- Title
- Teacher's perceptions of the policy on progression in the Further Education and Training phase in New Brighton high schools, Gqeberha
- Creator
- Fuzani, Zukisa
- Subject
- Policy
- Subject
- Postsecondary education and training
- Subject
- Nelson Mandela District -- South Africa
- Date Issued
- 2023-04
- Date
- 2023-04
- Type
- Master's theses
- Type
- Thesis
- Identifier
- http://hdl.handle.net/10948/63462
- Identifier
- vital:73369
- Description
- The South African education system is severely faced with high dropout challenges. In recent years, the Department of Basic Education witnessed a significant improvement in learners' dropout rates. To address the high rates of learners dropping out of school, the government introduced the Policy on Progression (2013). This study aimed to explore teachers’ perceptions of the Policy on Progression. The qualitative research approach guided this study. A phenomenology was employed in this study. Purposive sampling was chosen to select the participants of this study. Teachers teaching in the FET Phase in New Brighton high schools participated in the study. The participants consisted of ten (10) teachers, two (2) Post Level 1, and three (3) School Management Team (SMT) members from each school. Semi-structured interviews were used to collect data for this study. The research procedure involved interviewing teacher participants about their lived experiences within the context of their teaching environments. Raw data were transcribed, analysed using thematic analysis, and reduced into smaller units to understand them. The raw data were categorised into units of meaning for analysis and the identification of themes. A policy can negatively impact teaching, learning, and assessment if not interpreted correctly and implemented appropriately. This impact of interpretation and implementation of this policy has behavioural implications that affect the well-being of learners and teachers. In this study, the researcher sought to understand whether teachers and the school management teams believe that the Policy on Progression has yielded the intended results by exploring teacher perceptions dealing with high school progression. Thus, new understandings of the policy would emerge, and the participants would advise the stakeholders about the policy from an informed position. The findings of this study reveal the fair part of the Policy on Progression on learners, as it allows continuity. The findings further reveal that the Policy on Promotion has yielded the intended results. However, the findings of this study revealed a partial relationship that exists between the parents of the progressed learner. Furthermore, the findings indicate challenges in the Policy on Progression such as favouritism, inconsistency, lack of monitoring from the Department of Basic Education, and inferences with the progression process.
- Description
- Thesis (MEd) -- Faculty of Education, 2022023
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (xiv, 212 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School for Initial Teacher Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | FUZANI, Z.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |