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.