Experiences of progressed learners in a secondary school and the implications for policy implementation.

Abstract

This study delved into the Learner Progression Policy implemented by the Department of Basic Education in South Africa. The research design and methodology encompassed a qualitative approach, utilising semi-structured interviews, and data were generated from six participants from two schools in Umlazi district in KwaZulu-Natal province. The study was underpinned by two theories: the Learning Mastery theory and the Complexity theory. The Learning Mastery theory, as proposed by Bloom, focuses on how the Learner Progression Policy challenges learner capabilities and emphasises the need to ensure that struggling learners progress with adequate support as the policy demands. As proposed by Kauffman, the Complexity theory explores the challenges of implementing education policies in complex systems such as schools, with a specific focus on the Learner Progression Policy. The study explored the experiences of progressed learners and the implications of policy implementation, shedding light on the challenges and opportunities presented by the policy. The findings reveal diverse practices in policy implementation across schools, highlighting the need for a comprehensive understanding of the contextual factors influencing these practices. The study provides valuable insights into the Learner Progression Policy and its implications for schools in South Africa.