The Contributions of Community-Based Rehabilitation Services on Inclusive Education in Secondary Schools that Enrol Learners with Hearing Impairment in Tanzania

This study assessed the challenges and strategic interventions needed for effective implementation of the geography competence-based curriculum in secondary schools in Luweero district. A concurrent triangulation design was used, and both quantitative and qualitative methods were applied to collect data from 46 Geography teachers, 401 students, and 10 key informants (5 Directors of Studies, 3 Inspectors of Schools, and 2 Curriculum Specialists). Quantitative data was collected from teachers and students using questionnaires, while interviews and classroom observations were used to collect qualitative data from key informants. Quantitative data were analysed using factor analysis, and qualitative data using content analysis. The findings showed that Schools were unable to create a learning environment where learners actively participated in learning. Schools did not have relevant teacher competence, learning infrastructure, resources, or had limited support from stakeholders. So, teachers were forced to do mass instruction due to large classes shortage of approved textbooks and learning materials specifically designed for the GCBC. They often used old textbooks, which led to inconsistencies and difficulties in implementation. Effective GCBC implementation requires decentralised support that meets the specific needs of the school and teachers, integrates concrete, actionable feedback directly related to classroom practice at every stage of implementation. It was concluded that Internal challenges, mainly inadequate teacher competence and resource constraints, limit positive outcomes of the GCBC. It is recommended that peer-learning, ongoing professional development programs and mentorship be instituted to empower schools and teachers in preparedness and self-efficacy to share best practices and address resource shortages collaboratively