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Studying the Defects of the Progression Policy and Multiple-Examination Opportunity Policy in Selected High Schools in Paulpietersburg

Abstract

This research delves into the critical examination of two interconnected public policies implemented by the South African Department of Education: The progression policy and the Multiple Examination Opportunity (MEO) policy, primarily targeting the Further Education and Training (FET) phase in high schools. Focused on selected high schools in the underdeveloped town of Paulpietersburg, located in Northern KwaZulu Natal, this study addresses the significant flaws within these policies and the community's perceptions of their impact. The progression policy, initially intended to reduce dropout rates and minimize the duration spent in the FET phase, appears to have unintended consequences. Learners, perceiving guaranteed progression regardless of academic performance, exhibit decreased motivation and diligence in their studies. Similarly, the MEO policy, introduced to assist academically challenged learners, faces criticism for causing delays in completing matric, overloading teachers, and creating demotivated learners. This qualitative research engages stakeholders through interviews, questionnaires, and document analysis to explore perspectives on these policies. The findings highlight widespread dissatisfaction among teachers, parents, and learners, suggesting a pressing need for policy reform to address the shortcomings and promote a more effective educational system in South Africa.

Sifundo Kenneth Mdhluli

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