Evidence and Stakeholder Analysis of Education Policy: Progression School Policy in South Africa

This paper aims to investigate the evidence and stakeholder analysis related to the progression policy within South Africa's school education framework. It begins with an overview of the policy, followed by a discussion of other relevant educational policy documents that provide a historical context for its development. The evolution of school education policies in South Africa is traced from the colonial era to the post-colonial period. Subsequently, a political evidence-based analysis is conducted, framing the policy's objectives around issues of redress and transformation. The discussion then shifts to a stakeholder analysis utilizing an appropriate framework. It is posited that while the progression policy's goals are well-intentioned and justifiable, the entrenched inequalities within South African schools complicate its potential for success, highlighting the necessity for thorough policy examination. Finally, alternative policy options are explored, including models drawn from the Chinese vocational education system.