As we continue to focus on the challenge youth drop out this month.   One of the key contributing factors is the progression of learners in schools WITHOUT support.  To give us more insight we share a newsletter article from IESA July 2016 Newsletter written by our director, Robyn Beere.

From The Directors Desk

July 2016

The third term of the school year marks the time for teachers to consider those children who may be possible candidates for repetition or progression.  There is much debate about this issue, with policy not being understood and support for learners and their parents not adequately provided.

Whilst we believe there is merit in a learner who will not benefit from repeating a year moving forward with his peers, what is absolutely critical is that he/she moves to the next grade with support. The reality for many learners is that they are functioning below grade level and may have a level of learning potential lower than that of their peers. This is especially true of learners experiencing cognitive barriers to learning. Whilst some learners benefit from another year in the grade to “catch up” to their peers, some do not. For these learners progression into a higher grade with friends and peers of similar ages is important for social development. However, these learners must be supported to learn at the level at which they are accessing the curriculum. Inflexible teaching and assessment at the higher grade level only frustrates learners and widens learning gaps.

Progression without support has irreversible and lifelong consequences for learners and for the South African economy. Over 66% of our learners drop out without having completed Grade 12. Many of these learners have struggled academically at school and have been progressed without support throughout their school career. When it becomes apparent that they will not complete Grade 12 and are not even able to pass Grade 9 drop out or push out from school is the only offered option.

Implementation of the promotion and progression policy has created significant challenges for both schools and parents. It becomes apparent that teachers often view progression itself as being the problem, whereas the real issue lies with the fact that support is not given to progressed learners. The alternative to progression would be keeping learners indefinitely in a grade. This affects self-esteem, social development and behaviour and is not appropriate.