Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?

Dube, Bekithemba; Ndaba, Xolisile P.

doi:10.46303/ressat.2021.9

Cited by 10 publications

(4 citation statements)

References 15 publications

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“…CER anchors the study, with its recognition of the important principles of social justice and equality being grounded within the critical theory paradigm [56]. erefore, the study reported in the present article was conducted in schools within the rural context of KwaZulu-Natal, with the marginalised voices of the school leaders involved being amplified through the CER principles of equality, participation, social justice, and human emancipation [56,57].…”

Section: Methodsmentioning

confidence: 99%

All Hands on Deck! School-Community Partnerships as a Nexus for Resource Mobilisation in South African Rural Schools

Mkhize

Hungwe

2022

Education Research International

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Despite the fact that South Africa attained freedom nearly three decades ago, rural schools still struggle to acquire resources that will deliver quality education. International and local research confirms the critical role of school-community partnerships in advancing quality education and maximising learning outcomes. However, a paucity of research explores school-community partnerships as a nexus for resource mobilisation in South African rural schools. This qualitative study sought to explore and identify school-community partnerships through which schools within rural contexts can mobilise resources, as supported by boundary-spanning leadership and resource mobilisation theories. Data were collected, using free-attitude interviews and transect walk with photo voice, from 15 participants in three schools in a KwaZulu-Natal rural municipality. The school stakeholders included three school principals, three teachers’ school governing bodies (SGBs), three parents’ SGBs, one trade union, two nonprofit organisations, two corporate social responsibility managers, and one local municipality manager. Thematic data analysis was used to analyse the data. Seven main school-community partnerships findings emerged from the data, which were used to make recommendations to address and improve the quality of education in the rural schools. We argue that all hands are required on deck from all school stakeholders, so as to enable the school-community partnerships aimed at resource mobilisation to work.

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Section: Methodsmentioning

confidence: 99%

All Hands on Deck! School-Community Partnerships as a Nexus for Resource Mobilisation in South African Rural Schools

Mkhize

Hungwe

2022

Education Research International

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“…This quick shift triggered inequity in the education system as the level of support for all learners depends on the ability to conduct lesson online. While this could have been an opportunity to enhance digitalisation in education, Dube and Ndaba (2021) asserts inequality and disparity between schools was visible during the pandemic. This division affected schools in rural areas were progressed learners are dominant.…”

Section: Literature Review Curriculum Support Plan For Learner Progre...mentioning

confidence: 99%

Pedagogical Implications on Curriculum Support for Learner Progression

Mogale

2023

JCSR

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Part of enabling progressed learners’ successes is provision of adequate curriculum support to bridge content gap. Learner progression was introduced as an intervention for retention and to minimise school dropout. Dynamics around education policy implementation gaps seems to be obstacle between progression policy promises and outcomes. This is visible through the national grade 12 results which continue to decline amid learner progression. Within debates of progression policy derailing quality education, Covid19 disruptions unleashed inequalities in the education sector. For instance, learning losses and in turn pedagogical implications for progressed learners’ extended learning opportunities. This paper reports on curriculum support provided to progressed learners reflecting on Covid19 disruptions using Bandura’ Social Learning Theoretical lens. The study adopted a qualitative research approach placed within interpretivism paradigm and employed exploratory case study design. Six teachers were purposively selected from three secondary school in one district of the Limpopo Province, South Africa. Thus, two grade twelve teachers per school whose subjects were directly affected by progression policy because the study focuses on progression from grade eleven to twelve. Data were collected through document analysis and interviews. Thematic analysis was used for data analysis. Findings revealed limitations to reach out to progressed learners’ due catch-up plans because of lockdown and rotational models. This study concluded on a fair compliance on policy stipulations yet limited specific intervention strategies. The unique contribution of this study is the reflection on three implementation gaps which had implications for progression policy outcomes.

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“…Learners who would have failed the senior phase because of not meeting the minimum pass requirements (DBE, 2016) were condoned in senior phase mathematics and promoted to the FET phase. Many of these progressed learners achieve below par in various subjects, specifically sciences, including mathematics (Dube & Ndaba, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

Bhagwonparsadh

Pule

2023

RESSAT

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The study investigated the effects of condonation on the promotion of senior phase mathematics learners into the FET phase in a high school in KwaZulu-Natal. Condoned learners were assisted to progress, despite not meeting the pass requirements. The study suggests learning support strategies teachers could use to improve condoned FET mathematics learners' performance. An exploratory case study investigated the condonation policy and its effects thereof. Interviews were conducted with two mathematics teachers, and open-ended questions were posed. The data analysis entailed collating the data, followed by a thematic data analysis approach. The literature study was done on pertinent theories, prior studies, and pragmatic research. The findings suggest that condoned learners did not master the foundational knowledge and accumulated knowledge gaps. Consequently, learners struggle to achieve good performance in FET mathematics. This may lead to condoned learners failing FET mathematics, dropping mathematics in favour of more uncomplicated mathematical literacy or dropping out of school rather than completing Grade 12. The study recommends that condoned senior phase mathematics learners struggling to perform well in FET mathematics need to undergo an individualised learning support programme. Teachers will then employ various academic teaching and learning support strategies to help improve learners' FET mathematics performance. The success of learning support depends on a collaborative relationship between nurturing teachers and parents and positive discipline in group teaching within supplemental classes.

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Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?

Cited by 10 publications

References 15 publications

All Hands on Deck! School-Community Partnerships as a Nexus for Resource Mobilisation in South African Rural Schools

All Hands on Deck! School-Community Partnerships as a Nexus for Resource Mobilisation in South African Rural Schools

Pedagogical Implications on Curriculum Support for Learner Progression

Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

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