The Role of Higher Learning Institutions Towards Implementation of Competence-Based Education in Tanzania

Abstract

This study explored the role of higher-learning universities in implementing competence-based Education in Tanzania. Three objectives were involved: to assess the awareness and status of competence-based education among teachers, to investigate the approach used in implementing competence-based education and to establish the role of universities in implementing competence-based education. The study was qualitative and involved interviews, observation and documentary review as data collection tools. Results indicate that some teachers need to be aware of competence-based education; most teachers employ traditional approaches, including teaching methods, strategies and assessments, rather than competence-based education. Moreover, other teachers are aware of and interested in competence-based education but have yet to receive the necessary training for implementation. As far as the roles of higher learning institutions are concerned, it was revealed in the study that universities follow the so-called Tanzania Commission for University Guidelines. Although the guidelines are direct on competence-based education standards, universities are implementing them accordingly. However, only a few teachers have been trained in developing and implementing competence-based education. The study suggests training in competence education for university teachers and teachers from all education levels.