The Effect of A Normal Progression Managerial Framework for Monitoring Promotion of Teaching and Learning in Primary Schools (73460)

Session Information: Primary & Secondary Education
Session Chair: Nkosinathi Nkambule

Thursday, 23 November 2023 13:40
Session: Session 3
Room: Room 605
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The Ministry of Education and Training (MoET) of Eswatini implemented Normal Progression with Circular Number 11 of 2017. These were strategies for lowering grade retention as the government realised that grade retention put further strain on public resources by requiring more inputs, such as teachers, classes and desks. The study's main aim was to look at the benefits of a normal progression managerial framework for monitoring and promoting teaching and learning in primary schools in the Manzini region of Eswatini. A purposive sampling method was utilized to select ten primary school principals in the Manzini Region. A qualitative data collection strategy was employed. Face-to-face interviews were chosen because they allow participants to respond to questions or express their own thoughts in their own language. The findings of this study contradict the view that when a learner progresses to the next grade without having completed the previous grade's content, they fail to understand new concepts because they lack the basis. Students who are struggling to progress academically have benefited substantially from intervention tactics, such as incentive and remediation. Students are frequently promoted to the following grade with the previous grade teacher. This usually aids in the development of a deeper understanding in the teacher-student connection. Maturity and the spiral instructional technique have assisted students in catching up with their academic achievement. The study proposed a model for the realisation of an effective managerial framework for the implementation of an effective implementation and management of normal progression in schools.

Authors:
Azwidohwi Philip Kutame, University of Zululand, South Africa
Nkosinathi Nkambule, University of Zululand, South Africa
Sibongile Kapueja, University of Zululand, South Africa


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