Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3698
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dc.contributor.authorNkosi, Thandi Priscilliaen_US
dc.contributor.authorAdebayo, Rufus Olufemien_US
dc.date.accessioned2021-11-11T06:32:16Z-
dc.date.available2021-11-11T06:32:16Z-
dc.date.issued2021-08-02-
dc.identifier.citationNkosi, T.P. and Adebayo, R.O. An exploration of the progression policy and its effects on learner achievement in KwaZulu-Natal. Eurasian Journal of Business and Management. 9(3): 194-207. doi:10.15604/ejbm.2021.09.03.002en_US
dc.identifier.issn2148-0206 (Online)-
dc.identifier.urihttps://hdl.handle.net/10321/3698-
dc.description.abstractThis article examines the Progression Policy and its effects on learner achievement in the Further Education and Training Phase (Grades 10 to 12) amongst five underperforming public secondary schools in Pinetown. Since the adoption of the Progression Policy, the pass rate noticeable declined between 2014 and 2016. Thus, the Progression Policy is used in this study as an analytical framework, whilst the qualitative research design was used to gather data. The faceto-face semi-structured interviews, as well as focus group discussions with educators and principals, served as data collection methods. This study emphasized challenges attributed to the implementation of the Curriculum and Assessment Policy Statement and the Progression Policy in the Pinetown District. The study further revealed that the South African education system, from the Foundation Phase level all the way up, is plagued by serious challenges. The identified challenges include a lack of parental support, learner absenteeism, learner indiscipline, learner demotivation, resource allocation, and teacher-learner ratios. The results also revealed that the socioeconomic environment contributes to a dysfunctional condition in schools, which has a negative influence on the teaching and learning experience amongst educators and learners. Thus, the study proposes the reconfiguration of the Progression Policy alongside practicable and relatable recommendations inconsonance to study.en_US
dc.format.extent13 pen_US
dc.language.isoenen_US
dc.publisherEurasian Publicationsen_US
dc.relation.ispartofEurasian Journal of Business and Management; Vol. 9, Issue 3en_US
dc.subjectLearner Achievementen_US
dc.subjectLearner Achievementen_US
dc.subjectProgression Policyen_US
dc.subjectPromotionen_US
dc.subjectAssessment Of Learnersen_US
dc.subjectLearner Motivationen_US
dc.subjectProgressed Learneren_US
dc.titleAn exploration of the progression policy and its effects on learner achievement in KwaZulu-Natalen_US
dc.typeArticleen_US
dc.date.updated2021-11-09T12:16:14Z-
dc.identifier.doi10.15604/ejbm.2021.09.03.002-
local.sdgSDG03-
local.sdgSDG04-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.openairetypeArticle-
item.languageiso639-1en-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
Appears in Collections:Research Publications (Arts and Design)
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