Abstract
Progression is an educational practice where learners are advanced from grade to grade, despite
not meeting the competencies required to meet the academic demands of that grade. Learners
who repeat grades multiple times are progressed. In South Africa (SA) the National Policy
Pertaining to Programme Promotion Requirements (NPPPR) allows learners to repeat a
maximum of one year per phase to limit over-aged learners in the education system. The
Education White Paper 6 (EWP6) and the Policy on Screening Identification Assessment and
Support (SIAS) facilitate inclusion and manage support of learners experiencing barriers to
learning. However, despite having policies intended to address support processes of supporting
learners presenting with barriers to learning, policy implementation seems to be problematic
as large numbers of progressed and over-aged learners appear to be in the education system in
the Gauteng Province, and these are not adequately supported. These learners in schools may
lead to social, emotional and discipline problems in schools due to age distribution
discrepancies in classrooms. Teachers and schools do not have the necessary knowledge and
training to manage these complex classroom dynamics.
In order to determine the extent of the progressed learner problem, this study quantitatively
investigated the status of progressed learners in a Gauteng Education District. The aim of the
study was to analyse, describe, and explain the status of progressed learners in a Gauteng
Education District for three consecutive years with the aim also to include the quantification
the status of progressed learners. The study further aimed to present the effects of progression
by analysing over-aged learner numbers and to review the effective implementation of policies
pertaining to progression. The theoretical framework for the study was based on Critical
Theory and a pragmatic research approach. The research methodology followed was a
quantitative study using three phases, where quantitative data was collected, policies reviewed,
and recommendations made. Data was collected over a three-year period and obtained from
the DDD dashboard, statistics provided by schools, promotion schedules and a reflective
journal. Three policies were selected and reviewed. Sampling of the participants in this study
was done by non-probability, purposive, convenient sampling in a specific geographical area.
187 schools were sampled, all with progressed and over-aged learners, comprising 6% of
schools in the Gauteng province. A total of 407 347 learners were included in the sample.
Findings indicated an increase in progressed and over-aged learner numbers from 2017 to 2019,
with most progressed and over-aged learners to be in township schools, secondary schools, in
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the senior phase, and males. Progressed learner results indicated an increase in progressed
learners for the period 2017 to 2019. Learners seemed to be progressed instead of repeating a
grade. Progressed learner numbers were the highest in township schools and Quintile 1 to 3
schools, and in Grades 8 and 9. Numbers declined sharply in Grades 10 and 11, possibly due
to learners dropping out of school or exiting to colleges. Over-aged statistics indicated that
most learners in the district were 18 years old. Despite the expected age limit of 19 years in
Grade 12, learner ages ranged between 1 and 14 years overaged for a grade from 2017 to 2019,
with even learners of 29 years of age in the school system. Statistics showed that a third of the
learners in this Gauteng education district are over-aged. The largest group of over-aged
learners are in the FET phase, in Quintile 1-3 and township schools. A discrepancy is indicated
in the comparison between progressed and over-aged learners, where over-aged learners
exceed progressed learners for each of the three years. This could be an indication of incorrect
application of policy. The results indicate fewer Grade 12 learners writing the NSC
examination, more progressed learners, and more Grade 12 learners failing. The study
identified a limited number of LSEN schools, and some disabilities not catered for in this
district. The Department of Basic Education (DBE) should ensure that policies are reviewed
and aligned to the needs of schools, and learners; improve the quality of education in SA; and
ensure that educators are supported and trained in policy implementation. This study
contributes to the body of knowledge in terms of theory, methodology, and practice.
Theoretically, a contribution was made by adding literature on progressed and over-aged
learners and augmenting the extent of the problem over many years, despite the existence of
policies, from a critical theory perspective. The importance of developmental theories
embedded in education and the impact on classroom management and psycho-social problems
were highlighted. The importance of education in reaching the Sustainable Development
Goals’ (SDG) first goal of ending poverty was emphasised. A further contribution to theory
was the provision of possible solutions to the problems surrounding progressed and over-aged
learners in schools. Methodologically, the large sample and rich data provided for
generalisation and an accurate result in the education district. Many suggestions for further
research can follow from this study. A contribution to practice was the critical review of
ineffective policy implementation reflected in SA’s poor performance in international studies.
A further contribution to practice was the creation of an awareness of the need for more support
services and professionals to support and assist educators and learners. Progressed and overaged
learners are frustrated; incite psycho-social problems including violence; exhibit
inappropriate behaviour; and create difficult dynamics in schools and the community.
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Keywords: descriptive educational statistics, Education White Paper 6 (EWP6), Gauteng
education district, NPPPR, over-aged learners, Progressed learners, Progression policy, SIAS
policy