Competency Based Education and Training (CBET) on Students’ Engagement in Learning Process at Tanzania Public Service College-Mbeya Campus

Abstract

This study assessed the relationship between competence-based education and student’s engagement in learning process in technical institutions in Tanzania, the case of Tanzania Public Service College-Mbeya Campus. A survey design was used employing quantitative and qualitative approaches. The sample size of 116 was involved with 113 students and 3 facilitators. Students were selected through stratified sampling and teachers through purposive sampling. Data were collected through semi-structured questionnaires, interviews and documentary review and analysed using content analysis and descriptive analysis such as percentages. The study revealed that there is a relationship between competence-based education and students’ engagement in the learning process. The results also revealed that competency-based education increases students’ engagement especially when the activating teaching methods were used. Based on the findings, it is recommended that the implementation of competency-based education and training should be emphasized for improved teaching and learning processes in the country as it enables the acquisition of skills, knowledge, values and abilities relevant to the workplace contexts. It is further recommended that classroom environments should be improved to allow effective utilization of competence-based training and activating methods in teaching and learning so that students can be properly engaged in their studies.