School-Based Support Teams' Roles on Curriculum Support for Learner Progression in South Africa: A Policy Perspective

This qualitative conceptual paper explores the role of School-Based Support Teams (SBSTs) in providing curriculum support for learner progression within the context of the South African education system. The progression policy, aimed at reducing continuous grade retention and dropouts, requires extra academic support to bridge the content gap, even when students do not meet promotion requirements. SBSTs play a crucial role in the identification and implementation of support strategies in line with inclusive education principles. Guided by the Capability Approach as a theoretical lens, the study employs qualitative critical discourse analysis to examine South African education policy documents relating to learner progression. The study provides insights into how SBSTs' roles should ensure progressed learners' inclusion from a policy perspective. The findings reveal that SBSTs are essential for providing curriculum support to enhance progressed learners' capabilities, taking into cognizance varied reasons for progression. The study concludes with a shift from policy compliance to addressing learners' individual capabilities and expanding learners' capabilities to achieve meaningful educational participation and success. Therefore, the findings suggest a reimagined approach to curriculum support for progressed learners.