Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3941
Title: Effect of the implementation of the Progression Education Policy at public institutions : a case study of Pinetown district in KwaZulu-Natal, South Africa
Authors: Makhanya, Philasande Dedictus 
Keywords: Progression Education Policy;Public institutions
Issue Date: 2021
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
Description: 
Submitted in fulfilment of the requirements of the degree of Master of Management Sciences
Specialising in Public Administration and Management in the Faculty of Management Sciences
at the Durban University of Technology, 2021.
URI: https://hdl.handle.net/10321/3941
DOI: https://doi.org/10.51415/10321/3941
Appears in Collections:Theses and dissertations (Management Sciences)

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