Evaluation of curriculum review: the case of the 2009 Tanzania Advanced Level English Syllabus

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University of Dar es Salaam
It has been a worldwide pedagogical trend to shift from content to competence based curriculum development and practice. Being in line with that, Tanzania Ministry of Education and Vocational Training (MoEVT) in collaboration with Tanzania Institute of Education (TIE) reviewed the advanced English Language Curriculum, with the prime focus of shifting from traditional teacher-centered approach to learner-centered teaching approach. This study conducted a formative evaluation on the reviewed 2009 advanced English language Curriculum in order to investigate factors which are likely to hinder the adoption and effective implementation of new approaches, methods and techniques introduced for teaching and learning English in Tanzania’s A-level Secondary Schools. Instruments for data collection were questionnaire, interview, and document analysis. Data were collected in Dar es Salaam and Morogoro regions and a total of forty six respondents were involved. Findings of the study revealed that, among other factors, teachers’ inadequate grasp on the changes made in the reviewed curriculum as well as poor communication and collaboration between inventors and implementers of changes are the factors which could hinder the adoption and successful implementation of the introduced changes. Study findings recommend that, prior to the adoption of any curriculum reforms or changes, curriculum developers, who are also syllabus designers must realize potential curriculum implications namely, finance, manpower, time, and resource materials in order to reduce the risk of adopting unrealistic and impractical reforms which might cost a lot to students, teachers and the nation at large.
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English language, Secondary schools, Curricula, Tanzania
Mhini, D(2012), Evaluation of curriculum review: the case of the 2009 Tanzania Advanced Level English Syllabus, master dissertation, University of Dar es Salaam. Available at(