THE ROLE OF ISLAMIC INTEGRATED EDUCATION PROGRAMME IN MORAL AND RELIGIOUS DEVELOPMENT OF LEARNERS IN SELECTED ISLAMIC SECONDARY SCHOOLS IN NAIROBI COUNTY.

The issue of moral decadence and secularization among the youth are subjects that cannot be avoided in Kenya today. The Muslim community has not been spared from these effects of secularization, globalization and poor religious educational systems, among the Muslim youths. These developmental conditions call for an urgent solution which is strongly believed to be best incorporated in our education systems. This study therefore investigated the role of IIEP in moral and religious development of learners in secondary school. It is at this prime age that education systems need to mould future members of the society. It was therefore the objective of this study to find out the content of religious curriculum offered to the learners in order to achieve its objectives. We used the triangulation of theory and methodologies which ensured a thorough investigation into the problem. We employed religious sociological theory of Emile Durkheim and grounded theory which was a base for the development of the study methodology. The study was qualitative and quantitative in approach so as to ensure an in-depth investigation. The study begins by giving the background of development of religious education in Kenya. In this context it shows the foundations of IIEP through different religious education systems and the need by the Muslim community to fulfil their religious obligations as stipulated in the Quran and prophetic hadiths. The main causes for these changes are highlighted in the process of development of the system. Moreover, the study critically examined the curriculum in IIEP system. The curriculum is intended to impart the moral and religious skills. This curriculum to a larger extent is controlled by sectarianism in Muslim community. Through the study of curriculum in IIEP we found out that, religious knowledge is being emphasized a lot, Islamic moral values and practices are vital in these institutions. However, there is no harmonized curriculum as such and moral education is largely informal. Lastly, the study explored the challenges facing the IIEP system in Nairobi. These challenges are strongly believed to hinder the progress and establishment of the system. Further, the study suggested possible recommendations for the future of IIEP