The Elements of Competence-Based Education and Training in the Tanzania Education and Training Policy 2014 (2023) Edition

Rose Joseph Munisi
Department of Education
Tumaini University Makumira
Email: munisir814@gmail.com

Abstract: The Education and Training Policy (ETP) that accommodates the historical events and current discourses in education enhances more positive changes in the country’s education and training sector. In this article, review is made on the Elements of Competence-Based Education and Training (CBET) in the Tanzania ETP of 2014 (2023) Edition. The aim of this review focuses on the question: Does the current ETP 2014 (2023) Edition feature elements of CBET, since the approach to education and training is that of competence-based? The purpose is to enhance positive implementation of the policy. Extensive literature review assisted in understanding common CBET elements inquired by authors. Dillon’s theory on the Questions of Curriculum informed the review. The information was generated by adopting the Wellington’s data enquiry framework. The analysis was done in content-wise. The elements of CBET found in the policy were: the philosophy of education and training, the system and structure of education and training, the student, the teacher, the activity, the content, the milieu, and the assessment. A conclusion was made that in practice the elements featured in the policy are inseparable. Each element depends on the others. The coordination among one element should not dominate the others. Emerged challenges are to be enacted. This will make the implementation of the policy more successful and productive. Recommendations are given that the policy could be used as a guide to scrutinise the policy content, as well as a lens to identify the focus of the content and related discourses such as CBET.