The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa
The School Progression Policy is an intervention strategy to decrease unnecessary, high dropout rates in the South African Education system. It allows learners to move from one grade to another and thus advance in their careers and exit the basic education school system with a qualification. However...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2023-10-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2023/10/EHASS20234107.pdf |
| _version_ | 1797351815713390592 |
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| author | Mamello Admirrow Khobe Kananga Robert Mukuna |
| author_facet | Mamello Admirrow Khobe Kananga Robert Mukuna |
| author_sort | Mamello Admirrow Khobe |
| collection | DOAJ |
| description | The School Progression Policy is an intervention strategy to decrease unnecessary, high dropout rates in the South African Education system. It allows learners to move from one grade to another and thus advance in their careers and exit the basic education school system with a qualification. However, due to this intervention, some learners have experienced social and emotional problems at school, which may affect their well-being. This study explored the effects of the School Progression Policy on the progressed Grade 12 learners’ well-being in schools. It adopted a qualitative research methodology within a constructivist paradigm and used a case study research design. Thirty-seven learners (23 females and 14 males) and fifteen teachers and SMTs were purposively selected from four schools in the Motheo Education District. Semi-structured interviews were employed for data collection. Thematic results revealed that this policy implementation positively and negatively affected progressed Grade 12 learners’ well-being. This study recommended constant empowerment and motivation for the progressed learners and comprehensive orientation at the beginning of the year to prepare and capacitate them to handle the expectations and challenges of Grade 12. |
| first_indexed | 2024-03-08T13:06:59Z |
| format | Article |
| id | doaj.art-2b7a836420c34aa48cc3db991e42e69a |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-03-08T13:06:59Z |
| publishDate | 2023-10-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-2b7a836420c34aa48cc3db991e42e69a2024-01-18T16:25:09ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222023-10-014101243 1252https://doi.org/10.38159/ehass.20234107The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South AfricaMamello Admirrow Khobe0https://orcid.org/0009-0000-2537-9254Kananga Robert Mukuna1https://orcid.org/0000-0002-1787-4543University of the Free State, Bloemfontein South Africa.University of the Free State, Bloemfontein South AfricaThe School Progression Policy is an intervention strategy to decrease unnecessary, high dropout rates in the South African Education system. It allows learners to move from one grade to another and thus advance in their careers and exit the basic education school system with a qualification. However, due to this intervention, some learners have experienced social and emotional problems at school, which may affect their well-being. This study explored the effects of the School Progression Policy on the progressed Grade 12 learners’ well-being in schools. It adopted a qualitative research methodology within a constructivist paradigm and used a case study research design. Thirty-seven learners (23 females and 14 males) and fifteen teachers and SMTs were purposively selected from four schools in the Motheo Education District. Semi-structured interviews were employed for data collection. Thematic results revealed that this policy implementation positively and negatively affected progressed Grade 12 learners’ well-being. This study recommended constant empowerment and motivation for the progressed learners and comprehensive orientation at the beginning of the year to prepare and capacitate them to handle the expectations and challenges of Grade 12.https://noyam.org/wp-content/uploads/2023/10/EHASS20234107.pdfschool progression policyprogressed grade 12 learnersretentionlearners’ well-being |
| spellingShingle | Mamello Admirrow Khobe Kananga Robert Mukuna The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa E-Journal of Humanities, Arts and Social Sciences school progression policy progressed grade 12 learners retention learners’ well-being |
| title | The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa |
| title_full | The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa |
| title_fullStr | The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa |
| title_full_unstemmed | The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa |
| title_short | The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa |
| title_sort | effects of school progression policy on the progressed grade 12 learners well being at schools a case study of the motheo education district south africa |
| topic | school progression policy progressed grade 12 learners retention learners’ well-being |
| url | https://noyam.org/wp-content/uploads/2023/10/EHASS20234107.pdf |
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