Competence based curriculum in practice: English curriculum implementation prospects and challenges in Mtama District secondary schools in Tanzania

This study, conducted in Mtama District, Tanzania, addresses the challenges and highlights prospects associated with implementing the Competence-Based Curriculum (CBC) in English language education in secondary schools.The research, prompted by the district's observed poor performance in English subjects and a lack of prior research, used a mixed-methods approach involving random and purposeful sampling.The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires.The findings highlight the optimistic prospects of CBC implementation, as perceived by both students and teachers.The curriculum is acknowledged for emphasizing skill development, critical thinking, and real-world application.However, the study identified significant challenges English teachers face, with external pressures and a shortage of teaching resources standing out.External pressures, often driven by political and educational authorities, hinder effective CBC adoption, leading to rushed syllabus coverage.Additionally, a scarcity of materials impedes the curriculum's delivery and effectiveness.In conclusion, the study underscores the need for comprehensive efforts to address these challenges.It is recommended to prioritise in-service training for English teachers, providing adequate teaching materials, reducing class sizes, implementing language support programs, and fostering a positive learning environment.By addressing these challenges, Mtama District can enhance the quality of English language education, better prepare students for real-world challenges, and contribute to the successful implementation of CBC