Browsing by Author "Iddi, Maimuna"

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    Evaluation of learning of civics in the context of competence based curriculum in secondary schools in Tanzania: a case of Temeke municipality
    (University of Dar es Salaam, 2017) Iddi, Maimuna
    The requirement of competent employees in the world market necessitated Tanzania to revise content-based secondary school curriculum in 2005 to competence-based curriculum. The purpose of revising the curriculum was to produce knowledgeable and skilled graduates who will be able to compete in the global market. Consequently teachers are required to use various activities during the teaching and learning to make sure that students develop and acquire the intended knowledge and skills on the subject matter so as to meet the national goal. In this regard the study evaluated the teaching and teaching of Civics subject in competence-based curriculum in secondary schools in the case of 0' level in Temeke Municipality in Dar es Salaam region. The study was guided by three objectives, to explore out teachers' understanding of the concept of competence-based curriculum in teaching and learning of Civics subject. To assess the instructional resources used to enhance the T/L of Civics subject in the context of CBC and To identify the problems facing teachers and students in T/L of Civics subject in the context of CBC. Qualitative and quantitative research methods and descriptive case study design were employed. The sample comprised of 141 respondents (130 students and 11 Civics subject teachers). 'Where simple random sampling technique was used to obtain the sampled schools and purposive sampling was employed to obtain Civics subject teachers and form three students. Data were collected through questionnaires, interviews, classroom observations and documentary review. Research findings were analyzed both qualitatively and quantitatively. The findings from the study revealed that civics subject teachers had poor understanding of what is competence-based curriculum. In that regard teachers' practices were not reflecting the T/L of Civics subject in the context of CBC which lacked in their lesson preparation and during classroom observations. It was also observed that all the studied schools had an acute shortage of instructional resources including textual and non-textual materials as well as physical facilities which are requited in the T/L in the context of CBC. Findings revealed further that teachers' guides were not available and the 2010 Civics syllabus was not indicating the textbooks to be used for each topic. It was also noted that the teaching :earning of Civics subject in the context of CBC was associated with the problems of acute shortage of the instructional materials like textbooks and reference books, large class size, unfamiliar topics. There were also textbooks and reference books of various authors for Civics subject which differed in content emphasis. English language as the medium of instruction was a problem to most of students and teachers, inadequacy and absence of physical facilities. In view of these findings it was revealed that the implementation of competence-based curriculum in teaching and learning of Civics subject in the selected schools was ineffective. It is thus recommended that regular training for in-service teachers should be conducted in order to meet the curricular demands: the Ministry of Education Science and Technology as well as TIE should also ensure the availability of the required and approved textbooks and reference books. Furthermore, the school owners should make sure that classes and library are constructed and equipped so as to allow teachers and students to access the required text and reference books.