Author

E. Barnett

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Open access Aug 2026

Interrogating Learner Progression Policy in South African Schools Through Teachers’ Perspectives

Learner progression policy in South Africa is intended to promote inclusive education by reducing grade repetition and preventing learner dropout, yet its implementation remains contested, particularly in under-resourced schooling contexts. Drawing on teacher agency and socio-ecological theories, this study explored te...

M. Sepadi, M. Mogale, E. Barnett et al. · Education sciences · 1 citation