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Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school
Thesis (MEd)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613788457402368 |
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| access_status_str | Open Access |
| author | Adonis, Delyth Zita |
| author2 | Van Wyk, B. |
| author_browse | Adonis, Delyth Zita Van Wyk, B. |
| author_facet | Van Wyk, B. Adonis, Delyth Zita |
| author_sort | Adonis, Delyth Zita |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/110285 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:42.984Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/110285 Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school Adonis, Delyth Zita Van Wyk, B. Stellenbosch University. Faculty of Education. Dept of Education Policy Science. Educators -- Study and teaching (Secondary) -- South Africa Progressive education -- Educators -- South Africa Educators -- Study and teaching (Secondary) -- South Africa -- Promotion UCTD Thesis (MEd)--Stellenbosch University, 2021. ENGLISH ABSTRACT: There is currently a major concern about learners’ poor academic achievement in South Africa. This is a challenge to all role players, especially in relation to the high failure and progressing rates in Grade 9, which then flow over to Grade 10 and 11. This study adressed the problem of progression and promotion in a low income, working-class school. The main research question arising from this problem concerns the high progression and low retention rates at the school. The central focus of this thesis is the understanding of progression and promotion on the part of Grade 9 educators. This includes an analysis of educators’ opinions and how their practices of promotion and progression have affected or disadvantaged the learning process. Grade 9 is the last phase before FET (Further Education and Training), for which learners can choose which subjects or direction they want to take for Grade 10. In addition, the study investigates whether there is a connection between policy (theory) and implementation (practice) when conducting promotion and progression at the end of the year. I use Gadamer’s hermeneutics, which is primarily concerned with the understanding and interpretation of texts. From this perspective, I conducted a conceptual and documentary analysis of educators’ perspectives on and experiences of the promotion and progression policy with the aim of gaining a deeper understanding of how educators deal with the guidelines of the policy. The educators’ perspectives relate to teaching learners who have not met the pass requirement, as well as how this influence educators’ morale when teaching. I constructed meanings, formed from the promotion and progression policy (condonations and adjustments), which serves as the theoretical framework for an analysis of the relevant policy. This study found that the meanings of these terms are articulated in the relevant policy documents. AFRIKAANSE OPSOMMING: Binne die onderwysveld in Suid-Afrika is daar tans groot kommer oor die swak akademiese prestasie van leerders. Dit is ’n uitdaging vir alle rolspelers, veral die hoë mislukking en vorderingsyfers in graad 9, wat dan oorloop na graad 10 en 11. In hierdie studie word die probleem van vordering en bevordering in ’n gemengde werkersklas skool aangespreek. Die belangrikste vraag wat uit hierdie probleem spruit, is die hoë vordering- en lae retensiekoerse in die skool. Die sentrale fokus van hierdie tesis is die begrip van vordering en bevordering en die impak wat dit op die graad 9-opvoeders het. Dit sluit in ’n ontleding van die opinies van opvoeders en hoe hulle praktyke van bevordering en vordering die leerproses beïnvloed of benadeel het. Graad 9 is die laaste fase voor die VOO (Verdere Onderwys en Opleiding), waar leerders kies watter vakke of rigting hulle vir Graad 10 wil volg. Die studie ondersoek ook of daar ’n verband is tussen beleid (teorie) en implementering (praktyk) by die bevordering en vordering aan die einde van die jaar. Ek gebruik Gadamer se hermeneutiek as metodologie, wat hoofsaaklik handel oor die verstaan en interpretasie van tekste. Vanuit hierdie perspektief het ek ’n konseptuele en dokumentêre analise van opvoeders se perspektiewe en ervarings van die bevorderings- en vorderingsbeleid gedoen, met die doel om ’n dieper begrip te kry van hoe opvoeders die riglyne van die beleid hanteer wanneer hulle leerlinge onderrig wat nie aan die slaagvereiste voldoen nie, asook hoe dit hul moraal beïnvloed as dit kom by onderrig. Ek het betekenisse opgestel wat gevorm is uit die bevorderings- en vorderingsbeleid (kondonasies en aanpassings) wat gedien het as teoretiese raamwerk vir die ontleding van dié beleide. Hierdie studie het bevind dat die betekenis van hierdie terme in toepaslike beleidsdokumente uiteengesit is. Masters 2021-02-23T10:16:59Z 2021-04-22T10:12:30Z 2021-08-23T03:00:07Z 2021-03 Thesis http://hdl.handle.net/10019.1/110285 en_ZA Stellenbosch University x, 131 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educators -- Study and teaching (Secondary) -- South Africa Progressive education -- Educators -- South Africa Educators -- Study and teaching (Secondary) -- South Africa -- Promotion UCTD Adonis, Delyth Zita Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school |
| title | Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school |
| title_full | Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school |
| title_fullStr | Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school |
| title_full_unstemmed | Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school |
| title_short | Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school |
| title_sort | grade nine educators perspectives on and experiences of the progression and promotion policy at a school |
| topic | Educators -- Study and teaching (Secondary) -- South Africa Progressive education -- Educators -- South Africa Educators -- Study and teaching (Secondary) -- South Africa -- Promotion UCTD |
| url | http://hdl.handle.net/10019.1/110285 |
| work_keys_str_mv | AT adonisdelythzita gradenineeducatorsperspectivesonandexperiencesoftheprogressionandpromotionpolicyataschool |