Facilitators and Learners’ Perceptions on the Implementation of Competence-Based Curricula in Adult Education Programmes in Tanzania

Msuya,, Amina Abubakari (2016) Facilitators and Learners’ Perceptions on the Implementation of Competence-Based Curricula in Adult Education Programmes in Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study investigated facilitators and learners’ perceptions on the implementation of Competence-Based Education and Training (CBET) approaches in adult education programmes in Tanzania. The Institute Adult Education (IAE) was the case for this study which examined the extent to which IAE implemented competence based curricula. It also intended to identify challenges faced in implementing competence based curricula. The study employed a case study design under qualitative research approach. Some elements of quantitative research techniques were involved. The sample comprised fifty eight (58) respondents including 15 facilitators, 3 IAE senior officials and 40 students. Facilitators and students were obtained through simple random sampling while IAE senior officers were sampled through purposive sampling. Data collection methods included interview, observation, documentary review and focus group discussion. Qualitative data were analyzed through content analysis employing simple calculations, tables, and percentages for quantitative data. Findings revealed that to some extent the IAE was successful to implement CBET curricula. It was revealed that the effective implementation of CBET curricula was hampered by insufficient teaching and learning resources including inadequate library space. It was concluded that there were changes in teaching and learning from knowledge based to CBET approaches. It was recommended that for the smooth CBET curricula implementation the IAE should ensure availability of teaching and learning resources and staff training; Collaboration with other stakeholders; and conduct further studies regarding CBET curriculum implementation.

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