Pedagogical implications on curriculum support for learner progression: policy promises and outcomes

Simple item page
dc.contributor.authorMogale, Makobo Lydia
dc.date.accessioned2023-11-07T07:42:54Z
dc.date.available2023-11-07T07:42:54Z
dc.date.issued2023
dc.description.abstractPart of enabling progressed learners’ successes is provision of adequate curriculum support to bridge content gap. Learner progression was introduced as an intervention for retention and to minimise school dropout. Dynamics around education policy implementation gaps seems to be obstacle between progression policy promises and outcomes. This is visible through the national grade 12 results which continue to decline amid learner progression. Within debates of progression policy derailing quality education, Covid19 disruptions unleashed inequalities in the education sector. For instance, learning losses and in turn pedagogical implications for progressed learners’ extended learning opportunities. This paper reports on curriculum support provided to progressed learners reflecting on Covid19 disruptions using Bandura’ Social Learning Theoretical lens. The study adopted a qualitative research approach placed within interpretivism paradigm and employed exploratory case study design. Six teachers were purposively selected from three secondary school in one district of the Limpopo Province, South Africa. Thus, two grade twelve teachers per school whose subjects were directly affected by progression policy because the study focuses on progression from grade eleven to twelve. Data were collected through document analysis and interviews. Thematic analysis was used for data analysis. Findings revealed limitations to reach out to progressed learners’ due catch-up plans because of lockdown and rotational models. This study concluded on a fair compliance on policy stipulations yet limited specific intervention strategies. The unique contribution of this study is the reflection on three implementation gaps which had implications for progression policy outcomes.
dc.description.versionPublisher's version
dc.identifier.citationMogale, M. L. (2023). Pedagogical implications on curriculum support for learner progression: policy promises and outcomes. Journal Of Curriculum Studies Research, 5(3), 65-79. https://doi.org/10.46303/jcsr.2023.31
dc.identifier.issn2690-2788 (online)
dc.identifier.urihttps://doi.org/10.46303/jcsr.2023.31
dc.identifier.urihttp://hdl.handle.net/11660/12330
dc.language.isoen
dc.publisherOpenED Network
dc.rights.holderAuthor(s)
dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/
dc.subjectCurriculum support
dc.subjectimplementation
dc.subjectpedagogical implications
dc.subjectprogression policy
dc.titlePedagogical implications on curriculum support for learner progression: policy promises and outcomes
dc.typeArticle
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Mogale_Pedagogical implications on curriculum_2023.pdf
Size:
763.13 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.63 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Articles (School of Education Studies)