https://ir.zou.ac.zw/files/original/4d1973759ecb8e969ae9dc711f047eeb.pdf 3f313830be705a1a9bcd41a6c13350c6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE PERCEPTIONS OF EDUCATION STAKEHOLDERS TOWARDS EXTRA LESSONS IN SECONDARY SCHOOLS IN CHEGUTU HIGH DENSITY SUBURBS Creator An entity primarily responsible for making the resource RICHARD BUKALIYA Description An account of the resource This multi-case study was undertaken in three Chegutu urban secondary schools in Mashonaland West Province. It investigated stakeholder perceptions towards extra lessons and provided suggestions on how extra lessons could be implemented to the satisfaction of stakeholders, who included, the Ministry of Primary and Secondary Education (MOPSE) and parents, teachers and learners. The study adopted the interpretivism paradigm and the qualitative research approach. The subjective epistemology was adopted because there was no one method of knowing what really the role of extra lessons was. The study used interviews, document analysis and focus group discussions to generate data. Purposive critical case sampling was used to select twenty-three participants who took part in the study. Findings show that extra lessons had both positive and negative roles. The extra lessons helped improve the academic performance of learners and helped in covering up for inadequate time in the formal school system. They assisted in improving the school image through good results and paved the way for the reduction of the teachers` workload. Economically, teachers got extra remuneration from the extra lessons but they drained the family`s meagre financial resources. However, teachers` professionalism was dented as some teachers created demand for extra lessons by teaching less in formal school. One major conclusion drawn from the findings is that extra lessons contribute to indiscipline at the school among learners but they make learners shift their attention from the social ills of the community. From the findings, it was recommended that MOPSE should set standards for service providers and invest in extra lessons because they were assisting many in meeting the shortfalls of the mainstream system. To mitigate challenges encountered during extra lessons, the ON-OFF model could be adopted as it calls for support from all the educational stakeholders. Further studies on the role of extra lessons could be undertaken in rural communities. Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2019 Educational management teaching and learning