{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:11602/2573"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:11602/2573","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"Strengthening the performance of progressed learners in Grade 12 at Vhembe East District","abstract":"In the context of this study a progressed learner refers to learner who has failed Grade 11 twice and cannot be kept in this grade but must be permitted to go to Grade 12. Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools.","abstract_html":"In the context of this study a progressed learner refers to learner who has failed Grade 11 twice and cannot be kept in this grade but must be permitted to go to Grade 12. Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools.","abstract_has_math":false,"creators":["Nemutandani, Ntsandeni"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Nesengani, A. T.","Mashau, T. S."],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-10-05","date_published":"2023-10-05","updated_at":"2026-07-27T21:57:42Z","subjects":["Academic Performance Progressed Learners","Grade Progression","Grade 12"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11602/2573","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Nesengani, A. T.","Mashau, T. 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Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools."]},{"key":"dc:title","label":"Title","values":["Strengthening the performance of progressed learners in Grade 12 at Vhembe East District"]}]}],"canonical_facts":{"dc:contributor.advisor":["Nesengani, A. T.","Mashau, T. S."],"dc:creator":["Nemutandani, Ntsandeni"],"dc:date":["2023"],"dc:date.accessioned":["2023-10-18T10:27:56Z"],"dc:date.available":["2023-10-18T10:27:56Z"],"dc:date.issued":["2023-10-05"],"dc:description":["DEd","Department of Educational Studies"],"dc:description.abstract":["In the context of this study a progressed learner refers to learner who has failed Grade 11 twice and cannot be kept in this grade but must be permitted to go to Grade 12. Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools."],"dc:identifier.uri":["http://hdl.handle.net/11602/2573"],"dc:language.iso":["en"],"dc:relation":["PDF"],"dc:subject":["Academic Performance Progressed Learners","Grade Progression","Grade 12"],"dc:title":["Strengthening the performance of progressed learners in Grade 12 at Vhembe East District"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:57:42Z"}