DEPARTMENT OF EDUCATION, RSA

NSLA NATIONAL STRATEGY FOR LEARNER ATTAINMENT

Johannesburg, RSA14 March 2007

DESIRED STRATEGIC IMPACT

1. Enables every child to fulfill his or her potential2. Matches challenging targets with appropriate

resources3. Achievement makes it easier for learners to go to

HEIs or to access good jobs4. Decreases disengagement from education and

from wider society5. Direct impact on Human Capital development

initiatives

Overall priority of education

Increased access to quality education

1. ECD2. Grades R to 93. FET – schools and colleges

4. Higher Education

Systemic Priorities

1. Teachers• Recruitment and retention –

bursaries and incentives• Training and support2. LTSM – Textbooks and other essentials

3. Time spent teaching

Special ProjectsSpecial projects

• NSLA-School development, Teacher Development and Learner Support• Dinaledi-Decline in HG maths and science passes in

2006, Increase in Dinaledi schools but only in one third of schools, Monitoring and support to continue, Teacher training at Dinaledi schools

• Examinations- Preparation, Implementation and AnalysisGeneral

• Improved communication and understanding of policy• Evidence-based policy-making

National Strategy for Learner Attainment

NSLA1. DESCRIPTION: An overarching or transversal programme directing the focus of

the system to the achievement of all learners

2. NSLA programme:I. A planned and sustained series and set of related operations, projects,

activities, strategies, interventions with short and long term objectives of raising learner performance and ensuring improved quality learner achievement in all schools

II. Not once-off/ cosmetic/ response to crisis or isolated/silo feature-as it was the case in the past

3. APPROACH: Integrates nine provincially driven complimentary strategies and re-establishing the place roles of the teacher and the school in each community (Norms and Standards for Educators)

NSLA MISSION

1. Improving the overall performance- across all schools. 2. Improving the quality of learner attainment- Increased numbers of Learners passing with endorsements. 3. Schools performing below the national average 4. All learners in the system- a fair chance to succeed (Integrated and comprehensive intervention to link

NSLA with the National Numeracy and Literacy Strategy in GET) 5. Link with Mathematics, Science and Languages interventions 6. Monitoring and reporting (monthly HEDCOM and CEM reports): A teacher in the classroom - a textbook for

every learner in each subject 7. Strategic targets- 7.1 Increased numbers passing Science, Mathematics and other gateway subjects 7.2 Targeting the 20% lowest performing schools and districts in the SC examinations 7.3 All schools with performance backflow beyond 10% 7.4 New matric teachers and first matric classes in the schools 7.5 Increased endorsements and better subject combinations at the well endowed schools 7.6 Redress underperformance of HDI learners in top schools pushing them to compete amongst top

achievers nationally

Sch

ool

Deve

lop

me

nt

Teach

er

Deve

lop

men

t

You

thD

eve

lop

men

t

Learn

er

Su

pp

ort

Com

mu

nit

y In

volv

em

en

t

NSLA

PROGRAMME FOR

NSLA

SchoolDevelopment

EducatorDevelopment

LearnerSupport

School DevStrategies

School Dev/ Evaluation

9 Focus Areas

IQMS

EducatorDev. Needs

Individual/General

N C S

Learning Area/Subject/ examinations

LearningInterventions

Monitoring Value Addedness Fair chance to succeed for all learners

Target drivenUse of examination and other credible data

IntegratedNSLA Programme

CommunityDevelopment

YouthDevelopment

• School Improvement Plans, • Provincial and District Improvement Plans

• Align budgets with plans• Monitor, evaluate & support• Dedicated support staff• Research focus

MATCHING THE PLANS WITH AVAILABLE RESOURCES

PROVINCIAL BUDGETH/P RESOURCES

IMPROVEMENT PLANS

National Strategy for Learner AttainmentBroad impact areas

TEACHING LEARNINGCurriculumAssessment

Learners

Educators Examinations

National Strategy for Learner Attainment

Key Areas of Focus in 2006

Magnitude of school effects

International Literature:Coleman et al. (1966): 9%Reynolds et al. (1994): 8-15%Bosker & Witziers (1995): 7%

Australia (Victoria)VQSP: Hill & Rowe (1996): 16-19%VCE: Rowe & Hill (1996): 10-21%

What is to be doneResearch perspectives

• 36.2 % is the youth share of the total population, largely concentrated outside urban areas where government services and schools are worst equipped

• Stats SA, 1999 survey-A tenth of the children almost all african spend 8 hrs a week or more gathering water and wood and five hours a week on school maintenance

• Higher attrition rate of boys and high exit levels prior to matric-up to 500 000 between Grades 9 and 12

• Systematic undervaluation of the competencies gained by learners who do not pass matric • Race Relations Survey, 1997-1 in 312 Africans gained Matric exemption with Maths and

Science compared to 1 in 5 for Whites, one in 62 for Indians and 1 in 46 for Coloureds• Practice-shock-leading to perceptions of overwork (buchner,1997).• Time on task -Of the 41 hrs a week on their activities, an average of 16 hrs is spent teaching.

Eight out of ten teachers lost more than 30% of teaching time to other activities HSRC, 2005• Assessment portfolios took up to 23% of the teaching time-HSRC, 2005• Lesson transitions take up to 13 minutes of the actual teaching time• 7% of time allocated to extra-curricular activities, 9% of the time on IQMS• Formal allocation of periods to teachers not enabling the official 85% of time dedicated to

scheduled teaching

National Strategy for Learner Attainment

What is to be done1. To identify the schools in the Districts that will form the focus of the

Learner Attainment Strategy-Structured and purposeful visits

2. Link the NSLA with GET National Literacy and Numeracy Strategy

3. Audit of textbooks and reading books in the selected schools:

I) Develop a plan for the provision of one textbook per learner for each subject or LA

ii) 100 Reading books in every foundation phase classroom

iii) Common provincial mid-year examinations for grades 10; 11 and 12 in schools in the Strategy

3. Three year plans (2007-2009) for Teacher Development and curriculum training focused on the content of Learning Areas and Subjects

4. To promote a co-coordinated approach to school effectiveness.

 

 

   

 

       

                                                                                              

  

                      

                                                                           

      

Province <50% 51-60% 61-70% 71-80% 81-100%

MOUNT FRERE BIZANA CONFIMVABA QUMBU

EC STERKSPRUIT BUTTERWORTH CRADOCK UITENAGEENGCOBO EAST LONDONFORT BEAUFORT GRAAF-REINETIDUTYWA GRAHAMSTOWNKING WILLIAM'S TOWN LADY FRERELIBODE MALUTI

MOUNT FLETCHERPORT ELIZABETHQUEENS TOWNUMTATA

FEZILE DABI MOTHEOFS LEJWELEPUTSWATHABO MOFUTSANYANA

XHARIEP

SEDIBENG WEST EAST RAND WEST EAST RAND EASTGP JOHANNESBURG NORTHGAUTENG NORTH

JOHANNESBURG SOUTHGAUTENG WESTJOHANNESBURG EASTJOHANNESBURG WESTSEDIBENG EASTTSHWANE NORTH

OBONJENI UMZINYATHI ILLEMBE AMAJUBA DISTRICTKZN OTHUKELA PINETOWN

PORT SHEPSTONEUMLAZISISONKEUMGUNGUNDLOVUVRYHEID

BOHLABELA GREATER SEKHUKHUNECAPRICORNLP MOPANI

VHEMBEWATERERG

GERT SIBANDE

EHLANZENI MP NKANGALA

NW Bojanele East Bojanala West

Central Region Southern Region

Bophirima

Frances Baard Namakwa NC Pixley

Siyanda

FREQUENCY DISTRIBUTION OF PASS RATES

DISTRIBUTION OF DISTRICT PERFORMANCE

Province No. Districts Less 50 % 51-60 % 61-70 % 71-80% 81-100 %

2005 2006 2005 2006 2005 2006 2005 2006 2005 2006 2005 2006

EC 24 23 06 03 10 07 06 11 01 02 none none

FS 05 05 None none none none none 02 04 03 01 none

GP 12 12 none none 01 01 02 none 05 03 04 08

KZN 12 12 none 01 01 01 07 07 05 03 None none

LP 06 06 none 01 02 04 04 01 none none none none

MP 10 03 04 N/A 03 none 02 03 01 none none none

NC 04 04 none none none none none none 02 03 02 01

NW 05 05 none none 02 01 02 02 01 02 none none

WC 07 07 none none none none 01 none 02 01 04 06

Number of schools below 50% pass rate

Province 2005 2006 Change LER

EC 419 345 - 74 33.3FS 26 36 + 10 29.5GP 118 94 - 24 33.7KZN 375 471 96 32.8LP 309 547 238 33.4MP 167 98 - 69 34.5NC 8 8 0 31.8NW 135 95 - 40 29.4WC 34 16 - 18 31.1

NATIONAL 1 591 1 710 119 32.6

ProvinciaLEfficiency gains

2001 2002 2003 2004 2005 2006

EASTERN CAPE12 443

28 825 33 286 37 468 33 915 39 597

41 268

FREE STATE5 879

15 703 17 777 18 916 19 459 20 355

21 582

GAUTENG9 987

47 368 50 941 55 621 54 808 57 073

57 355

KWAZULU-NATAL23 840

58 620 68 973 75 077 81 830 84 842

82 460

LIMPOPO9 879

48 971 49 644 48 219 54 897 60 087

58 850

MPUMALANGA7 343

18 136 22 222 22 700 22 913 22 737

25 479

NORTHERN CAPE

1825 571 5 309 5 667 5 609 6172 5 753

NORTH WEST2 477

22 963 24 637 25 055 24 221 23 748

25 440

WESTERN CAPE2 267

31 049 32 985 33 769 33 065 32 573

33 316

277 206 305 774 322 492 330 717 347 184 351 503National74 297

District and curriculum interventions:– Weekend classes – Winter & Spring schools for Gr. 11 & 12 – focus on Maths,

Science & English– Common mid-year exam for Gr. 10 - 12 – On-site assistance – Learning Area Managers, Circuit

Managers, District Support Teams– Targeted interventions in schools with matric pass-rate

below 70%;– Assistance to specific schools in underperforming

subjects;– Educator training sessions;– Various programmes for learners

DISTRICTS

NUMBER OF PASSES PER GENDER

2001 TO 2006

128,629

143,289151,127 154,780

162,327 164,065

162,485171,365 175,937

184,857 187,438

148,577

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

2001 2002 2003 2004 2005 2006

Number of Passes:Male Number of Passes:Female

0.0%

20.0%

40.0%

60.0%

80.0%

1996 1997 1999 2000 2001 2002 2003 2004 2005 2006

Year

Perc

en

tag

e

Pass rate: Male Pass rate: Female

8.3%

3.5% 2.4%

Passes per Gender from 2001 – 2006

Narrowing the gap towards gender parity

114 Pilot sc hools that improved performanc e in 2006

20 - 40%43%

41-6022%

61-7916%

80-1006% Still Under 20%

13%

Still Under 20%

20 - 40%

41-6061-79

80-100

18

25 49

15

7

Percentage of candidates who obtained university endorsement from 1997 to 2006

12.5% 12.5%

15.1%

16.9%

18.6%18.2%

16.3%

14.0%

12.6%

17.0%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Perc

enta

ge

YEAR

Linear (YEAR)

2006 School Realities

DEPARTMENT OF EDUCATION, RSA

1. Learners 12 302 236 11 962 176 (97.2%) public schools

340 060 (2.8%) independent schools 2. Teachers 386 595 367 188 (95%) public schools 19 407 (5%) independent schools

23 947 teachers for 3 828 705 learners in 5 851 secondary schools-Matric Results3. Schools 26 292 schools

25 194 public 95.8%) 1 098 independent (4.2%)

4. Learner to teacher ratio 32.6 public schools 17.5 independent schools

PROVINCE TYPE OF SCHOOL GENDER FET BAND Other Total prim ary Total SecondaryTotal Gr. 1-12 Grand totalGr 10 Gr. 11 Gr. 12 Total LSEN Unspecified Total (Gr. 1-7) (Gr. 8-12)

Public Female 555 368 386 265 246 334 1 187 967 12 959 415 13 374 3 572 300 2 124 609 5 696 909 5 68 922

Total 1 073 009 714 638 452 048 2 239 695 33 860 736 34 596 7 318 159 4 072 814 11 390 973 11 744 013

Independent Female 112 322 11 935 12 538 36 795 525 301 834 76 188 60 644 136 832 151 233

National Total 23 205 22 082 23 021 68 308 1 405 631 2 036 152 317 114 068 266 385 294 909

Both Female 567 690 398 200 258 872 1 224 762 13 484 724 14 208 3 648 488 2 185 253 5 833 741 6 021 155

Male 528 524 338 520 216 197 1 083 241 21 781 643 22 424 3 821 988 2 001 629 5 823 617 6 017 767

Total 1 096 214 736 720 475 069 2 308 003 35 265 1 367 36 632 7 470 476 4 1 86 882 11 657 358 12 038 922

NUMBER OF LEARNERS IN ORDINARY SCHOOLS, BY GRADE, COMPARED WITH THE APPROPRIATE AGE GROUP IN THE POPULATION, IN 2003.

GRADE LEARNERS POPULATIONDIFFERENCE

R 315 387 935 008 (619 621)

1 1 277 499 986 788 290 711

2 1 111 858 959 896 (151 962)

3 1 003 331 1 055 053 (51 722)

4 952 465 1 099 090 (146 625)

5 1 035 707 1 085 965 (50 258)

6 1 101 740 1 003 691 98 049

7 987 876 1 013 245 (31 369)

8 976 750 991 744 (14 994)

9 902 129 1 060 605 (158 476

10 1 096 214 1 076 947 19 267

11 736 720 1 042 939 (306 219)

12 475 069 1 059 417 (584 348)

NUMBER OF LEARNERS IN ORDINARY SCHOOLS, BY GRADE, COMPARED WITH THE APPROPRIATE AGE GROUP IN THE POPULATION, IN 2003.

NSLA IN SCHOOLS1. Seeks to raise learner achievement from Gr. R to Gr. 122. Integrates the gains of the the GET National literacy and Numeracy Strategy 3. May need to employ different strategies, approaches for different learners4. All learners can learn therefore all learners can achieve

– Move beyond the narrow constraint of only academic, scholastic, theoretical knowledge…

– Learners can achieve at a variety and at varied levels– Must at least ensure that learners perform optimally / achieve within current

programmes5. Therefore there is still a role and place for “special or specific” interventions,

remedial and corrective strategies

6. The institution (schools) remain the central place for the execution of our core mandate and for executing the NSLA

Dealing with Classroom practice-How learners Learn

Learning styles: Learning styles are traits that refer to how learners receive and process information. Felder and

Silverman ( Kemp, 1999) developed one set of categories for analysing individual’s learning styles.

1. Visual—through pictures, diagrams, and demonstration 2. Auditory—through words and sounds 3. Sensory (external)—sights, sounds, and physical sensations 4. Intuitive (internal)—insights and hunches 5. Inductive—from facts and observations to infer a principle 6. Deductive—from a principle to deduce applications and

consequences 7. Actively—through physical engagement or discussion 8. Reflectively—though introspection 9. Sequentially—as a series of related steps 10. Globally—as a large jump or holistically

Teacher training and support for Grade 10 –12 teachers

1. Content training on NCS by HEIs2. SABC Broadcasts – Grade 11 and 123. Assessment workshops in all provinces in February

and March4. Teaching guidelines – Learning Programme

Guidelines with Work Schedules for each grade 5. Subject Assessment Guidelines Jan 20076. Examination exemplars for Grades 10 and 11

Time spent teaching

• Minimum time per week specified in NCS• LPGs promote 40 week year plan• Examinations to begin in Mid November for all

grades• Grade 12 examinations from 2008 to begin in

November

Textbooks and other LTSM

1. National Catalogue developed for Grade 112. Screening of grade 12 textbooks from 15 – 19

January3. National Catalogue to provinces by end March

20074. Literature lists to provinces end of March 20075. Lists of essential equipment to provinces end of

March 2007

CONTENT KNOWLEDGE

TEACHER DEVELOPMENT – Integrate with School Improvement Plan– Focus on IQMS – responding to development needs;– Establish SMT responsibility;– 3-year plans for educator development & curriculum

training– Focus on content of learning areas/subjects

1. School Visits2. Appropriate monitoring tools 3. Teacher orientation Workshops4. EXAM Feedback/ ITEM ANALYSIS

• Computerized system for tracking learner achievement and early interventions towards 100% success rate by 2014: IECS– All information relating to learner progression collected;– Includes all learners in the system; – Integrated database developed

MAKING THE NSLA WORK

2007 FOCUS

1. Improving the overall performance- across all schools. 2. Improving the quality of learner attainment- Increased numbers of Learners passing with endorsements. 3. Schools performing below the national average 4. All learners in the system- a fair chance to succeed (Integrated and comprehensive intervention to link

NSLA with the National Numeracy and Literacy Strategy in GET) 5. Link with Mathematics, Science and Languages interventions 6. Monitoring and reporting (monthly HEDCOM and CEM reports): A teacher in the classroom - a textbook for

every learner in each subject 7. Strategic targets- 7.1 Increased numbers passing Science, Mathematics and other gateway subjects 7.2 Targeting the 20% lowest performing schools and districts in the SC examinations 7.3 All schools with performance backflow beyond 10% 7.4 New matric teachers and first matric classes in the schools 7.5 Increased endorsements and better subject combinations at the well endowed schools 7.6 Redress underperformance of HDI learners in top schools pushing them to compete amongst top

achievers nationally

1. All learners-a fair chance to succeed by 20142. Early warning systems-GET3. Resources4. Central to educational planning and budgeting processes5. A critical Mass of Monitors at all levels6. Accounting systems7. Computerized system for tracking learner achievement and early

interventions towards 100% success rate by 2014: IECS– All information relating to learner progression collected;– Includes all learners in the system; – Integrated database developed

Conclusion