Unpacking grade repetition patterns in light of the progression policy in the Further Education and Training phase

Abstract

Grade repetition is considered to be an important measure of education since it is both an outcome of a previous failure, and a predictor of subsequent failure (Anderson, Case, & Lam, 2001). Grade retention or the practice of requiring learners to repeat a grade, is used to afford underachieving learners with an opportunity to master the content of their current grade as well as acquire developmentally appropriate skills. It has, however, been a controversial issue in the sector, with some defending it as a beneficial remedial practice to improve academic performance, while others argue that it has detrimental effects (Peixoto, et al., 2016)