Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

Zamda Abaki Issa; Job Wilson Mwakapina; Onesmo Simon Nyinondi

doi:doi:10.11648/j.edu.20241304.18

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Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

Zamda Abaki Issa^*, Job Wilson Mwakapina

, Onesmo Simon Nyinondi

Published in Education Journal (Volume 13, Issue 4)

Received: 19 June 2024 Accepted: 15 July 2024 Published: 27 August 2024

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Abstract

The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

Published in	Education Journal (Volume 13, Issue 4)
DOI	10.11648/j.edu.20241304.18
Page(s)	211-221
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Implementation, Competence Based Curriculum, English Language

References

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[4]	Bulbula, D. A., Fayisa, O. N., Bulti, T. A., Modofa, M. G., Abajobir, F. A., Areda, D. B., & Sada, E. Y. (2022). Exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes: The Case of selected Five Woredas Secondary Schools in Kafa Zone.
[5]	Chiwamba, S. V. (2022). Influence of Instructional Supervision by Heads of Schools on Teachers’ Work Performance in Public Secondary Schools in Lindi Region, Tanzania The Open University of Tanzania].
[6]	Ekawati, Y. N. J. E. R. J. o. E. E. (2017). ENGLISH TEACHERS’PROBLEMS IN APPLYING THE 2013 CURRICULUM. 6(1), 41-48.
[7]	Godfrey, N. (2018). Examining the Practice of Competence-based Curriculum (CBC). on the Provision of Quality Education in Tanzania: A Case of Selected Secondary Schools in Tabora and Nzega Districts” The Open University of Tanzania.
[8]	Kigwilu, P. C., & Mokoro, D. K. J. E. A. J. o. E. S. (2022). Teachers’ Assessment Practices in Implementing Competence Based Curriculum in Secondary Schools in Arumeru District of Tanzania. 5(2), 324-333.
[9]	Nkya, H., Fang, H., Mwakabungu, F. J. J. o. E., & Practice. (2021). Implementation of competence based curriculum in Tanzania: Perceptions, challenges and prospects. A case of secondary school teachers in Arusha region. 12(19), 34-41.
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[15]	Sadeq, T., Akbar, R., & Al Wazzan, F. J. E. L. T. (2021). Competency-Based Curriculum (CBC) in Kuwait:" From the Ideal to Real". 14(1), 1-12.
[16]	Turie, R. F., Birbirso, D. T., Degago, A. T., & Tsegaye, A. G. (2022). ENGLISH TEACHERS’CONCEPTIONS OF TEACHING ENGLISH AND CLASSROOM PRACTICES IN THE SELECTED SECONDARY SCHOOLS OF EASTERN HARARGHE, ETHIOPIA Haramaya University, Haramaya].
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APA Style

Issa, Z. A., Mwakapina, J. W., Nyinondi, O. S. (2024). Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Education Journal, 13(4), 211-221. https://doi.org/10.11648/j.edu.20241304.18

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ACS Style

Issa, Z. A.; Mwakapina, J. W.; Nyinondi, O. S. Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Educ. J. 2024, 13(4), 211-221. doi: 10.11648/j.edu.20241304.18

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AMA Style

Issa ZA, Mwakapina JW, Nyinondi OS. Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Educ J. 2024;13(4):211-221. doi: 10.11648/j.edu.20241304.18

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@article{10.11648/j.edu.20241304.18,
  author = {Zamda Abaki Issa and Job Wilson Mwakapina and Onesmo Simon Nyinondi},
  title = {Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {211-221},
  doi = {10.11648/j.edu.20241304.18},
  url = {https://doi.org/10.11648/j.edu.20241304.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.18},
  abstract = {The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.
},
 year = {2024}
}

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TY  - JOUR
T1  - Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

AU  - Zamda Abaki Issa
AU  - Job Wilson Mwakapina
AU  - Onesmo Simon Nyinondi
Y1  - 2024/08/27
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.18
DO  - 10.11648/j.edu.20241304.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 211
EP  - 221
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.18
AB  - The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

VL  - 13
IS  - 4
ER  -

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Author Information

Zamda Abaki Issa

Department of Curriculum and Instruction, School of Education-Sokoine University of Agriculture, Morogoro, Tanzania

Contact Email
Job Wilson Mwakapina

Department of Language, College of Science and Humanities, Sokoine University of Agriculture, Morogoro, Tanzania

Contact Email

http://orcid.org/0009-0003-2283-8605
Onesmo Simon Nyinondi

Department of Language, College of Science and Humanities, Sokoine University of Agriculture, Morogoro, Tanzania

Contact Email

http://orcid.org/0009-0007-4988-5611

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Plain Text BibTeX RIS

APA Style

Issa, Z. A., Mwakapina, J. W., Nyinondi, O. S. (2024). Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Education Journal, 13(4), 211-221. https://doi.org/10.11648/j.edu.20241304.18

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ACS Style

Issa, Z. A.; Mwakapina, J. W.; Nyinondi, O. S. Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Educ. J. 2024, 13(4), 211-221. doi: 10.11648/j.edu.20241304.18

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AMA Style

Issa ZA, Mwakapina JW, Nyinondi OS. Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District. Educ J. 2024;13(4):211-221. doi: 10.11648/j.edu.20241304.18

Copy | Download

@article{10.11648/j.edu.20241304.18,
  author = {Zamda Abaki Issa and Job Wilson Mwakapina and Onesmo Simon Nyinondi},
  title = {Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {211-221},
  doi = {10.11648/j.edu.20241304.18},
  url = {https://doi.org/10.11648/j.edu.20241304.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.18},
  abstract = {The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

AU  - Zamda Abaki Issa
AU  - Job Wilson Mwakapina
AU  - Onesmo Simon Nyinondi
Y1  - 2024/08/27
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.18
DO  - 10.11648/j.edu.20241304.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 211
EP  - 221
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.18
AB  - The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

VL  - 13
IS  - 4
ER  -

Copy | Download