Abstract:
This paper assessed the adoption of competence based curriculum (CBC) to improve quality of
secondary education in Tanzania whether is a dream or reality. This paper tries to determine
teachers’ knowledge in implementing competence based curriculum. The study employed a mixed
research approaches which utilised a descriptive survey design. Purposive and simple random
sampling procedures were used to select a total of 162 respondents from six public secondary
schools in Morogoro Municipality; six heads of secondary schools, six academic teachers, 102 class
teachers and 48 secondary students. The questionnaire, interviews and observations were used to
collect requisite information. Quantitative data were analysed by using descriptive statistics to
determine frequency and percentage whereas qualitative data were subjected to content analysis.
The study established that the majority of teachers lacked requisite knowledge for implementing
competence based curriculum during the teaching and learning process. On the basis of these
findings, the study concluded that, adoption of competence based curriculum to improve quality of
secondary education in Tanzania has yet to translate into quality secondary education. Indeed,
teachers, who are the major implementers, lacked knowledge and skills for implementing
competence based curriculum effectively. The study, therefore, recommended that efforts be made
by the government through the Ministry of Education and Vocational Training (MOEVT) to
conduct immediate and regular in-service training to teachers to equip them with necessary
knowledge and skills for implementing competence based curriculum efficiently and effectively.
