Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642851
Title: The emerging Tanzanian concept of competence : conditions for successful implementation and future development
Author: Rutayuga, Adolf Babiligi
ISNI:       0000 0004 5352 7842
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2014
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Abstract:
Competence-based education and training (CBET) has received much interest globally due to its perceived potential in producing competent graduates required by the labour market. It is currently a common feature of most vocational and technical education and training reforms around the world. However, the term ‘competence’ has wide and varied contextual meanings interpreted from a myriad of perspectives; hence diverse implementation practices are evident. In this study I review the evolution of CBET and understandings of the notion of competence globally, and examine and critique its efficacy in addressing the challenges of skill formation in Tanzania. Initially, through review of literatures, I distinguish four competence approaches – behaviourist, generic, integrated (cognitive), and social-constructive, from which I develop a theoretical framework to map the global competence approaches and CBET trajectories and within this specific path followed by Tanzania. Due to a combination of global and national influences, the introduction of CBET in Tanzania in early 2000 marked a paradigm shift from the traditional knowledge-based education and training (KBET). In order to explore the relationship between the external and internal factors in shaping this change, eight interviews were initially conducted with national policy makers, including the ‘pioneers’ of Tanzanian CBET. The complex dynamic of shaping factors was explored more thoroughly through a further 16 interviews with four CBET pioneers, two policy makers, one employers’ association, two professional associations and seven employers of CBET graduates in order to understand how wider influences are interpreted by those ‘on the ground’. In addition, a survey of 28 teachers from technical institutions and document analysis were undertaken. This research approach at global, national and local levels suggests that a social-technical model of competence could emerge in Tanzania. The study also considers the conditions for its successful implementation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.642851  DOI: Not available
Keywords: Lifelong and Comparative Education
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