The Implementation of the Education and Training Policy of 2014 (2023 Edition) on Library Resources Strategies for Competence-Based Education: A Case of the Evangelical Lutheran Church in Tanzania, Northern Diocese Secondary Schools, Hai District in Kilim
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E1/2026-03Keywords:
competence-based education, training policy of 2014 (2023 edition), Evangelical Lutheran Church in Tanzania, Northern Diocese, library resources, strategies.Abstract
This article is rooted in the Education and Training Policy (ETP) 2014 (2023) Edition on the availability and enhancement of library services for Competence-Based Education (CBE). The study context is the Evangelical Lutheran Church in Tanzania (ELCT) Northern Diocese (ND) secondary schools in Hai District, Kilimanjaro Region. The specific objective was to assess strategies used to enhance library resources. The study employed a qualitative research approach with a case study design and a sample size of 31 participants. Interviews, questionnaires, observations, and document reviews were used to collect data. Researchers used thematic analysis techniques to analyze the data. The social constructivism theory navigated the study. The findings revealed that strategies for enhancing library resources include the independent learning method, provision of hard and soft study materials, allocation of a timetable for students' library sessions, and the use of a project-based learning method. The study concluded that the student-centric approach to teaching and learning, combined with social-interactive library management practices, supports the use of library resources. The positive utilization of strategies is recommended for library users and library management practices to accommodate modern changes.
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