Tutors’ Understanding of Competence-Based Education and Training in Tanzania: A Case of Morogoro Ardhi Institute and Tabora Ardhi Institute

Abstract

This study aimed at examining examine tutors’ understanding of competency-based education and training in Tanzania at the tertiary level. To achieve this objective, three research questions were designed and worked on: what is the level of tutors’ understanding of competence-based curriculum (CBC) and its objectives? Are the tutors well prepared to implement CBC in the institutes? And what challenges are faced in using CBC among tutors? A convergent mixed methods research design guided the study. Purposive sampling technique was used to select a sample of 25 respondents. Data were collected using questionnaires and focus group discussions (FGDs). Quantitative data were analysed using descriptive statistics whereas qualitative data were analysed using thematic analysis. The study found out that 42.4 % of tutors had satisfactory level of understanding of CBC and its objectives. The findings also revealed that majority of tutors (72%) agreed that they were well prepared to implement CBC at their workplaces. Moreover, it was found out that lack of flexibility among tutors to adopt CBC, inadequate teaching and learning facilities, overloaded curriculum, overcrowded classrooms, and tutors’ limited knowledge about competence-based teaching were the key challenges facing tutors in implementing CBC. It was therefore concluded that majority of tutors understand the concept and the objectives of CBET curriculum. Based on the findings and conclusion made, it is recommended that frequent training on CBC among tutors be provided on regular basis to keep them abreast of ever-changing education sector. It is also recommended that institutions should ensure availability of teaching and learning materials and infrastructure. Keywords: Curriculum, Competence, Tutors, Tertiary education, Tanzania