Open AccessAN EXPLORATION OF THE PROGRESSION POLICY AND ITS EF
Author(s) -
Thandi Priscillia Nkosi,
Rufus Olufemi Adebayo
Publication year - 2021
Publication title -
eurasian journal of business and management
Language(s) - English
Resource type - Journals
ISSN - 2148-0206
DOI - 10.15604/ejbm.2021.09.03.002
Subject(s) - curriculum , dysfunctional family , focus group , socioeconomic status , data collection , public relations , psychology , pedagogy , political science , mathematics education , medical education , sociology , medicine , social science , population , demography , anthropology , psychotherapist
This article examines the Progression Policy and its effects on learner achievement in the Further Education and Training Phase (Grades 10 to 12) amongst five underperforming public secondary schools in Pinetown. Since the adoption of the Progression Policy, the pass rate noticeable declined between 2014 and 2016. Thus, the Progression Policy is used in this study as an analytical framework, whilst the qualitative research design was used to gather data. The faceto-face semi-structured interviews, as well as focus group discussions with educators and principals, served as data collection methods. This study emphasized challenges attributed to the implementation of the Curriculum and Assessment Policy Statement and the Progression Policy in the Pinetown District. The study further revealed that the South African education system, from the Foundation Phase level all the way up, is plagued by serious challenges. The identified challenges include a lack of parental support, learner absenteeism, learner indiscipline, learner demotivation, resource allocation, and teacher-learner ratios. The results also revealed that the socioeconomic environment contributes to a dysfunctional condition in schools, which has a negative influence on the teaching and learning experience amongst educators and learners. Thus, the study proposes the reconfiguration of the Progression Policy alongside practicable and relatable recommendations inconsonance to study.