[01] Uriel Amuah, Department of Social Sciences, Komenda College of Education, Komenda, Ghana. [02] Solomon Appiah, Department of Social Sciences, Enchi College of Education, Enchi, Ghana. [03] Bismark Kwasi Osei, Department of Social Science, Seventh Day Adventist College of Education, Koforidua - Asokore, Ghana. [04] Gertrude Otubea Dadey, Department of Social Science, Seventh Day Adventist College of Education, Koforidua - Asokore, Ghana.

The main purpose of this study was to find out stakeholders’ perceptions of the inclusion of Religious and Moral Education (RME) in the Basic and Colleges of Education curriculum. The descriptive survey design was used for the study. The population of the study consists of six hundred seventy-two (672) for the study students, Religious and Moral Education tutors and school Administrators. The simple random and purposive sampling techniques were to select 257 respondents for the study. Two hundred forty-five 245 students were randomly selected and purposive sampling technique was used to select six (6) Religious and Moral Education tutors and (six) 6 school Administrators. The main instrument for the study was questionnaire. The results revealed that, the inclusion of Religious and Moral Education in the schools and colleges curriculum will help achieve the goals of education which seek not only to assist educands to acquire the skills of literacy and numeracy but also mould their character. It is recommended that, more effective teaching methods and materials need to be developed to help learners have meaningful learning. It is also recommended that, the teaching and learning of Religious and Moral Education should be at all levels of our educational system, not only allowing the subject to stand on its own as an examinable subject, but also to help continue to inculcate and instill good morals into the individual.

Inclusion, Stakeholders, Religious and Moral Education, Schools, Colleges, Ghana

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