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Educ. Sci.2026, 16(8), 1295;https://doi.org/10.3390/educsci16081295

Journal: Education SciencesVolume: 16Number: 1295

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

Authors:
Medwin Sepadi^1,*,
Makobo Mogale² and
Susan Thuketana⁴
et al.

Link: https://www.mdpi.com/2227-7102/16/8/1295

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