Competency-based teaching and learning approach towards quality education Dr. Luka Mathayo Mkonongwa Department of Educational Psychology and Curriculum Studies Dar es salaam University College of Education (DUCE) P O Box 2329, Dar es Salaam E-Mail: mkonongwa@gmail.com Abstract Competence-based teaching and learning has been recognized in many education systems in recent years. It is a system which challenges the traditional practice of focusing on coverage of the content without paying due attention to mastery of skills. Based on secondary sources, this paper explores how competence-based teaching and learning can contribute to improvement of the quality of education particularly in Tanzania. Specifically, the paper highlights a brief historical origin of competence-based teaching and learning, pedagogical considerations of competence- based teaching and learning and ways of promoting competence-based teaching and learning. It also highlights the implementation of competence- based teaching and learning and the challenges encountered. Finally, it outlines some recommendations for improving the implementation of competence-based teaching and learning. Key words: competence-based teaching and learning, quality education Introduction The intention of any education system, whether openly stated or not, is to develop competent and confident individuals who can use the acquired knowledge and skills to positively transform their own lives in particular and contribute maximally to the development of the society in general. The education system must produce individuals who will cope well with the changing world. As noted by Schleicher (n.d.) cited by Lopez, et al. (2017: “Today, schools need to prepare students for more rapi d economic and social change than ever before, for jobs that have not yet been created, to use technologies that have not yet been invented, and to solve social problems that we do not yet know will arise.” However, in recent years there have been complaints from employers and other stakeholders about the ability of our graduates to perform their duties according to their levels of education and the grades they posses. Employers in particular argue that many graduates have good examination grades but they lack the competences required in the world of work. Kazin (n.d.) noted that when employers are thinking about who they will hire, they talk about what competencies they need, not what degree the candidate has. More importantly, Barman and Konwar (2011) noted that the distinctive characteristics of knowledge-based economy is its dependence on human capital inputs, on knowhow and skill, competence and expertise.