Educational Research (ISSN: 2141-5161) Vol. 6(2) pp. 31-38, March, 2015 DOI: http:/dx.doi.org/10.14303/er.2015.11 Available online@ http://www.interesjournals.org/ER Copyright © 2015 International Research Journals Full Length Research Paper Assessment of the Attitude of Teachers and Students towards Learner Centred Pedagogy in Secondary Schools in Kilimanjaro Region Victorini Salema, PhD Mwenge Catholic University, Faculty of Education, P.0. Box 1226, Moshi, Tanzania E: mail: victorini_salema@yahoo.com ABSTRACT This study was to assess the attitude of teachers and students on implementation of Learner Centred Pedagogy (LCP) in Kilimanjaro region, Tanzania. The Ministry of Education and Vocational Training in Tanzania revised the curriculum in 2009 and adopted LCP. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competencies. This study focused to explore the attitude of teachers and students towards the application of LCP in public and private secondary schools in Kilimanjaro region. The researcher adopted mixed research methods for data collection and analysis. This study sampled 580 students, 115 teachers. Data collection instruments were questionnaires, in-depth interview guides and observation guide. The findings indicated that the general attitude means scores for teachers was 3.38 and for students were 3.72 to indicate that both students and teachers had positive attitude towards the implementation of LCP. Teachers in public schools have low attitude mean scores compared to their counterparts private secondary school teachers.There was a significant difference between the attitude mean scores of teachers and students on the implementation of learners centered pedagogy in secondary schools in Kilimanjaro region. Moreover, the findings indicated that there was no significant differences between attitudes mean scores of teachers based on their years of experience. There was statistically significant difference between the attitude mean scores of students in private and public secondary schools on the implementation of learner centred pedagogy.This study recommends that all stakeholders of education to make provisions for proper implementation of LCP. These may range from provision of adequate resources, in-service training of teachers and motivation of teachers and students on the application of LCP. Keywords: Pedagogy, attitude, learner, centeredness. INTRODUCTION The Tanzania Development Vision 2025 focused on five important areas of concern namely: high quality livelihood; peace, stability and unity; good governance; a well educated and learning society and finally a strong and competitive economy. The Tanzania Development Vision 2025 accords high priority to the education sector, so as to impact positively on the economic development of the country. From the document it is stated: Education should be treated as a strategic agent for mind-set transformation and for the creation of a well- educated nation, sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges which face the Nation. In this light, the education system should be restructured and transformed qualitatively with a focus on promoting creativity and problem solving (United Republic of Tanzania, 2008). As a reaction to the implementation of Vision 2025, the Ministry of Education and Vocational Training (MoEVT) had to review the former curriculum to ensure that it addresses the broad national Vision. Moreover, the Ministry had to consider external changes in educational approaches and theories that were taking place all over the world. The influence of globalization has caused the