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Issues in Educational Research, 2024, Vol 34(4), 1313-1331.
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Challenges educators encounter with South Africa's grade progression policy: A social justice perspective

Boithatelo Hlasa and Ntombizandile Gcelu
University of the Free State, South Africa

In South Africa, progression refers to the elevation of a learner from one grade to the following grade (excluding grade R), in spite of the learner not having achieved all the promotion stipulations (DBE, 2012a). This article is embedded in a social justice theoretical framework that advocates for a just society through fairness, equal access to opportunities and social privileges within a society. It aims at advocating for both teachers and learners' rights, against the progression policy that seems to marginalise them. Our study employed a qualitative approach in order to gain insight into the challenges teachers face and the effects of the progression policy on learners. A purposive and convenience sample of 16 teachers and 8 departmental heads was interviewed and put in a focus group discussion to determine their perceptions on the implementation of the progression policy. We used a content analysis method that explored covert and explicit meanings of underlying explanations from research participants. Results indicate that teachers face many challenges in implementing the progression policy, which negate the intention of the policy and the quality of education. Our article recommends that teachers be given the necessary support they require to successfully implement the policy.
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Authors: Ms Boithatelo Hlasa (corresponding author) is a doctoral student in the School of Education Law, Faculty of Education, University of the Free State, South Africa. In her research, she deals with the progression policy used in South African schools as a means to promote, retain and progress learners.
Email: boithatelohlasa@gmail.com

Dr Ntombizandile Gcelu is a senior lecturer in the School of Education Studies, Faculty of Education, University of the Free State, South Africa. Her research focuses on stakeholder collaboration with Ubuntu as a strategy in management leadership, education law and policies, the dynamics and indicators of collaboration with rural communities.
ORCID: https://orcid.org/0000-0002-7674-3201
Email: gcelun@ufs.ac.za

Please cite as: Hlasa, B. & Gcelu, N. (2024). Challenges educators encounter with South Africa's grade progression policy: A social justice perspective. Issues in Educational Research, 34(4), 1313-1331. http://www.iier.org.au/iier34/hlasa.pdf


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Created 13 Dec 2024. Last update: 13 Dec 2024. Website: Roger Atkinson [rjatkinson@bigpond.com]