Implementation of Competence-Based Curriculum for Tanzania Primary School Pupils’ Learning in Mpwapwa District Council.

Ndimbo, William Hugo (2023) Implementation of Competence-Based Curriculum for Tanzania Primary School Pupils’ Learning in Mpwapwa District Council. Doctoral thesis, The Open University of Tanzania.

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Abstract

The study investigated on the implementation of competence-based curriculum for pupils’ learning. Teachers’ interpretation and knowledge, learning environment support, and pupils’ opinions on competence-based curriculum were the objectives of this study. The study sample size was drawn using purposeful and simple random techniques. 40 participants from 5 primary schools were involved in this study. 10 participants were classroom teachers, 5 Head-teachers, and 25 were pupils. The study employed qualitative approach informed by interpretive paradigm to capture participants’ views. Document review, observation, interview and focus group discussion methods were used for data collection. Data were analyzed through thematic and content techniques. The findings revealed that teachers interpret competence-based curriculum as activity and application oriented. Further, the findings showed that teachers possess adequate knowledge though classroom situation seemed an obstacle for the teachers to exploit their knowledge for effective implementation of the curriculum. Furthermore, the findings showed that teacher-pupils’ relationships were well established. Nevertheless, pupils informed overcrowded classes, shortage of textbooks and desks as main challenges faced them in learning under competence-based curriculum. The study concluded that the curriculum was not effectively implemented in Mpwapwa District Council due to unsupportive learning environment. The study recommends that prior to the implementation of any curricular there is a need to prepare appropriate teaching and learning environment. Key terms: Implementation, competence, competence based curriculum, and learning

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