Qualifications Attained:

Mr. Gilbert Mkisi is a PhD candidate in the department of Educational Psychology and Curriculum Studies (EPCS), School of Education at the University of Dar es Salaam (UDSM). In 2010, he obtained a Bachelor degree of Social Work from the Institute of Social Work (ISW). In 2012, he obtained a Master’s degree of Social Work from the Open University of Tanzania (OUT). Mr. Gilbert is currently an Assistant Lecturer at the Institute of Social Work (ISW). His research interests include competence-based education training, poverty, community participation, parenting and social psychology.

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Abstract:

Competence-Based Education Training (CBET) was introduced to all registered and accredited Tertiary Technical Education Institutions (TTEIs) in Tanzania in 2006 by National Council for Technical Education (NACTE) to provide technical education to students. In CBET students acquire skills and deeper understanding through practicing in the multiple continuous assessments (CA) learning tasks. Lecturers implement CA to make decisions of improving students’ learning through multiple learning tasks and to provide timely feedback in order to impart students with skills and deeper understanding. The purpose of the study was to explore lecturers’ implementation of CA in the context of CBET. The study was guided by Confirmative Implementation Model. The study was guided by five objectives: to explore strategies guiding the implementation of continuous assessment; to assess lecturers’ implementation of continuous assessment in improving students’ learning; to explore lecturers’ feedback approaches in improving students’ learning through continuous assessment; to explore students’ experiences of continuous assessment; and to examine challenges facing lecturers’ implementation of continuous assessment in the context of CBET. The study employed interpretive paradigm; qualitative approach and case study design. It used in-depth interviews, focus group discussions and documentary review to collect data from twenty-five participants. The findings revealed that CA strategies guided lecturers to implement five learning tasks through application questions and provided timely feedback which imparted students with skills and deeper understanding. Further, students preferred the implementation of five learning through application and timely feedback provision. However, overcrowded students challenged lecturers’ quality of feedback provision thus hinder acquisition of skills and deeper understanding to students. The study recommends other TTEIs to develop CA strategies in order to guide lecturers to implement five learning tasks through application questions and to provide timely feedback in order to impart students with skills and deeper understanding. Further the study recommends that students’ enrolment have to match with the increase of lecturers and learning facilities.