Teachers' and learners' experiences of the implementation of the progression policy : the case of schools in Dimamo Circuit, Limpopo Province

Abstract

The implementation of progression and similar policies remains a challenge in many education systems globally. This also applies to the implementation of the progression policy in South Africa, Limpopo Province, Dimamo Circuit, which was intended to reduce the dropout rates of learners who struggle to pass their grades during the stipulated duration. Teachers and schools seem to be ill-prepared to implement this policy, which was introduced in 2013. The effective implementation of this policy could alleviate the challenge of dealing with learners who are retained in the same grade more than twice, most of whom end up dropping out of school. This study aimed to discover the experiences of teachers and learners with regard to the implementation of the progression policy in Limpopo Province, Dimamo Circuit. A case study research design was used and the study used multiple methods of collecting data such as interviews, observation and document analysis. The study found that teachers and learners in the schools that formed part of the study experience extreme challenges such as learner participation support, training, and coping with regard to the implementation of the progression policy. The recommendations of the study will contribute greatly to the system of education in Limpopo Province, Dimamo Circuit as the findings could assist in improving the implementation of the policy.