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Nesengani, A. T. Mashau, T. S. Nemutandani, Ntsandeni 2023 2023-10-18T10:27:56Z 2023-10-18T10:27:56Z 2023-10-05 Nemutandani, N. 2023. Strengthening the performance of progressed learners in Grade 12 at Vhembe East District. . . http://hdl.handle.net/11602/2573 http://hdl.handle.net/11602/2573 Nemutandani N. Strengthening the performance of progressed learners in Grade 12 at Vhembe East District. []. , 2023 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2573 Nemutandani, N. (2023). <i>Strengthening the performance of progressed learners in Grade 12 at Vhembe East District</i>. (). . Retrieved from http://hdl.handle.net/11602/2573 Nemutandani, Ntsandeni. <i>"Strengthening the performance of progressed learners in Grade 12 at Vhembe East District."</i> ., , 2023. http://hdl.handle.net/11602/2573 TY - Thesis AU - Nemutandani, Ntsandeni AB - In the context of this study a progressed learner refers to learner who has failed Grade 11 twice and cannot be kept in this grade but must be permitted to go to Grade 12. Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools. DA - 2023-10-05 DB - ResearchSpace DP - Univen KW - Academic Performance Progressed Learners KW - Grade Progression KW - Grade 12 LK - https://univendspace.univen.ac.za PY - 2023 T1 - Strengthening the performance of progressed learners in Grade 12 at Vhembe East District TI - Strengthening the performance of progressed learners in Grade 12 at Vhembe East District UR - http://hdl.handle.net/11602/2573 ER - DEd Department of Educational Studies In the context of this study a progressed learner refers to learner who has failed Grade 11 twice and cannot be kept in this grade but must be permitted to go to Grade 12. Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools. National Research Foundation (NRF) 1 online resource (xiii, 269 leaves) : color illustrations Nemutandani, N. (2023). Strengthening the performance of progressed learners in Grade 12 at Vhembe East District. University of Venda, Thohoyandou, South Africa.<http://hdl.handle.net/11602/2573>. en PDF Academic Performance Progressed Learners UCTD Grade Progression Grade 12 371.28071268257 Education, Secondary -- South Africa -- Limpopo Education -- South Africa -- Limpopo Performance Academic achievement -- South Africa -- Limpopo Students -- South Africa -- Limpopo Twelve grade -- South Africa -- Limpopo Success -- South Africa -- Limpopo Strengthening the performance of progressed learners in Grade 12 at Vhembe East District Thesis open.access