Teachers’ understanding of the concept competence-based curriculum, competences demonstrated in preparing of competence-based curriculum materials, competences in integrating competence-based curriculum materials with actual classroom teaching, and teachers’ competences to address challenges in the implementation of competence-based curriculum were the objectives of the study. The study investigated on teachers’ instructional competences in the implementation of competence-based curriculum. Mpwapwa District Council was a case of this study. The study sample size was drawn using purposeful techniques. A total of 24 participants from 6 primary schools were involved in this study. 18 out of 24 participants were classroom teachers, and 6 were Head-teachers. The study used qualitative approach to capture participants’ views. Document review, observation, and interview methods were employed for data collection. Data were analyzed through thematic and content techniques. The findings revealed that teachers understand competence-based curriculum as activity and application oriented curriculum. Further, the findings showed that teachers use inappropriate verbs in preparing scheme of works and lesson plans. Moreover, the study found that teachers possess adequate instructional competences however, large classes and shortage of text books hindered them to effectively integrate the curriculum materials; lesson plans with actual classroom implementation of the curriculum. Additionally, it was found that teachers have reasonable competences to overcome challenges in the implementation of competence-based curriculum. The study concluded that despite the noted disparities, teachers possess and use instructional competences effectively to implement the curriculum. However, for higher adeptness in the implementation of competence-based curriculum it is recommended that formal trainings should be given to all teachers in the District. Also schools should be provided with adequate text books. Importantly, the present teachers should be redeployed equally to all schools.

This study investigated on competence-based learning environment support for pupils’ learning. Preparation and use of competence-based instructional materials, selection and use of competence-based teaching-learning techniques, and classroom situation for pupils’ effective learning were the objectives of the study. The study was conducted in Mpwapwa District primary schools. Qualitative approach was employed to capture participants’ views. Interviews and observations methods were used for data collection. 15 participants from 5 primary schools were involved in this study. 10 participants were classroom teachers, and 5 were head-teachers. 10 classroom teachers were selected on purpose, and 5 head-teachers were involved in this study by virtual of their administrative positions. Data were analysed by thematic and content techniques. The study revealed that government, teachers, pupils, and schools involved in the preparation of instructional materials. The findings also showed that simple questions and answers, lectures, and group discussions were the predominant methods used by teachers to teach pupils in spite of the teachers knowing other teaching methods. Further the study found that classroom situation was an obstacle for the teachers and pupils in teaching and learning process. The point was evidenced by shortage of pupils’ text books, computers, desks, tables and chairs, and crowded classes. The study concluded that there was little support of competence-based learning environment for pupils’ effective in Mpwapwa District Council. The study recommends that for pupils’ effective learning and better performance, competence-based learning environment aspects are to be taken into consideration by education stake-holders particularly government.