Primary School Teachers Preparedness for Implementing the 2023 Revised Competence Based Curriculum in Tanzania

Godlove Elineema

doi:10.61227/s13zje02

Authors

Godlove Elineema Tanzania Institute of Education

DOI:

https://doi.org/10.61227/s13zje02

Keywords:

competence-based curriculum, teacher preparedness, primary education, curriculum implementation, Tanzania

Abstract

This study examined primary school teachers’ preparedness to implement Tanzania’s 2023 revised competence-based curriculum, referred to here as the Improved Competence-Based Curriculum (ICBC). It explored teachers’ perceptions of their professional preparedness and the barriers encountered during implementation. A qualitative case study was conducted in two public primary schools in Arusha District Council, involving 20 participants: 17 teachers, two head teachers, and one Ward Education Officer (WEO). Participants were purposively selected for their experience of curriculum implementation and supervision. Data were collected through semi-structured interviews and document reviews and analysed thematically. Participants described a gap between understanding curriculum principles and applying them in lesson planning, learner-centred teaching, and competence-based assessment. Short training programmes and limited sustained professional support constrained practical preparedness. Reported structural barriers included shortages of teaching and learning materials, limited information and communication technology resources, overcrowded classrooms, and insufficient staffing. These accounts suggest that implementation in the participating schools was uneven. The study recommends sustained, practice-based professional development, equitable resource provision, and stronger school-level mentoring and supervisory support. The findings offer context-specific insights into the conditions needed to translate curriculum reform into classroom practice.

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