An exploration of the Performance Lag Address Programme (PLAP) in addressing Literacy in primary schools: the case of Tsholotsho District in Zimbabwe

Nhlanhla Sibanda and Bhekinkosi Ndlovu
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Nhlanhla Sibanda: Department of Languages and Literature, Zimbabwe Open University, Zimbabwe
Bhekinkosi Ndlovu: Schools Psychological Services, Matabeleland North Province, Zimbabwe

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 11, 579-585

Abstract: The standard of education in Matabeleland North has deteriorated to the extent that the province has over the years recorded the lowest pass rate at Grade Seven level in the country. Owing to the persistent high failure rate, the Ministry of Education, Sport, Arts and Culture introduced the Performance Lag Address Programme (PLAP). It is in this guise that this study focussed on the challenges and opportunities of the performance Lag Address Programme introduced to address suppressed literacy levels and high failure rate in primary schools. The study used a qualitative approach taking into cognisance the versatility of this approach in generation of appropriate descriptive information on the phenomenon under study. A case study design was chosen focussing mainly on Tsholotsho District in Matabeleland North Province. Purposive sampling and convenient sampling techniques were used to identify the teachers and Ministry of Education Officials to discuss PLAP programme implementation. The findings of the study revealed that scepticism by the teachers regarding the thrust and feasibility of the programme hindered its effective implementation. The study recommended that teachers should be equipped sufficiently to be effective in PLAP implementation. Furthermore, there is need for capital injection, expanse resource mobilisation and a multi-stakeholder approach to propel the programme to success.

Date: 2021
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