Understanding grade repetition from the perspectives of teachers and principals in basic schools in Ghana

Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system

“…However, considering the lack of definitive evidence of grade retention's long-term effectivity, several authors consider that the onus should shift as to why practitioners continue to recommend the use of retention (e.g., Biegler, 2000;Crahay et al, 2013;Range et al, 2012). Still, the most recent research in this area continues to study teachers' beliefs about grade retention in isolation from other beliefs (e.g., Barrett-Tatum et al, 2019;Cipriano & Da Cruz Martins, 2021;Kyereko et al, 2022;Young et al, 2019). Validate knowledge about the relationship between teachers' grade retention beliefs and other beliefs would help design training programs, interpret the research results about the relationship between beliefs and practices, and understand the results of studies that tried to prompt a change in beliefs (Crahay et al, 2016;Richardson, 1996).…”

Challenges Arising from Universal Free Basic Education, Eswatini

“…Globally, grade retention is a controversial subject as proponents see it as a motivational tool for giving learners a second chance to improve outcomes and catch up. Also, its implementation in the early grades has a positive impact on learner outcomes, and achievements, and give time for them to develop social maturity posited by UNESCO and Kyereko et al [17,18]. However, opponents argue that retention has adverse effects on learners, such as lowering self-esteem and self-image, affecting and influencing their lifestyle emotionally and socially.…”

“…However, opponents argue that retention has adverse effects on learners, such as lowering self-esteem and self-image, affecting and influencing their lifestyle emotionally and socially. Alternatively, to some parents and the educational system, it comes at an extra cost and a waste of resources as corroborated by Kyereko et al [18] Although it is not a necessity to attend preschool, the child must be trained and exposed to the basics of education enabling them to be school ready. UNESCO [20] alluded that, for years to come, early childhood education is the foundation for every form of learning and development.…”

“…The government introduced the course of Inclusive Education in tertiary institutions while some teachers were already out working so professional development on Inclusive Education for such teachers could help achieve the FBE objective. Kyereko et al acknowledged the need for teachers to be trained and prepared to work in multi-age classrooms, often with students who are adults and independently providing for themselves [18]. There must be institutional implementations to enhance and support the schools with the provision of support for individual tuition, in-class support systems, individual withdrawal classes, small group classes, support with the completion of the task and written examination preparations for special needs learners, and to promote quality education.…”