Faculty of Education

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https://scholar.sun.ac.za/handle/10019.1/12

The vision of the Faculty of Education is to be "acknowledged and respected unequivocally as a leading and engaged research-driven education faculty". In line with this, we pride ourselves on playing a leading role in education, both locally and globally. Central to our vision is a commitment to engage with educational challenges, particularly in South Africa.

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Browsing Faculty of Education by Author "Adonis, Delyth Zita"

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    Grade Nine educators’ perspectives on and experiences of the Progression and Promotion Policy at a school
    (Stellenbosch : Stellenbosch University, 2021-03) Adonis, Delyth Zita; Van Wyk, B.; Stellenbosch University. Faculty of Education. Dept of Education Policy Science.
    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.