Restructuring and Re-culturing the Secondary Schooling Sector to Accommodate Multi-Grade Teaching and Learning
Ngwako Solomon Modiba 
Issue: Vol.6 No.5 Issue Article 12 pp. 526-535
DOI: https://doi.org/10.38159/ehass.20256512 | Published online 11th April, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper interrogates why grade repetition is allowed to be a normality in public secondary schools. The paper was motivated by diverse discourses, some of which regard grade repetition to be the product of the absence of restructuring and re-culturing in the form of multi-grade teaching in secondary schools. The paper is conceptual and empirical and structured within the qualitative research paradigm. Narrative enquiry and interviewing techniques were employed to collect data. Out of the population of 13 secondary schools in one of the circuits in Mopani district in Limpopo Province, six were conveniently sampled. In each of the six sampled secondary schools, only Chairpersons of the School Governing Bodies became research participants. The findings revealed that firstly, secondary schools need to restructure and re-culture their conceptualization of schooling. Secondly, restructuring and re-culturing management and leadership of secondary schools is essential. Thirdly, restructuring and re-culturing teaching methodology matters. Fourthly, restructuring and re-culturing learning methodology is indispensable. Fifthly, restructuring and re-culturing assessment methodology is indispensable. Lastly, restructuring and re-culturing the monitoring and evaluation methodology of secondary schools is helpful. The researcher recommends that grade repetition be frowned upon where all learners are strongly advised against it. Furthermore, the researcher recommends the improvement of the level of citizen trust in the public education sector through restructuring and re-culturing of the secondary schooling sector. This study adds to the body of existing literature on how multi-grade teaching and learning could be approached in the secondary schooling sector.
Keywords: Conceptualization, Decolonise, Eradicate, Grade Repetition, Trust
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Prof N.S. Modiba has been in the employ of the University of Limpopo for more than a decade, in the Department of Education Studies, School of Education, Faculty of Humanities. His position is that of a Research Professor in the mentioned department and school. Although his field of specialty is Educational Management, he is interdisciplinary in his scholarship. This is being confirmed by the myriad papers authored that are interdisciplinary in content and nature. He prides himself in remaining interdisciplinary other than solely focusing his Journal articles on his research niche areas such as Decolonisation of schools, Transformation, Functionality, Performance, Leadership and management of educational institutions.
Modiba, Ngwako Solomon. “Restructuring and Re-culturing the Secondary Schooling Sector to Accommodate Multi-Grade Teaching and Learning ,” E-Journal of Humanities, Arts and Social Sciences 6, no.5 (2025): 526 – 535. https://doi.org/10.38159/ehass.20256512
© 2025 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/).
