RUAHA CATHOLIC UNIVERSITY

This study identified challenges encountered in the implementation of competence-based English curriculum in public ordinary secondary schools in Tanzania. The study employed a case study design under a qualitative approach. The qualitative data obtained through interviews, focus group discussion and observation were analysed by using thematic analysis. The findings indicated that teachers and students encountered a variety of challenges, which hindered the effective implementation of competence-based English curriculum such as unwillingness of the students, nature of the students, lack of exposure, language of instruction problems, large class sizes, limited time for curriculum implementation, nature of English teaching syllabus, lack of library, lack of appropriate teaching and learning facilities, shortage of teaching and learning materials, lack of teachers’ in-service training on the new curriculum, and lack of commitment among teachers. Therefore, the study recommends that English teachers should be creative to solve English teaching problems in their schools, English teachers should get frequent in-service training from the Ministry of Education, Science and Technology.

English, Competence-based English Curriculum, Public Ordinary Secondary Schools