The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa
Mamello Admirrow Khobe 
& Kananga Robert Mukuna
Issue: Vol.4 No.10 Article 7 pp.1243 – 1252
DOI: https://doi.org/10.38159/ehass.20234107 | Published online 20th October, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The School Progression Policy is an intervention strategy to decrease unnecessary, high dropout rates in the South African Education system. It allows learners to move from one grade to another and thus advance in their careers and exit the basic education school system with a qualification. However, due to this intervention, some learners have experienced social and emotional problems at school, which may affect their well-being. This study explored the effects of the School Progression Policy on the progressed Grade 12 learners’ well-being in schools. It adopted a qualitative research methodology within a constructivist paradigm and used a case study research design. Thirty-seven learners (23 females and 14 males) and fifteen teachers and SMTs were purposively selected from four schools in the Motheo Education District. Semi-structured interviews were employed for data collection. Thematic results revealed that this policy implementation positively and negatively affected progressed Grade 12 learners’ well-being. This study recommended constant empowerment and motivation for the progressed learners and comprehensive orientation at the beginning of the year to prepare and capacitate them to handle the expectations and challenges of Grade 12.
Keywords: School Progression Policy, Progressed Grade 12 learners, Retention, Learners’ well-being
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Mr. Mamello Admirrow Khobe is a PhD student at the University of the Free State, Bloemfontein South Africa. He is also a Deputy Chief Education Specialist at the Motheo Education District, Bloemfontein, South Africa.
Dr. Kananga Robert Mukuna is a Senior Lecturer (Educational Psychology) in the Department of Educational Foundations, Faculty of Education at the University of the Free State, Bloemfontein, South Africa. He is also a Managing Editor for the International Journal of Studies in Psychology (IJSPSY).
Khobe, Mamello A. & Mukuna, Kananga R. “The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools –A Case Study of the Motheo Education District, South Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.10 (2023): 1243 – 1252. https://doi.org/10.38159/ehass.20234108
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
