE syllabus.
Family, Religious and Moral Education syllabus (2015–2022) can be criticised on how SnG perspectives were integrated into teaching and learning formats, using specific approaches, methodologies and educational materials. Various factors have influenced integration such as educational policies, social norms, teacher training and stakeholder engagement (MoPSE 2016a).
The integration of SnG perspectives into the FAREME syllabus faced resistance from the Christian community that claimed not to have been consulted when the RE curricula were drawn up (Masengwe 2022). The syllabus encountered resistance from the traditional education system, as educators were unwilling to support the proposed changes, including SnG-sensitive teaching materials. These obstacles are crucial for our proposal to design effective strategies for integrating and mainstreaming SnG perspectives in the RE syllabus. Drawing examples from systematic reviews and assessments, this article presents evidence-based recommendations for policymakers, educators or teachers and syllabus developers to foster an inclusive and SnG-responsive educational environment. These strategies may include targeted teacher training, inclusive syllabus design, collaboration with religious and community leaders and the development of SnG-sensitive assessment tools (Masengwe 2022).
In all, the integration of SnG perspectives into the FAREME syllabus can enhance syllabus implementation and foster positive changes in the socialisation of learners with SnG concepts. Through evidence-based strategies and a commitment to inclusive education, it is hoped that SnG perspectives can be effectively mainstreamed into the RE syllabus, leading to more equitable and empowering educational experiences for all learners.
Research methods and design
Overture: Using the Theory of Change on sex-and-gender mainstreaming in Family, Religious and Moral Education
To theorise this article, we employ the ToC as a robust approach to drive change in SnG settings and assess the effectiveness of the FAREME syllabus from 2015 to 2022 in Zimbabwe. The ToC is a valuable framework commonly used in planning, participation, adaptation and evaluation to achieve SnG inclusion and diversity (Brest 2010). It recognises the interconnected nature of outcomes and the need to achieve certain outcomes as prerequisites for others (Clark & Taplin 2012). The approach is applied to evaluate the FAREME syllabus, learn from the past and plan for the future.
The concept of ToC originated in the 1990s as a theory guiding programmes focussed on social and political transformation (Weiss 1995). It offers methods to evaluate and explain programme effectiveness (Coryn et al. 2011). Rooted in Peter Drucker’s book, The Practice of Management (1954), ToC draws from organisational psychology, sociology and political science (Stachowiak 2010). The centres on organisational change and the necessary interventions to bring about that change (Austin & Bartunek 2004). Participation is a key pillar of ToC, recognising that change occurs through awareness and action. This enables ToC to logically link intervention activities and outcome pathways by highlighting causal linkages chronologically (Connell & Kubisch 1998).
The primary aim of using ToC in this study is to model and evaluate FAREME initiatives. However, the study identifies that SnG perspectives are not well articulated in the FAREME syllabus, making the process of change unclear. To claim credit for predicted outcomes in the ToC, SnG initiatives need to be evaluated using this approach, and recommendations made on how it can be applied to drive change (Christopher 2024).
The ToC framework proves useful in evaluating and planning the FAREME syllabus as it provides feedback loops within a complex-systems thinking space. It accomplishes this by identifying short-, medium- and long-term goals of a SnG-sensitive syllabus, conducting backward mapping to identify essential preconditions to achieve those goals, and defining interventions leading to desired changes while establishing indicators for those outcomes and preconditions. The narrative can be visually presented, facilitating innovation, evaluation and monitoring of SnG mainstreaming within the FAREME syllabus (Jackson 2013). The structure of ToC presents a cause-and-effect relationship, representing the change in logic and assumptions that connect outcomes with theory narratives (Taplin et al. 2013).
By employing ToC, this study aims to provide insights and guidance on SnG integration within the FAREME syllabus, facilitating a more comprehensive and effective approach to SnG mainstreaming. Through this systematic framework, the study seeks to drive positive and sustainable change, fostering SnG inclusion and diversity within FAREME and contributing to the broader goal of advancing SnG equality in educational settings.
Ethical considerations
Ethical clearance to conduct this study was obtained from the Zimbabwe Open University. This article followed all ethical standards for carrying out research without direct contact with human or animal subjects (ZOU-REC[RIED]2024/1/03/24).
Results
Family, Religious and Moral Education syllabus and sex-and-gender inclusion
The analysis of the FAREME syllabus reveals that while it does mention sex and SnG, there is limited attention given to these concepts, especially in comparison to how the same concepts are treated in the secondary FRS school syllabus (MoPSE 2016a, 2016b). Sex-and-gender are acknowledged in the context of sensitivity and diversity, but there is a lack of detailed lesson plans and specific objectives related to these topics (MoPSE 2016a:5). The cross-cutting themes also touch upon SnG roles and equity in religion (MoPSE 2016a:11), as well as sexuality and human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS) (MoPSE 2016b:2), but again, the syllabus does not provide sufficient guidance on how to address these subjects effectively in the classroom.
This analysis focusses on the primary level FAREME syllabus (Grades 3–7) from 2015 to 2022 in terms of SnG perspectives (MoPSE 2016a, 2016b). One crucial observation, we argue, is that syllabus planners did not consult with instructors on the implementation of teaching content and learning objectives related to SnG (Bialystok 2021; Gudyanga, De Lange & Khau 2019; Taringa 2023). This lack of consultation might be hindering the effective integration of SnG perspectives into the syllabus.
Additionally, we observe that the FAREME syllabus faces challenges in implementing cross-cutting issues because of limited time in the class periods and the absence of a proper methodology for addressing these topics. While the syllabus aims to be learner-centred and promote critical thinking and problem-solving, it lacks explicit guidance on SnG sensitivity and respect (MOPSE 2016a:12).
Moreover, topics related to SnG in the FAREME Syllabus are only mentioned in two areas, ‘Religion and gender’ and ‘Religion and Sexuality’ (MoPSE 2016a:27), without specifying the grade levels at which they should be taught. This lack of specificity may lead to inconsistency in addressing these crucial topics across different levels of primary education.
To address these shortcomings and foster SnG inclusion, the study adopts the ToC as a theoretical framework. The ToC approach can help identify and map out long-term goals and pathways to achieve SnG inclusion and diversity within the FAREME syllabus. By providing a cause-and-effect relationship between interventions and outcomes, ToC can guide the development of clear objectives and detailed lesson plans to promote SnG sensitivity, respect and equity in primary education.
Lastly, the study recognises the importance of effectively integrating SnG perspectives into the FAREME syllabus. By employing the ToC approach, the study aims to provide insights and guidance on how to enhance SnG mainstreaming within the syllabus, thereby fostering a more comprehensive and effective approach to SnG inclusion and diversity in primary education.
Establishing a sex-and-gender-sensitive Family, Religious and Moral Education syllabus
The ToC is being used as a tool in the FAREME syllabus development process for integrating SnG aspects in Zimbabwe in order to ensure project managers and content developers come from a multi-disciplinary background, which includes experts from various fields of study (Masengwe 2022). The process of syllabus development involves constant communication and collaboration between different stakeholders. As outlined in the diagram (Figure 1), these stakeholders need to produce their own contributions, which are to be collated and integrated by the Curriculum Development and Technical Services (CDTS) department to produce a SnG-sensitive FAREME. The diversity in the organisations and their expertise mean that the results are also likely to be very diverse, to enrich the final product.
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FIGURE 1: Theory of Change model from research findings (2023). |
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In all, ToC addresses syllabus development with an urge to change the perspective of SnG to achieve integration. Theory of Change comprehensively describes and illustrates the method and rationale for a desired change within the FAREME context from SnG perspectives. In our case, change can happen through a syllabus review that encourages an intersection of stakeholders from MoPSE, religions and the SnG Commission as shown in Figure 1.
The effectiveness of SnG on the socialisation of learners depends on how the concept is incorporated into the syllabi from its content, objectives, teaching formats and assessment criteria. The study uses the ToC to incorporate SnG issues into the syllabus planning process for the FAREME because it highlights the need for continuous and iterative improvement in the curriculum planning process (Njoku & Njoku 2015). The challenges we have include gaining political support for the use of ToC within the CDTS department and dealing with different methodologies used in other subjects for incorporating SnG (Njoku & Njoku 2015) such as the integrated SnG content; the dedicated SnG-focussed content; the peer-led SnG education programmes; the teacher professional development and training in SnG education and the SnG-focussed classroom resources and materials into other curriculum content subjects like history, language, arts and science (Kamvura et al. 2021). However, these approaches may be inappropriate in subjects where SnG content is not readily aligned with the subject matter like biology or health education and not easily integrable in mathematics.
To address these challenges, we suggest that the MoPSE, along with professionals from the ministry, schools and universities, provides internal professional support for the syllabus review process (Mandukwini 2016). Theory of Change was chosen to facilitate the regular interaction between educators or teachers, CDTS managers, ZIMSEC and the FAREME panel of religious specialists, United Nations agencies and publishers during the review process. The use of ToC in evaluating FAREME can regularly facilitate interaction and dialogue among stakeholders during the review process. The process is participatory and inquisitive in that it can ask critical questions concerning SnG stereotypes in order to create SnG-sensitive content in the syllabus. The Ministry of Primary and Secondary Education and the Ministry of Higher and Tertiary Education (MHTE) can collaborate to assist the CDTS with expertise as well as cross-sectional quality assurance to ensure SnG inclusion is given full attention through research, stakeholder consultation, comparative analysis of the syllabi and piloting such programmes (Mandukwini 2016). In all, the ToC framework is a collaborative approach that can assist in providing an evidence-based decision-making approach that promotes SnG sensitivity and diversity in primary education.
The FAREME panel of experts, representing different religious persuasions, can play a crucial role in the SnG debate within the syllabi (Dube 2020). Their connections with communities of faith can help mobilise resources and support for constructing chapels and developing materials to enhance the teaching and learning of FAREME on sex and SnG. This, in turn, may lead to increased private funding to support both formal and informal curricula in schools such as out-of-class activities such as SnG-inclusive sports, clubs, student councils, academic competitions, performing arts, community service, technology, media and chess games to boost self-esteem, personal growth and a holistic educational experience among both SnGs. Theory of Change can be used to incorporate SnG in the review process for RE subjects if political support is acquired.
The identification and placement of questions and themes on Family, Religious and Moral Education
Family, Religious and Moral Education questions
Theory of Change when planning syllabus transformation can interrogate the phases of syllabus development such as the Pre-planning, Planning and Post-Planning Phases. Questions to assess SnG in FAREME have been guided by culture, law, SnG violence, sexual health, teaching formats, learning objectives, learning materials, syllabus reviews and assessment frameworks. Thus, the assessment with ToC should follow a nine-question approach as presented in Table 1.
| TABLE 1: Brainstorming sex-and-gender integration into the Family, Religious and Moral Education syllabus. |
In the pre-planning stage, ToC is going to help in preparing for the upcoming cycles (Table 1: Questions 1–3). The basis of this stage is to search for SnG attitudes, knowledge and skills that can be integrated into FAREME. This involved a systematic search for available materials on RE. The inclusion of the SnG Commission and especially lawyers and development experts in the discussion around the inclusion of SnG in the FAREME syllabus presents us with an interesting phenomenon. The potential for teaching and learning RE contents using SnG aspects in the syllabus increased the appropriateness of the contents for primary and secondary education.
At the planning stage, issues selected for SnG in FAREME using ToC helped to foster the integration of SnG perspectives into the FAREME content and helped in the inclusion of SnG aspects into the FAREME that were not previously considered (Table 1: Questions 4–6). Theory of Change further appropriated SnG aspects into FAREME teaching proposals and supported the formulation of learning objectives and course descriptions. The Theory of Change as an approach and method could also monitor how SnG was incorporated into the syllabus as well as how it can be translated into the assessment blueprint.
In the post-planning stage, ToC reviewed the syllabus-making process to create a framework to support the integration of SnG perspectives into the FAREME syllabus (Table 1: Questions 7–9). With ToC, the panel could easily finalise producing the syllabus handbook after thorough editing to insert SnG-sensitive language in the whole document.
Family, Religious and Moral Education themes
Using ToC, some SnG themes were identified for inclusion in the teaching content and learning objectives (Table 2).
| TABLE 2: Integration of sex-and-gender into Family, Religious and Moral Education in Zimbabwe. |
Integrating sex-and-gender quantitatively into the Family, Religious and Moral Education syllabus
Integrating SnG perspectives quantitatively in the FAREME syllabus requires a deliberate and systematic approach. The process involves ensuring that relevant aspects of SnG are included throughout the (formal and informal) syllabus and various teaching formats. The goal is to promote SnG awareness and sensitivity within the school subjects (Dube 2020).
To achieve this integration, educators need to be actively involved at every stage of the process. Their commitment is crucial for successful implementation. The development of FAREME teaching content in syllabus handbooks, including learning objectives, titles and short descriptions of individual teaching courses, should incorporate SnG perspectives (Palmén et al. 2020).
Table 2 serves as an overview of how SnG aspects can be integrated throughout the entire syllabus and various teaching formats. The study suggests that a minimum of six terms should include seminars, debates, dramas, sports, clubs or practical studies on sex and SnG, aiming for effective SnG socialisation. With the typical class size of around 33 primary and 40 secondary school students in Zimbabwe, the lessons can be delivered to manageable groups.
Currently, class lessons are often structured based on cognitive-sex differences, emphasising the need to teach SnG content separately rather than integrating them into religious approaches to teaching SnG (Halpern 2000). However, the study advocates for an integrated approach to teaching and learning SnG-sensitive lectures, seminars and practical studies in RE courses. These lessons can be delivered by experts in SnG or RE, incorporating all the learning objectives specified in the FAREME syllabus.
In these embedded lessons, explicit issues related to SnG can be addressed, such as therapies for spiritual ailments, problems of infertility and sexual challenges, drug and power abuse, stress and health, sexual identity and cultural issues, as well as health and religious disorders, contributing to effective SnG socialisation (Parkinson 2023).
The teaching content and learning objectives serve as the foundation for assessing the incorporation of SnG perspectives in the FAREME syllabus. An assessment blueprint should be developed based on these elements to monitor the progress and effectiveness of the integration process.
By taking these steps and integrating SnG perspectives quantitatively into the FAREME syllabus, educators or teachers can create a more inclusive and SnG-sensitive learning environment that promotes critical thinking and understanding of sex and SnG-related issues in a religious and cultural context.
Review of Family, Religious and Moral Education learning objectives in this study
The objectives for learners in the FAREME syllabus focussed on definitions; identifications of religions; identifications of religious founders, practitioners, holy days, sacred books and places, ceremonies or festivals and symbols; comparisons of religious teachings and practices; discussion of good moral values in religions; the concept of the Supreme Being; explanation of the importance of the family, its structures and functions; examining attributes of religious tolerance and use of Ubuntu philosophy in controlling attitudes and behaviours. The syllabus also emphasises amicable conflict resolutions; the practice of good values and the need to uphold them; the use of technology to advance them and research on religion and family in relation to gender, health and the environment (MOPSE 2016a). These objectives collectively aim to provide a comprehensive education that supports the holistic development of students’ personal, moral and social growth within the context of family, religion and morality.
The syllabus thus intended to help students acquire a deeper understanding of various structures of the family, roles and relationships in view of the value of love, care, respect and support within families. It is within these structures that moral values and virtues are promoted such as honesty, kindness, empathy, responsibility and respect for oneself and others. It encourages them to reflect on ethical dilemmas, develop moral reasoning skills and make informed decisions. This allows students to develop an understanding of different religions and belief systems and hence foster critical thinking skills that encourage students to think independently, respect diverse viewpoints and engage in informed dialogue. This enhances the student’s spirituality as they explore questions of meaning, transcendence and personal growth. It promotes diversity and nurtures a sense of tolerance and inclusivity necessary to counter prejudice, discrimination and stereotypes in cultural, religious and moral diversity. The syllabus thus can foster a sense of social responsibility and civic engagement to consider the impact of their actions on others, engage in acts of kindness and service and contribute positively to their communities.
Integrating sex-and-gender qualitatively into the Family, Religious and Moral Education syllabus
In this study, we observe that SnG can be integrated into the FAREME syllabus qualitatively. This integration can be achieved by developing specific teaching content and learning objectives related to SnG perspectives in the practice of religion. To enhance the quality of integration, two compulsory lessons on SnG perspectives in the practice of religion should be given to new learners every year.
The study also emphasises the importance of considering SnG and sex perspectives in the relationship between parishioners and clergy. Learners should be encouraged to critically analyse religious basics in their communication, particularly with regard to SnG roles and stereotypes. Using the ToC approach allows for designing, conducting and presenting compulsory RE lessons that take into account diversity, sex and SnG.
To achieve a qualitative integration of SnG aspects in the FAREME syllabus, it is essential to dedicate compulsory lessons and practices that address SnG-specific religious and spiritual differences. Learners should be exposed to the diagnosis of spiritually related problems such as stress disorders, fertility issues, mental illnesses, sexual identity and disability, as well as the therapies and solutions that influence the development of SnG differences (Parkinson 2023).
Moreover, the dynamics and kinetics of SnG differences in culture, sexual relations, drug abuse and other challenges need to be incorporated into the syllabus. Issues related to health and sickness, such as infertility and transmissible diseases, should also be explored in relation to SnG perspectives. Religious teachings have keen interests in sexual and reproductive health, calling for comprehensive discussions on fertility issues from SnG perceptions. This helps learners to gain knowledge on complex issues of SnG in religious and spiritual contexts, hence a deeper appreciation for diversity, inclusion and ethical considerations within religious practices.
In all, the qualitative integration of SnG aspects in the FAREME syllabus contributes to a more holistic and relevant RE, preparing learners to be thoughtful and responsible members of their communities in terms of SnG perspectives.
Successfully achieving sex-and-gender socialisation through Family, Religious and Moral Education
To successfully integrate SnG into the RE syllabi, ToC increases constant participation for consciousness-raising among educationists, activists, learners, instructors and religionists in syllabus design and monitoring (APHRC 2020). This ensures educators or teachers deliver comprehensive lessons that are relevant to the age and level of learners. The Theory of Change framework helps evaluate the supportive structure for the integration through constant interaction between religionists, experts and activists. Politics and media induce elements of up-scaling SnG into the process.
Discussion: Integration as a precursor to socialisation
The integration of SnG into FAREME is not an isolated occurrence; it is part of a broader trend across all school subjects in Southern Africa (Mensah & Ampem 2023). Similar initiatives have also been observed in the West (Abdelgadir & Fouka 2020; Joppke 2007), indicating a global recognition of the importance of SnG inclusion in education. The successful integration of SnG in FAREME, using ToC, has the potential to promote SnG socialisation on a wider scale throughout the MoPSE system.
Numerous Zimbabwean scholars proposed SnG-inclusive strategies in education through the RE syllabus (Landman & Shumba 2020; Mandizvidza et al. 2019). They highlighted that early-stage learning fosters inclusive attitudes. Moreover, involving students in the assessment process by seeking their feedback and opinions on the relevance and effectiveness of SnG integration can provide valuable insights for syllabus improvement.
However, one of the primary concerns lies in the assessment of SnG in the syllabus. In order to ensure the successful integration of SnG perspectives, it is crucial to develop appropriate assessment methods and criteria. These assessments should not only evaluate students’ knowledge and understanding of SnG but also assess their ability to critically analyse and apply these perspectives in real-life contexts (eds. Willingham & Cole 2013; World Health Organization [WHO] 2003).
Assessment tools can include a variety of methods, such as written assignments, presentations, debates, group discussions and projects. Additionally, incorporating practical scenarios and case studies that challenge traditional SnG norms can help gauge students’ awareness and sensitivity to SnG issues (eds. Willingham & Cole 2013).
Teacher training and capacity-building are also essential components of a successful SnG integration process into the syllabus because ‘Tools are only useful when we know how to use them’ (WHO 2003, quoting Macdonald, Sprenger & Dubel 1997:80), which can be compared to Husted (2014), who also argued ‘Tools useless without skill to use them’. Teachers need to be equipped with the necessary knowledge and skills to effectively teach and discuss SnG-related topics in the classroom. Professional development programmes can help educators or teachers become more comfortable addressing these sensitive subjects and fostering open dialogue among students (Burns & Shadoian-Gersing 2010).
In all, SnG integration using ToC in FAREME is part of a wider movement towards inclusive education that enhances SnG socialisation in southern Africa and Zimbabwe in particular. Success, however, hinges upon developing appropriate assessment methods, teacher training and ongoing dialogue with students to ensure those issues are effectively addressed and understood within the syllabus.
Barriers
Firstly, the study noted several barriers in terms of preparedness from a number of educators or teachers in terms of integrating SnG into the subject (Nevenglosky, Cale &Aguilar 2019). Theory of Change helped to change arguments on the provision of study findings as teacher training was recommended to overcome this barrier.
Secondly, there is limited time to teach SnG in the syllabus as RE competes with other school subjects on the timetable (Christensen 2019). Other school subjects also compete with RE on the integration of SnG perspectives into the syllabus, which in large part reduces the burden of teaching SnG in FAREME if the subjects’ coordination approaches the cross-cutting issues in unison.
Thirdly, school subjects are not usually taught by syllabus planners. Planners conceive the subject content or learning objectives, and sometimes insufficiently give educators or teachers adequate briefing on how SnG integration can be taught in FAREME. The teacher’s knowledge of the syllabus goes a long way in affecting its implementation (Mensah & Owusu 2022). This eventually affects the effectiveness of SnG socialisation where educators or teachers are not part of the process.
Finally, ToC can sustain this integration by establishing the quality control process linked to the periodic syllabus review cycles and the network of SnG experts from the SnG Commission participating in the CDTS review cycles (United Nations 2019).
Limitations
This study has several imitations. Firstly, it was done independently from the ministry-appointed process, and it focussed on a singular subject area, RE. Secondly, integrating SnG into the FAREME syllabus may limit the transferability of SnG perspectives in this subject to other subject areas. In all, SnG perspectives in RE may affect or be affected by various factors such as the methodology used or the extent of ToC in the process.
Successes
The study successes on SnG in FAREME can be reached when the school subject has successfully integrated SnG perspectives into the teaching content, learning objectives, teaching formats and subject assessment as shown in Figure 2.
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FIGURE 2: Levels of integrating sex-and-gender in Family, Religious and Moral Education. |
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In Figure 2, the general concepts or levels of integration are illustrated for the SnG mainstreamed FAREME syllabus. This model begins with loose treatment of subject integration and increases with time to reach specific SnG perspectives on the subject. All these elements are not found in the 2015–2022 FAREME’ syllabus and are recommended to produce a syllabus that can be used for SnG socialisation in the class.
Conclusion
The FAREME syllabus in Zimbabwe has been found to lack sufficient attention to SnG perspectives. This article proposed the use of the ToC framework to integrate comprehensive SnG dimensions into the syllabus. The objective is to empower learners to become advocates for SnG equality and respectful religious practices in Zimbabwean schools. The methodology and framework proposed can systematically integrate SnG issues into the FAREME syllabus to address the existing gap. This allows learners to develop a comprehensive understanding and application of SnG perspectives using structured steps to model and integrate SnG issues, ensuring that learners are exposed to a well-rounded understanding of SnG and its relevance within religious and moral education discussions. This also recognises the importance of SnG representation and diversity in religious and spiritual settings. Integrating SnG into RE classes becomes crucial for the socialisation process, as it influences how men and women receive religious care. By understanding the complex phenomena of SnG, learners can appreciate the impact of biological and social factors on spirituality and the modification of lifestyle and behaviour within society. The article acknowledges that the current RE syllabus has perpetuated stereotypes and failed to recognise the diverse biological differences related to SnG. By integrating SnG into the FAREME syllabus, learners can develop acceptance and respect for their peers, regardless of their differences based on age, sex, ethnicity or sexual orientation. The aim is to promote inclusivity, challenge norms that hinder SnG equality and empower learners to become advocates for SnG representation and diversity within religious spaces. Overall, the application of ToC in integrating SnG into the FAREME syllabus provides a systematic and comprehensive approach to addressing the existing gap. This offers guidance to syllabus planners, the ministry, schools, advocates and professionals on how to adapt the approaches to their respective syllabi. This evaluation demonstrates the potential for using ToC in other subject areas to evaluate and integrate SnG perspectives, promoting a more inclusive and holistic educational experience. This approach can be implemented with minimal use of time and financial resources, making it feasible for diverse categories of school syllabi.
Acknowledgements
The author would like to thank the United Theological College for making their library available.
Competing interests
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
Authors’ contributions
G.M. and B.D. contributed equally to this research work.
Funding information
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Data availability
Data sharing is not applicable to this article as no new data were created or analysed in this study.
Disclaimer
The views and opinions expressed in this article are those of the authors and are the product of professional research. It does not necessarily reflect the official policy or position of any affiliated institution, funder, agency or that of the publisher. The authors are responsible for this article’s results, findings and content.
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