Author: Muchemwa Stella1
1Department of Languages and Communication Department, Solusi University, PO Solusi, Bulawayo, Zimbabwe
Abstract: Primary education is the base of all advanced education levels, developments and innovations; it should therefore be meticulously done so as not to disadvantage the learners. In a bid to do it well, those involved in primary education have tried and are still trying strategies that can give the learners maximum advantage, for instance, grade retention and grade promotion. This research aimed at assessing the Zimbabwean primary school teachers’ stance on grade retention. The researcher took the advantage of Block-Release students at Solusi University in April 2016 (these are teachers from all over Zimbabwe and other countries in Africa who come for their degree studies at Solusi University during the holidays) to collect data through interviews from a purposive sample of these teachers. Collected data was coded and analyzed descriptively. Findings showed that: 56% of the respondents indicated that retention is taking place at the primary schools where they are teaching but usually on a minimal scale since it is usually done upon parents’ request; 67% of the respondents said that retention is necessary and helpful; retention can be most suitably done at infant grades (1-3); however, the effect of retention on pupils’ performance is not clear due to other factors that affect performance. Findings also showed that the Zimbabwean Government is neither for retention nor grade promotion but for ERI (Early Reading Initiative) and PLAP (Performance Lag Address Programme) which have been recently introduced.
Keywords: Zimbabwe, Primary Education, Grade Retention, Grade Promotion, Performance Lag Address Programme (PLAP), For ERI (Early Reading Initiative)
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2017, Vol.3, No.3