Upendo Nombo


Competence Based Curriculum (CBC) was introduced is schools to cater for the demand of employers to have skilled and competent employees who could competent in the world market. The implementation of CBC in schools is facing many challenges; some of them originate from teachers colleges where the preparation of teachers is done to take the roles. The purpose of this study was to examine the challenges teachers colleges face in teaching with CBA. The study employed quantitative and qualitative approaches. Specifically, the study aimed to answer the following questions: what are the challenges of teaching and learning with CBC in teachers colleges? and, what challenges do tutors face in integrating competence based approaches (CBA) in teachers colleges? The findings showed a significant efforts from governmental, institutional, and individual initiatives towards competence based curriculum implementation. However, there are various challenges facing teachers colleges and tutors in teaching and integrating CBC knowledge and skills in the training. The identified challenges include: poor government support, shortage of teaching and learning materials, poor infrastructures, shortage of training opportunities for professional development and lack of follow up activities from curriculum planners. The author’s recommendation is given out for further action to the government, training institutions and education stakeholders to work together for implementing CBC to teachers. As well researchers should work on the suggested area. The study concludes that teachers are not well prepared in colleges for effective CBC implementation in schools due to the aforesaid challenges.


Article visualizations:

Hit counter


competence-based curriculum, competence-based approaches, training colleges, tutors, student teachers

Full Text:



a. Journal articles

Amunga, J., Were, D., & Ashioya, I. (2020). The Teacher-Parent Nexus in the Competency Based Curriculum Success Equation in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 60–76.

Chu, A. M., Nnam, K. I., & Faizefu, A. R. (2020). The Competency-Based Curriculum Implementation; Appraisal from the Perspectives of Teachers use of Resources. The International Journal of Trend in Scientific Research and Development (IJTSD), International Open Access Journal. ISSN No: 2456-6470, Vol.2, Issue 4.

Kazu, H. & Demiralp, D. (2016). Faculty Members' Views on the Effectiveness of Teacher Training Programme to Up-Skill Life-long Learning Competence. Eurasian Journal of Education and Research, 205-224. doi: 10.14689/ejer 63.12.

Komba, S. C., & Mwandanji, M. (2015). Reflections on the Implementation of Competency Based Curriculum in Tanzania Secondary Schools. Journal of Education and Learning,

Makanju, G. (2016). Challenges Facing Teachers in Implementing Competence Based Curriculum in Tanzania: The Case of Community Secondary Schools in Morogoro Municipality. International Journal of Education and Social Sciences, Vol.2, 30-36.

Paul, A. (2014). Pre-Service Teacher's Preparedness to Implement Competence Based Curriculum in Secondary Schools in Tanzania. International Journal of Education and Research, Vol 2, NO 7, 219-230.

Serbati, A. (2015). Implementation of Competence Based Approaches: Stories of Practices and the Tuning Contribution to Academic Innovation. Tuning Journal of Higher Education, University of Deusto, 19-56, doi: 10.18543/tjhe-3(i).

Srivastava. T. (2019). Competence-Based Curriculum: need and Implications. Journal of Education Technology in Health Sciences.

b. Books

Cresswel, J. (2013). Research Designs: Qualitative, Quantitative & Mixed Methods Approaches. London, UK: Sage Publications ltd.

Hatmanto, N. D. & Tasriyah, N. M. (2011). Developing a Learning Organization to Enhance Teacher Professional Development: A Case Study at Language Training Center. Yogyakarta, Indonesia: Universitas Muhammadiyah.

Mulenga, I. M., & Kabombwe, Y. M. (2019). Understanding a competency-based curriculum and education: The Zambian perspective

The United Republic of Tanzania (1999). Public Service Management and Employment Policy, Government Printers, Dar es Salaam.

Posner, G. (1995). Theoretical Perspectives on Curriculum. MA: Pearson Custom Publishing.

c. Book Chapters

Devi, M. (2016). Significance for Quality in Teaching Education in 21st Century. Voice of Research, 2277-7733.

Kitta, S, and Tilya, F. N. (2010). The status of learner-centred learning and assessment. In Tanzania in the context of the competence-based curriculum. Papers in Education and Development, 29:77-91.

Solak, E. (2016). English Teacher Training Programmes in Denmark, Sweden and Turkey. International Conference on Teaching and Learning as Additional Language, GLOBELT (pp. 439-443). Antalya, Turkey: Elsevier ltd.

d. Online document

Kahenda, M., & Kiplagat, R. (2019, September 16). Expect no written tests as Grade 3 pupils get assessed. The Standard.

e. Thesis

Mikidadi, M. M. (2013). The Effectiveness of Training of Government Primary School Teachers on Job Performance; The Case Study of Bukoba District Council. Dar es Salaam. Open University of Tanzania

Mohamed, N. (2016). The Quality of Contents, Staffing and Teaching Approaches in Degree and Non-Degree Teachers Training Institutions in Tanzania. PhD Thesis, the Open University of Tanzania. Dar es Salaam.

Mwanza, C. (2017). Teacher involvement in curriculum development in Zambia: A role analysis of selected Secondary School teachers in Lusaka Urban. Med dissertation, University of Zambia.



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).