Implementation of Competence-Based Curriculum for Learners With Visual Impairment in Inclusive Public Primary School: A Case of Rungwe District, Tanzania.

Mwanga, Thomas Asseri (2025) Implementation of Competence-Based Curriculum for Learners With Visual Impairment in Inclusive Public Primary School: A Case of Rungwe District, Tanzania. Masters thesis, The Open University of Tanzania.

PDF - Submitted Version Available under License Creative Commons Attribution. Download (1MB)

Abstract

The study investigated the implementation of the Competence-Based Curriculum for learners with Visual Impairment in an Inclusive Public Primary School in Rungwe District, Tanzania. The study focused on three objectives: teachers’ perceptions of implementing the Competence-Based Curriculum for learners with visual impairment in inclusive public primary school, the challenges faced by teachers and learners in this process, and the measures proposed to address these challenges. Using a mixed methods approach from a convergent pragmatism design, the study involved 136 respondents, including 122 teachers specializing in special education who attended the quantitative study. While 1 DPPEO, 1DPPSEO, 5 head teachers, and 7 VI learners attended the qualitative study. Quantitative data from questionnaires were descriptively analyzed using SPSS software, and qualitative data were collected through semi-structured interviews, observation, and documentary review, and they were analyzed thematically. Purposive sampling was used for DPPEO, DPPSEO, and head teachers, while stratified sampling was applied to VI learners and teachers specializing in special education. The study revealed that teachers perceive the Competence-Based Curriculum as suitable and adequate for learners with visual impairment, supporting life skills and independence, and many feel capable of delivering it with some school support. However, challenges remain, including gaps in teacher training, shortages of adapted teaching and learning materials, poor and uneven infrastructure, and limited awareness among some teachers and students. To address these, continuous professional development, improved infrastructure, adequate resources, regular monitoring, and strong peer support systems were identified as essential for thriving and inclusive Competence-Based Curriculum implementation. Keywords: Competence-Based Curriculum, Inclusive Education, and Learners with Visual Impairment.

Actions (login required)

View Item