Effect of the implementation of the Progression Education Policy at public institutions : a case study of Pinetown district in KwaZulu-Natal, South Africa

Abstract

The purpose of the study is to investigate the effect of the implementation of the progression of education policy at public institutions. It sought to explore the factors that qualify a student for advancement, examine the behaviour and academic performance of progressed students in a classroom and seek ways of resolving the unintended consequences the policy has caused within the schooling system. A qualitative interpretive paradigm was adopted. Data was collected using semi structured interview questionnaires administered to teachers and learners from conveniently selected four schools in the Pinetown District Department of Education from a sample of 80 participants. The outcomes of this systematic inquiry have revealed massive and complex effects of the implementation of the progression of education policy. Concerning learners, these include the inability to cope with the next level, future poor performance and capabilities, lack of interest in learning, students’ reliance and entitlement. Regarding teachers, these include teacher frustration, delusion and false confidence, poor performance in Grade 12, and lack of key attributes amongst many others. As recommendations to the implementation challenges of the PPP and future educational policy matter, bottom-up consultation, monitoring and evaluation, and alternative ways of pedagogy were seen as integral strategies to remedy the implementation thereof. Whilst a plethora of interventions and recommendations were made, immediate interventions include extra classes, practical and technical skills, experimental work, repetitive teaching, knowledge and understanding, reducing over-crowded classes, identification of learner difficulties at an early stage, and parental involvement featured prominently