Navigating Post-Schooling Realities: Challenges and Opportunities for Progressed Learners in South Africa – A multi-method Research Protocol

This study aims to explore the successes of Progressed Learner Policy implementation in South Africa through a mixed-methods approach, combining qualitative evidence synthesis (QES) and quantitative survey research. The Progressed Learner Policy allows learners to advance to the next school grade, even if their academic performance does not meet standard requirements. The qualitative phase of the study involves systematically reviewing and synthesizing existing qualitative evidence on the implementation of the policy. Harzing's Publish or Perish software will be used to search for relevant articles in academic journals, conference proceedings, and other reputable sources. Articles will be selected based on their relevance to the research topic and the quality of the study methodology. Thematic analysis will be employed to identify common themes and patterns across the included articles. The quantitative phase of the study will involve surveying educators, policymakers, parents, and progressed learners from various schools in Gauteng Province's West Rand, Tswane, and Johannesburg regions. Purposive sampling will be used to select participants who can provide rich insights into the research question. The survey will gather data on stakeholders' perceptions of the successes of Progressed Learner Policy implementation and their experiences with the policy. Data analysis will include descriptive statistics and inferential analyses to identify trends and associations. The findings from both phases of the study will be synthesized to provide a comprehensive understanding of the successes of Progressed Learner Policy implementation in South Africa. This research contributes to the existing literature by offering insights into the factors influencing the implementation and outcomes of the policy. The results will inform policymakers, educators, and other stakeholders about the effectiveness of the policy and potential areas for improvement. Ultimately, this study aims to enhance educational inclusivity and support the academic advancement of all learners in South Africa.