Challenges Facing Teachers in the Implementation of Competence-Based Curriculum in Secondary Schools in Iringa Municipal, Tanzania

Christopher Nyoni *

P.O.Box 14, Songea, Tanzania.

*Author to whom correspondence should be addressed.


Abstract

This study explores teachers' challenges in implementing a competence-based curriculum in secondary schools in Iringa Municipal, Tanzania. The Study employed a Qualitative approach and a case study design. Purposive sampling was used to obtain a sample of 47 respondents. Data collection instruments used were interviews, focus group discussions, and observation. Data from the field was analyzed through thematic analysis. The Study came up with the following findings: Shortage of time, Limited Knowledge, and Shortage of Teaching and Learning resources. The Study suggested to the government that the Ministry of Education, Science, and Technology should develop an implementable curriculum to ensure other education objectives are reached due to limited time. The Ministry of Education, Science, and Technology should go to developed countries to learn from them to overcome the challenges encountered in our education system, especially the implementation of a Competence-based Curriculum. There should be follow-up mechanisms by The Ministry of Education, Science and Technology and schools in particular for Competence-Based Curriculum teaching approaches offered by secondary school teachers in Tanzania.

Keywords: Competence, curriculum, teachers' challenge, teaching approache


How to Cite

Nyoni , C. (2023). Challenges Facing Teachers in the Implementation of Competence-Based Curriculum in Secondary Schools in Iringa Municipal, Tanzania. Asian Journal of Education and Social Studies, 49(3), 47–52. https://doi.org/10.9734/ajess/2023/v49i31133

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