Exploring the Impact of School Progression Policy on Curriculum Pacing: A Case Study of Selected Secondary Schools

Abstract

It has become increasingly evident in educational institutions that learners who are progressed to the next grade solely on the basis of age cohort do not exhibit satisfactory academic performance. There has been a marked decline in pass rates following the implementation of the school progression policy. This policy is problematic regarding curriculum coverage, as both educators and learners face challenges in effectively addressing and closing the curriculum gap within the required timeframe. This study focused on the pacing of curriculum coverage, seeking strategies for how teachers can pace it to ensure alignment with the Annual Teaching Plan and the on-time completion of the syllabus. The study used an interpretivist paradigm, explaining the concepts using Bandura’s Social Learning Theory as a qualitative research approach. The data were collected from 3 public schools in Johannesburg Central, District 14, from which 18 teachers (6 per school), 18 progressed learners (6 per school), and 3 principals (1 per school) were interviewed. Semi-structured interviews with teachers were conducted to identify the hindrances they face in curriculum coverage, especially when teaching progressed learners, and to find out from progressed learners what they need to cope with. The study aimed to identify strategies to support these learners in improving their performance. After achieving that, the expected outcomes were to complete the prescribed curriculum on time, improve performance, achieve higher pass rates, and gain a deeper understanding of the content. The thematic analysis was used to analyse the data. The study's findings included time constraints around the ATP, management's need to support teachers, the poor academic performance of progressed learners, the ineffectiveness of the policy, the academic preparedness of these learners, and the psychological effects they face. Recommendations included that teachers should offer more support to progressing learners, that parents should be more involved in learners' schooling, that schools should improve resource availability, that district officials should develop alternative disciplinary measures, that teachers should be included in policymaking, and that adjustments should be made to the ATP. Keywords: Inclusive Education, Learner Performance, Progressed Learner, Progressio