Greener Journal of Educational Research Vol. 8(6), pp. 131-136, August 2018
Manuscript Number: 080218110
Performance Lag Address Programme (PLAP): The View of Teachers in Inclusive Primary and Secondary Schools
Dr. Phillimon Mahanya
Ministry of Primary and Secondary Education.
The policy on Education For All (EFA) has been the
hallmark of access to education with equal opportunities, equal provision of
services and allocation of resources towards basic education in Zimbabwe. To
this effect, The Director’s Circular number 26 of 2008 on guidelines on
remedial work at primary and secondary school levels alludes to Performance Lag
Address Programme (PLAP). This study was prompted by the unevenness of the
training of teachers by non specialist professionals and the ineffective use of
non-standardised assessment tools for screening learners. This creates
professional doldrums of what exactly teachers should do. The aim was to capacitate accountability
approaches towards PLAP. The research was qualitative and a case design was
applied. A sample of 80 participants comprising education officers, schools
administrators and teachers was purposively drawn from Masvingo District
namely, offices, primary and secondary schools respectively. Semi-structured
interviews, an open ended questionnaire and document analysis were used to
generate data. It emerged from the study that most PLAP trainers are not in
tandem with the mechanics of Individualised Educational Programmes (IEP) and
most of teachers are confused with PLAP demands and voluntarily opted not to
engage in the programme. It is recommended that PLAP trainers should be
specialist professionals with qualifications in special needs education should
not hurriedly and haphazardly train teachers. Training centres should also be
established and should equip teachers with requisite mechanics of handling
Keywords: Lag, programme,
inclusive education, remedial work, assessment tools.
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