Competence-Based Curriculum: A Case of Selected Secondary School in Mufindi District.

The study investigated the challenges and prospects of implementing competence-based curriculum (CBC) using selected secondary schools in Mufindi District as a ccase study. Specifically, the study examined the conceptions of 126 teachers from 30 randomly selected secondary schools; assessed the classroom implementation of CBC, and determined the challenges that teachers face as they implement competence-based curriculum in secondary schools in Tanzania. The study was exploratory using a case study design. Data were collected using questionnaire, interview and classroom observation. The quantitative data were analysed using Cronbach Alpha 93 and content analysis was used to analyse the qualitative data. Findings indicated that teachers had a wide understanding of the philosophy behind competence-based teaching, which included respecting learner background, allowing learner to challenge existing belief and allowing opportunities for learner reflection. The study also shows that teachers had inadequate skills to implement CBC. The major challenges include inability to improve students’ confidence, creativity and encourage innovation. The study recommends improvement of teacher training curriculum to nurturer student teachers’ competencies in CBC, including how to plan lessons with learning activities leading to the development of competency. For further studies it is recommended that other studies be carried out to examine ways to manage competency-based curriculum in secondary schools. Keywords: Academic performance, competency, competency-based curriculu