View in EDS

Exploring the Effects of Rotational Models on the Implementation of the Progression Policy with the View to Providing Curriculum Support

Saved in:
Bibliographic Details
Title: Exploring the Effects of Rotational Models on the Implementation of the Progression Policy with the View to Providing Curriculum Support
Language: English
Authors: Makobo Lydia Mogale (ORCID 0000-0001-5059-8096), Khashane Stephen Malatj (ORCID 0000-0002-4711-5679)
Source: South African Journal of Education. 2025 45(1).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 12
High Schools
Secondary Education
Descriptors: Foreign Countries, Attendance, Grade 12, Academic Support Services, After School Education, Supplementary Education, Educational Practices, Secondary School Teachers, Teacher Attitudes, Achievement Gap, Student Promotion, COVID-19, Pandemics, Educational Policy, Equal Education
Geographic Terms: South Africa
ISSN: 0256-0100
2076-3433
Abstract: The global outbreak of COVID-19 aggravated inequalities in the basic education sector in South Africa. The pandemic necessitated mechanisms to advance learning while safeguarding against the spread of the life-threatening virus. To pursue teaching and learning, rotational school attendance models were introduced. However, the notion of "no child left behind" remains a concern due to the complexities of the rotations. A progression policy that encourages curriculum support to bridge the content gap was introduced to remedy unnecessary school dropouts that emanated from continuous retention. Progressed learners require catch-up programmes outside of normal school hours. With this study we sought to explore the effects of rotational models on the implementation of the progression policy with the view to providing curriculum support. Using a qualitative research approach, we focused on curriculum support for learners progressed to Grade 12 at 1 secondary school. Purposive sampling was used to select 6 teachers who accommodated 5 or more progressed learners in their classrooms. Data were collected through document analysis and individual semi-structured interviews. The findings reveal that rotational learning has resulted in a learner articulation gap. Therefore, there is a need for curriculum support for progressed learners to assist them in coping with mastering new concepts and the curriculum in the new grade. We conclude that teacher professional development is essential for relevant curriculum support of learners. We propose the need to rethink and reimagine the implementation of the progression policy during and after the pandemic to reshape it to address the learner articulation gap.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465583
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1465583
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1465583
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Effects of Rotational Models on the Implementation of the Progression Policy with the View to Providing Curriculum Support
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Makobo+Lydia+Mogale%22">Makobo Lydia Mogale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5059-8096">0000-0001-5059-8096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khashane+Stephen+Malatj%22">Khashane Stephen Malatj</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4711-5679">0000-0002-4711-5679</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2025 45(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Education%22">After School Education</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+Education%22">Supplementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Promotion%22">Student Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0256-0100<br />2076-3433
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The global outbreak of COVID-19 aggravated inequalities in the basic education sector in South Africa. The pandemic necessitated mechanisms to advance learning while safeguarding against the spread of the life-threatening virus. To pursue teaching and learning, rotational school attendance models were introduced. However, the notion of "no child left behind" remains a concern due to the complexities of the rotations. A progression policy that encourages curriculum support to bridge the content gap was introduced to remedy unnecessary school dropouts that emanated from continuous retention. Progressed learners require catch-up programmes outside of normal school hours. With this study we sought to explore the effects of rotational models on the implementation of the progression policy with the view to providing curriculum support. Using a qualitative research approach, we focused on curriculum support for learners progressed to Grade 12 at 1 secondary school. Purposive sampling was used to select 6 teachers who accommodated 5 or more progressed learners in their classrooms. Data were collected through document analysis and individual semi-structured interviews. The findings reveal that rotational learning has resulted in a learner articulation gap. Therefore, there is a need for curriculum support for progressed learners to assist them in coping with mastering new concepts and the curriculum in the new grade. We conclude that teacher professional development is essential for relevant curriculum support of learners. We propose the need to rethink and reimagine the implementation of the progression policy during and after the pandemic to reshape it to address the learner articulation gap.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1465583
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1465583
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: After School Education
        Type: general
      – SubjectFull: Supplementary Education
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: Student Promotion
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Exploring the Effects of Rotational Models on the Implementation of the Progression Policy with the View to Providing Curriculum Support
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Makobo Lydia Mogale
      – PersonEntity:
          Name:
            NameFull: Khashane Stephen Malatj
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0256-0100
            – Type: issn-electronic
              Value: 2076-3433
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: South African Journal of Education
              Type: main
ResultId 1