PORTFOLIO COMMITTEE
MEETING
PLANS FOR 2016
Mr HM Mweli
Director General: Department of Basic Education
16 February 2016
PRESENTATION OUTLINE
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction
Evidence-based Report - 2015
Summary of the 2016 NSLA
Summary of the 2015 Diagnostic Report
Interventions in Eastern Cape, Limpopo and
KZN
Basic NSC 2015: General Findings
NSC 2015: Key Recommendations
Basic Education Sector Lekgotla
Conclusion
“There are no secrets to
success. It is the result
of preparation, hard
work and learning from
failure.”
Colin Powell
3
2015
EVIDENCE-BASED
REPORT
MST
CONDITIONAL GRANT
IMPROVING PERFORMANCE & PARTICIPATION IN MST SUBJECTS
• Reconfigured Dinaledi and Technical High School grants
into MST Conditional Grant to promote universal access
and participation in Mathematics, Science and Technology
(MST)
• A total allocation of R347 million for the 2015-2016
financial year provided to resource schools, in supporting
teaching and learning for the improvement of
Mathematics, Sciences and Technology teaching and
learning at 1 000 schools focusing on the following:
– Information, Communication and Technology (ICT) resources:
– Workshop Equipment, Machinery and Tools:
– Laboratories and workshop equipment, apparatus and
consumables:
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
• 595 schools were supplied with Information,
Communication and Technology (ICT) resources such
as laptops, tablets and software for Maths, Science
and Technology curriculum to support curriculum and
teaching methodology at FET level:
– 33 schools : Eastern Cape;
– 544 schools: Mpumalanga;
– 10 schools: Northern Cape; and
– 8 schools: Western Cape
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
• 802 workshops were supplied with equipment,
tools and machinery for Technology to support
curriculum and practical teaching methodology
at FET level:
–72 workshops: Eastern Cape;
–226 workshops: Gauteng;
–450 workshops: Mpumalanga;
–6 workshops: Northern Cape; and
–48 workshops: Western Cape
CONTRIBUTION OF THE MST GRANT TOWARDS NSC
RESULTS
136 Physical Science laboratories in
Mpumalanga were supplied with
consumables and subject related
apparatus to support curriculum and
practical teaching methodology at
FET level.
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS
17,824 learners were funded to participate in
Maths and Science Olympiads including
coaching and revision camps to improve learner
preparedness for the NSC examinations:
– 2756 learners: Eastern Cape;
– 900 learners: Free State;
– 11 680 learners: Mpumalanga; and
– 2 488 learners: Western Cape
LANGUAGE PROFICIENCY
ENGLISH ACROSS CURRICULUM
(EAC)
ENGLISH ACROSS CURRICULUM MATERIALS DISTRIBUTED
ACROSS THE SECTOR IN 2015
PROVINCE
Eastern Cape
Free State
Gauteng
KwaZulu-Natal
Limpopo
Mpumalanga
Northern Cape
North West
Western Cape
District coordinators
Provincial coordinators
HEI'S
Unions
Stakeholders
DBE
TOTAL
MANUAL
(5 copies per school)
STRATEGY
(20 copies per school)
FLYER
28 520
6 855
13 605
30 745
30 745
20 310
2 885
7 850
8 350
172
18
23
10
30
3 832
153950
114 080
27 420
54 420
122 980
81 240
37 280
11 540
31 400
33 400
860
261
023
10
30
33 856
548800
65 000
30 000
65 000
65 000
65 000
36 000
20 000
65 000
20 000
85 000
2 225
2 000
2 000
3 000
91 700
616925
IMPROVING LANGUAGE PROFICIENCY
PROV
SUMMARY OF MAIN ACHIEVEMENTS
KEY
CHALLENGES
PLANS FOR 2016/17
EC
EAC - 420 Subject Advisors orientated. Subject Advisors incorporate the
EAC strategies in their workshops .
Consolidation of EAC training and
monitoring of implementation .
FS
A total of 980 teachers trained in EAC. Teachers were trained for 32 hours.
Consolidation of EAC training and
monitoring of implementation .
GP
Procured dictionaries in English; Mathematics and Technology for all priority
schools.
EAC is a critical component embedded in all training programmes in all
subjects.
Planning to roll out EAC in a more
comprehensive and focused way to all
Subject advisors and Teachers.
KZN
EAC workshops were conducted in 8 Districts., a total of 8612 teachers
attended. Vocabulary/concept lists in all 8 high enrolment subjects developed
and distributed to teachers
Consolidation of EAC training and
monitoring of implementation .
Monitoring
the impact of
EAC on
teaching and
learning.
Roll out EAC in a more comprehensive
and focused way to all Subject advisors
and Teachers
LP
10 English subject advisors trained by British Council
MP
District eliminations in relation to debates are on-going in preparation for the
final provincial competition in 08 August 2015.
NC
A provincial manual to implement the Strategy for teaching English
across the Curriculum was sent to schools in 2014. The implementation
thereof is continuously monitored.
Enhanced focus on teaching subject
terminology and its application which are
more direct and succinct
NW
Each subject has compiled a list of subject specific glossary to assist
learners with subject “English”,
Consolidation of EAC training and
monitoring of implementation .
WC
All teacher development workshops are infused with the EAC strategy.
WCED Five Year Language Strategy has been finalised. It incorporates a
more vigorous and structured approach to promoting reading.
Schools have been encouraged to factor
EAC in all the Subject Performance
Improvement plans (SPIPs).
Implementing the WCED Five Year
Language Strategy.
13
LTSM PROVISIONING
SIYAVULA TEXTBOOKS PROVIDED:
MATHEMATICS AND PHYSICAL SCIENCES TEXTBOOKS
PROVINCE
Eastern Cape
Free State
Gauteng
KwaZulu- Natal
Limpopo
Mpumalanga
Northern Cape
North West
Western Cape
TOTAL
MATHEMATICS
77 060
28 900
79 920
115 260
077 090
33 750
8 860
20 550
30 420
471 810
PHYSICAL SCIENCE
50 460
21 960
57 210
79 070
56 720
27 400
6 900
16 920
19 960
336 600
The table illustrates the number of Siyavula Mathematics and Physical
Science textbooks that were distributed in 2013 from which the present
cohort benefited.
PROVISION OF MIND THE GAP STUDY GUIDE SERIES
COMBINED COPIES
DELIVERED
ECONOMICS
GEOGRAPHY
ACCOUNTING
LIFE SCIENCES
Eastern Cape
151 700
32 620
43 000
31 860
44 220
Free State
051 440
10 710
13 640
12 870
14 220
Gauteng
167 350
37 340
48 470
37 270
44 270
KwaZulu-Natal
305 390
63 980
87 740
75 000
78 670
Limpopo
214 450
46 550
69 040
39 160
59 700
Mpumalanga
099 830
22 480
30 820
20 530
26 000
Northern Cape
021 960
03 250
06 450
04 180
08 080
North West
065 300
10 530
23 960
11 720
19 090
Western Cape
092 380
16 010
26 460
18 880
31 030
1 169 800
243 470
349 580
251 470
325 280
PROVINCE
TOTAL
ICT
PROVISIONING
PROVISION OF ICT RESOURCES TO SCHOOLS
• A DBE educational TV Channel was established (Available
on Open View Higher Definition (OVHD) (Channel 201), DSTV
(Channel 319) & StarSat platforms)
• Currently 830 schools have access to DBE TV channel.
Grade R, 4 – 6, 8 – 9 & 10 -12 Live & pre-recorded lessons
are broadcast daily.
• Revision lessons are broadcasted during school holidays
(Easter, Winter and Spring) & during examination sessions
(Supplementary, June, Preliminary & Final examinations).
• Broadcast schedules are available on the DBE website &
also made available to provincial curriculum structures offline.
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
The graph suggests that the highest number of DSTV viewership (especially the
Educational TV channel) happens between 15:30 and 19:00
THUTONG PORTAL
• The 2014 NCS Examination Question Paper and
Memos of the 12 subjects have been uploaded on
Thutong Portal for access by Grade 12 learners:
– A total of 38 subjects were uploaded on the
Thutong Educational Portal.
• Thutong Educational Portal has 31,496 online
content resources
• Other resources available on the portal includes:
– Mind the Study Guides and
– Siyavula textbooks
SUBJECT
INTERVENTIONS
CRITERIA FOR INTERVENTIONS
Provinces presented targeted subject specific interventions to
improve learner performance in the eleven (11) key subjects. Criteria
to identify and select schools that participated in the intervention
programmes:
– Schools that achieved below 60 / 70% pass in the 2014 results
– All schools that enrolled 100 or more learners for in a subject
in 2015
– Schools that enrolled 50 or more learners in 2015 but
performed below 70% in the 2014 NSC examinations
– Schools that constitute the high risk learners that would have
progressed into Grade 12 because of the new progression
policies
SUBJECT-SPECIFIC INTERVENTIONS
•
•
•
•
•
•
•
•
•
•
•
Accounting;
Agricultural Sciences;
Business Studies;
Economics;
English First Additional Language.
Geography;
History;
Life Sciences;
Mathematical Literacy;
Mathematics; and
Physical Sciences.
SECOND CHANCE
MATRIC
PROGRAMME
AIM OF THE PROGRAMME
To provide support to learners
who have not been able to meet
the requirements of the NSC
thereby meeting the goals of
the NDP and the sector by
increasing learner retention
PROJECT SCOPE
Three phases viz.
(i)
Learners that qualify to write the supplementary (max 2
subjects) examinations to be piloted in 2016 in seven (7)
subjects with a low achievement and high enrolment rate
and in districts with large numbers of prospective learners
(Examinations written in Feb/March)
(ii) Progressed learners – out of school learners (pilot 2016)
who will have multiple opportunities to complete the NSC,
conditional to shelf life of the SBA. (Examinations written in
June) – 7 000 learners nationally
(iii) Learners that failed to meet the NSC requirements which
will be planned for in 2016 and rolled out in 2017
SUPPORT OFFERED
• Face-to-face classes offered in 2 districts per
province, in two venues per district (36 venues)
• Telematics Broadcasting Solution – 322 schools
• Internet Broadcasting Project (IBP) – Free State
– 60 schools
• Mindset Broadcasts (DSTV and HD Open View)
– 828 of 1 000 schools installation complete
• Vodacom/Teacher Centres – 74
PRINTED LTSM
 Books will be printed for Phase II learners
 Mind the Gap books will be retrieved from learners for use by
other Second Chance Learners in order to save costs
 DBE subject Advisors are currently finalising the extraction of
difficult questions, for the 7 pilot subjects based on the
diagnostic reports
 The collation of questions from the exemplar papers, 2014
November, 2015 March and 2015 November question papers
and memos will be circulated to district offices for printing
(limited numbers will be printed and shared) and circulation to
face to face classes. DBE will print bulk copies and send via
courier to the venues
INTERNET SUPPORT
• DBE Website • Vodacom Website –
www.vodacom.co.za/eschool
• Face Book Page – Second
Chance Programme
SUMMARY OF THE 2016
NATIONAL STRATEGY FOR
LEARNER ATTAINMENT
PURPOSE OF THE NSLA
The National Strategy for
Learner Attainment (NSLA)
strives to meet the targets set
out in Action Plan to 2019 –
Towards Schooling 2030 to
improve learning and teaching
in the schooling system
2016 NSLA
– reflects a differentiated approach in
providing support to under-performing
provinces, districts and schools; and High
enrolment subjects;
– Learners with special education needs;
– Girl learners in MST subjects;
– Addressing weaknesses and gaps
provided in the subject profiles; and
– Support for repeating and progressed
learners in all grades.
2016 NSLA
– NSLA to ensure clear accountability;
– Detailed Performance Indicators to improve accurate
reporting;
– Making the framework grade and phase specific with a
special focus on Senior Phase aligned to the
interventions;
– Specific focus on Progressed learners and Retained
learners;
– Inclusion of the 1+4 Mathematics project;
– Including measuring the impact of interventions; and
– Differentiated approach to performance and underperformance.
PILLARS OF 2016 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: Foundation
Phase; Intermediate Phase; Senior
Phase; Rural Education and Reading.
High/FET Schools
Mathematics, Science and
Technology
Comprehensive Teacher
Development Programme
Resource provisioning
Inclusive Education: Special Schools;
Full-service schools; Home Education
ICT
NSLA IMPLEMENTATION & REPORTING
DBE
Provincial
Office
District/
Circuit
Classroom
Teachers
Learners
•
•
•
•
TDCM
HEDCOM
CEM
Portfolio
Committee
+ UMALUSI
SUMMARY OF THE
2015 DIAGNOSTIC
REPORT
NATIONAL DIAGNOSTIC
ANALYSIS
PURPOSE
a) Provide feedback to learning and teaching.
b) Provides teachers, subject advisors and education planners
with the common areas of weakness
c) Ensure that these areas are constructively addressed in
the teaching programme planned for 2016
d) Assists in school based diagnostic assessment and
intervention.
38
SCOPE OF THE NATIONAL DIAGNOSTIC ANALYSIS
(a) Covers 11 of the subjects with high enrolments namely:
Accounting, Agricultural Science, Business Studies ,Economics,
English First Additional Language, Geography, History ,Life Sciences,
Mathematics, Mathematical Literacy and Physical Science.
(b) Attempts to track progress made in the subject and content areas
that were highlighted as problematic in the previous years.
(c)
For each subject the following are included
• general overview of learner performance;
• analysis of performance on individual questions;
• aspects of the curriculum identified as problematic; and
• suggestions for improvement.
39
SCOPE OF THE NATIONAL DIAGNOSTIC ANALYSIS
(d) The National Diagnostic Report also includes an
improvement framework for the FET phase
(for all subjects)
- Covers grades 10 to 12;
- Focuses on remedial measures indicating the
responsibility at each level of the sector (DBE,
PED, district, teachers etc.);
- Also includes resources to be utilised; and
- Suggests time frames for the implementation of
these remedial measures
40
GENERAL FINDINGS
NSC 2015
FINDINGS
• Poor language skills indicated as major
reason for underachievement.
• Lack of understanding and applying the
correct subject –specific terminology and
content.
• This could be attributed to short-comings in
teaching strategies and methodologies
and content knowledge of teachers.
• Lack of proficiency in dealing with
analytical, evaluative or problem solving
questions.
SUBJECT SPECIFIC
ANALYSIS
Life Sciences : Performance
Distribution
30.0
2012
25.0
2013
20.0
2014
15.0
2015
10.0
5.0
0.0
0-9.9
2012
2013
2014
2015
0.3
0.1
0.1
0.1
1019.9
8.1
6.5
6.5
8.3
2029.9
22.1
19.6
19.6
21.1
3039.9
26.2
25.9
24.9
24.4
4049.9
18.5
20.1
19.2
18.2
5059.9
11.7
12.9
13.1
12.5
6069.9
7.0
7.7
8.1
7.9
7079.9
4.0
4.6
5.2
4.8
8089.9
2.0
2.2
2.8
2.3
90100
0.3
0.3
0.5
0.4
Life Sciences P1 (Per question)
60
50
Multiple Choice, Terminology,
Matching, Eye and Plant Hormones
Q2
Ear, Meiosis, Scientific investigation
on Reproduction and the Nervous
System
Q3
Homeostasis, Scientific investigation
and Human Impact on the
Environment
Q4
Human Reproduction
50
42
Percentage
Q1
42
45
40
30
20
10
0
Q1
Q2
Q3
Q3
Life Sciences P1: Per sub question
Life Sciences P1 - Shortcoming
Life SC P1
• Investigative methodology not well understood(planning, conducting and reporting not
well taught). Knowledge gap
• In Q2.3.1, many candidates provided steps that reflected ‘conducting an investigation’
rather than ‘planning’ an investigation. For example, they wrote ‘record results in a table’
rather than ‘decide how to record the results’.
Remediation
• Learners should be taught to differentiate between the planning and conducting
phases of an investigation as well as ways of clearly expressing the steps
involved in both phases. In Q 2.3.1, for example, the table below shows how
answers on similar aspects will differ under planning and under conducting.
Planning
Conducting
Decide on the sample size
Use a sample of 50 women
Decide on the age-group of the
participants
Use women in the investigation that are
Decide on how to record the results
Record the results in a table
between the ages of 20 and 25
Decide on the duration of the investigation Measure the follicles over 25 days
Life Sciences: P2 (per question)
60
55
Q1
50
Multiple choice, Terminology, Matching
and Evolution
45
42
Percentage
40
36
Q2
30
Q3
20
Evolution, Meiosis and Genetics
Nucleic acids, Genetics, Scientific
Investigation
Protein Synthesis
10
Q4
0
Q1
Q2
Q3
Q4
Life Sciences P2: Per sub question
Mathematics: Performance Distribution
25.0
2012
20.0
2013
2014
15.0
2015
10.0
5.0
0.0
0-9.9
2012 8.3
2013 7.1
2014 9.3
2015 11.2
1019.9
18.8
16.2
18.8
21.3
2029.9
18.9
17.6
18.5
18.4
3039.9
18.3
18.6
18.4
17.1
4049.9
13.0
14.3
12.7
11.6
5059.9
9.2
10.5
8.9
8.3
6069.9
6.4
7.4
6.1
5.4
7079.9
4.1
4.8
4.1
3.7
8089.9
2.2
2.6
2.3
2.1
90100
0.7
0.8
0.9
0.8
Mathematics P1
70
60
60 60
Q1
60
56
Q2
Q3
52
47
43
Q4
40
30
29
26
28
22
Q5
Q6
20
Q7
Q8
10
Q9
Q11
Q10
Q9
Q8
Q7
Q6
Q5
Q4
Q3
Q2
0
Q1
Percentage
50
Q10
Equations, Inequalities and Algebraic
Manipulation
Number Patterns & Sequences
Number Patterns & Sequences
Functions and Graphs – Exponential
Graphs
Functions and Graphs – Straight Line,
Inverses and integration with Calculus
Functions and Graphs – Parabola and
Hyperbola
Finance
Calculus – First principles and rules of
differentiation
Calculus – Cubic function
Calculus – Applications in optimisation
Q11 Probability and Counting Principles
Mathematics P2
80
72
70
Data Handling
Q2
Data Handling
Q3
Analytical Geometry
Q4
Analytical Geometry
Q5
Trigonometry
Q6
Trigonometry
Q7
Trigonometry
Q8
Euclidean Geometry
Q9
Euclidean Geometry
Q10
Euclidean Geometry
Q11
Euclidean Geometry
64
60
56
51
49
50
42
40
39
38
33
29
28
30
20
10
Q11
Q10
Q9
Q8
Q7
Q6
Q5
Q4
Q3
Q2
0
Q1
Percentage
Q1
Physical Sciences: Performance Distribution
30.0
2012
25.0
2013
20.0
2014
15.0
2015
10.0
5.0
0.0
0-9.9
2012
2013
2014
2015
1.2
0.4
0.8
0.8
1019.9
15.7
11.3
14.4
17.9
2029.9
21.7
20.9
23.3
22.8
3039.9
22.2
24.7
24.6
22.5
4049.9
14.8
17.2
14.5
14.1
5059.9
10.0
11.2
9.3
9.2
6069.9
6.7
7.0
6.0
5.9
7079.9
4.4
4.3
3.8
3.8
8090-100
89.9
2.4
0.7
2.4
0.7
2.4
0.9
2.3
0.8
Physical Sciences P1
Q1
Multiple choice questions - all
topics
Q2
Newton’s Laws of Motion
Q3
Vertical projectile motion
Q4
Momentum
Q5
Work, energy and power
Q6
Doppler effect
Q7
Electrostatics (Coulomb’s Law)
Q8
Electrostatics (Electric Fields)
Q9
Electric circuits
Q10
Q11
Motors, generators and alternating
current
Photo-electric effect
Multiple choice Physical Sc.P1
Physical Sciences P2
Q1
Multiple choice questions;
all topics
Q2
Organic nomenclature
Q3
Organic reactions
Physical properties of
Q4
organic compounds &
stoichiometry
Q5
Q6
Q7
Reaction rate &
stoichiometry
Chemical equilibrium
Acids and bases &
stoichiometry
Q8
Galvanic cells
Q9
Electrolytic cells
Q10
Fertilisers
Multiple choice Physical Sc.P2
KEY
RECOMMENDATIONS
NSC 2015
RECOMMENDATIONS
• Integrated interventions focused on addressing real gaps in
teaching and learning
• Urgent application of subject-content knowledge and teachingpractice interventions- a high priority
• Diagnostic report
– should inform plans for 2016
– be mediated with subject advisory services
– Used as planning tool to identify gaps and strengthen schoolbased assessment (SBA); and support teacher development
activities.
• Teacher development to focus on
– exposing learners to a full range of cognitive levels in teaching
and assessment activities; and
– Aspects of language competence and examination technique
ACCOUNTING
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESPONSIBILITY
Calculations
• Could not calculate depreciation
especially on diminished balance
method.
• Unable to successfully deal with
certain calculations.
• Poor understanding of the logic of
the calculations required e.g.
positive/negative signs, rands/cents,
percentages and ratios.
Balance sheet and notes
Could not:
• Prepare notes on retained income
and share capital.
• Feed information on the balance
sheet.
• Identify relevant financial indicators,
ratios and the trends.
Ratios
Concepts of profitability, liquidity,
solvency, return, and gearing/risk were
not properly understood
•
Self-study guides for Grade 10 to 12 and
document on calculations and
Accounting concepts printed and
provided to provinces; and
uploaded on Thutong.
Mediation of Study Guides at subject
advisor training.
Monitor and support training and
implementation of the challenging
content.
DBE
Download Study Guides from Thutong,
print and distribute to schools
Mediation of Study Guides at district
officials workshops
Monitor and support training in the
districts.
PDE
Mediate the study guides for teachers.
Train teachers on how to use the study
guides.
Support, guide and monitor
performance in the challenging content.
Conduct demonstration lessons in the
challenging content area
Districts
•
•
•
•
•
•
•
•
•
•
BUSINESS STUDIES
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESPONSIBILITY
Financing Types of Capital
• Unable to interpret questions due to
lack of understanding of verbs.
• Unable to understand different types
of shares , unit trust , investment
securities etc.
Legislation
Could not:
• Differentiate rights and responsibilities
• Human rights ; Social rights ;Economic
rights , and compliance
Leadership Styles
Lacked diverse creative thinking on :
• Forms of ownership ;
• business strategies;
• Leadership styles;
• Industrial tools;
•
Monitor use of marking guide lines ,
CAPS , ATP , and EG .
uploaded on Thutong.
Develop case studies ;
Provide a table with concepts for easier
accessibility and understanding
Monitor and support training and
implementation of the challenging
content.
DBE
Train district officials on rights using
examples
Train officials on leadership styles and
theory , ownership etc.
PDE
Develop case studies , identify challenges,
evaluate challenges devise strategies to
overcome the challenges .
Train teachers , monitor teachers,
implement recommendations
Districts
•
•
•
•
•
•
•
•
ECONOMICS
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESPONSIBILITY
Calculations
• Used the wrong formula to do the
calculations;
• Data response items were
misunderstood or misinterpreted;
Language Ability
Could not: understand action verbs;
Apply knowledge to real life situations;
link for e.g. factors of production to
market failure ; Reason or debate issues ;
Unpack concepts.
Graphs
Lacked interpretation of graphs :
• Laffer curve ;
• Components and conversions of
figures;
• Demand curve and supply curve;
• Confusion over , the Lorenz curve; the
Phillips curve and the Laffer curve.
•
•
•
•
•
Distribute self study guide .
Mediate guide and monitor progress
Develop case studies ;
Provide a table with concepts ;
Compile document to explain action verbs
with subject specific content ;
DBE
Print and distribute , monitor distribution
and use of the guide;
• Train district officials on the :
 Action verbs
 Concepts;
 Graphs.
PDE
•
•
•
Districts
•
Monitor implementation of the guide ;
Distribute and monitor implementation
Train teachers , monitor teachers,
implement recommendations
HISTORY
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESPONSIBILITY
Lack of content knowledge and
historical concepts
•Distribute Self-study Guide on Historical
sources & skills
•Distribute DBE question paper exemplar
booklet;
•Print DBE exemplar Guide on History
essays ;
•Support and monitor curriculum
coverage
DBE
•Hold content workshops for subject
advisors;
•Distribute DBE Self-study Guide on
Historical sources & skills, question paper
exemplar booklet and e exemplar Guide
on History essays ; and
•Support and monitor curriculum
coverage
PDE
•Hold content workshops for teachers;
•Distribute DBE Self-study Guide on
Historical sources & skills, question paper
exemplar booklet and exemplar Guide on
History essays ; and
•Support and monitor curriculum
coverage
Districts
• Could not explain basic concepts
in climatology, geomorphology,
settlement and economic
geography
Inability to interpret sources
•Experiencing difficulty with words
such as ‘limitations’, ‘bias’,
‘similarities’ and ‘differences’
Inability to write a paragraph and
essay
•Could not develop a well structured
essay and sustain a line of argument.
GEOGRAPHY
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESPONSIBILITY
Lack of basic concepts content
knowledge
•Reprint the DBE question & answer
guide;
•Reprint the DBE Mapwork guide;
•Provide Mind the Gap CDs;
•Support and monitor curriculum
coverage
DBE
•Distribute the DBE question & answer
guide;
•Distribute DBE Mapwork guide;
•Print Mind the Gap CDs; and
•Provide content workshop for subject
advisors.
•Support and monitor curriculum
coverage
PDE
•Distribute the DBE question & answer
guide;
•Distribute DBE Mapwork guide;
•Print Mind the Gap CDs; and
•Provide content workshop for teachers.
•Support and monitor curriculum
coverage
Districts
• Could not explain basic concepts
in climatology, geomorphology,
settlement and economic
geography
Failure to interpret cartoons, graphs,
sketches and photos
Mapwork
•Lack of skills such as drawing,
measuring, calculation,
interpretation and analysis
•Lack of Geography Information
system (GIS) skills
MATHEMATICS
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESP
• Monitor the implementation of CAPS.
• Provide guidance and support to provincial and district subject
specialists.
• Ensure that the concepts that are taught across the phases
meaningfully in the Senior Phase to heighten conceptual
understanding in FET.
DBE
• Conduct focused workshops to capacitate subject advisors on
meaningful practices to effectively address the challenging topics.
• Ensure that the concepts that are taught across the phases are taught
meaningfully in the Senior Phase to heighten conceptual
understanding in FET.
• Ensure that probability problems done in Grade 10 and 11 are used
when explaining counting principle in Grade 12.
• Intensify the monitoring of curriculum coverage in terms of
curriculum ‘width’ and ‘depth’.
PDE
• Capacitate teachers on meaningful practices to effectively teach these
topics
• Emphasize the difference between similar and congruent triangles,
especially in the Senior Phase through the 1+4 Intervention.
• Intensify the monitoring of curriculum coverage in terms of
curriculum ‘width’ and ‘depth’.
• Ensure that teachers and learners know conditions for independent
events in probability.
• Ensure that probability problems done in Grade 10 and 11 are used as
a foundation when explaining counting principle in Grade 12.
Districts
MATHEMATICAL LITERACY
IDENTIFIED WEAKNESS
Difficulty converting between units
such as:
Units of distance, area and
volume.
Units of mass e.g. pounds to
kilograms.
Currency.
Time (e.g. years to weeks).
Taxation
Calculation of UIF learners used 1%
instead of 2% for calculation of the
total monthly UIF
VAT
Working with large number and
rounding off:
Million and billion
Rounding
REMEDIAL MEASURE
•
•
Ensure that the concept of ‘conversions’ is addressed meaningfully in the DBEdeveloped textbooks (and workbooks) for Grades 4-12.
Sensitise provinces and districts that ‘conversions’ are done in the GET and 1+4
Intervention Model should be utilised to mitigate against the challenges
associated with this concept early.
Distribute the DBE Question Paper Exemplar Booklet.
•
Conduct workshop for teachers on taxation in collaboration with Bright Media.
•
Ensure that districts address the concept of ‘conversions’ adequately and
meaningfully during the cluster sessions of the 1+4 Intervention Model
Conduct focused workshops for subject advisors.
Distribute the DBE Question Paper Exemplar Booklet to and mediate them with
the subject advisors.
Conduct workshop for teachers on taxation in collaboration with Bright Media.
Ensure that subject advisors have the most recent SARS table when teaching
taxation obtainable from SARS offices or at www.sars.gov.za
•
•
•
•
•
•
•
•
Distribute the DBE Question Paper Exemplar Booklet to and mediate them
with the teachers.
Conduct focused workshops for teachers.
Provide teachers with the most recent SARS table to teach taxation.
RESP
DBE
PDE
Districts
PHYSICAL SCIENCES
IDENTIFIED WEAKNESS




Unable to use and/or no access to
scientific calculators.
Unable to answer pure recall questions
Poor problem-solving skills.
Lack of practical work.
REMEDIAL MEASURE







Basic concepts on all chemistry sections not
well defined and explained. Add to it
exercises that test the concepts
Learners did not seem to understand the
contexts for Physical Sciences.

Development of Lesson Plans and Practical
Guide in Physics
Conducting Lesson Study in Physics
Monitor and support implementation of the
challenging content and curriculum coverage
RESPONSIBILITY
DBE
Ensure that all schools have equipment and
graph books/paper.
Workshop teachers on practical work.
Distribute DBE Lesson Plans and Guide to
practical work to schools.
Ensure that all learners have scientific
calculators and are able to use them.
PEDs
Develop material and exercises explaining
concepts for schools.
DBE
Case studies, relevant examples within reach of
students to be used in the teaching of Physical
Sciences.
PDE
LIFE SCIENCES
IDENTIFIED WEAKNESS
Biological Terminology
Lacked biological terminology and
content such as distinguishing between
biodiversity and biogeography,
chromosome and chromatid,
monohybrid and dihybrid.
Biological Processes and Concepts
Unable to explain biological processes
and concepts such as explaining the
role insulin plays in stabilising blood
glucose levels through a negative
feedback system.
Challenging content areas
Failed to describe and explain complex
processes that require higher order
thinking skills like natural selection, out
of Africa hypothesis and the use of
blood groups in paternity testing
•
•
•
•
•
•
•
•
•
•
•
REMEDIAL MEASURE
RESPONSIBILITY
Collate and distribute material on biological
terminology and concepts.
Distribute SBA tasks which enhance define and
explain biological terminology.
Provide support in cluster meetings.
Monitor curriculum coverage.
DBE
Print and distribute resources to districts.
Mediate national vocabulary list to all subject
advisors.
Monitor and support subject advisors in mediating
the vocabulary list to teachers
Provide Study Guides to teachers.
PDE
Facilitate workshops to mediate biological
concepts and processes to teachers.
Provide onsite support to teachers in the
mediation of biological processes and concepts.
Provide support and share information to
Professional Learning Communities.
Districts
AGRICULTURAL SCIENCES
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
Biological and Agricultural
•
Terminology
•
Lacked biological and agricultural •
terminology and content like
defining homozygous versus
homologous chromosomes
•
•
Marketing systems and
processes
Unable to answer higher order
questions relating to niche
marketing, farm gate marketing
and the advantages of each
system as well as assessing
viability of a production
enterprise.
Calculations
Learners were unable to
undertake calculations such as
calculating the digestibility
coefficient of feed for sheep.
•
•
•
•
•
•
•
Collate and distribute past examination papers.
Monitor curriculum coverage and support.
Monitor conducting of SBA tasks including tasks
on calculations.
Distribute past papers to subject advisors.
Distribute additional notes and material to
teachers and subject advisors.
Monitor and support the administering of SBA
tasks
Distribute additional notes and material on
calculations to teachers and subject advisors.
Provide teachers with past examination papers.
Mediate SBA tasks and past papers to teachers.
Provide onsite support to teachers in the
conducting of SBA tasks.
Support and mentor teachers in curriculum
coverage.
Share concepts and SBA tasks at cluster
meetings.
RESPONSIBIL
ITY
DBE
PDE
Districts
EFAL
IDENTIFIED WEAKNESS
REMEDIAL MEASURE
RESPONSIBILI
TY
PAPER 1
• Inability to answer higher order questions
• Inability to use own words to answer the
Summary question
• Inability to answer visual literacy questions –
visual cues and relating message in and
between frames.
• Inability to answer questions on grammar –
the weakest link
PAPER 2
• Inability to use the excerpt – i.e. one does not
find all answers in the excerpt.
• Not reading the full text before the
examinations.
• Inability to do open-ended and long questions
PAPER 3
• Inability to address all the aspects of a genre
– e.g. only a tribute in an obituary
•
Reprint and distribute the Mind the Gap
guide.
Mediate diagnostic and provincial
subject reports
Mediate the Subject Improvement Plan,
which should lead to individualised SIPs.
Retrain teachers on Critical Language
Awareness
Retrain teachers in types of questions
and how to respond to them
DBE
Reprint and distribute the Mind the Gap
guide
Print and distribute edited study guide
for literature.
Mediate use of both study guides
DBE
Update, reprint and redistribute the
Study Guide for Creative Writing
Retrain officials and teachers in the use
of the study guide.
Retrain teachers in the use of rubrics.
Provide learners with model texts.
DBE
•
•
Critical reading: learners not able to
understand topic requirements
Responses do not address the key
requirements of the topic.
•
•
•
•
•
•
•
•
•
•
•
DBE & PDE
DBE & PDE
PDE & Districts
PDE & Districts
DBE & PDE
PDE & Districts
DBE, PDE &
Districts
Districts
INTERVENTIONS IN THE
EASTERN CAPE,
LIMPOPO AND KWAZULU
NATAL
UNDERSTANDING THE CHALLENGE
• The three provinces of KZN, EC and LP had collectively
registered a total of 428 752 candidates, representing 53.6%
of the total national cohort that registered for the 2015 NSC;
• 49.8% of these candidates failed with KZN contributing 9% of
the drop in the 2015 exams; EC 8.6% and Limpopo 7%;
• Further analysis of the results also shows that the majority
of districts that performed badly came from these three
provinces.
• In the 2015 NSC exams where there has been a decline in
results across the country, only 1 of the 23 districts in the EC
(Cradock) achieved a pass percentage above 70% ; in KZN
only Umlazi district (1 out of 12 districts) and in Limpopo
only Vhembe (1 out of 5) managed a 70% pass.
COMMON CHALLENGES IN THE 3
PROVINCES
• Common challenges faced by these 3 provinces
albeit to varying degrees include
– Systemic Inefficiencies
– Poor human resource placement and
utilisation
– Slack accountability systems
– Low expectations of learners by educators and
schools and
– Possible erosion of confidence in the system
INTERVENING FOR CHANGE – KEY THRUSTS
• DBE oversight monitoring reports and a mini survey conducted in
7 districts and 35 schools immediately after the release of the
results point to 4 key areas of critical intervention for priority
action in these provinces:
– Human Resource Provisioning: Addressing the incomplete implementation
of post provisioning and unfilled vacancies
– Teacher Issues: Appropriate and effective utilisation of educators and
placement of Funza Lushaka graduates
– Curriculum Delivery: Availability and utilisation of textbooks, Learner
Support, Teacher provisioning and support, Curriculum Coverage,
Monitoring of Teacher and School Performance
– District support to schools: appropriate staff complements, district
improvement plans based on school-level data, School Improvement
Support and Learner well being and support
THE PROBLEM: LIMPOPO PROVINCE
Human Resource Provisioning
• Implementation of PPN is a challenge in the province – lack
of alignment and under-staffed EMIS unit.
• LPED appointing under-qualified and unqualified teachers
Rationalization of small and non-viable schools
Keeping small schools open, places stress on the ability of the
PED to declare an affordable post basket
Teacher and school performance
• LPED has not effectively implemented IQMS, PMDS and
Whole School Evaluation (WSE).
• Teacher development inadequate – no funding is set aside
for teacher development.
THE PROBLEM: LIMPOPO PROVINCE…
HEDCOM Sub-Committee and Interprovincial Meeting
Attendance of LPED at some of the TDCM related
HEDCOM sub-committee meeting is irregular and often
attended by officials who have not been designated.
Provincial Reporting
• Reports submitted by LPED against the NSLA are often
not comprehensive, making it difficult to effectively
monitor and provide timely support. Two of the four
quarterly reports in 2015 were submitted late.
• Number of indicators were not reported on, especially
those related to teacher support/training in national
priority areas for FET phase
THE PROBLEM: LIMPOPO PROVINCE…
School Governance and Management
Management and governance programmes cannot be implemented
due to lack of funding.
Curriculum Delivery Effectiveness
• Teacher provisioning is a challenge in most schools. Some schools
did not have teachers in critical subjects.
• Lack of commitment and interest of progressed learners to
attended support programmes.
District Effectiveness
• High rate of vacancies at district level - which means support to
schools are being compromised.
• Limpopo districts have a large number of schools e.g.. Sekhukhune
has 936 schools not in line with the norms of the District Policy of
February 2013
RECOMMENDED ACTIONS
• LPED could implement a mechanism to dissuade schools from
utilising un- and under-qualified and foreign educators, and appoint
professionally qualified graduates.
• Revisit staffing provisioning and establishment in the Province.
• Revisit the viability of keeping small school open or the possibility of
merging schools.
• Subject advisor vacancies to be filled as soon as possible so that
teachers are supported adequately.
• LPED needs to reassess the identification of officials nominated to
attend HEDCOM Sub-committee and Inter-provincial meetings.
• Appropriate reporting and implementation of decisions taken at these
meetings are of paramount importance.
• Reporting in the NSLA should be in detail, in depth and timeously
submitted.
• All items must be reported against and sent timeously to the DBE for
analysis and support.
RECOMMENDED ACTIONS ...
• Committed funds for programmes e.g. Management and Governance
must be used for the programmes and not redirected to other
programmes. Careful planning must take place in the Province.
• Relook at the implementation of the District Policy norms for schools.
Size of large districts need to be aligned to the Policy.
• Continuous monitoring of curriculum coverage is of vital importance. A
monitoring tool should be used to verify curriculum coverage by all SMT
and subject advisors.
• Regarding utilisation of resources the provinces need to project
carefully to curb over- and under-expenditure.
• Conditional grant spending – there is a need for the PED to urgently
develop a plan to improve spending patterns and achieve the set
objectives in Maths, Science and Technology.
• The PED should ensure that there are school support personnel at all
times and the posts are filled as per the approved Post Provisioning
Norms and Standards.
THE PROBLEM:EASTERN CAPE PROVINCE
Human Resource Provisioning
• The inappropriate or ineffective implementation of the PPN
is a challenge. Large number of vacant post in EC and the
utilization of under- and un-qualified teachers.
Teacher Development
• Lingering teacher development, utilisation and support
issues in the province create an environment that is not
conducive to optimal teaching and learning in schools.
Curriculum Delivery
• Various factors impact on Curriculum delivery in the EC, viz.
availability of textbooks, learner support, teacher
provisioning and support, curriculum coverage, monitoring of
teacher and school performance
THE PROBLEM:EASTERN CAPE PROVINCE
District Level Implementation and Support
• EC is challenged with district level implementation and
support especially in staffing, implementation of competencybased assessment in appointing office-based personnel;
availability of resources and lack of mentoring programmes.
School level implementation and Support
• There is evidence that data collected from the profiling of
schools in terms of admissions, HR provisioning, academic
preparation, curriculum coverage and learner well-being is
either not utilised or under-utilised for planning or intervention
purposes
School Governance and Management
• Management and governance programmes cannot be
implemented due to lack of funding.
RECOMMENDATIONS
• The Province must ensure that all their schools receive post
establishments by 30 September 2016 of the previous year as stated in
Govt Notice 1452 of 2002
• EC could implement a mechanism to dissuade schools from utilising unand under-qualified and foreign educators, and appoint professionally
qualified graduates especially Funza Lushaka bursary holders.
• Timeous movement of educators who are declared excess is critical in
filling vacant posts. Teacher vacancies in gateway subjects need to be
advertised and filled in as soon as possible.
• Identify the cause for shortage of textbooks: develop and implement the
policies and systems for distribution and retrieval of textbooks.
• Learner support is largely done in informal and unsustainable ways such
as the use of volunteers and in extended periods beyond normal school
periods. There is no clear indication of how the formal sector that includes
SMTs and allocated subject teachers undertake this important activity in a
systematic and sustainable ways. Systems need to be put in place to
manage this intervention.
RECOMMENDATIONS…
• Curriculum coverage should be carefully monitored and reported
against. Instances where teachers are faced with challenges,
appropriate support should be provided by both the SMT and
subject advisors
• Monitoring of Teacher and School Performance: - the province
needs to make use of the existing instruments to monitor teacher
and school performance ( IQMS; PMDS; WSE) to assist in
improving performance in the province
• District vacant posts should be filled in timeously so that there is
appropriate staff available to support schools
• Ensure that all officials undergo the competency-based
assessment before assuming duty for their posts at district level
• The provinces must at all times make use of the available data for
planning of interventions in the province
• Committed funds for programmes e.g. Management and
Governance must be used for the programmes and not redirected
to other programmes. Careful planning must take place in the
Province
THE PROBLEM: KWAZULU-NATAL PROVINCE
Human Resource Provisioning
• The inappropriate or ineffective implementation of the PPN is a
challenge. Large number of vacant post in KZN and the utilization of
under and unqualified teachers also foreign teachers.
Teacher Development
• Lingering teacher development, utilisation and support issues in the
province create an environment that is not conducive to optimal
teaching and learning in schools especially in the utilisation of
unqualified and under qualified teachers, the placement of Fundza
Lushaka Graduates.
Curriculum Delivery
• Various factors impact on Curriculum delivery in the KZN, viz.
availability of textbooks, learner support, teacher provisioning
and support, curriculum coverage, monitoring of teacher and
school performance
THE PROBLEM: KWAZULU-NATAL PROVINCE
District Level Implementation and Support
• KZN is challenged with district level implementation and
support especially in staffing, implementation of
competency-based assessment in appointing office-based
personnel; availability of resources and lack of mentoring
programmes.
School level implementation and Support
• There is evidence that data collected from the profiling of
schools in terms of admissions, HR provisioning, academic
preparation, curriculum coverage and learner well being is
either not utilised or under-utilised for planning or
intervention purposes
School Governance and Management
• Management and governance programmes cannot be
implemented due to lack of funding.
RECOMMENDATIONS
• The Province must ensure that all their schools receive
post establishment by 30 September of the previous
year as stated in Govt Notice 1452 of 2002. Priority should
be given to those rural districts that are seriously
challenged e.g. Umzinyati, Ugu, Illembe,etc.
• KZN could implement a mechanism to dissuade schools
from utilising un-and under-qualified and foreign
educators, and appoint professionally qualified graduates
especially Fundsa bursary teachers especially in the rural
districts of Umzinyati, Amajuba, Uthukela, Zululand, etc.
• Timeous movement of educators who are declared
excess is critical in filling vacant post. Teacher vacancies
in gateway subjects need to be advertised and filled in as
soon as possible.
RECOMMENDATIONS…
• Identify the cause for shortage of textbooks: develop and
implement the policies and systems for distribution and
retrieval of textbooks.
• Learner support is largely done in informal and
unsustainable ways such as the use of volunteers and
NGOs and in extended periods beyond normal school
periods. There is no clear indication of how the formal sector
that includes SMTs and allocated subject teachers undertake
this important activity in systematic and sustainable ways.
Systems need to be put in place to manage this intervention.
• Curriculum coverage should be carefully monitored and
reported against. In instances where teachers are faced with
challenges, appropriate support should be provided by both
the SMT and subject advisors. The appointment of
appropriate subject advisors to monitor curriculum coverage
will greatly impact positively.
RECOMMENDATIONS...
• Monitoring of Teacher and School Performance: - the
province needs to make use of the existing instruments
to monitor teacher and school performance ( IQMS; PMDS;
WSE) to assist in improving performance in the province.
• District vacant posts especially Subject Advisor posts and
Circuit Managers should be filled so that there are
appropriate staff available to support schools. Ensure that all
officials undergo the competency-based assessment
before assuming duty for their posts at district level.
• The provinces must at all times make use of the available
data for planning of interventions in the province and to
strengthen their EMIS systems.
• Committed funds for programmes e.g.: Management and
Governance must be used for the programmes and not
redirected to other programmes. Careful planning must take
place in the Province.
BASIC EDUCATION SECTOR
LEKGOTLA
20-22 JANUARY 2016
KEY MESSAGES
• Heightening accountability across all levels
• Improving the quality of teacher training with more
emphasis on curriculum differentiation and inclusion;
• Developing creative and cost-effective mechanisms of
monitoring and evaluation of the impact of
interventions;
• Increasing ICT utilisation for learner support and
teacher development; and
• Improving the quality of SBA tasks and internal
moderation processes.
• Enabling support for learners to meet the cognitive
and language demands of examination questions.
COMMISSION 1 – TEACHER DEVELOPMENT/ICT
WEAKNESS
LEKGOTLA
RECOMMENDATIONS
DBE INTERVENTIONS / PLANS
Access & use
of SETA Funds
PED and SETA
programmes coordination
DBE, SETA, SACE/ partners are implementing a joint plan;
PEDs are in process of submitting signed off 3 year plans;
HEDCOM agenda item on access and use.
Stronger M &
E of TD
programmes
Monitoring processes of
the interventions needed.
A process of developing a common framework to monitor all
TPD programmes - for approval by April, 2016. (Pre and post
tests, surveys, questionnaires, classroom follow-ups and
some full scale evaluations. )
Better use of
ICTs and
Teacher
Centres
-ICT integration should be
more extensive.
DBE/partners have upgraded 66 ICT teacher centres and 49
in process; 60 to become Microsoft ICT Academies; online
TD platform is under construction; Ukufunda Virtual School
with a teacher/ learner / parent portal has clocked 176 663
000 users; DBE/partners have equipped 18 teacher centres
with E-Libraries. School Evaluation Mobile APP is in place, as
is Education Cloud solution, and EDUTV;ICT training plan for
all levels of personnel has been developed as part of
Phakhisa; Implementing the Norms and Standards for PED TD
Institutes and District TD Centres, increasing availability and
access to ICT resources, build capacity and research and
evidence base.
Capacity at
SACE.
Strengthen SACE
- 147 Teacher Centres
should have human
resources and the TC’s
should be training hubs.
DBE has been working with SACE to upgrade the Strategic and
Annual Performance Plans.
COMMISSION 2 – MST & LANGUAGES
WEAKNESS
LEKGOTLA
RECOMMENDATIONS
DBE INTERVENTIONS /
PLANS
Exodus of learners from
Maths to Maths Lit
Encourage learners to take Maths
instead of Math Lit in Grade 10
Improve the quality of teaching and
learning in the Senior Phase.
Girl-learner participation rate
is good but success rate is
low.
•
Identify girls earlier (in the GET) and
provide focused support
Low levels of competency of
teachers.
Study, adapt and adopt the success of
Teach-SA Ambassadors.
Learn best practices from Teach-SA to
inform teacher training.
Under-spending on the MST
Grant allocation.
Explain the MST grant framework
through TDCM.
Strengthen supply chain management
processes at provincial level or
introduce transversal tender system.
Realising the objectives of
parity of esteem and equity
for languages
Engage with PanSALB on strategies to
realise parity and equity in languages
• Conduct an audit on language
parity using the indicators for the
parity model in the Language
Framework to inform customized
support.
• Strengthen monitoring and support
of IIAL implementation.
Limited LTSM for smaller
African languages
DBE to investigate increasing the
number of titles for smaller languages
Work with publishers and partners to
commission LTSM in African
languages at Home, FAL and SAL
levels.
EFAL requirements not in line
with LoLT requirements for
Reconsider the requirements of EFAL as
opposed to the other languages levels –
• Intensify support for reading and
writing requirements for EFAL.
•
Incentivise girls to participate in
Olympiads.
Utilise the grant for girl learner
support programmes.
COMMISSION 3: CURRICULUM IMPLEMENTATION AND SUPPORT
WEAKNESS
LEKGOTLA
RECOMMENDATIONS
DBE INTERVENTIONS / PLANS
Pre-Grade R not compulsory
makes it difficult to implement
and support the NCF from
Birth to Four
Responsibilities of the Department s Full day workshop to finalise
of Social Development and the
implementation plan in line with
Basic Education must be regulated
the approved ECD policy.
to ensure effective implementation
of programmes
Non-availability of a national
curriculum for children with
severe and profound
intellectual disability
Curriculum to be finalised
Curriculum and Policy Framework
will be published for public
comment in May/ Identification of
out-of-school children being
prioritised by STATS SA
The need for specific policies
and regulations for rural
schools
Development of Norms and
Standards for Rural Education
DBE to finalise Norms and
Standards
Main challenge is Curriculum
Coverage, resulting in
cumulative deficits
DBE needs to look at CAPS for each
subject and grade to address
curriculum overload.
Subject Committees will investigate
curriculum overload
Monitor using curriculum coverage
tool
Under-reporting by the
provinces
Provincial reports must include all
projects for all subjects, must be
more detailed, inclusive of details of
the Professional Learning
Communities (PLCs)
DBE to pprovide guidelines on the
completion of each section,
including the reporting
requirements for quarter.
DBE to align NSLA to SASAMS
COMMISSION 4: DISTRICT AND PSYCHO-SOCIAL SUPPORT
WEAKNESS
LEKGOTLA RECOMMENDATIONS
DBE INTERVENTIONS / PLANS
Increase in learner drop out due to
the ff :
 School fees;
 Poor academic
performance;
 Family commitment;
 Education is useless;
 Illness and disability;
 Working at home;
 Getting to school .
•
Focus should be on the improvement of the
whole system, not just on NSC results;
 National Strategy for Learner
Attainment (NSLA);
 Evidence Based Reporting (EBR);
 Screening, Identification;
 Assessment and Support (SIAS);
 Integrated School Health System.
Inadequate and ineffective use of
teachers centres.
Utilise Teacher Centres more effectively
as resource hubs
Expand connectivity
Set norms and standards and monitor progress.
Ineffective and lack of SBST and
DBST coordination and
implementation at all leaves.
Set timeframes for:
Effective implementation of SIAS
Policy;
Establishment of fully functional;
District-based support teams;
(DBSTs) and School-based;
Support Teams (SBSTs).
Strengthen SIAS policy , monitoring and
evaluation of implementation of SBST, DBST
and SIAS document.
Lack of use of SASAMS;
Schools not producing learner
profiles;
Inability to complete content
coverage;
Develop indicators for qualitative and
quantitative impact measurement that is
available on SASAMS
Strengthen utilisation of existing reporting and
information management systems to
consolidate information and track learner and
teacher support needs, e.g.
 SASAMS and LURITS.
Lack of psycho-social support to
provide effective learner counselling
, referrals, concessions etc.
Strengthen government and
stakeholder partnership to assist and
implementation.
Develop strategy to determine immediate short
to long-term priorities to enable sector with
potential partners and donors
Design differentiated and
manageable intervention strategies
to each issue.
COMMISSION 5: SCHOOL-BASED ASSESSMENT (SBA) &
EXAMINATIONS
WEAKNESS
LEKGOTLA
RECOMMENDATIONS
DBE INTERVENTIONS / PLANS
Policy on quality
assurance of SBA not
promulgated
Task team to finalise existing
documentation on SBA
moderation
DBE to promulgate of SBA policy
Poor quality of SBA
tasks
Strengthen SBA at all levels
SBA Workshops planned for Grades
R – 12 to address issues related to
quality and high standard of
questions
Lack of clarity in
terms of moderation,
monitoring and audit
Implement Umalusi ‘s
recommendations regarding
enhancing the standard of SBA
DBE to align moderation practices to
Umalusi and offer training of SBA
moderators
Poor resource
Ensure that schools are properly
provisioning for
resourced as an immediate
subjects with
response.
practical components
Centralised Marking of subjects with
a practical component
“Education, training and
innovation are central to South
Africa’s long-term development.
They are core elements in
eliminating poverty and reducing
inequality and the foundation…”
National Development Plan
96
CONCLUSION
THANK YOU
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