The Role Of Madrasa Curriculum In The Muslim Community Education, Identity And Christian-Muslim Relations: A Case Of Mumias West Constituency

Abstract

This study has examined the role of Madrasa curriculum in the Muslim community education, identity, and Christian-Muslim relations. The research was conducted in MumiasWest Constituency and sought to explore the linkage(s) between Madrasa curriculum and Muslim community education, identity and Christian-Muslim relations. The research also evaluated knowledge, attitudes and skills imparted to the learners by theMadrasa curriculum in the said Constituency. It examined how Madrasa curriculum moulds the learner and the Muslim community education and identity. It sought to suggest ways that can make Madrasa curriculum more relevant to the learners and the community.Structural-Functionalism theory was employed in understanding and interpreting the linkages among the variables. Role-Learning theory was also used to further interpret various elements of identity.A sample of one hundred persons (i.e 20 Madrasa teachers, 20 Imams, and 30 lay Muslims and 30 Christians) was selected through purposive sampling (snowballing technique). The informants were exposed to questionnaire-interviews and observation guides. Qualitative data collected was descriptively analyzed using tables. The findings established that there is a weak linkage between Madrasa curriculum and Muslim community education and identity. The Madrasa curriculum does not fully prepare learners for the modern economy, hence not serving fully the educational needs of the Muslim community identity. The findings further established that there is no linkage between Madrasa curriculum and Christian-Muslim relations in Mumias West Constituency. The study recommended integration of Madrasa schools within the formal school system for easy with regulation