The Implementation of the Progression Policy in Secondary Schools of the Limpopo Province in South Africa

Autor/inn/en	Mogale, Makobo Lydia; Modipane, Mpho Calphonia
Titel	The Implementation of the Progression Policy in Secondary Schools of the Limpopo Province in South Africa
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1853 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mogale, Makobo Lydia) ORCID (Modipane, Mpho Calphonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Secondary Schools; Educational Policy; Program Implementation; Dropout Prevention; Grade Repetition; Program Effectiveness; Parent Role; Secondary School Students; Secondary School Teachers; Grade 11; Grade 12; Parent Attitudes; Teacher Attitudes; Parent Participation; Participative Decision Making; School Role; Progress Monitoring; Teaching Conditions; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Politics of education; Bildungspolitik; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Parental role; Elternrolle; Sekundarschüler; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Elternverhalten; Lehrerverhalten; Elternmitwirkung; Lehrbedingungen; Unterrichtsbedingungen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than 4 years in a phase. However, progressed learners have been said to be contributing to the decline of Grade 12 national results in 2015 and 2016. We argue that due procedures in the implementation of this policy could have affected the performance of progressed learners, and in turn the overall matriculation results. A qualitative approach was followed and a descriptive case study design was adopted in the study reported on here. Data were collected through document analysis and semi-structured interviews from 2 secondary schools in the Dimamo circuit, Limpopo province. We found that the progression policy was not implemented according to the stipulations. Communication breakdown, negative teacher attitude, overcrowded classrooms, a lack of knowledge and support were found to be contributory factors in the ineffective implementation of the policy. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01