The transitioning of learners from the Foundation to the Intermediate Phase in public schools

<p dir="ltr">The study examined the challenges and opportunities in transitions and learner performance. A successful transition hinges on the quality of teaching and its teachers, who are undeniably the most critical school resources. The study argues that poorly managed transitions into Grade 4 classrooms can negatively impact academic development, and the role of teachers in guiding learners cannot be understated. Understanding how transitions affect learner performance is intertwined with broader social and economic implications.</p><table><tr><td></td></tr><tr><td><p dir="ltr">Bronfenbrenner’s ecological model informed teachers’ perspectives on learners transitioning. The interpretive-constructivist approach was used in conducting case studies of three township schools with 24 participants. Grade 4 transitions require all stakeholders to view learners as components of a system of interconnected and dynamically interacting aspects. If not appropriately managed, learners’ transition to Grade 4 classrooms may permanently affect their academic development.</p></td></tr></table><p><br></p>