The Paradox of Curriculum Changes for Ordinary Level Secondary School Students in Tanzania

Abstract

This paper aimed to assess the effects of curriculum changes in the ordinary level of secondary education. The methods used for the study relied on a qualitative survey research design making use of the interviews. Forty-eight students and eight teachers were involved in the study from two schools in Kinondoni district, Dar es Salaam. Results show that the curriculum change has no relationship with teaching and learning materials in secondary schools. In addition, the findings revealed that good teaching and learning environment is built on positive curriculum changes. The study concluded that teachers should be involved in developing curriculum changes and that the Government should ensure that, there is a strand of the sustainable curriculum in the education sector. Both the Government and the private sector have to train teachers when there are curriculum changes so that they are updated for new knowledge and technology.