PEDAGOGICAL IMPLICATIONS FOR PROGRESSED LEARNERS: TOWARDS A CURRICULUM SUPPORT MODEL IN SOUTH AFRICAN SECONDARY SCHOOLS

Introduction: Progression policy was promulgated with the intention to curb the curve of dropout rates in South African schools through progressing learners to the next grade, irrespective of whether they meet promotion requirements (Nkosi & Adebayo, 2021; Mogale & Modipane, 2021; Hlasa & Gcelu, 2024). This policy was encouraged for implementation in response to the transformation in the education system of South Africa (George, 2019). One of the stipulations of progression policy is that learners identified for progression be offered curriculum support to bridge the content gap of the missed and current class. However, there seem to be a problem with mechanisms to assist identified learners to be on par with their peers (Kolobe & Mihai, 2023; Costa, Mfolo, & Thusi, 2024). While progression policy articulates plans for intervention, it seems as putting plans into practise to bridge content gap is a challenge. Amongst the challenges faced by schools are critique that additional learning opportunities for the progressed learners are derailing and time consuming (Nkosi, & Adebayo, 2021). Subsequently, Chen (2019) alludes that learners identified for progression become overwhelmed with academic demands and schools do not provide adequate support to assist identified learners to catch up. Little research has been conducted within the context of progression policy on curriculum support. Aim: The purpose of this study was to explore the curriculum support offered to learners identified for progression with a view to proposing a suitable model of support through Social Learning Theory (SLT) as a theoretical lens. SLT lay its foundation on the fact that cognitive processes play a role in changing or mastering of behaviour patterns and that an individual learn in multiple ways (Bandura, 1977). This theory has the potential to frame a suitable curriculum support model for learners identified for progression and ultimately, effective learning. This study argues for the gap that exists between the District Based Support Teams (DBST) and School Based Support Teams (SBST), particularly from Curriculum Advisors (CAs) and teachers with regard to curriculum support offered to the learners identified for progression. It is important to note that the two support teams work in two different destinations; the district and school level. Therefore, the intention was to establish how the two structures ensure that learners identified for progression get sufficient curriculum support to bridge the content gap as stipulated in the guidelines of the implementation of the progression policy. It is worth noting that this study argues for curriculum support beyond Inclusive Education because of the view that inclusivity could be a component for curriculum support in this regard. Methodology: The study adopted a qualitative approach, placed within an interpretive paradigm and employed an exploratory case study design to explore district and schools support teams’ collaborative intervention towards effective implementation of the progression policy (Creswell, 2013; Yin, 2014). The population for this study consisted of curriculum advisors (CAs) in Mopani East district and secondary school teachers in Lulekani circuit of the Limpopo Province. Purposive sampling was used to select further education and training based support teams in the said district and schools, that is, three CAs and three teachers from each of the five schools under study. Document analysis and semi-structured individual interviews was used to collect data. Thematic analysis was used to analyse the data (Braun & Clarke, 2006). Findings: The findings of this study illustrated limited collaborative curriculum support offered within Inclusive Education. Ideally, curriculum support might be offered beyond Inclusive Education and be regulated to address the specific needs of identified learners, depending on the reasons for progression. Proposed model: Based on the findings of this study, the curriculum support model denotes an intervention approach where districts and schools collaborate toward the effective implementation of the Progression Policy. The model proposed that support teams’ collaboration affects every feature towards effective curriculum support. In addition, framework introduces features that were regarded as key to offering curriculum support to learners identified for progression. Proposed features are: collaboration, identification, development of the intervention programmes, implementation, coordination and monitoring, Inclusivity and reflection. Recommendations: The study recommends a collaborative support teamwork as a common goal, intensive training and workshop for support teams, sharing the good practices on identification, relevant intervention strategies, and monitoring curriculum support towards effective intervention. Conclusion: The study concluded that isolated curriculum support offered within Inclusive Education has implications for the effective implementation of the Progression Policy. Based on the findings, the study proposed a curriculum support model that is suitable for secondary schools in the district understudy. References: Bandura, A. (1977). Social Learning Theory. Englewood Cliffs: Prentice Hall. Braun, V. & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3(2): 77-101. Chen, G. (2019). Is social promotion crippling our children’s future? The debate. 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