Implementation of Competency-Based Curriculum (CBC): Experiences from Uyui Secondary School, Tanzania

Abstract

This study explores how teachers at Uyui Secondary School in Tabora, Tanzania, interpret and apply the principles of the Competency-Based Curriculum (CBC) in their everyday teaching context. The study used a qualitative case study approach, and data were gathered through interviews and classroom observations with five (5) teachers. The study was guided by Michael Fullan’s Change Theory and Constructivism Theory. The findings were analysed using a thematic approach. The findings revealed that while teachers are generally open to CBC principles, implementation is hindered by limited resources, systemic constraints, and inconsistent professional support. Despite these challenges, teachers demonstrated outstanding creativity and flexibility, finding ways to adapt CBC principles to their local contexts. Their interpretations often reflected external pressures and a lack of regular guidance, highlighting the need for deeper engagement with the curriculum’s goals. The findings point to an urgent need for ongoing, context-sensitive teacher training and reforms in assessment practices that truly align with CBC’s learner-centred vision. Overall, the study offers practical insights into curriculum reforms across Tanzania. It stresses the importance of supporting teachers not only with policy but also with the tools, training, and trust they need to bring CBC to life in diverse classroom settings.