2022
DOI: 10.38159/ehass.20223105
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Progressed Learners’ Participation in Developing Curriculum Support Programmes: A Critical Pedagogy Approach

Abstract: This empirical paper provides a critical analysis of progressed learners’ participation in the development of curriculum support programmes through Paulo Freire’s critical pedagogy. Progression policy was promulgated in the Further Education and Training Phase to ensure uniformity and consistency in the implementation of National Policy Pertaining to the Programme and Promotion Requirements (N4PR) to prohibit learners from spending more than four years in a phase. The policy stresses the development of interve… Show more

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