Asian Journal of Education and Social Studies

This study focused on integrating eco-schools programme approach in addressing curriculum gaps - with a critical review of education for sustainable development in public primary schools in Mvomero district, Tanzania. The study deployed a pragmatic philosophy with a convergent research design under a mixed research approach guided by the Social Learning Theory. The study further collected data from one hundred and forty-five (145) informants using purposive sampling technique, simple random sampling technique, and stratified sampling technique. Descriptive statistical tests were employed for quantitative data, and thematic analysis procedures were used to analyze qualitative information. The study revealed the strength in curriculum planning and content, existence of gaps in curriculum implementation and hands-on learning processes under government supervision, while the accomplishment of hands-on learning experiences under eco-schools programme demonstrated the best results. Nevertheless, the study found that there is underutilization of technology caused by the education leaders at different educational administrative levels due to the rigidity and lack of professional development. This study concluded that at Mvomero district, there are curriculum gaps in terms of implementation for both theory and hands-on learning activities practices under government supervision, while there is a strong emphasis for hands-on learning activities preparation and implementation under eco-schools programme. Subsequently, the study recommended to the responsible organs to set clear policies for the public primary schools in Tanzania to adopt eco-schools programmes for effective acquisition of sustainable development skills as outlined by United Nations in Education for sustainable development goal number 4 (SDG 4) which advocates for decent education for all children.