Education Policies and Learner Support Awareness

Pedagogical Implications on Curriculum Support for Learner Progression

• Abstract: Curriculum support is crucial for learner success, bridging content gaps and minimizing dropout. The study explored obstacles to learner progression policy implementation, particularly within the context of the Covid-19 pandemic.

• Research Approach: A qualitative, exploratory case study design was used to understand teacher perspectives on curriculum support for progressed learners in Limpopo Province, South Africa.

• Participants: Six secondary school grade 12 teachers from three schools were purposively selected.

• Data Collection: Document analysis and semi-structured interviews were employed.

• Methodology: Thematic analysis was used to analyze data collected.

• Limitations: Challenges in reaching progressed learners due to pandemic lockdowns and rotational models were observed. Policy was implemented, but insufficient specific intervention strategies were highlighted. Parental involvement was also an obstacle, with attendance at meetings being a difficulty.

• Study Focus: The study examines the challenges in implementing progression policy within the context of the Covid-19 pandemic.

Literature Review

• Learner Progression Policy: Learner progression policies are intended to prevent dropout and support learners, but recent trends show that learners are not progressing effectively and many are dropping out of school.

• Covid-19 Impact: Covid-19 disruptions exacerbated existing inequalities in education and limited support for progressed learners. Distance learning and school closures negatively affected progress and increased dropout rates.

• Curriculum Support: The study underscores the importance of curriculum support for progressed learners to bridge content gaps and ensure academic success.

Theoretical Framework

• Social Learning Theory: The study utilized Social Learning Theory to analyze teachers' perspectives on curriculum support in the context of the Covid-19 pandemic, examining how they observe and learn from each other.

Methodology

• Qualitative Research: The study used qualitative methods to understand the lived experiences and perspectives of teachers regarding curriculum support implementation and delivery.

• Case Study Design: The study adopted a case study design as the methodological approach to examine teachers' support for progressed learners in three schools.

• Data Collection: Methods included semi-structured interviews and document analysis.

• Participants: Selected teachers were participants to gather information on learner progression policy, challenges, and successes.

• Intervention strategies: The implications of insufficient or non-targeted intervention strategies for progressed learners were reflected upon.

• Findings: Identified significant challenges in the implementation of the learner progression policy.

Findings

• Insufficient Implementation Plans: Schools lacked comprehensive plans for supporting progressed learners, leading to inconsistent and limited support during the pandemic.

• Gaps in Policy Tracking: The lack of adequate tracking and reporting mechanisms for progressed learners hindered monitoring of their progress and implementation of appropriate support.

• Insufficient Parental Involvement: Limited parental involvement was identified as a significant impediment to the successful implementation of support programmes for progressed learners.

Discussion

• Policy Interpretation: The study emphasized the importance of clear interpretations for teachers to properly implement curriculum policy and ensure quality learning

• Implementation Challenges: Varying implementation interpretations by teachers led to inconsistencies and a lack of a uniform approach to supporting progressed learners.

• Covid-19 Impact: The Covid-19 pandemic significantly impacted learner progression efforts and highlighted the need for adaptable and effective support systems.

Conclusion

• Policy Implementation Gaps: The study concluded that there are gaps in the implementation of learner progression policy, particularly related to curriculum support for learners affected by school closures due to the Covid-19 pandemic.

• Teacher perspectives: The study highlighted the need for more tailored strategies and resources to support progressed learners, focusing on their unique needs and challenges.

• Recommendations: Improved implementation plans, better tracking mechanisms, and a stronger emphasis on parental and teacher involvement are needed to improve policy implementation outcomes.