HREDU82
Assignment 3
Due 2025
, Research Project in Education
Title: The Impact of Large Class Sizes on Inclusive Education in South African Public
Primary Schools
i. Title/Topic of the Problem
The Impact of Large Class Sizes on Inclusive Education in South African Public Primary
Schools
ii. Statement of the Problem
While South Africa has adopted inclusive education as a national policy through the
Education White Paper 6 (2001), the practical implementation of this vision is hindered
by overcrowded classrooms in many public primary schools. The prevalence of large
class sizes reduces teachers’ ability to offer personalised attention, adapt lessons to
meet diverse needs, and provide targeted support to learners with disabilities or
learning difficulties. This creates a persistent gap between policy intentions and
classroom realities, undermining the goals of equity and inclusivity.
iii. Detailed Description of the Research Problem
Ideal Situation:
Inclusive education should create a supportive, accessible learning environment for all
children, regardless of ability, socio-economic status, or cultural background. Teachers
should have manageable class sizes that allow them to identify individual needs,
implement differentiated instruction, and engage with learners effectively. UNESCO
(2020) recommends class sizes of no more than 30–35 learners to facilitate
meaningful interaction and support.
Current Reality:
In many South African public primary schools, especially in rural and township areas,
class sizes often range from 40 to 60 learners per classroom, far exceeding
recommended norms (DBE, 2022). Teachers are frequently overwhelmed and unable to
Assignment 3
Due 2025
, Research Project in Education
Title: The Impact of Large Class Sizes on Inclusive Education in South African Public
Primary Schools
i. Title/Topic of the Problem
The Impact of Large Class Sizes on Inclusive Education in South African Public Primary
Schools
ii. Statement of the Problem
While South Africa has adopted inclusive education as a national policy through the
Education White Paper 6 (2001), the practical implementation of this vision is hindered
by overcrowded classrooms in many public primary schools. The prevalence of large
class sizes reduces teachers’ ability to offer personalised attention, adapt lessons to
meet diverse needs, and provide targeted support to learners with disabilities or
learning difficulties. This creates a persistent gap between policy intentions and
classroom realities, undermining the goals of equity and inclusivity.
iii. Detailed Description of the Research Problem
Ideal Situation:
Inclusive education should create a supportive, accessible learning environment for all
children, regardless of ability, socio-economic status, or cultural background. Teachers
should have manageable class sizes that allow them to identify individual needs,
implement differentiated instruction, and engage with learners effectively. UNESCO
(2020) recommends class sizes of no more than 30–35 learners to facilitate
meaningful interaction and support.
Current Reality:
In many South African public primary schools, especially in rural and township areas,
class sizes often range from 40 to 60 learners per classroom, far exceeding
recommended norms (DBE, 2022). Teachers are frequently overwhelmed and unable to
