South Africa's progression policy was introduced to reduce learner repetition and dropout rates by allowing advancement to the next grade even when promotion requirements are not met. Although the policy prioritizes access and inclusion, its effects on teaching and learning—particularly in resource-constrained rural secondary schools—remain debated. This study investigates the alignment between institutional readiness, systemic support, and the policy's objectives by analyzing implementation in Grade 12 classrooms in the Mogalakwena District, Limpopo Province. Guided by policy implementation theory and Bronfenbrenner's Ecological Systems Theory, the research adopts a qualitative interpretive approach, utilizing semi-structured interviews with Grade 12 teachers and department heads to assess the correspondence between policy intentions and classroom realities. Data collected from department heads and school principals in five public secondary schools reveal a substantial misalignment between the policy's objectives and actual practices. The analysis identifies limited learner support, insufficient professional development, inconsistent district guidance, and ongoing resource constraints as primary contributors to this gap. These misalignments undermine teaching and learning by necessitating compensatory instructional methods, frequently at the expense of curricular depth. The findings suggest that effective progression depends on aligning systemic support and institutional capacity with policy objectives to enable high-quality teaching and learning in resource-limited schools. The study concludes that effective implementation of the progression policy necessitates stronger alignment between policy directives and classroom realities. Furthermore, schools require increased support to provide quality teaching and learning, especially in resource-constrained settings.
Maluleke et al. (Thu,) studied this question.