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

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 31st 2021

Unlocking Potential: The Positive Impact of In-Service Training on Science and Mathematics Teachers Teaching Strategies

This study aimed to investigate the impact of in-service training on teaching strategies among secondary school teachers who teach science and mathematics in Mwanza, Tanzania. The study utilized a quantitative and quantitative research design and collected data through an online questionnaire from a sample of 68 teachers selected through simple random sampling and interview for few selcted teachers. Thematic analysis was conducted for qualitative finding and  quantitative data was analyzed using SPSS software, and the findings indicated that in-service training had a significant positive impact on the teaching strategies of the participating teachers. The study's implications highlight the importance of investing in teacher training programs to improve the quality of education in Tanzania. Teachers who participate in in-service training can benefit from increased confidence, knowledge, and skills, which can translate into more effective and engaging teaching practices. Suggestions for further research include investigating the long-term effects of in-service training on teachers and students and exploring the most effective types of in-service training programs for different subjects and contexts. Overall, this study emphasises the importance of continuous professional development for teachers in improving the quality of education in Tanzania. DOI: 10.7176/RHSS/13-16-04 Publication date:September 30th 202