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

Abstract

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 teachers’ perceptions and experiences of learner progression policy in five underperforming secondary schools in Limpopo Province. A qualitative interpretivist design was employed, with data generated through open-ended questionnaires from eleven purposively selected teachers and analysed using reflexive thematic analysis. The findings reveal that, while teachers support progression as a mechanism for promoting access and reducing exclusion, they express significant concern about learners advancing without foundational knowledge, contributing to cumulative learning deficits. Teachers employ strategies such as differentiated instruction and extra lessons, yet these efforts are constrained by large class sizes, limited time, and inadequate resources. The study highlights the central role of teacher experience and professional judgment in mediating policy implementation, alongside the influence of socio-economic factors on learner outcomes. The study concludes that learner progression requires substantially stronger support structures, including structured academic support, robust monitoring systems, and improved alignment between policy intentions and classroom realities, to be effective. By foregrounding teachers’ perspectives from under-resourced contexts, the study contributes to ongoing debates about the persistent tension between inclusion and academic quality, offering implications for strengthening inclusive education in South Africa and similar contexts.