Abstract

This research was carried out to establish how extended learning time is being managed in primary schools in Malawi. It was noted centrally, that performance of primary school learners was poor and this was attributed to inadequate school time. As such, extended learning time (ELT) policy was considered as a solution. However, during working days, one would still see many leaners going to school when it is past the official school day starting time. This raised the interest to study how schools implement the ELT policy. The research employed mixed method for generating and analysing data. Data was generated from senior primary school learners, their teachers, head teachers as well as the Primary Education Advisors (PEAs) of the selected zones, through lesson observation and interviews. The conceptual framework used, was adapted from strategies for effective ELT which advocates it’s use by both teachers and learners. Pickle Jar and Goal setting theories were applied. The study has shown that some teachers use ELT for professional development activities and some learners benefit through some activities, however, the activities are not in the school time table. Additionally, despite use of centrally drawn timetable as a tool to guide implementation of the policy, schools rarely adhere to the subject and time allocation resulting to loss of even the initial allocated time. The findings imply that the link necessary for effective implementation of ELT as a policy add time for activities that improve teacher practice and increase learner engagement is missing. Finally the mechanisms for monitoring adherence to set guideline, the common timetable, is not adequately instituted. As such further studies should focus on management of time wasters in Primary Schools.

More details

School	: School of Education
Issued Date	: 2021

Download full document