This paper investigates how Tanzania's competence-based curriculum policies were developed and put into practice in relation to global curriculum ideas. It looks at how Tanzanian curriculum design has been influenced by different foreign educational frameworks and ideologies, with a particular emphasis on the change from traditional to competence-based approaches. Through an analysis of major ideological influences, such as humanism, constructivism and critical pedagogy, the study demonstrates how these international viewpoints have been modified to fit specific educational situations. The study delves into the opportunities and problems these ideologies have for Tanzanian education, offering a glimpse into the wider ramifications for curriculum practice and policy in an increasingly interconnected world. By thoroughly examining policy papers, educational theories and case studies, this study advances a more comprehensive understanding of the dynamic interaction between educational philosophy and curriculum decision-making practices throughout the history of education and highlights the contextual importance and universal applicability of many curriculum ideas.
| Published in | Psychology and Behavioral Sciences (Volume 14, Issue 6) |
| DOI | 10.11648/j.pbs.20251406.14 |
| Page(s) | 209-213 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Curriculum, Curriculum Ideologies, Decision-making, Competence Based Education
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| [8] | Schiro, M. (2013). Introduction to the curriculum ideologies. In M. Schiro Curriculum Theory: Conflicting Visions and Enduring Concerns (2nd ed.), pp. 1–13. Thousand Oaks, CA: Sage Publications Inc. |
| [9] | Taba, H. (1962). Curriculum development: theory and practice. New York: Harcourt Brace, Jovanovich. |
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APA Style
Michael, M. G. (2025). Exploring Schiro's (2013) Curricular Ideologies in Shaping Tanzania's Competence-Based Curriculum Policy. Psychology and Behavioral Sciences, 14(6), 209-213. https://doi.org/10.11648/j.pbs.20251406.14
ACS Style
Michael, M. G. Exploring Schiro's (2013) Curricular Ideologies in Shaping Tanzania's Competence-Based Curriculum Policy. Psychol. Behav. Sci. 2025, 14(6), 209-213. doi: 10.11648/j.pbs.20251406.14
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Download@article{10.11648/j.pbs.20251406.14,
author = {Muhangwa Godfrey Michael},
title = {Exploring Schiro's (2013) Curricular Ideologies in Shaping Tanzania's Competence-Based Curriculum Policy},
journal = {Psychology and Behavioral Sciences},
volume = {14},
number = {6},
pages = {209-213},
doi = {10.11648/j.pbs.20251406.14},
url = {https://doi.org/10.11648/j.pbs.20251406.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20251406.14},
abstract = {This paper investigates how Tanzania's competence-based curriculum policies were developed and put into practice in relation to global curriculum ideas. It looks at how Tanzanian curriculum design has been influenced by different foreign educational frameworks and ideologies, with a particular emphasis on the change from traditional to competence-based approaches. Through an analysis of major ideological influences, such as humanism, constructivism and critical pedagogy, the study demonstrates how these international viewpoints have been modified to fit specific educational situations. The study delves into the opportunities and problems these ideologies have for Tanzanian education, offering a glimpse into the wider ramifications for curriculum practice and policy in an increasingly interconnected world. By thoroughly examining policy papers, educational theories and case studies, this study advances a more comprehensive understanding of the dynamic interaction between educational philosophy and curriculum decision-making practices throughout the history of education and highlights the contextual importance and universal applicability of many curriculum ideas.},
year = {2025}
}
TY - JOUR T1 - Exploring Schiro's (2013) Curricular Ideologies in Shaping Tanzania's Competence-Based Curriculum Policy AU - Muhangwa Godfrey Michael Y1 - 2025/12/26 PY - 2025 N1 - https://doi.org/10.11648/j.pbs.20251406.14 DO - 10.11648/j.pbs.20251406.14 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 209 EP - 213 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20251406.14 AB - This paper investigates how Tanzania's competence-based curriculum policies were developed and put into practice in relation to global curriculum ideas. It looks at how Tanzanian curriculum design has been influenced by different foreign educational frameworks and ideologies, with a particular emphasis on the change from traditional to competence-based approaches. Through an analysis of major ideological influences, such as humanism, constructivism and critical pedagogy, the study demonstrates how these international viewpoints have been modified to fit specific educational situations. The study delves into the opportunities and problems these ideologies have for Tanzanian education, offering a glimpse into the wider ramifications for curriculum practice and policy in an increasingly interconnected world. By thoroughly examining policy papers, educational theories and case studies, this study advances a more comprehensive understanding of the dynamic interaction between educational philosophy and curriculum decision-making practices throughout the history of education and highlights the contextual importance and universal applicability of many curriculum ideas. VL - 14 IS - 6 ER -
The National Council for Technical and Vocational Education and Training (NACTVET), Dar es Salaam, Tanzania
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