The national progression policy in Gauteng schools: Is the policy failing progressed learners?

Abstract

Background: The National Policy Pertaining to Programme Promotion Requirements (NPPPR) allows learners to repeat 1 year per phase. However, problematic policy implementation is indicated by the large numbers of unsupported progressed learners in schools, leading to unmanageable peer group dynamics and compromised educational outcomes.

Aim: To analyse and explain the status of the NPPPR regarding progressed learners in the Gauteng province.

Setting: The study was conducted in a Gauteng Education District from 2017 to 2019. Learners from all primary and secondary schools and all grades were included. Schools were located in townships and urban areas.

Methods: Quantitative data were collected, with purposive, non-probability sampling, in an education district, comprising 187 schools (6% of the Gauteng province, n = 407 347 learners). Data were collected on learner ages, grades and number of years progressed, from the Department of Education database. Descriptive statistics determined means, modes and frequencies.

Results: An increase in progressed learner numbers from 2017 to 2019 was seen, with most progressed learners in township, quintile 1–3, secondary schools, in the senior phase, and being males. Numbers declined in Grades 10 and 11.

Conclusion: Large numbers of progressed learners in Grades 8 and 9 lead to over-aged learners, overcrowded, unmanageable classrooms and overworked teachers.

Contribution: Valuable quantitative statistics on progressed learners allowed critique of the inconsistent implementation of the NPPPR policy which results in social and behavioural problems for teachers. This study contributes to creating an awareness of policy circumvention resulting in overburdened schools.