HREDU82
Assignment 3
Due 2025
, Research Project in Education 1
Title
The Impact of Large Class Sizes on Inclusive Education in South African Public Primary
Schools
Statement of the Problem
Although South Africa formally adopted inclusive education as national policy through
the Education White Paper 6 (2001), the reality in many classrooms undermines this
goal. Overcrowding in public primary schools—particularly in rural and township areas—
makes it difficult for teachers to offer personalised instruction, adapt lessons to diverse
learning needs, and give focused attention to learners with disabilities or learning
difficulties. As a result, the gap between policy aspirations and actual classroom
practice persists, compromising the principles of equity and inclusion.
Detailed Description of the Research Problem
Ideal Scenario
An inclusive classroom should be a supportive, accessible environment where every
child—regardless of ability, socio-economic background, or cultural identity—can
participate and thrive. Teachers should manage class sizes that enable them to identify
individual learning needs, implement differentiated teaching strategies, and interact
meaningfully with each learner. International guidance, such as that from UNESCO
(2020), recommends limiting primary school class sizes to 30–35 learners to maintain
quality engagement.
Current Reality
In practice, many South African public primary schools operate with 40 to 60 learners
per classroom (DBE, 2022), far above recommended norms. Overcrowded conditions
leave teachers overstretched, limiting their ability to address learning barriers
Assignment 3
Due 2025
, Research Project in Education 1
Title
The Impact of Large Class Sizes on Inclusive Education in South African Public Primary
Schools
Statement of the Problem
Although South Africa formally adopted inclusive education as national policy through
the Education White Paper 6 (2001), the reality in many classrooms undermines this
goal. Overcrowding in public primary schools—particularly in rural and township areas—
makes it difficult for teachers to offer personalised instruction, adapt lessons to diverse
learning needs, and give focused attention to learners with disabilities or learning
difficulties. As a result, the gap between policy aspirations and actual classroom
practice persists, compromising the principles of equity and inclusion.
Detailed Description of the Research Problem
Ideal Scenario
An inclusive classroom should be a supportive, accessible environment where every
child—regardless of ability, socio-economic background, or cultural identity—can
participate and thrive. Teachers should manage class sizes that enable them to identify
individual learning needs, implement differentiated teaching strategies, and interact
meaningfully with each learner. International guidance, such as that from UNESCO
(2020), recommends limiting primary school class sizes to 30–35 learners to maintain
quality engagement.
Current Reality
In practice, many South African public primary schools operate with 40 to 60 learners
per classroom (DBE, 2022), far above recommended norms. Overcrowded conditions
leave teachers overstretched, limiting their ability to address learning barriers
