Abstract:
Tanzanian higher education faces many challenges due to ongoing expansion and increased enrolment rates partly caused by
increased number of universities and university colleges. This mass enrolment has affected the quality of graduates. Proposed solution to
this challenge is a shift from knowledge to competency-based curriculum; which has the potential to link the theory with the practical
experience. This paper explored the factors that shape the development of competency-based curricula. The study was conducted using a
cross-sectional design and answered the following key questions: Through which processes, practices, and milieus are curricula developed
at Tanzanian universities. What factors contribute to the development of competence-based curricula (internal and external? What are the
challenges in developing competence-based curricula? In this study, 160 graduates and 21 employers were sampled using conveniently;
whereas, purposive sampling was applied in selecting university graduates, regions, and districts. Data were gathered using household
surveys, skey informants interviews and the documentary review. The findings show that resource constraints, insufficient competent staff,
the lack of ownership of curricula development and bureaucratic decision-making processes are the main barriers towards developing of
the true competency-based curriculum. It is recommended that Tanzanian Universities, Government and educationists should
contextualized on the education landscape that fits Tanzanian environment if possible try to decolonize higher education in order to provide
local solutions to local problems.
