Implementation of Competence Based Curriculum in Tanzania: Perceptions, Challenges and Prospects. A Case of Secondary School Teachers in Arusha Region

Abstract

This study investigated secondary school teachers' perception on the implementation of competence-based curriculum (CBC). The mixed approach study employed cross-sectional survey research and case study design involved 233 teachers who were selected randomly, 10 head of schools and five district educational officers who were selected purposively. The data were collected through questionnaires and interview schedules. The quantitative data were analysed using SPSS 21 and thematic content analysis was used to analyse qualitative data. The study revealed that teachers had positive perception on the shift from content-based to competence based curriculum with a mean of 4. However, majority of the teachers indicated a less capacity to implement competence-based curriculum as more than 70% didn’t attend in-services training.  More than 60% of teachers cannot prepare teaching and learning activities as required by the competence-based curriculum; also, teachers claimed that large class size and inadequate resources like books and laboratory equipment lowers the capacity to implement competence-based curriculum. The study recommends that regular training for in-service teachers should be conducted to up-to-date teaching and learning of skills, knowledge attitude and values required to implement CBC.

Keywords: Secondary school teacher. Perception. Competence-based curriculum.

DOI: 10.7176/JEP/12-19-04

Publication date:July 31^st 2021