The study focused on how secondary schools that malfunctioned at the thick of economic crisis evoked parental involvement in Harare, Zimbabwe. Owing to the qualitative nature of the study, a case study research design was found to be more appropriate in order to describe in detail the rise of parentocracy. Face-to-face interviews and a questionnaire were used to gather data. 368 respondents constituted the population from which a sample of 63 participants was drawn. Following a detailed thematic analysis, it emerged from the study that parentocracy increased as schools underperformed. Recommendations were made for the government to address the challenges that are threatening pedagogy in order to lighten the burden on parents.

The extent to which students' attain learning outcomes and the overall quality of a qualification is dependent on the extent to which the student is engaged in academic work inside and outside the lecture room. The study sought to establish the extent to which students were engaged in academic work in a Zimbabwean university. The study followed a mixed methods approach, in which a case study design was utilized. Data

Teaching and learning transactions depend on lecturer attributes which in turn influence

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