Implementation of Competence Based Curriculum and its Effect on Demonstration of Competences in The Education System: Case of Selected Secondary Schools in Morogoro Urban, Tanzania

Globally, education systems are increasingly moving from a Content Based Curriculum to a Competence Based Curriculum. The education provision is shifting from a focus on memorizing facts to building practical skills. Students are tested on what they can do and how they solve real-world problems. This paper evaluates the implementation of Competence Based Curriculum and its effect on the demonstration of competences in the education system. The Competence Based Curriculum makes the curriculum more effective and responsive to societal and economic needs. It focuses on what students understand, practical skills, critical thinking, and what students can actually do in real-world situations. Researchers have been explaining various educational experiences happening during the curriculum implementation. The implementation of Competence Based Curriculum in various educational contexts has indicated systemic challenges. The Competence Based Curriculum requires students to demonstrate the ability to apply the skills and competences required to perform critical functions. Demonstrating competence involves consistently producing high-quality work, communicating effectively, performing tasks effectively, solving problems proactively, safely, and according to the required standards. The perceptions of educators have shown students' weaknesses in demonstrating skills and competences acquired from the educational programs. The evaluation in Morogoro Urban has shown that students do not really demonstrate the appropriate skills and competences. Based on the foregoing perceptions, the educational stakeholders have been making an effort to assist students in improving learning and demonstration of competences. There are deliberate efforts to improve the implementation of Competence Based Curriculum and the demonstration of competences among students. The improvement has been considered to occur in various aspects and components of the education system. The purpose is to make educational provision more relevant and reaffirms the government’s commitment to quality education.

Education

1. Arinaitwe, J. & Ariyo, G. (2025). The Competence Based Curriculum in Africa: A critical analysis of systemic failure and its socioeconomic implications. Metropolitan Journal of academic and multidisciplinary research 4(12), 465-483. [Google Scholar] [Crossref]

2. Ayako, L., Ngari, S. & Asatsa, S. (2024). Parental Perceptions on the Introduction of Competence-Based Curriculum in Public Day Primary Schools in Nairobi County. International Journal of Research and Innovation in Social Science 8(8), 2149-2157. [Google Scholar] [Crossref]

3. Braun, V. & Clarke, V. (2022). Thematic Analysis: A practical guide. Sage Publications. [Google Scholar] [Crossref]

4. Central Board of Secondary Education (2020). National level board of education in India for public and private schools. India. [Google Scholar] [Crossref]

5. Cheruiyot, B. (2024). Challenges Faced in the Implementation of Competency Based Curriculum (CBC) in Junior Schools in Kenya. East African Journal of Education Studies 7(3), 260-266. [Google Scholar] [Crossref]

6. Cohen. D.K, Spillane. J. P, Peurach, D.J. (2018). The Dilemmas of Educational Reform. Education Research, 47(3): 204-212 [Google Scholar] [Crossref]

7. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8thed.). London: Routledge. https://doi.org/10.4324/9781315456539 [Google Scholar] [Crossref]

8. Denscombe, M. (2010). The Good Research Guide for small-scale social research projects (4th Ed). England: Open University Press. [Google Scholar] [Crossref]

9. DiGiulio, A. (2024). From memorization to mastery: Rethinking how we approach learning. Applied Cognitive Music Design. University at Buffalo Graduate School. United Republic of [Google Scholar] [Crossref]

10. Foster, N. and Piacentini, M. (eds.) (2023). Innovating Assessments to Measure and Support Complex Skills. Paris: OECD Publishing. https://doi.org/10.1787/e5f3e341-en [Google Scholar] [Crossref]

11. Grayson, J. P., Côté, J., Chen, L., Kenedy, R. A., and Roberts, S. (2019). Refers to the academic study titled Academic Skill Deficiencies in Four Ontario Universities. University of Toronto. [Google Scholar] [Crossref]

12. HakiElimu. (2017). How much are our children learning? HakiElimu-Tanzania. [Google Scholar] [Crossref]

13. Issa, Z., Mwakapina, J., Nyinondi, O. (2024). Implementation of English Language Competence Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Education Journal 13(4):211-221 [Google Scholar] [Crossref]

14. Juma, H., Tibategeza, E. & Chaula, E. (2025). Challenges Facing Teachers in Implementing Competence Based Curriculum Reforms in Primary Schools in Mbeya City, Tanzania. Asian Research Journal of Arts & Social Sciences 23(11), 75-85. [Google Scholar] [Crossref]

15. Kafyulilo, A., Rugambuka, I., & Moses, I. (2012). The implementation of Competence Based teaching approaches in Tanzania: The case of pre-service teachers at Morogoro Teachers’ College. Universal Journal of Education and General Studies 1(11), 339-347. [Google Scholar] [Crossref]

16. Kasuga, W. & Kalolo, J. (2025). Competence Based Curriculum in Tanzania: Charting dilemmas for successful implementation. Cogent Education 12. Corpus ID: 281469766. https://doi.org/10.1080/2331186X.2025.2563711 [Google Scholar] [Crossref]

17. Kiger, M. E & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical teacher, 42(8): 846-854 [Google Scholar] [Crossref]

18. Kinyunyu, G. (2020). The challenges and prospects of implementing Competence Based Curriculum: A case of selected secondary school in Mufindi District. A dissertation for the degree of Master of Education in Administration, Planning and Policy Studies Department of Policy, Planning and Administration the Open University of Tanzania. [Google Scholar] [Crossref]

19. Kitasse, T. & Ssembatya, H. (2024). Analysis of the Implementation of Competency-Based Curriculum in the Luganda Language Classroom in Selected Secondary Schools in Rubaga Division, Kampala District, Uganda. Journal of Research Innovation and Implications in Education 8(2), 1-16. Kampala University. [Google Scholar] [Crossref]

20. Komba, S. C., & Mwandanji, G. (2015). Reflections on the implementation of the Competence Based Curriculum in Tanzanian secondary schools. Journal of Education and Learning, 4(2), 73-80. [Google Scholar] [Crossref]

21. Kopweh, P. S. (2014). Curriculum development in Tanzania: An investigation of the formulation, management and implementation of the 2005 curriculum reform in selected disadvantaged districts. PhD Thesis. University of Glasgow. [Google Scholar] [Crossref]

22. Kumar, R. (2011). Research Methodology a step by step guide for beginners. London: SAGE Publishers Ltd. [Google Scholar] [Crossref]

23. Linneberg & Korsgaard. (2018). Coding Qualitative Data: A synthesis to guide the novice. Department of Entrepreneurship and Relationship Management. (https://doi.org/10.1108/ORJ-12-2018-002) [Google Scholar] [Crossref]

24. Malunda, P., Onen, D., Musaazi, J. C., & Oonyu, J. (2016). Instructional supervision and the pedagogical practices of secondary school teachers in Uganda. Journal of Education and Practice 7(30), 177–187. [Google Scholar] [Crossref]

25. Mertens, D.M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods (3rd Ed.). London: Sage Publications, Inc. [Google Scholar] [Crossref]

26. Mihambo, A. & Amos, O. (2025). Impact of Teachers’ Participation in Implementing Competence Based Curriculum in Public Secondary School in Morogoro Municipality, Tanzania. Asian Journal of Education and Social Studies 51(8), 211-218. [Google Scholar] [Crossref]

27. Mkonongwa, L.M. (2019). A Competence Based Curriculum for Zambian primary and secondary school: Learning from theory and some countries around the world. International Journal of Education and Research 7(2), 117-130. [Google Scholar] [Crossref]

28. Ministry of Education, Science and Technology (MoEST). (2014). Education and Training Policy. United Republic of Tanzania [Google Scholar] [Crossref]

29. Ministry of Education, Science and Technology (MoEST) (2019). Framework in Tanzania: Key general competencies for secondary education and teacher training (critical thinking, problem-solving, and communication). Dar es salaam, Tanzania. [Google Scholar] [Crossref]

30. Mokoro, D. (2020). Perception of Teachers on their Preparedness for Implementation of the Competence-based curriculum among Secondary Schools in Arumeru District, Tanzania. East African Journal of Education and Social Sciences (EAJESS), 1(2), 109-117. [Google Scholar] [Crossref]

31. Mwasharifa, I. & Shavega, T. (2024). Reflecting on Competence Based Curriculum as a tool for improving pre-primary education in Tanzania. International Journal of Research Studies in Education 13(14), 43-52. [Google Scholar] [Crossref]

32. Nelson, C. (2014). What a Competence Based Education cannot do. St Johns College SignPosts for Liberal Education. [Google Scholar] [Crossref]

33. OECD (2019), Education at a Glance 2019: OECD Indicators. Paris: OECD Publishing, https://doi.org/10.1787/f8d7880d-en. [Google Scholar] [Crossref]

34. Ofoha, D. (2013). Assessing students competence and practical learning ability in a distance learning environment. Online Journal of Distance Learning Administration Volume XVI Number II Summer 2013. [Google Scholar] [Crossref]

35. Pasha, A., Pinjani, A., Bijani, A., Yousuf, N. (2019). Challenges of developing competences in students in developing contexts. Literacy Information and Computer Education Journal 10(4), 3293-3298. [Google Scholar] [Crossref]

36. Pepper, D. (2011). Assessing key competences across the curriculum and Europe. European Journal of Education, 46(3), 335–353. [Google Scholar] [Crossref]

37. Pollard, C. (2010). UN competency development: A practical guide. United Nations Office of Human Resources Management, Department of Management, United Nations. [Google Scholar] [Crossref]

38. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667305 [Google Scholar] [Crossref]

39. Ryan,G. & Bernard, H. (2005). Techniques to identify themes. Field Methods 15, 85-109. [Google Scholar] [Crossref]

40. Saldana, J. (2013). The Coding Manual for Qualitative Researchers. London: SAGE Publication Limited. [Google Scholar] [Crossref]

41. Samaddar, B. (2021). Shifting towards Competence Based learning: Benefits, Challenges, & Prospects from Indian perspectives. International Journal of Novel Research and Development 6(11), 41-45. [Google Scholar] [Crossref]

42. Sants, L & Ugarriza, D. N. (2000). The concept of theme in qualitative nursing research. Western Journal of Nursing Research, 22(3): 351-372 [Google Scholar] [Crossref]

43. Seezink, A., & Poell, R. F. (2010). Continuing professional development needs of teachers in schools for competence-based vocational education: A case study from the Netherlands. Journal of European Industrial Training 34(5), 455-474.ngage [Google Scholar] [Crossref]

44. Senjiro, U. & Lupeja, T. (2023). The development of 21st-century skills to secondary school students in Tanzania: How competent are the teachers for the task? International Journal of Education and Social Science Research 6(1), 107-126. [Google Scholar] [Crossref]

45. Sharma, N. (2024). A comprehensive 6-step process to design a competence based curriculum. Hurix Digital – Vision to Innovation. [Google Scholar] [Crossref]

46. Shiboko, M., & Mrema, K. (2024). Challenges facing the implementation of primary secondary school competence based curriculum in Same District, Tanzania. East African Journal of Education and Soil Sciences, 5(5), 20–29. [Google Scholar] [Crossref]

47. Sumra, S. & Katabaro, J. (2014). Declining quality of education: Suggestions for arresting and reversing the trend. Special Tanzania Human Development Report-Discussion Paper 63. Dar es Salaam: Economic and Social Research Foundation. [Google Scholar] [Crossref]

48. Tanzania (URT) (1999). Tanzania Development Vision (2025). Planning Commission, Dar es Salaam, United Republic of Tanzania. [Google Scholar] [Crossref]

49. Tanzania Institute of Education (TIE) (2014, 2023). Revised Competence Based Curriculum Framework. Organize community dialogues and workshops involving men, women, youth and local leaders. [Google Scholar] [Crossref]

50. Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction 21, 170-178. https://doi.org/10.1016/j.lcsi.2019.03.009 [Google Scholar] [Crossref]

51. Tilya, F. & Mafumiko, F. M. S. (2010). The compatibility between teaching methods and competence-based curriculum in Tanzania. Papers in Education and Development, 29, 37-56. [Google Scholar] [Crossref]

52. UNESCO (2016). Education for people and planet: Creating sustainable futures for all. UNESCO Global Education Monitoring Report. [Google Scholar] [Crossref]

53. UNESCO (2017). Global education monitoring report 2017/8: accountability in education: meeting our commitments. UNESCO ISBN/ISSN9789231002397 [Google Scholar] [Crossref]

54. UNICEF (2000). Defining quality in education: a paper presented by UNICEF at a meeting of the International Working Group on Education, Florence. Education Section. Programme Division [2] Working paper series [72] [Google Scholar] [Crossref]

55. United Republic of Tanzania (URT) (2014). Education and Training Policy. Ministry of Education and Vocational Training. [Google Scholar] [Crossref]

56. United Republic of Tanzania (URT). (2014). Sera ya Elimu na Mafunzo. Dar es Salaam: Wizara ya Elimu na Mafunzo ya Ufundi, United Republic of Tanzania. [Google Scholar] [Crossref]

57. Victorini, S. & Wambiya, P. (2015/6) 2024. Assessment of the adequacy of resources and facilities to enhance learner centred pedagogy in secondary schools in Kilimanjaro Region, Tanzania. European Journal of Education Studies 2(2), 152-161. [Google Scholar] [Crossref]

58. Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences: Implications for national curriculum policies. Journal of Curriculum Studies 44(3), 299–321. [Google Scholar] [Crossref]

59. World Bank (2018). Learning to realize educations promise. World Development Report 2018. World Bank Group, Washington DC 20433 USA. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study