Educators’ Awareness and Opinions on the Implementation of Competence-Based Assessment Methods in Tanzania

Abstract

Over the past few decades, Tanzania has implemented significant educational reforms to shift from content-based to competence-based teaching and learning (CBTL) to equip learners with practical skills, knowledge, and attitudes relevant to real-life problem-solving. Central to these reforms is competence-based assessment (CBA), which emphasises the application of learning outcomes rather than memorisation. Despite strong policy commitment, evidence suggests that the implementation of CBA remains inconsistent across schools and higher learning institutions. This study explored educators’ awareness of competence-based assessment methods, their opinions on their effectiveness, the challenges encountered during implementation, and strategies for improvement. The study adopted a mixed-methods research design involving questionnaires and focus group discussions with educators drawn from selected Tanzanian institutions implementing competence-based curricula. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings revealed that although most educators were aware of competence-based assessment principles and acknowledged their value in promoting real-life skills, creativity, and critical thinking, significant challenges hinder effective implementation. These challenges included limited in-service training, large class sizes, inadequate resources, and time constraints, lack of clear assessment guidelines, teacher resistance, and limited administrative support. The study concludes that awareness alone is insufficient to ensure effective implementation of competence-based assessment. Strengthening professional development, improving resource provision, enhancing leadership support, and aligning assessment practices with national policies are critical for realizing the goals of competence-based education in Tanzania.