Medwin Dikwanyane Sepadi

Interrogating Learner Progression Policy in South African Schools Through Teachers’ Perspectives

Learner progression policy in South Africa is intended to promote inclusive education by reducing grade repetition and preventing learner dropout, yet its implementation remains contested, particularly in under-resourced schooling contexts. Drawing on teacher agency and socio-eco...

Integrating career guidance and counseling into the high school curriculum in Lesotho: challenges and best practices

Abstract This study explores the integration of career guidance and counseling into Lesotho’s high school curriculum, focusing on challenges and best practices. Using qualitative secondary analysis of interviews and focus group transcripts from 123 participants across 10 schools,...