Learner Progression Policy Implementation Challenges and Possible Strategies for Improvement

Abstract

The Department of Basic Education attempts to minimise repetition, which often leads to learner dropout through learner progression policy. However, the rate of repetition and dropout is still high. In this qualitative study, implementation challenges were explored by means of semi-structured face-to-face interviews. Data were analysed using interpretive phenomenological analysis. Three themes emerged from the data: understanding policy; implementation challenges; and emergent implementation guidelines. The research findings revealed important implications for school management teams, Grade 12 teachers and school-based support teams, as well as for the Department of Basic Education in general. The research adds to the body of knowledge on learner repetition, learner dropout, and learner progression.