Abstract:

Grade 12 Mathematics provision in Community Learning Centres remains a critical yet under-examined site of educational inequality within South Africa’s post-schooling system. Despite national policy emphasis on curriculum coverage, digital integration, and accountability, significant implementation disparities persist. These disparities continue to shape the learning experiences of upgrading students. This study examines how systemic constraints affect the delivery of Grade 12 Mathematics in Tshwane CLCs. Particular attention is given to teacher capacity, digital evidence-based problem-solving practices, and instructional support systems. Framed through Deliverology and Implementation Science, the study moves beyond deficit-oriented explanations to examine how educational intentions are translated, mediated, and often diluted across institutional levels. An interpretivist qualitative design is employed, drawing on in-depth interviews with Mathematics educators and centre leadership, alongside analysis of curriculum and implementation artefacts. Rather than evaluating technology and qualifications in isolation, the study traces how under-prepared teachers, limited access to interactive digital platforms, and weak professional learning structures converge to constrain pedagogical coherence and curriculum enactment. The findings reveal that instructional challenges are produced through cumulative implementation gaps, highlight fragile delivery chains, inconsistent monitoring, and limited opportunities for teachers to develop competence in digitally supported Mathematics problem-solving. These conditions restrict learners’ engagement with higher-order Mathematical reasoning and undermine the intended role of digital resources as pedagogical enablers. The study advances scholarly debate by positioning Community Learning Centres as complex implementation environments requiring differentiated delivery strategies. The integration of Deliverology and Implementation Science provides a novel analytical lens for examining systemic fragility in Mathematics education. This approach identifies pathways for strengthening instructional capacity, digital mediation, and accountability within second-chance schooling contexts.

Keywords:

Grade 12 Mathematics delivery, Community Learning Centres, Teacher instructional capacity, Digital Mathematics problem-solving, Deliverology and Implementation Science.