Implementation of English subject competence based curriculum in community based secondary schools in Dar es Salaam region

This study evaluated the implementation of English subject Competence Based Curriculum (CBC) in community based secondary schools (CBSS) in Dar es Salaam, focusing on prospects and constraints English subject teachers faced during transition period from Content Based Curriculum to Competence Based Curriculum. The evaluation was guided by three research objectives: (i) to assess the extent to which English subject teachers undertook their teaching and learning process guided by the Competence Based Curriculum, (ii) to explore teachers’ views on the relevance of using English subject CBC in community based secondary schools (CBSS), and (iii) to explore the challenges faced by teachers during transition from Content Based Curriculum to Competence Based Curriculum in community based secondary schools. Mixed methods research approach and a descriptive case study were employed to guide the study. A total of 137 respondents from four community based secondary schools in Kinondoni municipality formed the sample of the study. These included heads of schools, English subject teachers, students and a school inspector. Both purposive and random sampling techniques were employed. Data were collected through classroom observations, interviews, questionnaires and documentary review and were analysed and presented both qualitatively and quantitatively. The findings of the study revealed that most of the English subject teachers were aware of the CBC although they did not base their Teaching and Learning process in CBC. This was established through inability of teachers to integrate competence based strategies in their teaching. The findings indicated that CBC improved students’ competency in speaking English, pronouncing vocabulary items and forming sentences by using grammar more accurately. However, teachers faced several challenges such as inadequate skills to employ instructional and assessment procedures, inadequate time to accomplish the syllabus, existence of multiple English subject books and irregular and insufficient staff training and support. Other constraints were inadequate teaching and learning resources. Hence, it was concluded that teachers’ inadequate skills to conceive and interpret the Competence Based Curriculum have hindered the preparation of competence based schemes of work, lesson plans, teaching and learning materials and assessment procedures. In light of the research findings, it is recommended that seminars and workshop should be conducted for English language teachers to expose them to Competence Based Curriculum. Assessment and evaluation in this new curriculum model should also be considered. In this regard, teachers should be encouraged to use the recommended CBC assessment tools. Schools should be equipped with the necessary audio, visual and supplementary materials that facilitate the teaching and learning of English subject.