Search

From 2011 to 2013, there has been an upward trend in enrolment and the level of performance in geography in the national senior certificate examination. In spite of this positive upward trend, only 53.4% of Grade 12 learners achieve 40% and above. Contrary to the national trend, there has been a downward trend in performance in the Eastern Cape in the past 3 years. This article addresses the issue of quality geography education at one level of the school system, and it responds to the need for innovative, practical solutions to resolve the issue of low-quality learning outcomes. Using a qualitative research design, data were gathered through observations, a questionnaire and semi-structured interviews with the geography teachers at eight schools representing the full continuum of public schools in South Africa. The findings reveal the systemic and professional factors militating against quality teaching and learning in school geography. We conclude by making a proposition for a mutually beneficial partnership focused on building teachers’ foundational and pedagogical knowledge and addressing the fundamental problem of quality geography education. [ABSTRACT FROM AUTHOR]