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Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract

This study aimed to explore how the selected universities in Tanzania apply underlying philosophies to make their curriculum development process more responsive.  Curriculum responsiveness has gained significant importance in university education; however, most universities still struggle to keep pace with the demands of a rapidly evolving society, particularly in social, technological, and labour-market needs. Having a clear understanding of how philosophical orientation affects curriculum development can help create a more flexible and meaningful curriculum. Nevertheless, studies on the impact of philosophical orientation on the development of responsive curricula in Tanzanian universities remain scarce. This study, therefore, aims to fill this gap by shedding more light on the philosophical orientations that improve responsiveness in curriculum development within Tanzanian universities.   To obtain relevant information, the study employed an interpretive research approach and a qualitative description research design. Additionally, 19 participants, comprising 11 academic staff, four quality assurance directors, and four department heads from two public and two private institutions in Tanzania, were involved in the study. The data were collected through semi-structured interviews and document review from two private universities and two public universities. Using thematic analysis as outlined by Ary, Jacobs, Sorensen, and Razavieh in 2010, the study revealed three official and mandated philosophies that underpin curriculum development in Tanzanian universities: Knowledge-Based Education and Training (KBET), Competence-Based Education and Training (CBET), and Outcomes-Based Education and Training (OBET). The findings also highlighted the available strains between a responsive curriculum and traditional academic values. The study emphasises the need for a harmonised, stronger philosophical understanding and coherence among educators and universities to develop a competitive global curriculum that remains locally relevant.

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