Managing the teaching and assessment complexities of “the qualified to be progressed” learners in South Africa for quality teaching and learning.

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dc.contributor.authorMuedi, Fhulufhelo Patrick
dc.date.accessioned2023-03-14T10:09:24Z
dc.date.available2023-03-14T10:09:24Z
dc.date.issued2020
dc.descriptionA thesis submitted in fulfilment of the requirement for the Degree of Doctor of Education in the Department of Educational Planning & Administration, Faculty of Education, at the University of Zululand, 2020.en_US
dc.description.abstractThis study is premised on the fact that in South Africa, the learners’ performances and their achievements are constantly under the microscope. It argues that teachers who teach in the Further Education and Training (FET) phase, especially those who teach Grade 12 are expected to produce good results at National Senior Certificate (NSC) level. This is in spite of the fact that some of the learners at that level have been progressed without meeting the promotional requirements. In this regard, this study investigated the management of teaching and assessment complexities of the “qualified to be progressed” learners (QP) for quality learning and teaching. It employed the mixed methods approach. Simple random sampling was used to select teachers who formed part of this study’s sample. The School Management Team (SMT) members were purposefully selected, and these complemented the study sample. Information from the former was obtained through questionnaires while the latter were interviewed. There is a dichotomy between how teachers manage the teaching and assessment of the qualified to be progressed learners and what they actually do to manage the teaching and assessment in a mixed class of promoted and progressed learners. This study found out that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. In the absence of clear policies on the management of teaching and assessment of the QP learners, teachers find it difficult to close the achievement gap between the promoted and progressed learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners if we are to have quality teaching and learning.en_US
dc.description.sponsorshipNational Research Foundationen_US
dc.identifier.urihttps://hdl.handle.net/10530/2193
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectAssessment complexitiesen_US
dc.subjectQualified to be progressed learneren_US
dc.subjectManagement of teachingen_US
dc.titleManaging the teaching and assessment complexities of “the qualified to be progressed” learners in South Africa for quality teaching and learning.en_US
dc.typeThesisen_US
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