International Journal of
Vocational and Technical Education

  • Abbreviation: Int. J. Voc. Tech. Educ.
  • DOI: 10.5897/IJVTE
  • Start Year: 2009
  • Published Articles: 104

Full Length Research Paper

Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania

Labani Kanyonga
  • Labani Kanyonga
  • General Studies Department of Arusha Technical College, Arusha, Tanzania.
  • Google Scholar
Noah Mtana
  • Noah Mtana
  • General Studies Department of Arusha Technical College, Arusha, Tanzania.
  • Google Scholar
Heike Wendt
  • Heike Wendt
  • Institute for School Development Research, TU Dortmund University Dortmund, Germany.
  • Google Scholar


  •  Received: 09 November 2018
  •  Accepted: 18 January 2019
  •  Published: 31 January 2019

Abstract

Competence-based education and training (CBET) is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study aimed at finding out how technical college trainers implement CBET curriculum in Arusha city, Tanzania. The study adopted a qualitative approach through the use of case study design in order to get an in-depth understanding of the CBET implementation process. A total of 24 trainers were selected through purposive sampling from three (3) Science and Allied Technology (SAT) technical colleges in Arusha city, Tanzania in which in-depth interviews and open-ended questionnaires were used to collect information. The findings indicated that, though majority of the trainers got in-service training, more than half had limited awareness and understanding about the meaning and aim of the CBET curriculum. Also, trainers showed little knowledge and skills for employing CBET teaching and learning methods as well as conducting students assessment and evaluation. Lastly, it became apparent that, technical colleges in Arusha city have inadequate human and material resources for effective implementation of the CBET curriculum. It is concluded from the findings that, CBET was introduced without relevant and necessary preparations.
 
Key words: Competence, curriculum implementation, CBET curriculum, Tanzania.