3 March 2015

National Senior Certificate Examinations – 2014

Presentation to Portfolio Committee on Basic Education

1

Introduction

2

Introductiona) The National Senior Certificate results not only provides data on the performance of the Class

of 2014, but it serves as an important indicator of the performance of the system.

b) Hence post the release of the results there has been intensive analysis, both quantitative and qualitative, at all levels of the system to:

• establish trends• identify areas of weakness/strengths• reasons for drop in performance• identify focussed interventions for 2015 and beyond

.

3

Introduction…c) A national workshop was conducted in January of all provincial officials

responsible for curriculum, assessment and teacher development to review and strengthen the plan for improvement of learner performance.

d) Examinations and Assessment Lekgotla convened in February to evaluate and review examination and assessment credibility.

e) Provincial road shows, have commenced, where a detailed analysis of the provincial and district performance is discussed and improvement plans are consolidated.

.

4

Introduction…

f) A meeting with District Directors convened by the Minister on 26 and 27 February allow them an opportunity to account for their district performance and present plans for improvement.

g) The planned improvement strategies target the following:• under-performing provinces.• under-performing districts.• under-performing schools.• under-performing subjects• Under-performing classes

5

Introduction…

h) DBE has developed a diagnostic report which provides a detailed analysis of the subject performance, specific remedial measures and an improvement framework.

i) This Diagnostic Report provides the basis of the engagement with PEDs at the Provincial Road Shows.

5

Historical Trends

12

The Number of Candidates Passing Matric since 1970

13

Number of Candidates Passing Matric, 1994 - 2014

14

Percentage Endorsement/Bachelors, 1994 - 2014

15

NSC Performance: 2008 to 2014

17

Performance of the Class of 2014

12

Candidates who wrote the 2014 NSC examination

Province 2014

Total wrote

Eastern Cape 66 935Free State 26 440Gauteng 99 478KwaZulu-Natal 139 367Limpopo 72 990Mpumalanga 45 081North West 26 066Northern Cape 8 794Western Cape 47 709National 532 860

11

Overall performance of candidates in the 2014 NSC examinations

Province2014

Total Wrote Total Achieved % Achieved

Eastern Cape 66 935 43 777 65.4

Free State 26 440 21 899 82.8

Gauteng 99 478 84 247 84.7

KwaZulu-Natal 139 367 97 144 69.7

Limpopo 72 990 53 179 72.9

Mpumalanga 45 081 35 615 79.0

North West 26 066 22 061 84.6

Northern Cape 8 794 6 715 76.4

Western Cape 47 709 39 237 82.2

National 532 860 403 874 75.8

19

Quality Improvements

18

NSC Passes by Qualification Type

18

NSC Passes by Type of Qualification, 2014

ProvinceTotal Wrote

Bachelor Diploma Higher Certificate NSC

No. Achieved

% Achieved

No. Achieved

% Achieved

No. Achieved

% Achieved

No. Achieved

% Achieved

EC 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

NAT 532 860 150 752 28.3 166 689 31.3 86 022 16.1 411 0.1

19

Bachelor Pass Trend (Numbers): 2008 -2014

21

Bachelor Achievements: 2013 and 2014

24

School Performance within different Percentage

Categories

27

Schools performance within different percentage categories, 2013-2014

28

School Intervals

2013 2014

Total Number

of school% of

schools

Total Number

of school% of

schools

0 - 19.9% 82 1.2 150 2.220 - 39.9% 334 5.0 469 7.040 to 59.9% 991 14.8 1 053 15.760 to 79.9% 1 999 29.9 2 029 30.380 to 100% 3 270 49.9 3 003 44.8Exactly 0% 9 0.1 16 0.2Exactly 100% 551 8.3 515 7.7

School Performance by Quintiles

30

School performance by Quintile - 2014

Quintiles 0 - 19.9% 20 - 39.9% 40 - 59.9% 60 - 79.9% 80 - 100% Exactly 0% Exactly 100%

Quintile 1 68 183 367 530 520 6 85

Quintile 2 51 119 291 545 570 4 46

Quintile 3 18 108 212 413 384 2 31

Quintile 4 5 14 68 171 277 1 34

Quintile 5 0 10 22 105 438 0 96

Total 142 434 960 1 764 2 189 13 292

31

NSC Passes by Type of Qualification, per Quintile: 2014

25

2013 2014Quintiles Q 1-3 Q 4-5 Q 1-3 Q 4-5

No. of Bachelors 78 407 81 406 56 731 50 674

Subject Performance

32

Candidates’ performance in selected subjects, 2010 – 2014 (at 30% level)

Subjects 2010 2011 2012 2013 2014

Accounting 62.8 61.6 65.6 65.7 68.0

Agricultural Sciences 62.6 71.3 73.7 80.7 82.6

Business Studies 71.1 78.6 77.4 81.9 77.9

Economics 75.2 64.0 72.8 73.9 68.9Geography 69.2 70.0 75.8 80 81.3History 75.8 75.9 86.0 87.1 86.3

Life Orientation 99.6 99.6 99.7 99.8 99.6

Life Sciences 74.6 73.2 69.5 73.7 73.8

Mathematical Literacy 86.0 85.9 87.4 87.1 84.1

Mathematics 47.4 46.3 54 59.1 53.5

Physical Sciences 47.8 53.4 61.3 67.4 61.5

33

Candidates’ performance in selected subjects, 2010 – 2014 (at 40% level)

2010 2011 2012 2013 2014Accounting 35.3 35.8 42.7 41.5 44.3

Agricultural Sciences 32.1 39.5 41.0 49.9 52.9

Business Studies 45.9 55.4 52.9 58.2 53.8

Economics 46.3 33.1 45.8 45.2 38.8Geography 40.6 42.2 46.7 53.4 54.0History 52.5 52.7 65.0 67.1 66.5English FAL 71.3 76.1 82.9 88.7 82.8Life Sciences 51.7 46.2 43.4 47.8 48.9

Mathematical Literacy 64.7 65 61.4 62.4 59.5

Mathematics 30.9 30.1 35.7 40.5 35.1

Physical Sciences 29.7 33.8 39.1 42.7 36.935

Mathematics achieved at 30% & 40% level, 2009 - 2014

2837

Physical Sciences achieved at 30% & 40% level, 2009 - 2014

38

Candidates performance in Home Languages, 2011-2014

39

Number and percentage of distinctions in the 12 Key Subjects: 2013 and 2014

40

2013 2014

Subject WroteAchieved

with distinction

% with Distinction

WroteAchieved with

distinction (80% -100%)

% with Distinction

Accounting 145 427 7 789 5.4 125 987 6 235 4.9

Afrikaans First Add Language

87 930 7 215 8.2 82 649 4 992 6.0

Agricultural Sciences 83 437 442 0.5 78 063 401 0.5

Business Studies 218 914 6 791 3.1 207 659 5 276 2.5

Economics 150 114 2 682 1.8 137 478 1 318 1.0

English First Add Language

454 666 7 847 1.7 432 933 3 899 0.9

Geography 239 657 4 135 1.7 236 051 3 454 1.5

History 109 046 3 559 3.3 115 686 4 774 4.1

Life Sciences 301 718 7 590 2.5 284 298 9 516 3.3

Mathematical Literacy 324 097 5 972 1.8 312 054 7 387 2.4

Mathematics 241 509 8 217 3.4 225 458 7 216 3.2

Physical Sciences 184 383 5 616 3.0 167 997 5 513 3.3

District Performance

42

District performance by achievement interval and province: 2014

Province Total

number of Districts

2014

Below 50% 50% to 59.9%

60% to 69.9%

70% to 79.9%

80% and above

EC 23 0 5 12 5 1FS 5 0 0 0 1 4GP 15 0 0 0 2 13KZN 12 0 2 4 6 0LP 5 0 0 1 3 1MP 4 0 0 0 3 1NW 4 0 0 0 1 3NC 5 0 0 0 4 1WC 8 0 0 0 0 8Total 81 0 7 17 25 32

43

District Performance by achievement interval: 2013 - 2014

3444

Under-performing Districts

45 35

Pro

vin

ce

Dis

tric

t

% A

ch

iev

ed

EASTERN CAPE BUTTERWORTH 57.1EASTERN CAPE DUTYWA 57.9EASTERN CAPE FORT BEAUFORT 56.9EASTERN CAPE MT FRERE 55.1EASTERN CAPE QUEENSTOWN 58.0KWAZULU-NATAL ILEMBE 59.2KWAZULU-NATAL UMZINYATHI 55.2

Performance of Special Needs Candidates

50

Special Needs Education (SNE) candidates – Full-Time 2014

51

ProvinceTotal Wrote

Achieved Bachelors

Achieved Diploma

Achieved H/Cert

Achieved NSC

Achieved Endorsed NSC

Did Not Achieved

Eastern Cape 146 22 57 14 0 1 53

Free State 58 6 28 11 5 46 7

Gauteng 730 203 375 52 37 69 63

KwaZulu-Natal 103 20 64 6 0 4 13

Limpopo 51 3 8 10 6 6 2

Mpumalanga 7 4 3 0 0 0 0

North West 23 4 14 3 0 0 2

Northern Cape 19 6 9 0 2 1 2

Western Cape 183 40 79 8 24 27 13

National 1 320 308 637 104 74 154 155

Irregularities relating to

Group Copying: NSC 2014

Group Copying

• Irregularities occur in all examinations/ assessments and the examination system has mechanisms to manage irregularities, to avoid lapses in exam credibility

• However whether an irregularity becomes a threat to the system depends on the nature and extent of the irregularity

• In the 2014 NSC examination group copying has been identified in 7 of the 9 Provinces

39

Group copying

• Group copying is when three or more learners share information or support each other in the examination room.

• This can be done with or without the involvement of the chief invigilator or invigilator.

• Concern emanates when the group copying is orchestrated by the chief invigilator/invigilator.

40

PEDs where group copying was identified in the 2014 NSC examinations

Province

Number of

centres in province

Number of centres implicated

% of centres involved in group

copying

KwaZulu Natal 1741 20 1.14

Eastern Cape 924 14 1.51

Gauteng 831 5 0.60

Mpumalanga 543 2 0.36

North West 374 1 0.26

Northern Cape 125 1 0.80

Western Cape 434 1 0.2341

Examination Credibility• The DBE on an annual basis reviews its examination

processes and continuously enhances its systems.

• In 2014 PEDs adopted a differentiated approach to examination invigilation which included:– Administrative take over– Residential monitoring– Roving monitoring

• Hence the vigilance of the system is improving

42

Group Copying• The DBE views group copying in a very serious light and

therefore on detection of these irregularities, an extensive contingency plan was rolled out.

• Investigations relating to group copying in the 2014 NSC examinations, took the form of:

– auditing of scripts– interviews with learners,– Interviews with invigilators and chief invigilators

43

General Findings• Both the invigilator and learner interviews were extremely

challenging.

• Evidence of copying is erratic – limited to specific questions or even sub-questions. Not wide spread across the script.

• The confusing aspect is the isolated inclusion of specific figures, terms or statements in the script.

44

General Findings• In most cases the interview panels were confronted with denial

of any wrong doing.

• The explanation offered for the common answers, common wrong answers, verbatim responses was that they studied in groups or were taught that way.

• Confessions were also made in a few cases

45

General Findings

• Based on the interviews, hearings and the evidence from the script:– there was support provided to the whole class.– copying occurred in sub-groups in the room.– learners responded based on erroneous teaching and rote learning.– evidence is not substantial or convincing in some cases.

46

Progress to Date• Investigation relating to the implicated schools have been completed and

evidence has been gathered.

• Individual learner hearings are scheduled to commence. At these hearings the learners will be presented with the evidence and be given an opportunity to defend the charge against them

• Implicated learners have been allowed to write the supplementary examination on a provisional basis, pending the outcome of the hearing.

• If the hearings confirm imposed teacher assistance, the November results will be nullified and the supplementary examination results will be recognised.

47

Progress to Date

• If learners acted on own accord, normal sanctions will apply. This can extend to being barred from writing the NSC examination for three years.

• Teachers that are implicated will be subjected to a disciplinary process in terms of the Employment of Educators Act.

• This will be conducted after the learner hearings.

48

Other PEDsProvince No. of centres

implicated

subject Status Recommendation by

PEICMpumalanga 3

(2 independent, 1 public)

Accounting All cleared Cleared

North West 1 (public) Accounting 7 of 33 candidates implicated

Barred for the maximum period

Northern Cape 1 (independent) CAT P1 22 candidates Results nullified.Candidates confessed

Western Cape 1 (independent) Phy Sc; LSc; Maths; Bus Stud;Geog;Tourism.

Investigations completed

Candidates called to hearings

Gauteng 5 (independent) Various subjects Investigations completed

Candidates called to hearings

49

Strategies to Curb

Irregularities

Integrity in Assessment• Need to develop a culture and an attitude of respect for

examination and assessment integrity.• Active campaign to promote integrity in assessment from

Grade R.• Included in the Life Orientation curriculum.• Assessment integrity to be included in the Learners Code of

Conduct.• Schools to develop policy and implement systems to address

assessment irregularities from the lower grades. • Signing of an examination/assessment pledge to be done at all

grades. Pledge signing to include learners, teachers and officials.

51

Policy Review• Policy to be amended to address assessment malpractices

across all grades.• Need to change the stance in dealing with irregularities – from

a reactive to a proactive approach.• School Assessment Irregularities Committee (SAIC) to be

redesigned to be constituted as School Assessment Integrity Committees (SAIC).

• The role of these committees will be to promote assessment integrity and to deal with assessment malpractices when they occur.

52

Categorisation of Exam CentresBased on the risk profile of an examination centre, centres will be categorised as follows:(a)High Risk Centres (HRC)

- administered by the PED(b) Medium Risk Centres (MRC)

- placement of resident monitors(c) Low Risk Centres (LRC)

- administered by the school with a roving monitorLegislation to be amended to accommodate this dispensation

53

Accreditation of Independent Centres Independent centres must only be allowed to administer an examination if they satisfy the following criteria:(a)Registered with the PED (EMIS No)(b)Accredited by Umalusi(c)Registered as an exam centre

Limit the number of independent centresRigorous monitoring by PED

54

Registration of Public Exam Centres • Currently public schools by virtue of their public school status

are deemed to be registered as exam centres.

• Public exam centres are subject to periodic evaluation.

• Public schools must be subjected to annual evaluation and where there is repeated violation of the examination code, they must lose their examination status.

• Such schools must be placed into a rehabilitation programme before they are re-considered.

55

Senior Certificate Examination • The SC examination will be administered at designated

centres within the district.

• These centres will be administered by the district officials.

• All these centres will be audited by the DBE to ensure compliance with the strict criteria stipulated.

• DBE will manage a data base of all these approved centres.

• Accountability for these centres located with the PED. 56

Intensive monitoring• The DBE will strengthen its monitoring of all PEDs so as to

ensure a regular reporting and feedback on each component of the examination cycle.

• DBE will appoint Chief Invigilators, resident monitors and roving monitors where the PED lacks the resources or where the DBE has established a need.

• These persons will be appointed as the part-time staff of the DBE and will report to the DBE.

Intensive monitoring• Special attention given to KZN, Eastern Cape and Limpopo

• In the case of the KwaZulu Natal, Limpopo and Eastern Cape provinces, the DBE will appoint a resident monitor at the provincial level to monitor all examination processes from the beginning of the cycle until the end of the cycle. Such a resident monitor will report to the DBE on a weekly basis.

• During the writing of the examinations, a resident monitor will be deployed to each of the 81 districts to monitor and report on the daily examination activities in each of the districts.

Invigilator training• Invigilator training will be prioritised so that it is based on a

nationally approved Manual

• Training will be initiated nationally through national standard setting meetings

• Training will be cascaded provincially, DBE will support PEDs as they train and monitor against set standards.

Umalusi Concerns

Question Papers

Repeated External Moderation in 6 of the 130 Nov 2014 papers•Closer collaboration between external and internal moderators.

Pre determination of content and cognitive levels•DBE to ensure that analysis grids for content and cognitive levels completed prior to question paper setting by all panels

SBA and Life Orientation:Lack of Capacity to develop high quality test items(Over reliance on Previous question papers)

• DBE to build capacity in PEDs by training subject advisors on the development of assessment tasks, so that they can in turn share these skills with teachers.

• DBE will train all Chief examiners and internal moderators from all 9 Provinces in selected subjects in the setting and moderation of preparatory examination question papers and conduct moderation.

• Provision of high quality nationally designed Exemplars

SBA and Life Orientation:The development and use of rubrics•Training of subject advisors in the development of Rubrics•Review of rubrics currently used

Practical work •Closer monitoring of implementation of practical work

Leniency in Marking of SBA task•More stringent and extensive moderation by DBE•Standardisation of monitoring and moderation tools across PEDs

Marking

Improving the quality of Marking• Review of criteria for the selection of markers

• Nationally appointed internal moderators and chief markers in selected subjects

• More intensive moderation of marking by PEDs and DBE

• Tolerance range piloted in 7 subjects in 2014 to be extended

• Authorisation of markers post training

• National audit of marker appointments

• Improved training of markers

CURRICULUM INTERVENTIONS

STRATEGIC DIRECTION: LEARNER SUPPORT

66

NDP

MTSF Action Plan

DBE Strategic plan

Strategic plan draws selectively and carefully from e.g. Action Plan.

Action Plan and basic education chapter of MTSF

produced in tandem.

Action Plan draws from previous Action Plan, with some additions from NDP.

Delivery agreement

Key points from Action Plan.

FOCUS AREAS: 2015 LEARNER SUPPORT

67

LESSONS LEARNT IN 2014 AND STRATEGY FOR 2015

2015 NSLA STRENGTHENED FRAMEWORK

• 2015 National Strategy for Learner Attainment (NSLA) revised and strengthened.

• Accountability tool for the Basic Education Sector in pursuit of Basic Functionality towards Quality and Excellence to address:–Poor learner attainment;–Poor accountability; and–Lack of basic functionality

2015 NSLA STRENGTHENED FRAMEWORK• Section 1: Management and Leadership• Section 2: Early Childhood Development• Section 3: Primary/GET Schools: Multi-grade;

Foundation Phase; Intermediate Phase; and Senior Phase.

• Section 4: High/FET Schools• Section 5: Mathematics, Science and

Technology• Section 6: Comprehensive Teacher

Development Programme• Section 7: Resource provisioning• Section 8: Inclusive Education: Special Schools;

Full-service schools; Home Education

• Section 9: ICT

STRENGTHENED 2015 NSLA

ISSUES ADDRESSED BY 2015 NSLA FRAMEWORK

• NSLA Framework for 2015 to address among others the following aspects:– Grade 12 Learners who have been progressed;– Subjects in which learners were progressed;– Support programme/s for progressed learners;– Support programme for retained learners;– Home Schooling issues;– Tracking learners across the system;– Measuring the impact of learners interventions

through pre and post tests and– Measuring the impact of teacher interventions.

2015 GRADE 12 EVIDENCE-BASED REPORT:

INTEGRATED IN NSLA

EVIDENCE-BASED REPORT DESIGN FEATURES

• Criteria for selection of target;• Nature of intervention;• Focus;• Duration;• Scope;• Number of teachers affected;• Number of learners affected;• Tracking learner progress; and• Form of baseline information, pre and post

tests.NB: Reports in June/September/November 2015

Diagnostic Subject Analysis

2

National Diagnostic Report

• Provides feedback to learning and teaching and assists in school based diagnostic assessment and intervention;

• Communicate to teachers, subject advisors and education planners the common areas of weakness in the subject and provides remedial measures for inclusion in the teaching programme planned for 2015.

• Focused on the 11 key subjects.

76

Generic Findings(a) Despite the drop in performance an improvement in the quality of

responses in is noted amongst a large group of candidates.(b) A strong correlation between reading skills of candidates and their

ability to decode the requirements of a question was noted. Poor language skills are a major reason for under-achievement. Affects the ability of candidates to interpret questions and to frame appropriate responses.

(c) Lack of mathematical or calculation skills(d) Adequate exposure to the subject content and non coverage of the

content in other cases.(e) Cumulative deficit of subject content.

77

Generic Findings

(f) Regurgitation of responses to similar questions that appeared in previous question papers.

(g) Unable to cope with questions that required independent or creative thought, (analytical, evaluative or problem-solving questions)

78

Subject Specific Analysis

2

Life Sciences

04/19/23 80

Life Sciences P1

04/19/23 81

Q1:Multiple choice, terminology, matching

and eyeQ2 : Reproduction systems,

menstrual cycleand plant hormone investigationQ3: Human Impact -

Investigation, HumanImpact – Global warming,

homeostasis– Heat regulation and Homeostasis

- Glucose levelQ4: Nervous co-ordination

Life Sciences P1: sub question analysis

04/19/23 82

Life Science P1: General findings a) Some candidates did not understand what the response required when

certain verbs such as the following were used: state, suggest, describe, explain, discuss, etc.

b) Candidates used common names instead of the correct scientific namesc) Many candidates were not familiar with basic terminology in the different

topics. This resulted in the unnecessary loss of marks even in the lower-order questions.

d) Poor performance was recorded in questions on scientific investigations based on plant hormones and on human impact.

e) Candidates demonstrated limited knowledge of concepts relating to Human Impact.

f) Many candidates demonstrated difficulty in interpreting the questions. They failed to give reasons when asked to do so, or they provided reasons that were not observable when observable reasons were asked for. 83

Life Science P2: General findings

g) Essay writing has improved, although many candidates still lack the skill of writing a good essay.

h) Graph-drawing skills have improved. However, some candidates still lost marks for aspects such as working out a scale, stating a caption and correctly labelling the axes.

i) Many candidates were not familiar with basic terminology in the different topics. This resulted in poor performance even in the lower-order questions.

j) The question on the dihybrid cross which is ‘new’ content was not well answered.

k) Poor performance was recorded in questions based on scientific investigations and hypothesis testing.

84

Subject Improvement Framework

The 2014 NSC Diagnostic Report provides:•A foundation for the development of the Framework for Subject Improvement (2015); and

•Outlines areas of weaknesses in the subject;•Provides remedial measures and responsibility at each level (DBE, provincial, district and school); and•Indicates resources to support intervention

Example of Subject Intervention

GRADE Subject Identified weaknesses Remedial measures Resources Time frames

Teachers DBE PED District

Grade 12

Mathematics

Functions and Graphs CalculusAnalytical Geometry:learners lack the application of the equation Probability Euclidean Geometry: Learners seem to lack the application of similarity of two Triangles

Provide Self-Study GuidesMonitor CAPS implementation of CAPS Provide guidance and support to Subject advisors.

Provide textbooks aligned to CAPSDevelop notes and distributeSubject advisor should assist with the teaching of content to learnersMonitor learners’ class work books

Print notes anddistributeDistribute Self-study GuideSubject advisor should assist with the teaching of content to learnersMonitor

Teach learners to master formulae.Train learners to use different methods to solve problems. Teachers should train learners on How to sketch a graph and vice versa to derive its equation if it is drawn.Use previous question papers to teach the application of Calculus. Teachers are encouraged to use various methods to find the turning point and the axis of symmetry. be taught thoroughly on how to find the equation of a circle with centre (0 ; 0) and when the centre is out the origin of the Cartesian plane.Ensure that probability problems done in grade 10 and 11 are used when explaining counting principle in Grade 12. Learners are Encouraged to know the theorems so that they can be able to provide reasons for their statements.

Textbook;Siyavula Grade 11 textbook;Scientific calculator;Mathematical instrument ; Exemplar papers for Grade 12; Revise using November 2014 Grade 12 Maths papers;Self-study Guide ; and CAPS document for Grade 10, 11 and 12

Jan toDec 2015.

FET CONSOLIDATED 2015 PLAN

DIFFERENTIATED SUPPORTDIFFERENTIATED SUPPORT

• Learner Support plans have been drawn from recommendations by the commissions of the Teacher Development and Curriculum Management (TDCM) workshop held on 26-28 January 2015

• The theme was “Consolidation of plans in pursuit of Quality and Efficiency”

WORKSHOP COMMISSIONSWORKSHOP COMMISSIONS• National Strategy for Learner Attainment (NSLA)

and Evidence-based Report

• Teacher Development

• MST (Maths, Science & Technology) and SP (Senior Phase) Interventions Framework

• Languages and LOLT (Language of Learning & Teaching)

• ECD (Early Childhood Development), IE (Inclusive Education) and Multi-grade schools

DOCUMENTS INFORMING 2015 GRADE 12 INTERVENTIONS

a) The National Senior Certificate Technical Report;

b) Schools Performance Report;

c) Schools Subject Report; and

d) National Diagnostic Report.

e) Subject Improvement Framework for NSC (FET)

f) Subject Profiles

SUPPORT FOR LEARNERS WRITING THE 2015 SUPPLEMENTARY EXAMINATIONS AND 2015 COHORT

A template was developed and forwarded to provinces requesting the following data:

•Number of learners who qualify for Supplementary Exams;

•Number of learners who are repeating Grade 12; and

•Number of learners who were progressed in Grades 10 and 11 and who are currently in Grade 12.

TEMPLATE ON INFORMATION FROM TEMPLATE ON INFORMATION FROM PROVINCES TO PROVIDE SUPPORTPROVINCES TO PROVIDE SUPPORT

No. of learners

registered for

supplementary

examinations

Provincial District Circuit Number of

Schools

Provincial

Identification

of Subjects/

Subject

Combinations

Subject Number of

learners

District Circuit Number of

Schools

Support Programmes intended for learners writing the supplementary examinations

1.

2.

DBE SUPPORTDBE SUPPORT• Provision of additional learning and teaching

support material (LTSM) such as “Mind the Gap” self-study guides, DVDs, Siyavula Mathematics and Physical Sciences workbooks, CD’s with Question Papers/Memo’s

• Use of the broadcasting platform through the DBE TV Channel to target areas of curriculum difficulties as identified through the Diagnostic Reports such as Euclidean geometry, probability etc.; and

• Roll-out of study skills programmes for all learners in partnership with other stakeholders such as NGO’s and private stakeholders; etc.

BROADCAST SCHEDULE (Example)BROADCAST SCHEDULE (Example)Subject Code Grade Time ShowDate Public Name

WEEK 1        

Monday 26 January        

  12 08:45 2015-01-26 Coming up today

M 12 09:00 2015-01-26

Algebra: Expressions, Equations and Inequalities

M 12 10:00 2015-01-26 Number Patterns

PS 12 11:00 2015-01-26 Newton's Laws

PS 12 12:00 2015-01-26

Vertical Projectile Motion & Momentum

LS 12 13:00 2015-01-26 Meiosis

LS 12 14:00 2015-01-26 Reproduction

SUPPORT BY PROVINCESSUPPORT BY PROVINCES

• Mediation of all material from the DBE to districts and schools;

• Printing and distribution of “Teacher Training Manuals” on Geometry and Probability which was developed in 2014 and used in provinces for the training of teachers by the Department of Basic Education; and

• Presentation of Extra Lessons using teacher centres, etc. for differentiated support.

SUPPORT BY PROVINCESSUPPORT BY PROVINCES• Identifying the subjects failed by the majority of learners to

provide focussed differentiated support;• Provision of additional learning and teaching support material

(LTSM) such as Exemplar Papers, DVDs, Siyavula Mathematics and Physical Sciences workbooks;

• Learner camps in areas where severe under-performance is anticipated will be organised;

• Roll-out of study skills programmes for all learners in partnership with other stakeholders such as NGO’s and private stakeholders; and

• Use the contract between schools and parents and the learner as a source of enforced responsibility and allow parents to sign the contract.

SUPPORT FOR TEACHERSSUPPORT FOR TEACHERS

To make this attainable, teachers will be supported in the following manner:

• Capacitate teachers in the implementation of learner progression regulations & procedures;

• Accelerated teacher training programmes to improve the application of differentiated teaching methodologies; and

• Strengthening monitoring and evaluation of curriculum coverage and learner performance through effective implementation of the SBA (School Based-Assessment) to evaluate the impact of the learning and teaching methods applied within the classroom.

MONITORING AND ACCOUNTABILITY

MECHANISMS

EXPECTED OUTCOMES FOR 2015 ANA EXPECTED OUTCOMES FOR 2015 ANA AND NSC WORKSHOPSAND NSC WORKSHOPS

• Provincial plans aligned to DBE’s interventions so that there are concerted and uniform efforts across all provinces to improve learning outcomes;

• An increased focus on implementation, monitoring and support by DBE and Provincial Education Departments;

• Accountability at all levels of the system in terms of accurate monitoring and reporting on NSLA;

• Improvements in learner performance.

STRUCTURE OF THE WORKSHOPSTRUCTURE OF THE WORKSHOP

– The Provincial Engagements include a One-day workshop in Western Cape, Gauteng, Free State and North West;

– a two-day workshop at provincial level in Mpumalanga and Northern Cape; and

– a two-day workshop at provincial and district levels in Eastern Cape Limpopo and KwaZulu-Natal.

SUPPORT FOR UNDER-SUPPORT FOR UNDER-PERFORMING PERFORMING

DISTRICTS / SCHOOLSDISTRICTS / SCHOOLS

RATIONALE FOR THE VISITS

• Share the 2014 ANA & NSC results;

• Mediate diagnostic reports and the 2015 Improvement Frameworks; and

• Provide information and sector expectations to provinces/districts on support to under-performing districts and schools.

• The key focus areas and targeted interventions will be managed and implemented through NSLA.

THE ROLE OF DISTRICTS“Districts should provide targeted support to

improve practices within schools and ensure communication and information

sharing between authorities and schools. Schools need to share best practices. This requires teachers to carry out assessment practices that enable learners to compare

their performance with their counterparts in other schools in the district.”

National Planning Commission: Diagnostic Report, November 2011

103

MANAGEMENT STRUCTURE FOR NSLA: 2015

• A new management team for the NSLA was structured;

• The team comprises representatives from various branches within the DBE and are responsible for a particular area;

• Provincial offices have been requested to nominate an official who will co-ordinate NSLA activities in their respective provinces.

2015 NSLA REPORTING SCHEDULE2015 NSLA REPORTING SCHEDULE

• NSLA to remain the systemic reporting framework quarterly and DBE to provide feedback for improvement.

QUARTER DATE OF SUBMISSION

Quarter 1 09 April 2015

Quarter 2 09 July 2015

Quarter 3 08 October 2015

Quarter 4 29 January 2016

PROVINCIAL NSLA PROGRESS REPORTS: PRESENTED AND EVALUATED

• TDCM meetings:o 26-28 January 2015 o 8-10 April 2015 o 3-5 June 2015 o 5-7 August 2015o 6-8 October 2015 o 1-3 December 2015

• Inter-Provincial Forums (MST, IE, ECD and ICT)

• HEDCOM/CEM

Conclusion• The DBE has embarked on an intensive analysis and review of

the 2014 NSC examination data, both from a qualitative and quantitative perspective.

• Interventions relating to data utilisation at district and school level have been strengthened.

• Ongoing monitoring and evaluation will be more robust and streamlined.

• Confident that 2015 will see an improvement in learner performance.

Website: www.education.gov.zaCall Centre: 0800 202 933 | callcentre@dbe.gov.za

Twitter: @DBE_SA | Facebook: DBE SA

Website: www.education.gov.zaCall Centre: 0800 202 933 | callcentre@dbe.gov.za

Twitter: @DBE_SA | Facebook: DBE SA

THANK YOU