Abstract:
Acquiring practical skills through primary education is crucial for
fostering personal development, self-reliance, and socio-economic
progress. Despite policy efforts in Tanzania to reform curricula and
integrate vocational and practical competencies, the implementation
of such skills remains limited in effectiveness. This study examines
the extent to which pupils in Kigamboni District, Dar es Salaam,
apply school-acquired practical skills in their home environments.
The study is grounded in the Humanist Learning Theory, which
emphasises experiential learning and learner-centred development.
This qualitative research employed content analysis of interviews
conducted with 20 households selected from public schools in
Kibada Ward. Findings revealed a significant disconnect between
theoretical knowledge imparted in school and its practical
application at home. Pupils demonstrated limited engagement in
key areas such as hygiene, cookery, environmental care, and clay
modeling, largely due to insufficient instructional resources, exam-
oriented teaching, rigid gender roles, and inadequate parental
support. While some pupils showed initiative in practising skills like
embroidery through parental modeling, overall participation in
household tasks remained inconsistent. Influenced by socio-
economic factors and family dynamics, the home learning
environment emerged as a critical factor in shaping pupils’ ability to
transfer learned competencies to real-life scenarios. The study
underscores the need for a more inclusive and hands-on approach
to practical skill instruction that aligns with curricular goals and
pupils’ lived experiences. By embracing humanistic principles,
Tanzanian primary education can better prepare learners to meet the
practical demands of their families and communities.
