The implementation of grade R admission policy: a case study of four primary schools in Mopani District Limpopo Province
| dc.contributor.advisor | Rembe, S | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Lebea, Paulina Matsatsi | en |
| dc.date.accessioned | 2026-08-19T01:26:06Z | |
| dc.date.available | 2026-08-19T01:26:06Z | |
| dc.date.issued | 2020 | en |
| dc.description.abstract | This study investigated the implementation of Grade R admission policy in Mopani District in Limpopo Province and focussed on four primary schools in Makhutswe circuit which has got Grade R classes. The interpretive paradigm was applied as the chosen methodology for the study. Data were collected through semi-structured interviews and focus group interviews. A review of secondary sources to corroborate the gathered information was also used. Data analysis was done using thematic analysis through emerging themes from the transcribed data from the interviews. The participants were purposively selected for the sample of this study. These included 1 principal per school, 1 Grade R educator per school, 5 SGB members per school, and 2 admission committee members per school. Through the participant’s responses from the schools under study, a transcript was formulated, coded, and categorized in view of the implementation of the Grade R Admission Policy in primary schools. The study found out that the admission policy for Grade R learners was not properly implemented in most of the primary schools due to lack of understanding how the policy must be implemented. It was also revealed that, most of the principals together with their admission committee members tend to use their own discretion concerning the admission of Grade R learners in schools. It further emerged that some of the learners denied admission despite the existing legislation that proscribes that every child has the right to education. Furthermore, the study found out that the district office did not involve the primary teachers before formulating the policy. Hence, the participants showed that they did not have good and proper understanding of the implementation process neither were they well versed about what entailed monitoring the admission policy. As a result, Department of Education resorted to coming up with ways of continuously training and conducting workshops for the educators before they can admit learners to Grade R. | en |
| dc.format | 188 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Lebea, Paulina Matsatsi. 2020 | en |
| dc.identifier.other | vital:39055 | en |
| dc.identifier.other | http://hdl.handle.net/10353/11310 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4932 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty OF Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Admission policy (Schools) -- South Africa | en |
| dc.subject | Education, Primary -- Admission | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Admission policy(Schools) -- South Africa | en |
| dc.title | The implementation of grade R admission policy: a case study of four primary schools in Mopani District Limpopo Province | en |
| dc.title.alternative | The implementation of grade R admission policy | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | MEd | en |