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Perceptions of Stakeholders on the Economic Role of Extra Lessons in Zimbabwean High Density Secondary Schools

Journal: Sumerianz Journal of Education, Linguistics and Literature (Vol.3, No. 6)

Publication Date:

Authors : ;

Page : 120-128

Keywords : Perceptions; Stakeholders; Economic role; Extra lessons; High density secondary schools.;

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The current case study was about establishing the perceptions of educational stakeholders of the economic role played by these extra lessons in Chegutu Urban secondary schools in Zimbabwe. The researcher adopted an interpretivist paradigm in which the qualitative research approach was used. A multiple case study approach and multi methods of generation which are the interviews, documents analysis and focus group discussions were used. Twenty-three participants were purposively selected and from these data were generated. Results from the study indicated that extra lessons had both positive and negative roles. Learners stood to benefit from the extra lessons as they could enroll with colleges and become employable or be creators of employment. The extra lessons assisted parents who were then able to save on financial resources because their children would not repeat the same level. In funding extra lessons, parents wanted their children to get employed afterwards and live happily, uplifting the lives of their communities. Extra lessons also assisted in uplifting teachers` standards of lives. Teachers were getting some extra earnings from extra lessons and these extra earnings were going a long way in improving their lives. However, from a negative perspective, extra lessons were straining communities of the financial resources that could have been used to improve standards of living of the parents and guardians. The study recommended that since teachers had been accused of making financial gains at the expense of the actual teaching during, it was prudent that parents monitor work that was given to learners during the extra lessons. Learners, who are the ultimate beneficiaries of the extra lessons, besides teachers, need to be warry of the extent to which they rely on extra lessons. There is need to legalise the extra lessons and set standards for the service providers. This is against the background that extra lessons have been abused for monetary benefits at the expense of effective teaching and learning. MOPSE should invest in extra lessons because they are assisting a lot in meeting the shortfalls of the mainstream education system.

Last modified: 2020-07-13 19:24:54