Applicability of Learner-Centred Approach in Facilitating Complementary Basic Education in Morogoro Municipality, Tanzania

Abstract

The study examined effectiveness of employing a learner-centred approach (LCA) in instructing Complementary Basic Education in  Tanzania (CoBET). This study aimed to evaluate the utilization of LCA, particularly in engaging CoBET learners in the educational process.  This investigation was conducted in the primary school centres of Mwere, Mchikichini, and Kihonda in the Morogoro Municipality. This study used a qualitative approach and employed a multiple - case study design. It included learners, facilitators, and Ward Education  Officers as participants. Seventy respondents were selected using purposive and simple random sampling. Data collection tools included  documentation, semi-structured interviews, focus group discussion interview guides, and non - participatory observations. The results  showed that most facilitators were capable of using LCA, although some lacked certain skills for its application. Additionally, the study  showed that facilitators provided effective support. In conclusion, it was noted that the more support provided by the facilitators, the  easier the learning process among learners. Hence, it is important to prioritize a learner-centred approach when facilitating the CoBET  program. This study suggests that the Government of Tanzania, in partnership with other CoBET stakeholders, should ensure that the   learning process is focused on the learner rather than the teacher.