The Status, Strategies, and Consequences of Focusing on National Examinations in Secondary Schools’ Curriculum Implementation: The Case of Mbeya City, Tanzania

Abstract

Effective curriculum implementation enhances lifelong learning and is cemented by a holistic education practice. However, previous studies indicated the prevalence of an examination-focused approach to education delivery among secondary schools in Mbeya City, Tanzania. As such, the present study aimed to examine the current status, strategies, and consequences of secondary schools’ focus on national examinations. The study used a qualitative research design, purposively sampling twenty-four (24) well-informed respondents from four (4) secondary schools in Mbeya City. The findings revealed that secondary schools are still emphasising success in national examinations, adopting strategies that include conducting extra-class sessions, administering weekly and monthly tests, and establishing temporal dormitories. Consequently, these strategies deprive students of holistic learning and fail to align with secondary education objectives. The study recommends that regulators and secondary schools should consider adherence to curriculum objectives and the inclusion of extracurriculars as critical milestones for successful learning.