Practices of Competency and Knowledge-Based Education in Group Learning for Educational Development in Zanzibar Higher Learning Institutions

Shadida Selele Haji¹ , George Julius Babune²

1. C/o School of Education, State University of Zanzibar, P.O.Box 146 Zanzibar Tanzania.
2. Department of Arts and Social Sciences, The Mwalimu Nyerere Memorial Academy, P.O. Box 9193, Dar es Salaam, Tanzania.

Section:Research Paper, Product Type: Journal-Paper
Vol.9 , Issue.7 , pp.46-54, Jul-2023

Online published on Jul 31, 2023

Copyright © Shadida Selele Haji, George Julius Babune . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

View this paper at   Google Scholar | DPI Digital Library

XML View     PDF Download

How to Cite this Paper

131 Views    174 Downloads    49 Downloads

Abstract :
The paper explored the practices of Competency and Knowledge-Based in higher learning institutions. It adopted a mixed approach in using a sample size of 188. Four (4) were selected through purposive sampling as key informants. A sample of 188 students was selected through systematic random sampling from the study area. Data were gathered by unstructured interviews and questionnaire survey. Statistical Package for Social Sciences 26 version analysis was used to analyse quantitative data and thematic analysis to analyse qualitative data and presented in the form of tables, figures and narratives. It was found that group learning improved interaction, 39.8% of respondents indicated that learners with different personalities, talents, skills, and strengths had opportunities to work together in group learning activities in an attempt to achieve common learning goals. Increased understanding, 9.0% of respondents revealed that learners begin to understand each other better and respect other people`s points of view and contributions to the learning process. However, there were no differences observed between CBE and KBE in their practices despite having two models in MNMA and SUZA respectively. It was concluded that (89.9%) of respondents agreed group learning strategies were very effective during teaching and learning processes. Hence, yielded positive results in terms of learners` motivation to learn, better understanding of group learning tasks, improved learner-learner interactions and enhanced teacher-learner relationship in the given context. It is recommended that higher learning institutions in Zanzibar should ensure the availability of adequate facilities, quality teaching and learning materials that will support the use of KBE and CBE distinctively to inform every approach during the teaching and learning process. This can be achieved by designating and adopting a designated framework for CBE and KBE distinctively.

Key-Words / Index Term :
Competency-Based Education, Knowledge-Based Education and Group Learning

References :
[1] N. Bishnoi, Collaborative learning; A learning tool advantage and disadvantage. Journal of Health and Well being 2017, 8 (8) li 850 -852, ISSN 2229-5356. 2017.
[2] A. Hassanien, Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism 6:1, pp.17-39, 2008.
[3] J. Harlicek, J. Hron, I. Ticha. Knowledge based higher education, Agric. Econ. Czech, 52, (3), pp.107-116, 2006.
[4] A. Burke, How to Use Group Work Effectively. The Journal of effective teaching. Vol.11, no.2, pp.87-95, 2011.
[5] J. Kalaian, , Effectiveness of small group learning pedagogies in engineering and technology education: A Meta–analysis. Journal of Technology Education Vol.29, no.2 spring. 2018.
[6] M. Povarenkiria, & D. Frolova, The Role of Group Dynamics in Creating a Developing Educational Environment of a University. Fundamental research of the Phenomenon of Happiness, SHS web of conferences 122, 04002, 2020.
[7] T. Chiriac, Group work as an incentive for learning students’ experiences of group work. Original Research Article Dol. 10, 3389, 005582-2014.
[8] E. Phoebe, Assessing Benefits of collaborative learning Environment for Quality higher education in Nigeria.Journal of Educational Research and Social Research. Vol.3, no.6 ISSN 2240-0524. 2013
[9] J. Makaye, The Efficacy of Group Work As an Instructional Techniques For Pre-Service Student At Great Zimbabwe. Journal of Economics and Finance. Vol.2.ISSN 2520-7490. pp.18-23, 2017
[10] Revolutionary Government of Zanzibar, Education Report. Ministry of Education. 2006.
[11] Revolutionary Government of Zanzibar, Education Report. Ministry of Education, 2017.
[12] M. Tambwe, Challenges Facing Implementation of Competency-Based Education and Training System in Tanzania Technical Institutions. Journal of educational research Vol.7, Issue.11, pp.277-283, 2017 (November). ISSN: 2026-6.
[13] Y. Mbalamula, Effect of group versus individual assessment on course work among undergraduates in Tanzania: Implication for continuous assessment in Universities. Pedagogical Research, 3(1), 02 ISSN:2468-4929.2018