The role of extra lessons on the general administration of urban day high density secondary schools

This study investigated the role of extra lessons in the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis was used to collect data. Twenty-three participants, consisting of 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent in teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating a demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons

The psycho-emotional effects of extra lessons among urban day secondary school learners

oai:https://sprinpub.com/sjahss/oai:article/1This qualitative study investigated the psycho-emotional effects of extra lessons among urban day secondary school learners in Chegutu, Zimbabwe. In-depth interviews, focus group discussions and document analysis was adopted to generate data from teachers, school inspectors, parents and learners. Results from the study show that participants expressed mixed feelings on the psychological and emotional roles of attending extra lessons learners. Some participants credited extra lessons for their confidence building among the learners, before going into a test or examination. Others viewed extra lessons as a source of depression among learners and strained learners physically because most of the time they were busy. The study recommended that extra lessons needed to be continued but under the guidance of the teachers and parents. Since learners had their morale boosted before taking a test or examination, learners need to continue getting involved in extra lessons

The psycho-emotional effects of extra lessons among urban day secondary school learners

oai:ojs2.sprinpub.com:article/1This qualitative study investigated the psycho-emotional effects of extra lessons among urban day secondary school learners in Chegutu, Zimbabwe. In-depth interviews, focus group discussions and document analysis was adopted to generate data from teachers, school inspectors, parents and learners. Results from the study show that participants expressed mixed feelings on the psychological and emotional roles of attending extra lessons learners. Some participants credited extra lessons for their confidence building among the learners, before going into a test or examination. Others viewed extra lessons as a source of depression among learners and strained learners physically because most of the time they were busy. The study recommended that extra lessons needed to be continued but under the guidance of the teachers and parents. Since learners had their morale boosted before taking a test or examination, learners need to continue getting involved in extra lessons

The role of extra lessons on the general administration of urban day high density secondary schools

This study investigated the role of extra lessons in the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis was used to collect data. Twenty-three participants, consisting of 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent in teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating a demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons

FACTORS INFLUENCING THE PROLIFERATION OF UNREGISTERED EARLY CHILDHOOD DEVELOPMENT CENTRES IN MARONDERA URBAN DISTRICT, MASHONALAND EAST PROVINCE, ZIMBABWE

The study investigated the proliferation of unlicensed ECD (Early Childhood Development) Centres in Marondera Urban Ward 4. A sample of ten unlicensed ECD operators was drawn from a population of forty unlicensed ECD operators. The study was prompted by the high proliferation rate of the unlicensed ECD Centres in Marondera Urban Ward 4 for the past five years. Self-administered questionnaires were used to collect data from the unlicensed ECD operators. Interviews were used to collect data from Marondera Urban Ward 4 councillors and Ministry of Primary and Secondary Education (MoPSE) officer at Marondera MoPSE provincial offices. The data was analysed and presented in tables, charts and narratives. The results show that the councillor and the MoPSE were aware of the problem of the proliferation of unlicensed ECD Centres in Marondera Ward 4. The findings ECD business was dominated by women in Zimbabwe and no wonder why women were running the majority of unlicensed ECD Centres in Marondera Urban Ward 4. Women are perceived as the gender that was afraid to commit offences or crimes, but results show that they were bold to commit offences. Due to the harsh economic environment in Zimbabwe, women and men were alike in committing offences to provide for their families and survivors. Operating unlicensed ECD Centres was operating an informal business. The economic environment, personal motivation, the ease with which the ECD Centres could be established, and the relaxation of law enforcement agents were the main drivers of the proliferation of ECD centres in Marondera Urban. The study recommended that MoPSE and other stakeholders in the registration of ECD centres should amend the current ECD Centre registration policy and procedures to suit the current economic environment without compromising the health and safety of the ECD pupils. The government should give incentives to registered ECD Centres that may motivate unlicensed ECD operators to get licensed. The MoPSE and local authorities should involve ECD operators when formulating policies

FACTORS INFLUENCING THE PROLIFERATION OF UNREGISTERED EARLY CHILDHOOD DEVELOPMENT CENTRES IN MARONDERA URBAN DISTRICT, MASHONALAND EAST PROVINCE, ZIMBABWE

The study investigated the proliferation of unlicensed ECD (Early Childhood Development) Centres in Marondera Urban Ward 4. A sample of ten unlicensed ECD operators was drawn from a population of forty unlicensed ECD operators. The study was prompted by the high proliferation rate of the unlicensed ECD Centres in Marondera Urban Ward 4 for the past five years. Self-administered questionnaires were used to collect data from the unlicensed ECD operators. Interviews were used to collect data from Marondera Urban Ward 4 councillors and Ministry of Primary and Secondary Education (MoPSE) officer at Marondera MoPSE provincial offices. The data was analysed and presented in tables, charts and narratives. The results show that the councillor and the MoPSE were aware of the problem of the proliferation of unlicensed ECD Centres in Marondera Ward 4. The findings ECD business was dominated by women in Zimbabwe and no wonder why women were running the majority of unlicensed ECD Centres in Marondera Urban Ward 4. Women are perceived as the gender that was afraid to commit offences or crimes, but results show that they were bold to commit offences. Due to the harsh economic environment in Zimbabwe, women and men were alike in committing offences to provide for their families and survivors. Operating unlicensed ECD Centres was operating an informal business. The economic environment, personal motivation, the ease with which the ECD Centres could be established, and the relaxation of law enforcement agents were the main drivers of the proliferation of ECD centres in Marondera Urban. The study recommended that MoPSE and other stakeholders in the registration of ECD centres should amend the current ECD Centre registration policy and procedures to suit the current economic environment without compromising the health and safety of the ECD pupils. The government should give incentives to registered ECD Centres that may motivate unlicensed ECD operators to get licensed. The MoPSE and local authorities should involve ECD operators when formulating policies

An evaluation of information systems students internship programs in Nigeria : a capability perspective

Most published research on Information Systems (IS) education in developing countries have focused on curriculum design, transfer and implementation issues. Research focusing on the evaluation of these programs and concrete analysis in terms of their long-term developmental impact have been limited. In this paper, Amartya Sen’s capability approach served as a theoretical lens for assessing the effectiveness of internship programs for IS students and their contributions to human development. We use the key elements of the capability approach to focus on the developmental impact. We based our evaluation on IS students industrial work scheme in Nigeria. Our analysis shows that, even though the scheme has been designed to further the development of student, the lack of conversion factors makes the program contextually problematic. The study concludes with some recommendations for policy makers advancing an agenda for the improvement of IS education and internships programs for students in tertiary institutions

Factors Militating Against Usage of Research and Scholarship Works Among Faculty and Students

ABSTRACT This study sought to explore the factors militating against the usage of research and scholarship works among university faculty and students at the Zimbabwe Open University. The study adopted a multi site case study approach in which two regions of ZOU (Mashonaland East and West) were explored over time through the use of structured interviews, which solicited for information about faculty and students` usage of research and scholarship works. However, data were reported both qualitatively and quantitatively. A total of 26 lecturers and 912 students made the total population. All the 26 lecturers were interviewed. A purposive sample of 100 students was drawn from the four faculties of the university and these were also interviewed through the use of assistant interviewers. Despite the availability of research and scholarship works, there seems to be under-utilisation of these because of a number of challenges which include the nature and form of the research and scholarship work, inability to manipulate ICT gadgets by potential users, financial constraints, inadequate internet connectivity and social networking on the internet. In light of these findings, it was recommended that research and scholarship works be available in a more accessible and appropriate nature and form. There should be training in ICT usage to enable access and use of research and scholarship works. Funds should be made available for the acquisition of essential gadgets and social networking on the internet could drastically be reduced so that potential users focus more on research and scholarship work

psycho-emotional effects of extra lessons among urban day secondary school learners

This qualitative study investigated the psycho-emotional effects of extra lessons among urban day secondary school learners in Chegutu, Zimbabwe. In-depth interviews, focus group discussions and document analysis was adopted to generate data from teachers, school inspectors, parents and learners. Results from the study show that participants expressed mixed feelings on the psychological and emotional roles of attending extra lessons learners. Some participants credited extra lessons for their confidence building among the learners, before going into a test or examination. Others viewed extra lessons as a source of depression among learners and strained learners physically because most of the time they were busy. The study recommended that extra lessons needed to be continued but under the guidance of the teachers and parents. Since learners had their morale boosted before taking a test or examination, learners need to continue getting involved in extra lessons.</jats:p