Tanzania introduced a competence-based orientation to its secondary education curriculum in 2005, driven by concerns that a predominantly content-oriented, examination-driven schooling system did not adequately prepare learners for practical and changing social and economic demands. Subsequent curriculum revisions in 2013 and 2023 refined competence expectations, strengthened alignment between curriculum objectives and assessment, introduced updated materials, and reinforced learner-centred pedagogical expectations, all accompanied by teacher professional development initiatives. Globally, such reforms reposition teachers from transmitters of prescribed knowledge towards facilitators of active competency development through learner-centred, collaborative, contextualised, and inquiry-oriented pedagogies.

Earlier studies had documented variation in how teachers interpret competence-based reforms, translate their principles into pedagogy, and perceive the professional and contextual conditions surrounding implementation. The author, Noel Mark Makwinya, notes that these dimensions had typically been examined separately, leaving open the question of how their combinations generate particular implementation patterns. To address this, the study adopted a configurational analytical perspective, drawing on Sense-Making Theory and the Concerns-Based Adoption Model’s Innovation Configuration framework. In this framing, a configuration is an analytically constructed pattern arising from the combination of teachers’ CBC interpretations, their pedagogical translation of curriculum principles, and the perceived professional-contextual conditions influencing enactment.

The study employed an interpretive qualitative multiple-case design in which each of ten teachers constituted an individual case. Participants were drawn from two secondary schools in Tanzania’s Morogoro region, one urban and one rural, purposively selected to capture variation in geographical setting and instructional resources. To qualify, a teacher needed at least five years of teaching experience and at least five years in their current school. Data collection proceeded iteratively until conceptual saturation was reached with ten participants, varying in teaching experience and school context.

Data were generated through a staged triangulation procedure. Each participant was interviewed once for approximately 30 to 45 minutes, with all interviews audio-recorded upon consent, focusing on their understanding of CBC principles, pedagogical beliefs, perceived challenges, and contextual considerations. Reviews of lesson plans and schemes of work examined how competence-based principles were translated into instructional objectives, planned activities, and sequencing. One naturalistic classroom observation was conducted per participant; the author acknowledges that a single observation may not fully capture the entirety of a teacher’s instructional practice, so observational evidence was triangulated with interview accounts and documents rather than analysed independently. Contradictions among data sources were retained as analytically significant rather than automatically resolved in favour of one source.

The first configuration, Fidelity Alignment, appeared in three cases and reflected more than procedural compliance. These teachers internalised the philosophical logic of competence-oriented pedagogy and translated it coherently into planning, classroom interaction, and assessment. One urban teacher with fifteen years of experience described competence as requiring learners to demonstrate understanding through doing, discussing, solving problems, and explaining ideas in their own way, rather than memorising notes. Her lesson plans specified investigation activities using locally available materials, and in an observed water purification lesson she moved from an online computer simulation to a hands-on filtration activity using sand, charcoal, cloth, plastic bottles, and muddy water collected locally. A rural teacher’s 40-minute lesson plans typically allocated around five minutes to contextual problem presentation, ten to twelve minutes to collaborative design thinking, eight to ten minutes to peer presentation and critique, and the remaining time to reflective consolidation and competency assessment. Moments of direct guidance were occasionally observed during consolidation, but these did not significantly contradict competence-oriented pedagogy.

The second configuration, Strategic Adaptation, emerged from four cases in which teachers valued CBC principles but interpreted contextual constraints, including overcrowded classrooms, limited instructional time, and inadequate resources, as requiring selective modification of practices while preserving core CBC intentions. An urban teacher with 22 years of experience remarked that one full activity can consume an entire lesson period, so one must always balance the equation. His lesson plans allocated roughly five minutes to problem introduction, fifteen to group discussion and collaborative problem-solving, ten to structured inquiry, and ten to teacher synthesis to maintain pace in a large urban classroom. A rural teacher with twenty years of experience reported reorganising participatory activities into shorter discussions followed by teacher-led clarification to maintain lesson pace while preserving some learner engagement. The author notes that all four cases in this configuration had at least sixteen years of teaching experience, and suggests that accumulated classroom exposure likely functioned as a professional resource shaping how these teachers negotiated enactment within resource limitations.

The third configuration, Symbolic Adoption, involved three cases in which teachers acknowledged CBC as valuable but prioritised its principles in ways that left established teacher-directed approaches largely intact. Their lesson plans included CBC-related terminology and activities, seemingly to satisfy administrative audit requirements, yet these elements remained supplementary to conventional instruction. One urban teacher with five years of experience explained that direct explanation helps him control the lesson and ensure important content is covered, noting that students are used to this teaching and like it. In his observed lesson, a jigsaw discussion on improper waste disposal lasted only about four minutes before he resumed direct explanation, board writing, and recall-oriented questioning. A rural teacher with eight years of experience reported including learner-centred methods in lesson plans and occasionally organising group activities, but explaining content extensively in class to cover the syllabus. Another rural teacher with seven years of experience said students understand faster when lessons are clearly organised by the teacher, and that extensive discussion makes completing topics difficult given examination demands.

Across the observed lessons in this third group, teachers typically initiated instruction with brief participatory activities consistent with CBC expectations before reverting to structured teacher-led explanation, note copying, and factual questioning. The author interprets this not as simple resistance but as teachers’ professional judgements about the legitimacy and feasibility of CBC practices within their contexts, illustrating a decoupling between formal compliance and substantive enactment. From the Innovation Configuration perspective, Fidelity Alignment represents strong coherence between interpretation and enactment, Strategic Adaptation sits next to the ideal end of the configuration continuum, and Symbolic Adoption lies closer to the unacceptable end, with surface features incorporated while deeper pedagogical change remains limited.

The study carries explicit limitations. The qualitative multiple-case design and small sample of ten teachers from two schools limit statistical generalisability. Classroom observations were conducted once per participant and may not capture the full variability of instructional practice across lessons and topics. The study focused on teacher enactment and did not incorporate learner perspectives or longitudinal observation of change over time. The configurations are also described as analytic abstractions of dominant enactment tendencies rather than fixed teacher categories or mutually exclusive implementation levels, and individual cases could contain features associated with other configurations. Within these bounds, the findings support designing differentiated, context-sensitive teacher professional development and implementation support rather than uniformly prescriptive reform structures, since teachers negotiate reforms differently depending on their professional experiences, institutional conditions, and classroom realities.

Subject of Research: Patterns of competence-based curriculum implementation among secondary school teachers in Tanzania

Article Title: Configurations of competence-based curriculum implementation among secondary school teachers in Tanzania

Article References: Makwinya, N. M. (2026). Configurations of competence-based curriculum implementation among secondary school teachers in Tanzania. Discover Education, 5(1), Article 1231. https://doi.org/10.1007/s44217-026-02349-1

Image Credits: AI Generated

DOI: 10.1007/s44217-026-02349-1

Keywords: competence-based curriculum, Tanzania, secondary education, curriculum implementation, qualitative multiple-case study, teacher sense-making, Concerns-Based Adoption Model, learner-centred pedagogy, Fidelity Alignment, Strategic Adaptation, Symbolic Adoption, teacher professional development