Implementation of the learner progression policy provision and intervention in support of progressed learners within the senior phase: a case study of two different Gauteng public schools

Abstract

In South Africa and globally academic learner performance is a huge concern. The National Policy for Assessment (NPA) explains that Grade R – 12 learners are either promoted or progressed from one grade to the next. The National Policy Pertaining to the Programme and Progression Requirements (NPPPR) states that the Department of Education (DBE) defines progression as the advancement of a learner from one grade to the next, excluding Grade R, despite the learner not having complied with all the promotion requirements. The purpose of this study is to investigate the implementation challenges of the learner progression policy in two South African Gauteng Schools through the perceptions of the teaching staff, school management teams, and principals. Further to this, the reasons behind learner progression are explored with a focus on intervention strategies to assist teachers in developing these progressed learners. For this study, a qualitative interpretive paradigm is adopted. The data is generated through semi-structured in-contact open-ended interview questions to explore participant's diverse opinions, interpretations, and meaning-making of the progression policy and its implementation over a broad spectrum. In addition to this, data was generated through the collection of documents. These documents include reports about learner performance, school improvement plans, individual learner support or intervention plans, and SNA (Support Needs Assessment Form) documents in school B. These documents collected were analysed to enrich the data of the relevant categories under themes and sub-themes identified. The outcome of this study reveals that educational policies are often adapted, and mediated by policy implementers as they make meaning of the policy in their diverse contexts. The study revealed that the learner progression policy and its implementation are challenging and complex for all stakeholders of the selected schools. These stakeholders include teachers and SMT members (Principals and Heads of Departments or HODs). Progression is problematic because learners have constant learning difficulties in the grades that they are promoted to as they continue to suffer serious knowledge gaps. Intervention strategies to assist progressed learners are not sufficient and need to start with better teacher training led by the Department of Basic Education (DBE) 719173 6 and the districts. The training must also target the reinforcement of learner language skills to eliminate their language barriers, parental support, and support programmes that are learner-specific and not generalised. It is noted that the progression of learners has a detrimental impact on teachers’ daily teaching which must ‘make up’ for learner knowledge gaps, poor work ethic, and bad behaviour which makes it highly impossible to keep up.