Mnisi, Thoko Esther.Mngadi, Matsidiso Mary.2022-01-122022-01-1220212021https://researchspace.ukzn.ac.za/handle/10413/20091Masters Degree. University of KwaZulu-Natal, Durban.This study is aimed at exploring how the Further Education and Training (FET) pure mathematics educators experience the implementation of progression policy. Progression policy has been implemented in the FET mainstream since 2012. The implementation of progression policy since then has been a hotly debated topic amongst scholars. One of the concerns about progression policy implementation was the involvement of the educators’ experiences and expert opinions as agents of implementation in grassroots levels. The data for this study was generated from five purposefully selected FET mathematics educators who had been teaching the subject for more than five years in public ordinary secondary schools within the Sedibeng East District. Despite the challenges of the COVID-19 pandemic, data was generated from these participants through face-to-face semi-structured interviews, which gave these FET mathematics educators an opportunity to freely express their full-bodied experiences of progression policy implementation in the subject of mathematics in grade 12. The primary and secondary research questions were centralised around the lived experiences of these FET mathematics educators since the progression policy was implemented en masse in the FET phase. This data was then viewed through the Public Value Theory which upholds that during policy implementation processes, all stakeholders need to work hand-in-hand so as to share both failures and its successes. All the data generated were analysed using the Braun and Clarke Thematic Analysis and the transcribed data was themed into three themes which were aligned to the primary and secondary research questions of the study. Amongst others, the findings to the study point out that the implementation of policies in education, particularly progression policy, is still contextualised within the apartheid legacy, that progression policy implementation is still used as a wedge to divide the education system. The findings also show that the experiences of the educators have long been side-lined and the implementation of progression policy has not made it any better, issues such as teacher support and development in policy implementation are still left on the poor mathematics educators to figure it all out on their own. This study therefore gives recommendations for better progression policy implementation and these recommendations upholds the importance of active engagement and involvement of these FET mathematics educators in policy processes. It gives both policy-makers and the FET mathematics educators an idea that perhaps the consideration of experiences from the implementers could impact on how policies in education could best be shaped, especially progression policy. The recommendation from this study thus upholds that the effective implementation of progression policy should support the value of the experiences of the agents of implementation, the FET mathematics educators. The experiences of these FET mathematics educators are a resource that of which the Department of Basic education can prioritize on to ensure that the implementation of progression policy is done effectively.enEducation policies--Progression policy.Mathematics teachers.Mathematics education.Mathematics--Further Education and Training (FET).Educators--Mathematics.Progression policy--Mathematics.Thesis