Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799) Volume 06 – Issue 02, April 2018 Asian Online Journals (www.ajouronline.com ) 44 An Evaluation of Senior High School Religious and Moral Education Curriculum: A Study in Brong Ahafo, Ghana Eric Mensah Department of Arts Education, Faculty of Humanities and Social Sciences Education College of Education Studies University of Cape Coast, Ghana West Africa Email: eric.mensah5 [AT] ucc.edu.gh ____________________________________________________________________________________________________________ ABSTRACT--- This study aimed at evaluating the senior high school Religious and moral education curriculum(syllabus) in the Brong Ahafo region of Ghana. The study adopted Tyler’s (1949) Objective -based curriculum evaluation model as the theoretical framework. The study was an evaluative study situated in the descriptive cross sectional survey design. Ten senior high schools that teach the subject were selected. Participants for the study were 300 students and 15 teachers from the 10 schools. They were selected using the simple random sampling and purposive sampling techniques. Two sets of questionnaires with a Cronbach Alpha reliability coefficients of 0.88 and 0.86 and document analysis were used to collect data. Data collected with questionnaire were analysed using SPSS version 22. Descriptive statistical tools like frequency, percentage and means were used to analysed questionnaire data. The RME syllabus was also used for content analysis. The results showed that the aims of the RME syllabus are well stated and also attainable. Also the content of the syllabus was well placed to help attain the aims, despites the exclusion of social and experiential topics. The results again showed that there was inadequate teaching and learning resources for the subject. It was recommended that, CRDD of the Ghana education service should endeavour to include topics like democracy, governance and politics in the content of the syllabus. Keywords--- Religious and Moral Education, Curriculum Evaluation, syllabus _________________________________________________________________________________________________ 1. INTRODUCTION The beginning of formal education in Ghana can be traced to the early 1840s when the Portuguese first arrived at Elmina in the Gold Coast, as Ghana was called then. The Portuguese King John III, made provision for the teaching of Arithmetic and English to the African boys around the castle. Later, the Dutch came to Elmina, the Danes to the Christiansburg Castle at Osu and the British to Cape Coast. These colonial masters brought into Gold Coast their own type of education until they left, except the British (McWilliams, & Kwamena-Poh, 1975). Successive governors of the Gold Coast, including Governor Burns and Guggisberg, introduced separate Educational Ordinances which had effects on the entire educational system in Ghana. The spread of formal education from the coastal areas into the hinterland was partly the work of various religious groups. The Basel Missionaries started work at Christiansburg Castle in 1828. The Wesleyan Methodist missionaries first reached Cape Coast in 1835 but the main educational work was firmly established in 1845 by Thomas Birch Freeman. The Bremen missionaries of North Germany, working beyond the Volta from 1847 onwards soon opened their first school at Peki in an area which came under British control. In May, 1880, the Roman Catholic priest established a mission at Elmina to continue mission work (McWilliams, & Kwamena-Poh, 1975). Religious education was one of the subjects that were introduced in the mission schools. In the beginning, it was basically the study of the Bible. Gradually, Religious education moved from the missionaries (when the missionaries left) into public education. In 1998, the Ghana Education Service officially announced that to help students acquire the capability and experiences to be able deal with issues of morality and religiosity they are introducing religious and Moral education as a Subject (Mensah, 2009). The Subject as a concept can be discussed under two main umbrellas: ‘Religious Education’ and ‘Moral Education’. There have been attempts to put the two together, based on the hypothesis that, religious adherence or strict adherence to religious doctrine may lead to high morality; that is to say religiosity and morality are bed fellows. Smart (1969), explains that, religion has been with humanity since the beginning of time and an unflinching feature of humanity. This means that religion has been part of humanity since the beginning of the world. In Ghana the three main religions are Christianity, Islam and the African Traditional Religion. Tillich (1958) opines that you cannot separate religion from ultimate concern; and ultimate concern also relates so much with secularism. From the above, it becomes clear that, the term religion defies a definition and the more scholars try to arrive at a definition, the more