Policy implications on learner retention in selected rural primary schools in South Africa

Policy implications on learner retention in selected rural primary schools in South Africa

Nomaroma Kumanda

Issue: Vol. 7 No.1 2026 Article 26 pp.336 – 346
DOI: https://doi.org/10.38159/ehass.20267126| Published online 27th February 2026

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ABSTRACT

Learners’ retention is a procedure in which a teacher considers it valuable to keep a learner in the same class for two successive years. This study aimed to explore the policy implications for learner retention in selected rural primary schools. The theory adopted was Tinto’s learner amalgamation, as it aligned with developmental forms of learners. Tinto’s learner amalgamation theory was suitable in examining learner retention, but it only accounted for a reasonable quantity of the difference in retention. The paper aimed to support primary school learners who failed the ungraded symbol. The study employed a qualitative case study approach within an interpretative research framework. It utilized convenience sampling, focusing on proximity to researchers, and involved three rural primary schools with 39 foundation phase teachers. A total of 10 teachers and three principals participated in face-to-face semi-structured interviews, along with a document review. Data analysis involved content analysis, coding, and thematic categorization. The study’s findings indicated that learner retention was an effective strategy, as the costs of the policy rapidly surpassed the potential advantages of retention. State the conclusion made. It was recommended that policies be created in a way that accepts all learners, especially those from rural areas, and supports the idea that the prospect of recurrence serves as a deterrent for putting in little effort, which in turn improves academic attainment. State the contribution of this study to scholarship.

Keywords: Policy implication, learner retention and rural primary schools

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ABOUT AUTHOR(S)

Dr. Nomaroma Kumanda is a Senior Lecturer in the Department of Initial Primary Teacher Education at Walter Sisulu University, South Africa. She holds a Doctor of Philosophy from the University of Fort Hare, specializing in pedagogical approaches to teaching and learning in primary schools. Dr. Kumanda’s research focuses on improving educational outcomes through innovative pedagogical approaches. She teaches Foundation Phase Mathematics and IsiXhosa Home Language and is actively involved in community engagement initiatives. Through her work, she aims to enhance the quality of teaching and learning in primary schools and contribute to the development of future educators.

TO CITE ARTICLE

Kumanda, Nomaroma. “Policy implications on learner retention in selected rural primary schools in South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.1 (2026): 336 – 346. https://doi.org/10.38159/ehass.20267126