Curriculum Review and Its Effectiveness in Improving Skilled Based Education in Secondary Schools in Arusha District Council, Tanzania
Year: 2024
Type: article
Study design: Observational Study
Abstract: The study investigated the effectiveness of curriculum review in improving skilled based education in secondary schools in Arusha district.Objectives were to; assess the factors for curriculum review and determine solutions to the shortcomings in curriculum review on skilled based education in secondary schools.The study was guided by Pedagogic Device Theory.Cross sectional survey design and mixed methods approach were adopted.The study targeted a population of 383 from 61 secondary schools from where a sample size that consisted of 170 (120 form four leavers, 36 teachers, 12 school heads, 1 SQAO & 1 DSEO) respondents was drawn.Form four leavers were obtained through snowball sampling techniques while school heads, SQAO & DSEO were purposively sampled.Data collection was done through questionnaires and interview guide.Validity was established through expert judgment whereas reliability index, FFLQ; r=0.823 & TQ; r=0.740 was obtained using Cronbach alpha.Credibility of qualitative instruments was enhanced through triangulation.Descriptive statistics was used to analyze quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically alongside research questions and presented in narrative forms.Curriculum that equips students with practical skills, market demand and relevant to current societal needs are factors for curriculum review.The study concludes that there is a need to develop partnerships with local businesses to offer students internships and apprenticeship opportunities.The study recommends that educators should incorporate critical thinking, creativity, and problem-solving skills into the curriculum to prepare students for the 21st-century workforce.
DOI: 10.59765/temp8g54
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4402106884