Implementation of Competence-Based Education and Training in Livestock Training Institutes in Tanzania: Effectiveness, Challenges, and Industry Partnerships

Abstract

Competence-Based Education and Training (CBET) is designed to align student skills with industry needs. This study assessed the implementation of CBET in Tanzania’s Livestock Training Institutes (LTIs), focusing on curriculum inputs, teaching methods, and industry partnerships. Using the Context, Input, Process, and Product (CIPP) evaluation model, data were collected from tutors, students, and employers. Results showed moderately effective (overall effectiveness delivery index = 0.6263). The curriculum inputs and Industrial partnership components received relatively lower effectiveness ratings 62.5% and 71%, respectively, but weaknesses in resource availability (57.3%). Tutors rated CBET implementation lower than students, particularly in teaching methods and inputs. Key gaps included inadequate ICT tools, library resources, excursion facilities, and learner-centered assessment methods. The study concludes that implementation of the CBET approach was rated by tutors as moderately effective, owing to the shortages of resource and the need for substantial training and learning facilities and infrastructural support. It was recommends improving tutors’ capacity in delivery of learner-centred and experiential teaching methodologies, alongside improvements in infrastructure, stronger industry partnerships, updated instructional resources, and improve assessment practices to ensure training outcomes that match with labour market demands.

Keywords: Competence-Based Education and Training, Livestock Training Institutes, Industry Partnerships, experiential teaching methodologies, Workforce Development.

DOI: 10.7176/JEP/16-11-03

Publication date: October 30th 2025