THE STATE OF READINESS FOR
ANA AND NSC: 2015
Business Unusual
Presentation to Portfolio Committee
Mr HM Mweli: Director-General
Date: 1 September 2015
THE PRESENTATION OUTLINE
• Introduction
• Schooling landscape and context
• Focusing on quality and efficiency
– Quality
– Efficiency
• Improving learning outcomes: LTSM/ICT
• NSLA: Readiness for ANA/NSC - Monitoring and
support
–
–
–
–
ANA
NSC
Provincial oversight visits
DBE observations
• Conclusion
2
INTRODUCTION
“ The Department of Basic Education
understands the need to improve the quality
of outcomes at different grades for
mathematics, literacy and science. It has set
ambitious targets for 2024. For language
and numeracy in grade 3 and grade 6, the
target is that 90 percent of learners should
perform at the required level”
(National Planning Commission: National Development Plan, November 2011)
3
SCHOOLING
LANDSCAPE
AND CONTEXT
Education Statistics at a Glance, 2014
Size of the Schooling System:
Sector
Public
Learners: 12 655 436
Educators: 425 090
Schools: 25 741
Independent
Total
Learners
Educators
Schools
12 117 015
390 608
24 060
538 421
34 482
1 681
12 655 436
425 090
25 741
Official languages
English, isiZulu, isiXhosa,
isiNdebele, Afrikaans, siSwati,
Sepedi Sesotho, Setswana,
Tshivenda, Xitsonga
5
NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN THE
ORDINARY SCHOOL SECTOR, BY PROVINCE, IN 2014
Source: DBE, EMIS, School Realities, 2014
6
PROGRESS IN
IMPROVING
LEARNING
OUTCOMES
7
GRADE 9 PROVINCIAL PERFORMANCE IN MATHEMATICS
AND SCIENCE
Mathematics
Province
Science
TIMSS 2002
TIMSS 2011
TIMSS 2002
TIMSS 2011
Eastern Cape
250
316
222
282
Free State
291
359
280
341
Gauteng
303
389
301
387
KwaZulu Natal
278
337
253
308
Limpopo
244
322
216
284
Mpumalanga
287
344
266
326
North West
280
350
260
334
Northern Cape
340
366
357
368
Western Cape
414
404
421
409
National
285
352
268
332
Sector Plan target for 2015 is 361
8
8
ANA LEARNER IMPROVEMENT
Grades
2012
2013
2014
Grade 1
Grade 2
Grade 3
Grade 4
68%
57%
41%
37%
60%
59%
53%
37%
68%
62%
56%
37%
Grade 5
30%
33%
37%
Grade 6
27%
39%
43%
Grade 9
13%
14%
11%
9
AVERAGE PERCENTAGE MARK IN MATHEMATICS
BY GRADE AND POVERTY QUINTILE
Grade
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
1
65.1
66.6
67.4
71.2
78.4
2
59.2
60.2
60.4
63.5
71.4
3
52.5
52.9
53.9
58.0
68.9
4
32.8
34.3
35.6
40.4
52.9
5
32.1
33.4
34.5
41.2
55.0
6
38.1
39.6
40.4
46.1
60.3
9
10.1
8.7
8.2
9.2
21.6
ANA 2014
10
A CASE FOR
FOCUSING ON
QUALITY AND
EFFICIENCY
11
QUALITY
12
12
COMPARISON OF BACHELORS PASSES BY PROVINCES 2009 TO 2014
45.0
40.0
35.0
Percentage
30.0
25.0
20.0
15.0
10.0
5.0
0.0
FREE STATE
GAUTENG
2009
EASTERN
CAPE
13.9
LIMPOPO
29.1
KWAZULUNATAL
19.9
12.2
MPUMALA
NGA
12.1
NORTH
WEST
20.7
NORTHERN
CAPE
16.8
WESTERN
CAPE
31.9
20.2
2010
16.0
21.4
33.9
25.7
15.6
15.8
27.7
21.1
31.5
2011
15.7
26.3
35.2
22.4
17.6
18.4
28.3
19.9
38.1
2012
17.6
28.6
36.2
27.3
19.8
19.8
27.4
23.0
36.5
2013
19.0
33.1
38.9
32.5
22.8
25.9
34.9
23.3
40.9
2014
20.1
30.2
37.0
25.6
22.4
24.9
32.6
24.7
38.8
13
NSC Passes by Type of Qualification, 2014
Bachelor
Provin
ce
Total
Wrote
EC
Diploma
Higher Certificate
NSC
No.
Achieved
%
Achieved
No.
Achieved
%
Achieved
No.
Achieved
%
Achieved
No.
Achiev
ed
%
Achieve
d
66 935
13 435
20.1
18 339
27.4
11 958
17.9
45
0.1
FS
26 440
7 987
30.2
9 754
36.9
4 107
15.5
51
0.2
GP
99 478
36 843
37.0
35 034
35.2
12 295
12.4
75
0.1
KZN
139 367
35 724
25.6
39 751
28.5
21 544
15.5
125
0.1
LP
72 990
16 325
22.4
20 927
28.7
15 912
21.8
15
0.0
MP
45 081
11 229
24.9
15 898
35.3
8 423
18.7
65
0.1
NW
26 066
8 509
32.6
9 472
36.3
4 079
15.6
1
0.0
NC
8 794
2 176
24.7
2 941
33.4
1 596
18.1
2
0.0
WC
47 709
18 524
38.8
14 573
30.5
6 108
12.8
32
0.1
532 860
150 752
28.3
166 689
31.3
86 022
16.1
411
0.1
Nation
al
14
PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT
LEVELS IN MATHEMATICS
15
PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT
LEVELS IN HOME LANGUAGE
16
PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT
LEVELS IN MATHEMATICS
17
PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT
LEVELS IN HOME LANGUAGE
18
PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT
LEVELS IN FIRST ADDITIONAL LANGUAGE
19
PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT
LEVELS IN MATHEMATICS
20
PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT
LEVELS IN HOME LANGUAGE
21
PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT
LEVELS IN FIRST ADDITIONAL LANGUAGE
22
EFFICIENCY
23
23
7 TO 15 YEAR OLD CHILDREN OUT OF SCHOOL, 2002-2014
350,000
4.0%
300,000
3.5%
3.0%
250,000
200,000
2.0%
150,000
Percentage
Number
2.5%
1.5%
100,000
1.0%
50,000
0.5%
0
0.0%
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Number 324,575 251,506 203,120 200,219 218,843 192,758 190,500 139,992 118,526 108,171 108,597 112,864 92,631
Proportion 3.6% 2.8% 2.2% 2.2% 2.4% 2.1% 2.1% 1.5% 1.3% 1.2% 1.2% 1.2% 1.0%
Source: Statistics South Africa, General Household Survey, 2002-2014, DBE own calculations
24
PERCENTAGE OF 15 TO 24 YEAR OLD YOUTH WHO HAVE COMPLETED
GRADE 9 AND ABOVE, 2002-2014
100.0
90.0
80.0
Percentage
70.0
63.4
67.4
68.5
68.8
70.1
2003
2004
2005
2006
71.7
72.1
72.3
2007
2008
2009
75.1
73.9
74.9
76.5
78.0
2010
2011
2012
2013
2014
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2002
Source: Statistics South Africa, General Household Survey, 2002-2014, DBE own calculations
25
Percentage of repeaters by grade, 2009-2014
30.0
25.0
20.0
15.0
10.0
5.0
0.0
2009
2010
2011
2012
2013
2014
Grade 1
6.9
5.8
6.9
9.0
10.7
9.2
Grade 2
7.4
8.4
8.3
9.7
9.1
9.0
Grade 3
7.2
8.9
7.7
9.5
9.7
9.6
Grade 4
7.1
6.2
8.2
10.7
9.2
7.6
Grade 5
6.8
7.0
6.0
8.2
9.4
7.8
Grade 6
6.5
6.6
7.3
7.2
7.6
8.4
Grade 7
5.0
5.3
6.1
6.5
7.9
6.8
Grade 8
8.2
6.6
7.6
10.3
8.6
9.8
Grade 9
10.7
11.3
13.4
15.0
16.2
17.3
Grade 10
17.1
19.0
21.0
22.1
24.5
21.0
Grade 11
16.3
18.2
18.1
19.9
21.1
17.7
Grade 12
8.3
10.6
10.9
8.9
8.9
6.4
Total
8.8
9.4
10.2
11.5
12.2
11.3
26
Percentage of repeaters in primary education, 2013-2014
14.0
12.0
10.0
8.0
6.0
2013
2014
4.0
2.0
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
0.0
Primary
Scool
27
Percentage of repeaters in secondary education, 2013-2014
30.0
25.0
20.0
15.0
2013
10.0
2014
5.0
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
Total
Female
Male
0.0
Secondary
Scool
28
PROVINCIAL PERFORMANCE COMPARISON
(ANA & NSC 2013 & 2014)
29
National, 2014
Source: Universal ANA and NSC 2014
30
National, 2013 -2014
Source: Universal ANA and NSC, 2013-2014
31
Improving learning
outcomes:
LTSM/ICT
32
LTSM
33
BUDGETS FOR PROVIDING CAPS TEXTBOOKS
PROVINCE
2011/12 ALLOCATION
2012/13 ALLOCATION
2013/14 ALLOCATION
Eastern Cape
R 617 308 407.00
R
599 931 000.00
R 688 000 000.00
Free State
R 158 005 184.23
R
184 398 229.46
R 250 825 803.23
R
496 048 224.70
R 640 936 865.00
Gauteng
KwaZuluNatal
R 490 115 418.84
R
453 974 178.00
R 487 715 257.00
Limpopo
R 134 000 000.00
R
239 000 000.00
R 260 000 000.00
R 257 309 000.00
Mpumalanga
Northern
Cape
R
64 675 898.40
North West
R 451 000 000.00
R
68 135 056.79
R
192 767 144.36
R 351 454 866.00
152 413 921.51
R 306 381 217
Western Cape
R 121 962 558.72
R
Total
R 1 586 067 467.19
R 2 643 976 754.82
Total budget for
providing CAPS
textbooks
R
98 932 978.38
R 3 535 246 987.00
R 1 905 239 407.00
R
593 229 216.92
R 1 136 985 089.70
R 1 431 804 853.84
R
633 000 000.00
R
708 309 000.00
R
231 743 933.57
R
544 222 010.36
R
580 757 697.62
R 7 765 291 209.01
34
BUDGETS FOR PROVIDING CAPS TEXTBOOKS
Province
Eastern Cape
Free state
2014/15
(R‘000)
2015/16
(R‘000)
2016/17
(R‘000)
R 781 246
R311 000
To be provided
R 21 613
R96 000
To be provided
.
Gauteng
KwaZulu Natal
Limpopo
Mpumalanga
Northern Cape
North West
Western Cape
R 1 526 286
R 1 233 000
R 517 824
R 440 421
R 54 832
R 1 787 458
R 1 313 000
R 589 765
R 487 637
R 61 357
R 390 000
R480 000
R 328 505
R 346,245
R 1 889 617
R 1 392 000
R 612 022
R 512 776
R 62 437
To be provided
R 364 942 35
DELIVERY OF TEXTBOOKS AND STATIONERY
2015 textbook orders are ONLY TOP-UPS with the exception of Grade 12 Folklore.
The update on textbooks and stationery for 2015 by provinces is detailed in the table
Provinces
% Textbooks
Delivery to date
Eastern Cape
87%
% Stationery
Delivery to date
Universal
Coverage
Retention and Retrieval
100%
79,85%
100%
85%
93%
98%
97%
Free state
Gauteng
.
KwaZulu Natal
97%
Section 20=100%
and Section
21=97.05%
80%
Schools procure
63%
99.8%
98%
Limpopo
100% top up
32.4% mop up
32% mop up
100%
Mpumalanga
95%
100%
Northern Cape
North West
Western Cape
99%
The current Managing Agent is working
with the Department regarding the best
method of collecting data from schools.
87%
100%
91%
98%
90%
100%
85%
100%
92 %
87%
99%
100%
89%
100%
99.96%
36
NUMBER OF MATHEMATICS WORKBOOKS
SUPPLIED PER PROVINCE
Subject
Province
Grade 1-9 Grade 1-9 Grade 1-9
2013
2014
2015
FS
Mathematics
Mathematics
1563820
546455
1540170 1 599 835
553405 550 035
GP
Mathematics
1604125
1657965 1 794 575
KZ
Mathematics
2169460
2144680 2 120 330
LP
MP
NC
NW
WC
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
1193965
778840
242875
603555
924020
1233235 1 253 135
800735 830 265
233810 246 635
625455 667 820
890735 838 015
TOTAL
Mathematics
9627115
9680190 9 900 645
37
NUMBER OF HOME LANGUAGE WORKBOOKS SUPPLIED
PER PROVINCE
Sum of QTY
Subject
Province
Grade 1-6
Grade 1-6
Grade 1-6
2013
2014
2015
EC
Home Language
1123335
1102455
1 165 675
FS
Home Language
381895
381510
408 585
GP
Home Language
1159715
1160810
1 274 595
KZ
Home Language
1459325
1460820
1 486 465
LP
Home Language
797960
824970
858 805
MP
Home Language
533905
545990
571 545
NC
Home Language
166470
162670
171 690
NW
Home Language
418815
433470
466 340
WC
Home Language
655725
634855
603 055
TOTAL
Home Language
6697145
6707550
7 006 755
38
CURRICULUM
INNOVATION AND ELEARNING
39
IMPACT OF ICT SUPPORT: MINDSET
Mindset Learn Touch Points
40
IMPACT OF ICT SUPPORT: MINDSET
Audience on DStv
41
IMPACT OF ICT SUPPORT: MINDSET
Audience on DStv
Audience Flow, Daily Reach (000):
Compact/Other Individuals (Weekdays)
Source: DStv-i, Tues - Mon 06:00 – 24:00
Highest reach during
LXL
42
IMPACT OF ICT SUPPORT: MINDSET
Daily Reach on DStv
43
IMPACT OF ICT SUPPORT: MINDSET
DBE Channels on Various Platforms
❑ DStv:
❑ We are in over 4 500 000 households in South Africa and another 1,5 million homes in 54 territories in Africa.
❑ We reach an estimated 150 000 viewers per day and 670 000 viewers per week
❑ StarSat TV:
❑ We are in 85 000 households in Sub Saharan Africa
❑ OpenView HD FTV:
❑ Through a partnership with OpenView HD platform, 187 916 households/schools access the educational channel
through OVHD platform
❑ The platform is aimed at the LSM 4 – 7 market
44
IMPACT OF ICT SUPPORT: MINDSET
TV Landscape in SA
❑ 26% of adults are between 15 – 24
❑ 64% of the total population fit into LSM 4 – 7
❑ What’s important to this segment:
❑
❑
❑
❑
❑
❑
❑
❑
❑
Family
Success
Education
Life
Health
Job
The Future
Religion
Friends
45
IMPACT OF ICT SUPPORT: MINDSET
Facebook as at 1 July 2015
46
IMPACT OF ICT SUPPORT: MINDSET
Facebook Reach
47
IMPACT OF ICT SUPPORT: MINDSET
Twitter Analytics
48
IMPACT OF ICT SUPPORT: MINDSET
Website Visits July 2015
49
IMPACT OF ICT SUPPORT: MINDSET
Website Visits July 2015
50
IMPACT OF ICT SUPPORT: MINDSET
Website Visits June 2015 compared to May
51
Thutong Resource Downloads
Learning Space
May-15
Jun-15
Jul-15
GET Schools
FET Schools
FET Colleges
Non Curriculum
Curriculum
Support
Private Spaces
Examinations
Total
180141
274143
11600
26165
90088
129855
5291
9678
117530
130008
8493
16895
133144
4398
84650
42
11270
636505
42
0
239352
28
14092
371696
52
IMPACT OF ICT: EASTERN CAPE EXAMPLE
•
Most provinces are now utilising ICT to improve teaching and learning as
well as ascertaining that interventions reach as many learners as possible.
EASTERN CAPE
•
•
58 Telematics Centres were installed in the Province.
Lessons for 8 key subjects are broadcasted from February 2015
–
–
–
–
–
–
–
–
•
•
English HL
Afrikaans HL
Accounting
History
Geography
Life Sciences
Mathematics
Physical Sciences
Close to 15 000 Grade 12 learners benefit from the broadcast in the
province.
Another 55 Telematic Centres will be installed in 2015/16
53
IMPACT OF ICT SUPPORT: EC
ACTIVITY
IMPACT/USAGE/PARTICIPATION
ICASA
147 schools out of 800 completed (laptop, screen, white
board and 26 tablets per school)
Curriculum and Exams
website
• Document views/downloads: 1 037 022
• Top users: Cities and surrounding areas:
Cape Town (15%), Sandton (9%), Port Elizabeth (7%),
Pretoria (7%), Centurion (6%), Durban (6%), New Delhi (4%),
East London (4%), Johannesburg (2%)
ICT4RED (Cofimvaba)
• 26 schools: >3000 tablets
• 3 high schools: Results 2013 and 2014
• Arthur Mfebe SSS: 46% and 52%
• Khwaza SSS: 44% and 47%
• Siyabalala SSS: 58% and 44%
TouchTutor Maths Mxit • In 2014 more than 700 learners from 80 schools.
• 2015 registrations are open.
Competition (NMMU
Mxit Ukufunda
• Virtual School: Open to all learners in the country
• Top 12 participating schools: Special Pilot Project by
54
IMPACT OF ICT SUPPORT:EC
ACTIVITY
IMPACT/USAGE/PARTICIPATION/ROLL-OUT
Telematics Project
• 57 centres in 2014/15
• 10 centres in 2015/16
Acquisition of Curriculum software
and training of teachers on the use
of it.
• 60 licences in 2014/15
• 92 licences in 2015/16
Training of teachers on ICT
• 1015 in 2014/15 (Head office and districts)
integration in teaching and learning • Planned for 2015/16: 170 plus 10% of
teachers in districts.
Teachmeet events
(A forum where teachers meet and
share best practices)
• Two events in East London per year.
(Organised by teachers)
• Two events in Port Elizabeth (Organized by
H/O, D/O and teachers. 55 teachers attended
in March 2015)
55
NATIONAL
STRATEGY FOR
LEARNER
ATTAINMENT
(NSLA): ENSURING
READINESS FOR
ANA/NSC
56
WHAT IS THE NSLA?
• The National Strategy for Learner
Attainment (NSLA) is a comprehensive
transversal Strategy to co-ordinate
provincial improvement plans and steers
them towards optimal performance of all
learners.
• The NSLA is based on sound educational
principles and philosophy that all learners
irrespective of their backgrounds can
succeed.
57
OBJECTIVES OF NSLA
NSLA is the Basic Accountability Tool to improve
Learner Performance:
• Sustained improvement in learner outcomes or
performance in ANA/NSC;
• Enhanced accountability at all levels of the
system;
• Greater focus on basic functionality of schools;
• Protecting time for teaching and learning; and
• Improved support for teaching and learning
• Increased efforts on time on task.
58
PILLARS OF 2015 NSLA
• Section 1:
• Section 2:
• Section 3:
• Section 4:
• Section 5:
• Section 6:
• Section 7:
• Section 8:
• Section 9:
Management and Leadership
Early Childhood Development
Primary/GET Schools: Multi-grade
Foundation Phase; Intermediate
Phase; and Senior Phase
High/FET Schools
Mathematics, Science and
Technology
Comprehensive Teacher
Development Programme
Resource provisioning
Inclusive Education: Special Schools;
Full-service schools; Home Education
ICT
59
DBE OVERSIGHT OF NSLA AND
READINESS FOR ANA/NSC
• Quarterly provincial reports to DBE as per
NSLA Template, including ANA/NSC
intervention programmes;
• PowerPoint presentation to TDCM per
quarter;
• Composite Quarterly Sector NSLA Report to
HEDCOM/CEM; and
• Provincial NSLA Oversight Visits, including
tracking support for ANA/NSC.
60
PROVINCIAL OVERSIGHT VISITS
PROVINCE
FIRST VISIT
SECOND VISIT
THIRD VISIT
Eastern Cape
23 – 24 June 2015
03 September 2015
Free State
09 – 12 February
2015
10 March 2015
24 – 25 June 2015
01 September 2015
Gauteng
09 March 2015
25 June 2015
09 September 2015
KwaZulu-Natal
23 – 25 February
2015
16 – 18 February
2015
09 – 10 June 2015
02 September 2015
29 – 30 July 2015
10 September 2015
Limpopo
Mpumalanga
04 – 05 March 2015 18 – 19 June 2015
09 September 2015
Northern Cape
02 – 03 March 2015 18-19 June 2015
To be rescheduled
North West
11 March 2015
29 – 30 July 2015
10 September 2015
Western Cape
12 March 2015
21 – 22 July 2015
02 September 2015
61
FOCUS OF PROVINCIAL NSLA VISITS
The five focus areas for the Department of Basic Education
(DBE) and Provincial engagements were:
– State of readiness of learners for the Annual National
Assessments (ANA);
– State of readiness of learners for the National Senior
Certificate;
– Assessment of the extent to which the goals of the
National Development Plan are implemented;
– Assessment of the implementation of the Action Plan to
2019 Towards the realisation of Schooling 2030; and
– Assessment of the implementation of the National
Education Policy Act (NEPA), particularly Section 3 and
Section 8.
62
PROGRESS REPORTS FROM PROVINCES: NSLA
OVERSIGHT VISITS
a) Implementation of the 2015 NSLA/ Grade 12
Evidence-based report;
b) 2015 ANA Framework for Improvement and
the 2015 Subject Improvement Framework
for NSC;
c) Targets set for ANA and NSC;
d) Changes in CAPS and support provided;
e) CAPS curriculum coverage;
f) Strengthening of SBA;
g) Differentiated support for under-performing
districts, under-performing subjects,
progressed learners and retained learners;
63
PROGRESS REPORTS FROM PROVINCES: NSLA
OVERSIGHT VISITS
h) Tracking learner performance;
i) Intervention-high enrolment subjects: extra
classes, camps, etc.
j) Effective use of LTSM and ICT;
k) Maths intervention for the Senior Phase (1+4
Project);
l) Incremental introduction of African Languages;
and
m) Impact of “English Across the Curriculum”
64
PROGRESS REPORTS FROM SCHOOLS:
NSLA OVERSIGHT VISITS
Presentation by the school highlighted the
following:
a) Targets;
b) Curriculum changes;
c) Challenges in subjects;
d) Radical steps;
e) Management systems;
f) Assessment programmes; and
g) Subject Improvement plans from ANA/NSC
Diagnostic Report and Framework for
Improvement.
65
State of
readiness for
ANA
66
66
NATIONAL INTERVENTION:
GETTING THE NATION TO READ
AND LIBRARY AND
INFORMATION SERVICES (LIS)
67
SUMMARY OF KEY READING AND LIS ACTIVITIES
The provisioning of 1 000 school libraries annually:
•
18 new libraries: 2 per provinces completed in July 2015;
•
35 trolley libraries for multigrade schools in KZN;
•
Revitalisation of 1 000 school libraries: 1031 schools have been identified
nationally;
•
Procurement of library resources: using the Gauteng Department of Education
library catalogue; and
•
The ETDP SETA has partnered with the DBE to provide a learnership programme for
school library assistants.
DBE
The launch of the Book Flood Campaign:
• Launched in Mpumalanga, Gauteng, Western Cape, Eastern Cape and KwaZulu-Natal;
• DBE is encouraging the Provincial Legislature, Local Government Councils,
Private Sector and Government Departments to launch Book Flood campaigns; and
• Plans are in place to mobilise provinces to launch the 2015-16 Book Flood
Campaign.
The resuscitation of the Drop All and Read Programme
• Observe at least 30 minutes a week on recreational reading;
• During Mandela Month: a special event was held in Kagiso in Gauteng to mark the
observance of Drop All and Read; and
• The MEC of North West Education Department, at the Mobile library launch
encouraged implementation.
68
EARLY GRADE READING ASSESSMENT (EGRA)
• Implementation of EGRA project in 1 000
schools in Grades 1 to 3 (100 schools per
province) in all 11 official languages;
• National Core Training Workshop was held
from 18 to 20 February 2015 and 95 FP
specialists were capacitated;
• EGRA Toolkits were distributed to the
project schools between April and May 2015;
and
• The provincial teacher training workshops
were completed between April and July 2015.
69
EARLY GRADE READING STUDY (EGRS)
• The EGRS is a 3-year pilot project in 230 schools
offering Setswana in Dr Kenneth Kaunda and Ngaka
Modiri Molema districts in North West Province.
• Three interventions are being implemented in a sample of
150 project schools and 80 control schools:
– Intervention 1: schools are supplied with lesson
plans, graded readers and teachers trained on the
teaching of reading in Setswana;
– Intervention 2: an on-site support programme to
teachers from reading coaches, accompanied by
scripted lesson plans and graded reading materials;
and
– Intervention 3: a package designed to improve parent
involvement in monitoring learning to read.
70
NATIONAL
INTERVENTION:
CiPELT AND
CiSELT
71
INTERVENTION: CiPELT AND CiSELT
The DBE in collaboration with the British Council has conducted followup Train the Trainer Workshops focussing on English First Additional
Language (EFAL) activities for all phases from July 2015.
Province
Date
Number of Master Trainers
trained
Eastern Cape
29 June 2015 to 3 July 2015
43
Gauteng
20 to 24 July 2015
40
KwaZulu-Natal 27 to 31 July 2015
40
Limpopo
40
10 to 14 August 2015
Northern Cape 3 to 7 August 2015
40
Free State
24 to 28 August 2015
40
Mpumalanga
Date to be provided by province
Target 40 teachers
North West
Date to be provided by province
Target 40 teachers
Western Cape
Date to be provided by province
Target 40 teachers
72
NATIONAL
INTERVENTION:
NECT SUPPORT
73
NECT SUPPORT
The National Education Collaboration Trust (NECT) is an organisation dedicated to
strengthening partnerships among business, civil society, government and labour in
order to achieve the education goals of the National Development Plan. It strives both
to support and influence the agenda for reform of basic education.
The NECT is committed to ensuring 90% of learners pass Mathematics, Science and
Language at 50% level by 2030.
District interventions
• A large proportion of NECT’s energies is devoted to strengthening selected
education districts and improving the performance of schools within these districts.
• The Trust has prioritised 21 school districts and aims to provide intensive support to
these districts. This process, which is seen as a long-term commitment, got
underway during 2013 in eight education districts across five provinces.
• The NECT has introduced a new approach designed for large-scale school
improvement, complete makeover and high-dosage intervention, called Fresh Start
Schools (FSS) programme, which seeks to achieve swift and in-depth
improvements in schools.
74
NECT SUPPORT
• The implementation of the programme entails renovation of school buildings,
infrastructure and equipment and is rolled out through the District Intervention
Programme (DIP), which accounts for a bulk of the Trust's efforts. It is at an
advanced stage, geared towards improved curriculum delivery, enhanced
community involvement, improved district support and revamping 409 schools in 8
districts in 5 PEDs.
• Three-year DIPs have been approved for two districts in Limpopo, two in KwaZuluNatal, two in Eastern Cape, one in Mpumalanga and one in North West. The FSS
programme is positively affecting the schools that are currently under the
programme, not only the teachers but also the learners.
• The Quick Wins Support system for schools under the Fresh Start Schools’ (FSS)
initiative, has started to have a positive impact in areas of Teacher Performance,
School management, Learner welfare and development, Curriculum management,
Training support materials, Equipment infrastructure and facilities, Parent and
community involvement and District capacity improvement.
75
NECT SUPPORT
Table 1: Number of NECT Fresh Start Schools (FSS) by province and district
Province
District
Total
Number of Number of
Percentage
Number of
Secondary Primary Totals FSS of FSS in
Schools in
FSSs
FSSs
District
District
Libode
426
22
26
48
11%
Mt Frere
252
21
24
45
18%
Pinetown
537
26
8
34
6%
UThungulu
669
40
15
55
8%
Vhembe
793
39
23
62
8%
Waterberg
472
47
11
58
12%
Mpumalanga
Bohlabela
412
32
27
59
14%
North West
Bojanala
569
17
37
54
9%
4130
244
171
415
10%
Eastern Cape
KwaZulu-Natal
Limpopo
Total
76
NATIONAL
INTERVENTION:
TEACHER UNION
COLLABORATION
77
TEACHER UNION COLLABORATION (TUC)
TEACHER TRAINING PROGRAMMES
• The DBE through the TUC agreement has
engaged with all 5 Teacher Unions to
deliver teacher training workshops to
address key curriculum and school
management programmes.
• All 5 teacher unions have submitted
proposals for teacher training workshops
to be conducted from September 2015 to
March 2016. Currently these proposals are
being adjudicated by the DBE.
78
2014/15 TUC Programmes
Union
Programme
Teachers
trained
NAPTOSA
Curriculum Adaptation
1008
Grade 10-12 mathematics classroom practice
392
Promotion of thinking skills
500
Foundation phase mathematics assessment
400
CAPS for FET
400
NATU
Assessment for learning
2096
PEU
Curriculum adaptation
504
SADTU
Teacher development through Communities of Practice
188
School Based: Math and EFAL Resource Development
Teacher Training
5000
Curriculum Management for principals
1518
SAOU
TOTAL 12 900
79
INTERVENTION:
JICA AND 1+4 MATHEMATICS
MODEL FOR GRADE 9
80
JICA Mathematics interventions
• The DBE, in partnership with the Japanese
International Co-operation Agency (JICA) has
rolled out Mathematics workshops focussing
on problem solving strategies in Grades 1 to
4.
• Phase 1 in 2013-14 JICA Workshops were
rolled out in 40 schools , 20 schools each
KwaZulu-Natal and Mpumalanga.
• Phase 2 in 2015 JICA workshops are
currently being rolled out in 4 districts in
Eastern Cape and 4 districts in North West.
81
Covering 192 schools.
No of Participants of W/shops for Districts, Circuit
Managers and Schools
82
MATHS: 1+4 MODEL TEACHERS TRAINED
PEDs
Model
Implemented
Number
Training sessions
Date(s)
Teachers
targeted
Actual
attendance
EC
1+9
7
02 Feb; 16 Feb; 02 March; 28 April; 12
May; 26 May; 01 June.
2 610
1 264
FS
1+9
4
24 Apr, 08 May,
22 May, 01 June
772
712
GP
1+4 & 1+20/10
1
13-16 July 2015
3 327
Still to be
determined
7
13th , 20th , 27th April;
04th, 11th, 18th and 23rd May;
01st June
No Stats
No Stats
Still to be
determined
Still to be
determined
1200
1178
564
468
854
687
490
343 (70%)
KZN
LP
1+4 & 1+9
1+9
1 session in Vhembe
20 July 2015
district
MP
1+4
12
NC
1+4
6
09 Feb; 16 Feb; 23 Feb; 02 March
13th , 20th , 27th April;
04th, 11th, 18th, 23rd May;
01st June
20 April,
04th, 11th, 18th, 23rd May;
01st June
NW
1+4
12
09 Feb, 16 Feb, 23 Feb, 02 March,
13th , 20th , 27th April; 04th, 11th,
18th, 23rd May; 01June
WC
School
Vacation Model
1
13-17 July
83
SASOL-INZALO SENIOR PHASE MATHEMATICS
SUBJECT ADVISORS TRAINING
Province
Date Trained
Targeted
Number
Actual Number of
Subject Advisors Trained
EC
01-06 December 2014
23
24
FS
24-28 November 2014
12
14
GP
24-28 November 2014
30
30
KZN
08-12 December 2014
31
18
KZN
18-23 May 2015
31
35
LP
08-12 December 2014
15
17
MP
08-12 December 2014
24
23
NC
01-06 December 2014
18
10
NW
24-28 November 2014
10
16
WC
01-06 December 2014
30
25
84
MST HOD AND LEAD TEACHERS
TRAINING STATISTICS (JANUARY - MAY 2015)
No
Province
Maths
NS
Tech
Totals
1
EC
1502
1636
1536
4674
Training has been completed
2
FS
294
255
236
785
Training has been completed
3
LP
749
313
595
1657
4
MP
552
465
473
1490
5
KZN
6
NC
107
67
80
254
7
NW
415
439
642
1496
8
GP
0
9
WC
0
TOTALS
0
3 619
3 175
3 562
Comments
80% of training has been
completed.
Training completed in all 4
districts
Not started training
Training conducted on
8-10 April 2015
Training has been completed
Only lead teachers have been
trained
Not started training
10 356
85
North West : Example
Maths Pre/Post-Tests: Subject Advisors
Average
Performance
level in pre-test
Improvement in
performance
from pre-test to
post-test
Ratio and rate
Patterns and formula
56%
18%
16%
67%
Poor performance
in pre-test and no
visible
improvement in
post-test
28%
15%
Articulation of the function
concept
18%
32%
50%
Topic
Global graphs
Making predictions based on
congruence
Making deductions
0%
59%
41%
59%
11%
30%
51%
20%
29%
Properties of rectangles
86%
10%
4%
Producing a definition
The value of presenting data
with a histogram
Differentiating between
different representations of
data
63%
20%
17%
4%
50%
46%
73%
17%
10%
86
North West Teachers: Pre/Post-Tests
GRADE
8
9
TOPIC
Algebraic Expressions
Algebraic Equations
Construction of geometry
Geometry of 2D shape
AVERAGE %
PRE-TEST
POST TEST
75
98
82
100
70
86
84
96
Geometry of straight lines
90
100
TOTALS
407
480
81.4
96
80
82
80
90
96
96
100
100
100
100
430
86
496
99.2
Construction of geometric figures
Geometry of 2D shape
Construction of geometry
Geometry of 2D shape
Geometry of straight lines
Pythagoras Theorem
TOTALS
87
MPUMALANGA Directorate: Mathematics, Science and Technology
TERM 1 PRE- AND POST-TEST FOR TEACHERS IDENTIFIED TO CO-FACILITATE
DISTRICT
PRETEST
POST TEST
0 – 49%
50 – 79%
80 – 100%
80 – 100%
Bohlabela
2
10
0
12
eHlanzeni
4
6
2
12
Gert Sibande
2
6
2
10
Nkangala
3
2
3
8
11
24
7
42
TOTAL
11 teachers identified for facilitation scored between 0 – 49 %
All identified teachers achieved at 80 % and above after undergoing ‘training’
88
UPDATE AND PROGRESS ON
PROVINCIAL LANGUAGES AND
MATHEMATICS ACTIVITIES
89
ANA PROVINCIAL PROGRESS REPORTS: EXAMPLE
PROVINCE
Gauteng
SUMMARY OF ACTIVITIES
ANA support provided through (Continued):
 Provisioning of resources included:
- quality readers in 8 African languages offered for grade 3;
- Reading Words in all Home Languages and English FAL to improve reading
and vocabulary;
- Literature resources in Senior Phase to all priority schools ;
- Lesson plans and question banks for Languages; and
- Graded Readers, Posters, DVDs, and Reading Trolleys.
 Teacher training and capacity development included the training of:
- Subject Advisors and Teachers in CiPELT and CISELT; and
- All Foundation Phase Subject Advisors and Teachers in the Teaching of
African Languages.
 Other interventions included:
- ANA roadshows conducted PED and DO;
- An ANA Forum was established;
- Reading clubs and Spelling-Bees;
- Story writing for Grade 3 learners were encouraged in all the languages;
- 12 Schools pilot IIAL in Gauteng (IsiZulu; Sepedi; Setswana; Sesotho and
Xitsonga); and
- District curriculum advisors cover aspects during their PLC workshops.
90
ANA PROVINCIAL PROGRESS REPORTS: EXAMPLE
PROVINCE
SUMMARY OF ACTIVITIES
 A Diagnostic Report and ANA Improvement Strategy were generated for Grade 3, 6
and 9 from the analysis of learner responses in ANA 2014. The strategy included
resourcing, common assessments, teacher development/capacity building,
monitoring and support.
 Developed a turnaround strategy for underperforming schools in ANA using the
DBE guidelines; and
 District developed profile and dashboard for each Underperforming School.
Gauteng
 JIT training 1+10/20 Model: Included the training of Lead teachers, HODs and
Teachers in content and Curriculum Management. Fortnightly in April- June 2015
(Saturdays) and during school vacation, in preparation for the following term i.e. In
addition follow up support/training was provided once a month on Saturdays.
ANA support provided through:
 Common assessment tasks and ANA type questions built into lesson plans for Grade
3 and 6;
 Standardised assessment for Grade 6 and 9 in all underperforming schools in June;
 CAPS aligned question banks for English FAL (all grades) developed and to be
distributed and mediated in all priority schools and made available on CD to all non
priority schools; and
 Implement continuous ANA ‘drill & practice’ preparation programme (utilise 10
minutes language consolidation).
91
ANA PROVINCIAL PROGRESS REPORTS: EXAMPLE
PROVINCE
SUMMARY OF ACTIVITIES
ANA Improvement Plan included:
 Information sessions held during February and March with a total of 86 CES
Circuit Management , Circuit Managers and 1031 principals of schools with
Grade 8 and 9 classes in 12 districts.
 Six hour information session programmes which focused on monitoring and
supporting curriculum, ANA and other GET subjects.
KZN
 The intervention programmes focused on:
- The analysis of ANA results and its importance of their utilisation at school
level to inform remedial work and teaching in the classroom;
- Grade 8 and 9 Annual Teaching Plans and how they should be utilised;
- School Self Evaluation and School Improvement Plans to strengthen
accountability at school level;
- GET priorities and Improvement Plans;
- Academic Improvement Plans; and
- GET Assessment Plans, common tests, administration and analysis of
results.
92
ANA PROVINCIAL PROGRESS REPORTS: EXAMPLE
PROVINCE
SUMMARY OF ACTIVITIES
GET Curriculum structured school visits
 In February and March 2014, the Curriculum team visited 13 schools in
Umgungundlovu, Ilembe, Ugu, Umlazi and Pinetown respectively
KZN
Early Grade Reading Assessment Pilot (EGRA)
 Information sessions on EGRA were held with School Management Teams
(SMTs) of participating districts in February.
- 64 SMTs from Zululand District schools attended
- 80 SMTs from Amajuba District schools attended
 The following aspects were discussed:
- The rationale for the EGRA toolkit and its intended outcomes;
- The EGRA management plan and the finalisation of dates for teachers’
orientation workshops; and
- Orientation workshops for teachers will take place between 16-30/04/15.
- Implementation in schools will be in May 2015.
 The pilot was received positively by all SMT members that attended.
93
State of
readiness for
NSC
94
94
NSC SUBJECT INTERVENTIONS
(EXAMPLE: ACCOUNTING)
Intervention Focus
Curriculum
Coverage
- Ledger Account
- Notes to balance
sheet
- Creditors
Reconciliations
- Company financial
statements
Common
tests
Term 1: book keeping
of companies;
financial accounting of
companies.
Term 2: book keeping
of companies;
financial accounting of
companies; tangible
/fixed assets; financial
accounting of close
corporations;
Time
17 hrs.
3hrs
# of
teachers
348
# of
learners
24661
38682
% pass
Term 1
44.6%
44%
% pass
Term 2
44.8%
45%
NSC SUBJECT INTERVENTIONS
(EXAMPLE: ACCOUNTING)
Intervention
Focus
Time
# of
teachers
# of
learners
Teacher
Training
Company ledger Accounts, Company
financial statements
Company financial statements
Company analysis of financial statements
Reconciliations (revision grade 11 work)
Methodology
Learners with barriers
GAAP principles,
Buying back of shares Ledger accounts,
Final accounts,
Grade 10 ratio analysis and VAT,
Internal Control and ethics, Tangible Assets
including Asset disposal,
Interpretation of financial information,
Cash flow statement, Inventory valuations,
Stock valuations.
Exam Guidelines
8hrs
2579
18468
96
NSC SUBJECT INTERVENTIONS
(EXAMPLE:ACCOUNTING)
Intervention
Focus
Time
HOD Training:
priority schools
(Service
Provider- WITS
School of
Education)
-To improve the Accounting leaders’ overall
understanding of the subject and influence
over teaching and learning process of grade
10 – 12 Accounting
-To advance the Accounting leaders’ skills in
leading grade 10 – 12 Accounting
-To prepare the Accounting leaders to work on
developing these skills with grade 10 – 12
teachers and learners taking accounting as a
subject
21 hrs.
# of
teachers
# of
learners
172 of
180
HODs
HOD
Training
: priority
schools
(Service
Provide
r- WITS
School
of
Educati
on)
97
NSC SUBJECT INTERVENTIONS (ACCOUNTING)
Intervention
Resources provided
Time
Focus
# of
learners
187
23548
A set of nine 2014 Preliminary Exam papers and memorandums
from 9 provinces were supplied to all learners who attended SSIP
classes on Saturdays and during school holidays





- A revision pack was developed and sent to all the districts to
be used during the camps. Each and every learner received
Mind the Gap Study guide Accounting (FET)
SBA guidelines (Accounting)
Previous Question papers (Accounting)
Exemplification of standards (Accounting)
Partnerships
Accounting Olympiad
SAICA
Focus: This initiative focuses on the promotion of the Chartered
Accountancy Profession to all Mathematics and Science Grade 11
and 12 learners. Accounting Grade 11 and 12 learners. The
Accounting Olympiad targets 10 learners per school in GP.
Learners write a three hour multiple choice tests.
& Thuthuka
# of
teachers
7hrs
1186
Thuthuka Development Camps
At the camp learners are given master tuition, mainly, in
Mathematics – Accounting, and Physical Science.
Financial statements with the inclusion of buy-back of shares,
internal control and audit. Pre- and Post-tests administered: the
following results showed the impact:
Pre-test: Ave.43%
Post-test: Ave.59.2%
98
NSC INTERVENTIONS (ACCOUNTING)
Intervention
Focus
Time
Ernest and Young
LTD
Ernest and Young
6hrs
15 hrs.
24 hrs.
Oxford teacher
academy
-assist learners with career awareness.
-offering Saturday classes to grade 12 learners. Focus is on
financial statements.
Oxford Teacher Academy
Workshop held to:
# of
# of
teachers learners
928 of
1234
learners
999 of
1234
learners
498 of 640
learners
-Assist grade 12 learners with study methods.
-Assist learners the understanding of questioned asked in
the exam papers
99
NSC SUBJECT INTERVENTIONS
(EXAMPLE: MATHEMATICS)
Intervention
Focus
Teacher
Calculus and Euclidean
training
Geometry
workshop
Winter Classes Euclidean geometry;
functions; trigonometry;
calculus.
Saturday
classes
Challenging topics in
mathematics
Radio lessons
/ Dial-a-tutor
functions and graphs,
trigonometry and
geometry
Time
5hrs
# of
teachers
30min per
day for
10days
% pass
Term 1
56%
1346 out of
1767
12 hrs
20 hrs
# of
learners
23 423 out
of 29947
310 out of
540
3000 out of 47
23 282
496 out of
588
23 282 out
23 282
100
NSC SUBJECT INTERVENTIONS
(MATHEMATICS)
Intervention
Focus
Time
# of
teachers
# of
learners
% pass
Term 1
Inverses of functions
Telematics –
Lesson
Broadcasts
The log and exponential
functions as inverses of each
other
8 hours
130 High
Schools
16 200
(projected)
83%
Jan - Dec
All
57 898
83%
Applications of calculus
Geometry similar triangles
Circle geometry

Web based
Matric support

Frequently asked
questions
Gr 12 consolidation
tasks: Bi-weekly work
according to the work
schedule
101
NSC SUBJECT INTERVENTIONS (PHYSICAL
SCIENCE)
Intervention
Focus
Teacher Content
training workshops

Additional Classes
Telematics
Radio Lessons
Resources
Time
# of
teachers
# of
learners
Organic Chemistry Work and
energy

Vertical Projectile motion

Newton’s Laws

Work, Power and Energy

Momentum

Doppler effect

Acid and bases

Chemical equilibrium

Electrical circuits

Internal resistance
Work, energy and power; electricity
and magnetism; acids and bases.
70,5 hrs
20hrs
85 858
Work, energy and power; electricity
and magnetism; acids and bases.
Work, energy and power; electricity
and magnetism; acids and bases
16 Feb-10 Oct
16 200
Mind the Gap study guides
Diagnostic Report
Pace setters
SBA record sheets
Hand-out of support session
presentation

Dealing with source
questions
5 hrs
6201
496
% pass
Term 1
60.51%
19 743
16 050
based
102
TRACKING LEARNER PERFORMANCE
103
TRACKING LEARNER PERFORMANCE
• Provinces are tracking learner performance
through various modes to improve learner
performance including:
– Comparisons with previous cohorts;
– Comparing the cohort’s performance from
Grade 10 – 12
– Using EMIS to track curriculum through mark
lists and mark schedules submitted by schools
through SASAMS
– Quarterly analysis of results
104
TRACKING LEARNER PERFORMANCE: FS
• From the beginning of 2015, the province has intensify
the tracking of learner performance throughout the
system.
• The districts have developed a format for submission
of results to entrench tracking of learners.
• Participation
in
the
Provincially
controlled
tests/examinations makes the tracking more easy and
compulsory.
• Support to learners is carried out in a differentiated
manner as required by the CAPS even though is
challenging.
• More success in tracking learner performance is
noticeable in grades 10-12.
105
TRACKING LEARNER PERFORMANCE: FS
106
TRACKING LEARNER PERFORMANCE: FS
107
TRACKING LEARNER PERFORMANCE: FS
108
TRACKING LEARNER PERFORMANCE: FS
Mathematical subjects: Number of Level 7s
500
407
400
300
304
362
331
286
242
200
286 287
100
0
Maths
Maths Lit
Nov-14
Mrch 2014
Mrch 2015
Jun-14
109
TRACKING LEARNER PERFORMANCE: FS
110
TRACKING LEARNER PERFORMANCE: FS
) of level 7s
Sciences: Number
800
687
600
400
200
358
304
256
132
94
256273
179
0
GEO
LFSC
PHSC
Mrch 2014
Mrxh 2015
Jun-14
111
TRACKING LEARNER PERFORMANCE: FS
Languages: Number of level 7s
2000
1700
1500
1000
500
703
658
141
258
420
213
221
270
224
0
EGFAL
Nov-14
TRGT 2015
SESHL
Mrch 2014
Mrch 2015
Jun-14
112
TRACKING LEARNER PERFORMANCE:FS
DINALEDI GRADE 12 CAMP FOR HIGH FLYERS: GRAPHICAL
REPRESENTATION OF THE PRE AND POST TESTS
113
PRE- AND POSTTEST FOR
WINTER
SCHOOLS
114
114
PRE – AND POST TEST RESULTS: NC
MATHEMATICS:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
115
PRE – AND POST TEST RESULTS: NC
LIFE SCIENCES:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
116
PRE – AND POST TEST RESULTS: NC
MATHEMATICAL LITERACY:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
117
PRE – AND POST TEST RESULTS: NC
GEOGRAPHY:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
118
PRE – AND POST TEST RESULTS: NC
BUSINESS STUDIES:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
119
PRE – AND POST TEST RESULTS: NC
AFRIKAANS HL:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
120
PRE – AND POST TEST RESULTS: NC
HISTORY:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
121
PRE – AND POST TEST RESULTS: NC
AGRICULTURAL SCIENCE:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED
LEARNERS
(PRE-AND POST-TEST RESULTS)
122
PRE – AND POST TEST RESULTS: NC
PHYSICAL SCIENCES:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
123
PRE – AND POST TEST RESULTS: NC
ECONOMICS:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
124
PRE – AND POST TEST RESULTS: NC
ENGLISH FAL:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
125
PRE – AND POST TEST RESULTS: NC
ENGLISH HL:
IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS
(PRE-AND POST-TEST RESULTS)
126
PRE – AND POST TEST RESULTS: NC
AFRIKAANS HL:
IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS
(PRE-AND POST-TEST RESULTS)
127
127
PRE – AND POST TEST RESULTS: NC
ACCOUNTING:
IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS
(PRE-AND POST-TEST RESULTS)
128
128
PRE – AND POST TEST RESULTS: NC
ENGLISH FAL:
IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS
(PRE-AND POST-TEST RESULTS)
129
129
PRE – AND POST TEST RESULTS: NC
LIFE SCIENCE:
IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS
(PRE-AND POST-TEST RESULTS)
130
130
PRE – AND POST TEST RESULTS: NC
MATHEMATICS:
IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS
(PRE-AND POST-TEST RESULTS)
131
131
PRE – AND POST TEST RESULTS: NC
PHYSICAL SCIENCES:
IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS
(PRE-AND POST-TEST RESULTS)
132
132
SUPPORT FOR
PROGRESSED
LEARNERS
133
PROGRESSED LEARNERS PER SUBJECT, PER
PROVINCE (Example Free State)
High Enrolment Subject
Accounting
Total number of learners Total number of progressed
learners
8 228
2 226
Business Studies
14 903
3 667
Economics
Mathematics
Mathematical Literacy
Geography
9 481
13 110
23 784
13 976
4 245
4 749
7 213
2 149
6 507
1 923
Life Sciences
16 897
8 549
Physical Sciences
11 483
2 567
English First Additional Language
32 049
5 048
English Home Language
4 005
205
Afrikaans First Additional
3 291
Afrikaans Home Language
3 523
History
134
PROGRESSED LEARNERS PER SUBJECT, PER
PROVINCE (Example Gauteng)
High Enrolment Subject
Total number of learners
Total number of progressed
learners
Accounting
24659
4022
Business Studies
49772
9010
Economics
Mathematics
Mathematical Literacy
Geography
29615
37921
74261
50157
4861
5967
12420
8564
History
30963
5706
Life Sciences
51128
8661
Physical Sciences
31107
4786
English
First
Additional 73913
Language
English Home Language
38240
10514
Afrikaans First Additional
34052
7006
Afrikaans Home Language
11030
662
7871
135
PROGRESSED LEARNERS PER SUBJECT, PER
PROVINCE (Example KZN)
High Enrolment Subject
Total number of learners
Total number of progressed
learners
Accounting
42 398
2 887
Business Studies
72 929
2 986
Economics
Mathematics
Mathematical Literacy
44 109
90 141
82 549
2 986
6 079
3877
Geography
71 437
4 817
History
41 720
2 813
Life Sciences
91 370
6 161
Physical Sciences
52 878
3 584
English First Additional
Language
Accounting
147 628
9 859
42 398
2 887
Business Studies
72 929
2 986
Economics
44 109
2 986
136
INTERVENTIONS FOR PROGRESSED LEARNERS
• Common interventions:
–
–
–
–
–
–
–
–
–
–
Extra classes;
Common tests;
An incubation programme;
Revision materials;
Simplified guides;
Extra written work / homework;
Winter camps;
Telematics;
HeyMaths; and
HeyScience sessions.
137
Progressed Learners
PROVINCE
SUMMARY OF KEY ACTIVITIES FET ( GRADE 10 –
12)
Extra classes (Morning 06:30- 7:15 and afternoon, from
14:30 until 17:00).
Weekend classes (from Friday to Sunday). Some took a form
of incubations in Lejweleputswa, Motheo and Xhariep.
Autumn school project for a week.
Free State
Super Saturday and Sunday Support (S4) project.
Memoranda discussions via IBP.
Revision material/study guides/simplified notes.
Provincial Common Tests/Exams
Incubation programme (starting from Friday until Sunday).
138
Progressed Learners
PROVINCE
SUMMARY OF KEY ACTIVITIES FET ( GRADE 10 – 12)
11 Saturday SSIP sessions in 10 gateway subjects in 450 schools
targeting approximately 72000 Grade 12 learners .
April and July holiday programme from 29 June to 3 July. The
program focused on key content areas for exam preparation.
Gauteng
Mind-The-Gap study guides to all learners in underperforming
schools in the 3rd quarter.
Learners provided with guidelines (study tips) and previous
question papers and memoranda on preparing for the
examinations.
Smart board technology and other electronic devices such as
tablets were supplied to schools to improve the teaching and
learning.
Special high risk camp from 6 to 10 July. The camp focused on
key content areas for exam preparation.
139
Progressed Learners
PROVINCE
SUMMARY OF KEY ACTIVITIES FET ( GRADE 10
– 12)
Quarterly Common tests
Saturday classes taught by lead teachers
Winter Holiday Classes taught by lead teachers
KWAZULU-NATAL
Target setting
Revision materials
Funding of district interventions
Operation Scaffold: monitoring by Top
Management and engagement with school
principals
Learner camps: 3 – 10 days
Mindset Telkom DBE connectivity project at
Amajuba district
140
BEST PRACTICE:
ANA / NSC
141
141
DBE BEST PRACTICE: ANA READINESS
• Mediated ANA / NSC 2014 Framework for Improvement
and ANA/ NSC Diagnostic Reports in DBE-Provincial
Roadshows in February- March 2015
• Mediated ANA/NSC Framework for Improvement and
Diagnostic Reports in DBE Subject Committees IN 2015
• Provinces conducted ANA/NSC roadshows between
February and May 2015.
• ANA exemplar question papers disseminated to schools
and is available on DBE website.
• NSC Question papers and marking memos distributed
widely and on website.
142
PROVINCE
BEST PRACTICE: ANA READINESS
Eastern Cape
•
Collaboration with other stakeholders - Nelson Mandela Institute,
General Motors South Africa Foundation, JICA, NECT, Oxford
University Press, Rhodes University, Praesa and British Council.
Gauteng
•
2 260 schools have 40 tablets with Internet for teaching and
learning; 1 650 schools have GautengOnline laboratories with
Internet; six schools have tablets for each learner, a teaching
laptop for each classroom and a tablet for each educator and
interactive boards in 12 classrooms,
Limpopo
• Develop and provide Language and Mathematics scripted
lessons plans and train teachers monthly on the lesson plans to
ensure curriculum coverage.
• Provide graded readers, reading cards and posters to ensure
establishment of library corners in each classroom and create
print rich classrooms
Mpumalanga
• Implementation structure of the Study Group project at school
level
• Mathematics Focus Day
143
PROVINCE
Free State
Gauteng
KwaZuluNatal
BEST PRACTICE: NSC READINESS
At each school, teachers implemented a personalised
dictionary for learners. At the end of each activity,
new words are listed and these are tested by the
teacher.
A year long Saturday Secondary School
Improvement programme was implemented for
Grade 12 learners in February. Principals and SMTs
were supported on curriculum management using
the Predictability Framework.
The province prioritised the development and
printing of materials targeted at both learners and
teachers in all underperforming subjects and
schools.
144
PROVINCE
BEST PRACTICE: NSC READINESS
Limpopo
Analysis of performance in mid-year exams done and
interventions developed and implemented in selected
subjects, including the analysis of progressed learners’
performance in mid-year examination.
Mpumalanga
Study Group project involves 3 000 Grade 12 Mathematics
and Physical Sciences Study Group Leaders from 250
schools performing below 60% in Maths and Physical
Sciences in the 2014 NSC. Identified 50 learners per centre
in 60 centres.
North West
Camps catered for the following categories of schools:
Underperforming schools; where the subject was without a
teacher for too long; where the subject has remained
underperforming for long; and new Grade 12 schools, and
Progressed and repeating learners.
Post tests are administered and analysis and comparison is
going on to determine the impact of interventions.
145
PROVINCE
BEST PRACTICE: NSC READINESS
Northern
Cape
Hosted a Winter Residential Camp for
identified potential top achieving Grade 12
learners from disadvantaged communities.
Impact of the winter camp for top-achieving
learners was determined through pre-and
post-test results.
Western
Cape
District Management Information system
where full school profiles and School
Improvement Plans are available online and to
which officials have access for support and
monitoring purposes.
146
A SUMMARY OF
DBE
OBSERVATIONS:
READINESS FOR
ANA/NSC
147
147
DBE OBSERVATIONS: ANA/NSC
• In all provinces there is evidence of improvement plans
linked to implementation of the NSLA, for ANA/NSC;
• Evidence of tracking of learner performance from one
quarter to the next which informs subsequent
interventions;
• Many innovations in the implementation of improvement
plans- varies from one province to another;
• Evidence of special focus on Senior Phase (weakest link
of GET) and content areas in CAPS especially for Grade
12;
• HEDCOM sub-committee (TDCM) has succeeded in
promoting good practice and enhancing accountability;
148
DBE OBSERVATIONS: ANA/NSC…
• Value –added by Minister’s District Directors Forum in
focusing on key variables for improving learner
performance such as curriculum coverage and time on
task; and
• Provinces have gone out of their way to secure and
insulate resources for implementing improvement plans
for ANA/NSC.
• However, more work needs to be done in measuring the
impact of interventions such as teacher development
programmes and vacation classes/learner support
interventions.
149
CONCLUSION
History will judge us by
the difference we
make in the everyday
lives of children.
Nelson Mandela
150
THANK YOU
Website: www.education.gov.za
Call Centre: 0800 202 933 | callcentre@dbe.gov.za
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