THE STATE OF READINESS FOR ANA AND NSC: 2015 Business Unusual Presentation to Portfolio Committee Mr...

THE STATE OF READINESS FOR ANA AND NSC: 2015

Business Unusual

Presentation to Portfolio Committee Mr HM Mweli: Director-General

Date: 1 September 2015

THE PRESENTATION OUTLINE• Introduction• Schooling landscape and context• Focusing on quality and efficiency

– Quality– Efficiency

• Improving learning outcomes: LTSM/ICT• NSLA: Readiness for ANA/NSC - Monitoring and support

– ANA– NSC– Provincial oversight visits– DBE observations

• Conclusion

2

“ The Department of Basic Education understands the need to improve the quality

of outcomes at different grades for mathematics, literacy and science. It has set

ambitious targets for 2024. For language and numeracy in grade 3 and grade 6, the target is that 90 percent of learners should

perform at the required level”

(National Planning Commission: National Development Plan, November 2011)

3

INTRODUCTION

SCHOOLING LANDSCAPE

AND CONTEXT

Education Statistics at a Glance, 2014

Size of the Schooling System:

Learners: 12 655 436

Educators: 425 090

Schools: 25 741

Official languages

English, isiZulu, isiXhosa, isiNdebele, Afrikaans, siSwati, Sepedi Sesotho, Setswana, Tshivenda, Xitsonga

Sector Learners Educators Schools

Public 12 117 015 390 608 24 060

Independent

538 421 34 482 1 681

Total 12 655 436 425 090 25 741

5

NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN THE ORDINARY SCHOOL SECTOR, BY PROVINCE, IN 2014

Source: DBE, EMIS, School Realities, 2014

6

PROGRESS IN IMPROVING LEARNING

OUTCOMES

7

GRADE 9 PROVINCIAL PERFORMANCE IN MATHEMATICS AND SCIENCE

ProvinceMathematics Science

TIMSS 2002 TIMSS 2011 TIMSS 2002 TIMSS 2011

Eastern Cape 250 316 222 282

Free State 291 359 280 341

Gauteng 303 389 301 387

KwaZulu Natal 278 337 253 308

Limpopo 244 322 216 284

Mpumalanga 287 344 266 326

North West 280 350 260 334

Northern Cape 340 366 357 368

Western Cape 414 404 421 409

National 285 352 268 332

8

Sector Plan target for 2015 is 361

8

ANA LEARNER IMPROVEMENT

Grades 2012 2013 2014

Grade 1 68% 60% 68%

Grade 2 57% 59% 62%

Grade 3 41% 53% 56%

Grade 4 37% 37% 37%

Grade 5 30% 33% 37%

Grade 6 27% 39% 43%

Grade 9 13% 14% 11%

9

AVERAGE PERCENTAGE MARK IN MATHEMATICS BY GRADE AND POVERTY QUINTILE

ANA 2014 10

Grade Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

1 65.1 66.6 67.4 71.2 78.4

2 59.2 60.2 60.4 63.5 71.4

3 52.5 52.9 53.9 58.0 68.9

4 32.8 34.3 35.6 40.4 52.9

5 32.1 33.4 34.5 41.2 55.0

6 38.1 39.6 40.4 46.1 60.3

9 10.1 8.7 8.2 9.2 21.6

A CASE FOR FOCUSING ON QUALITY AND EFFICIENCY

11

QUALITY

1212

COMPARISON OF BACHELORS PASSES BY PROVINCES 2009 TO 2014

13

NSC Passes by Type of Qualification, 2014

Province

Total Wrote

Bachelor DiplomaHigher

CertificateNSC

No. Achieved

% Achieved

No. Achieved

% Achieved

No. Achieved

% Achieved

No. Achieved

% Achiev

ed

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

National

532 860

150 752 28.3 166 689 31.3 86 022 16.1 411 0.1

14

PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

15

PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT LEVELS IN HOME LANGUAGE

16


17


18

PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS IN FIRST ADDITIONAL LANGUAGE

19


20


21

PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT LEVELS IN FIRST ADDITIONAL LANGUAGE

22

EFFICIENCY

2323

7 TO 15 YEAR OLD CHILDREN OUT OF SCHOOL, 2002-2014

Source: Statistics South Africa, General Household Survey, 2002-2014, DBE own calculations24

PERCENTAGE OF 15 TO 24 YEAR OLD YOUTH WHO HAVE COMPLETED GRADE 9 AND ABOVE, 2002-2014

Source: Statistics South Africa, General Household Survey, 2002-2014, DBE own calculations 25

Percentage of repeaters by grade, 2009-2014

26

Percentage of repeaters in primary education, 2013-2014

27

Percentage of repeaters in secondary education, 2013-2014

28

PROVINCIAL PERFORMANCE COMPARISON (ANA & NSC 2013 & 2014)

29

National, 2014

Source: Universal ANA and NSC 2014 30

National, 2013 -2014

Source: Universal ANA and NSC, 2013-2014 31

Improving learning Improving learning outcomes: outcomes: LTSM/ICTLTSM/ICT

32

LTSMLTSM

33

BUDGETS FOR PROVIDING CAPS TEXTBOOKS

PROVINCE 2011/12 ALLOCATION 2012/13 ALLOCATION 2013/14 ALLOCATION Total budget for providing CAPS

textbooks

Eastern Cape R 617 308 407.00 R 599 931 000.00 R 688 000 000.00 R 1 905 239 407.00

Free State R 158 005 184.23 R 184 398 229.46 R 250 825 803.23 R 593 229 216.92

Gauteng R 496 048 224.70 R 640 936 865.00 R 1 136 985 089.70 KwaZulu-

Natal R 490 115 418.84 R 453 974 178.00 R 487 715 257.00

R 1 431 804 853.84

Limpopo R 134 000 000.00 R 239 000 000.00 R 260 000 000.00 R 633 000 000.00

Mpumalanga R 257 309 000.00 R 451 000 000.00 R 708 309 000.00 Northern

Cape R 64 675 898.40 R 68 135 056.79 R 98 932 978.38 R 231 743 933.57

North West R 192 767 144.36 R 351 454 866.00 R 544 222 010.36

Western Cape

R 121 962 558.72 R 152 413 921.51 R 306 381 217R 580 757 697.62

Total R 1 586 067 467.19 R 2 643 976 754.82 R 3 535 246 987.00 R 7 765 291 209.01

34

BUDGETS FOR PROVIDING CAPS TEXTBOOKS

.

Province 2014/15 (R‘000)

2015/16 (R‘000)

2016/17 (R‘000)

Eastern Cape R 781 246 R311 000 To be provided

Free stateR 21 613 R96 000 To be provided

Gauteng R 1 526 286 R 1 787 458 R 1 889 617 KwaZulu Natal R 1 233 000 R 1 313 000 R 1 392 000

Limpopo R 517 824 R 589 765 R 612 022 Mpumalanga R 440 421 R 487 637 R 512 776

Northern Cape R 54 832 R 61 357 R 62 437 North West

R 390 000 R480 000 To be provided

Western Cape R 328 505 R 346,245 R 364 942 35

DELIVERY OF TEXTBOOKS AND STATIONERY2015 textbook orders are ONLY TOP-UPS with the exception of Grade 12 Folklore. The update on textbooks and stationery for 2015 by provinces is detailed in the table

.

Provinces% Textbooks Delivery to date

% Stationery Delivery to date

Universal Coverage

Retention and Retrieval

Eastern Cape 87%97%

100% 79,85%

Free state 97% 80%100% 85%

Gauteng Section 20=100% and Section 21=97.05% Schools procure

93% 98%

KwaZulu Natal 99.8%

98%

63% The current Managing Agent is working with the Department regarding the best method of collecting data from schools.

Limpopo 100% top up32.4% mop up32% mop up

100% 99%87%

Mpumalanga 95% 100%100% 91%

Northern Cape 99.96% 85%

98% 90%

North West 100%100% 92 % 87%

Western Cape 99%100% 89% 100%

36

NUMBER OF MATHEMATICS WORKBOOKS SUPPLIED PER PROVINCE

ProvinceSubject Grade 1-9 Grade 1-9 Grade 1-9

2013 2014 2015

Mathematics 1563820 1540170 1 599 835FS Mathematics 546455 553405 550 035

GP Mathematics 1604125 1657965 1 794 575

KZ Mathematics 2169460 2144680 2 120 330

LP Mathematics 1193965 1233235 1 253 135MP Mathematics 778840 800735 830 265NC Mathematics 242875 233810 246 635NW Mathematics 603555 625455 667 820WC Mathematics 924020 890735 838 015

TOTAL Mathematics 9627115 9680190 9 900 64537

NUMBER OF HOME LANGUAGE WORKBOOKS SUPPLIED PER PROVINCE

Sum of QTY Subject Grade 1-6 Grade 1-6 Grade 1-6

Province 2013 2014 2015

EC Home Language 1123335 1102455 1 165 675

FS Home Language 381895 381510 408 585

GP Home Language 1159715 1160810 1 274 595

KZ Home Language 1459325 1460820 1 486 465

LP Home Language 797960 824970 858 805

MP Home Language 533905 545990 571 545

NC Home Language 166470 162670 171 690

NW Home Language 418815 433470 466 340

WC Home Language 655725 634855 603 055

TOTAL Home Language 6697145 6707550 7 006 75538

CURRICULUM CURRICULUM INNOVATION AND E-INNOVATION AND E-

LEARNINGLEARNING

39

Mindset Learn Touch Points

IMPACT OF ICT SUPPORT: MINDSET

40

Audience on DStv


41

Audience on DStvAudience Flow, Daily Reach (000): Compact/Other Individuals (Weekdays) Source: DStv-i, Tues - Mon 06:00 – 24:00

Highest reach during LXL


42

Daily Reach on DStv


43

DBE Channels on Various Platforms❑ DStv:

❑ We are in over 4 500 000 households in South Africa and another 1,5 million homes in 54 territories in Africa.❑ We reach an estimated 150 000 viewers per day and 670 000 viewers per week

❑ StarSat TV:❑ We are in 85 000 households in Sub Saharan Africa

❑ OpenView HD FTV:❑ Through a partnership with OpenView HD platform, 187 916 households/schools access the educational channel

through OVHD platform❑ The platform is aimed at the LSM 4 – 7 market


44

TV Landscape in SA❑ 26% of adults are between 15 – 24❑ 64% of the total population fit into LSM 4 – 7❑ What’s important to this segment:

❑ Family❑ Success❑ Education❑ Life❑ Health❑ Job❑ The Future❑ Religion❑ Friends


45

Facebook as at 1 July 2015


46

Facebook Reach


47

Twitter Analytics


48

Website Visits July 2015


49

Website Visits July 2015


50

Website Visits June 2015 compared to May


51

Thutong Resource Downloads

Learning Space May-15 Jun-15 Jul-15

GET Schools 180141 90088 117530FET Schools 274143 129855 130008FET Colleges 11600 5291 8493Non Curriculum 26165 9678 16895Curriculum Support

133144 4398 84650

Private Spaces 42 42 28Examinations 11270 0 14092Total 636505 239352 371696

52

IMPACT OF ICT: EASTERN CAPE EXAMPLE

• Most provinces are now utilising ICT to improve teaching and learning as well as ascertaining that interventions reach as many learners as possible.

EASTERN CAPE• 58 Telematics Centres were installed in the Province.

• Lessons for 8 key subjects are broadcasted from February 2015– English HL– Afrikaans HL– Accounting– History– Geography– Life Sciences– Mathematics– Physical Sciences

• Close to 15 000 Grade 12 learners benefit from the broadcast in the province.

• Another 55 Telematic Centres will be installed in 2015/16

53

ACTIVITY IMPACT/USAGE/PARTICIPATION

ICASA 147 schools out of 800 completed (laptop, screen, white board and 26 tablets per school)

Curriculum and Exams website

• Document views/downloads: 1 037 022• Top users: Cities and surrounding areas:

Cape Town (15%), Sandton (9%), Port Elizabeth (7%), Pretoria (7%), Centurion (6%), Durban (6%), New Delhi (4%), East London (4%), Johannesburg (2%)

ICT4RED (Cofimvaba) • 26 schools: >3000 tablets• 3 high schools: Results 2013 and 2014

• Arthur Mfebe SSS: 46% and 52%• Khwaza SSS: 44% and 47%• Siyabalala SSS: 58% and 44%

TouchTutor Maths Mxit Competition (NMMU

• In 2014 more than 700 learners from 80 schools.• 2015 registrations are open.

Mxit Ukufunda • Virtual School: Open to all learners in the country• Top 12 participating schools: Special Pilot Project by

Mxit. (List provided)

IMPACT OF ICT SUPPORT: EC

54

ACTIVITY IMPACT/USAGE/PARTICIPATION/ROLL-OUT

Telematics Project • 57 centres in 2014/15• 10 centres in 2015/16

Acquisition of Curriculum software and training of teachers on the use of it.

• 60 licences in 2014/15• 92 licences in 2015/16

Training of teachers on ICT integration in teaching and learning

• 1015 in 2014/15 (Head office and districts)• Planned for 2015/16: 170 plus 10% of

teachers in districts.

Teachmeet events(A forum where teachers meet and share best practices)

• Two events in East London per year. (Organised by teachers)

• Two events in Port Elizabeth (Organized by H/O, D/O and teachers. 55 teachers attended in March 2015)

IMPACT OF ICT SUPPORT:EC

55

NATIONAL NATIONAL STRATEGY FOR STRATEGY FOR

LEARNER LEARNER ATTAINMENTATTAINMENT

(NSLA): ENSURING (NSLA): ENSURING READINESS FOR READINESS FOR

ANA/NSCANA/NSC56

WHAT IS THE NSLA?WHAT IS THE NSLA?

• The National Strategy for Learner Attainment (NSLA) is a comprehensive transversal Strategy to co-ordinate provincial improvement plans and steers them towards optimal performance of all learners.

• The NSLA is based on sound educational principles and philosophy that all learners irrespective of their backgrounds can succeed.

57

OBJECTIVES OF NSLAOBJECTIVES OF NSLA

NSLA is the Basic Accountability Tool to improve NSLA is the Basic Accountability Tool to improve Learner Performance:Learner Performance:•Sustained improvement in learner outcomes or performance in ANA/NSC;•Enhanced accountability at all levels of the system;•Greater focus on basic functionality of schools; •Protecting time for teaching and learning; and•Improved support for teaching and learning•Increased efforts on time on task.

58

PILLARS OF 2015 NSLA PILLARS OF 2015 NSLA • 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: ICT59

DBE OVERSIGHT OF NSLA AND DBE OVERSIGHT OF NSLA AND READINESS FOR ANA/NSCREADINESS FOR ANA/NSC

• Quarterly provincial reports to DBE as per NSLA Template, including ANA/NSC intervention programmes;

• PowerPoint presentation to TDCM per quarter;

• Composite Quarterly Sector NSLA Report to HEDCOM/CEM; and

• Provincial NSLA Oversight Visits, including tracking support for ANA/NSC.

60

PROVINCIAL OVERSIGHT VISITS

PROVINCE FIRST VISIT SECOND VISIT THIRD VISIT

Eastern Cape 09 – 12 February 2015

23 – 24 June 2015 03 September 2015

Free State 10 March 2015 24 – 25 June 2015 01 September 2015

Gauteng 09 March 2015 25 June 2015 09 September 2015

KwaZulu-Natal 23 – 25 February 2015

09 – 10 June 2015 02 September 2015

Limpopo 16 – 18 February 2015

29 – 30 July 2015 10 September 2015

Mpumalanga 04 – 05 March 2015 18 – 19 June 2015 09 September 2015

Northern Cape 02 – 03 March 2015 18-19 June 2015 To be rescheduled

North West 11 March 2015 29 – 30 July 2015 10 September 2015

Western Cape 12 March 2015 21 – 22 July 2015 02 September 2015

61

FOCUS OF PROVINCIAL NSLA VISITS

The five focus areas for the Department of Basic Education (DBE) and Provincial engagements were: – State of readiness of learners for the Annual National

Assessments (ANA);– State of readiness of learners for the National Senior

Certificate;– Assessment of the extent to which the goals of the

National Development Plan are implemented;– Assessment of the implementation of the Action Plan to

2019 Towards the realisation of Schooling 2030; and– Assessment of the implementation of the National

Education Policy Act (NEPA), particularly Section 3 and Section 8.

62

PROGRESS REPORTS FROM PROVINCES: NSLA OVERSIGHT VISITS

a) Implementation of the 2015 NSLA/ Grade 12 Evidence-based report;

b) 2015 ANA Framework for Improvement and the 2015 Subject Improvement Framework for NSC;

c) Targets set for ANA and NSC;d) Changes in CAPS and support provided;e) CAPS curriculum coverage;f) Strengthening of SBA;g) Differentiated support for under-performing

districts, under-performing subjects, progressed learners and retained learners;

63

PROGRESS REPORTS FROM PROVINCES: NSLA OVERSIGHT VISITS

h) Tracking learner performance;

i)Intervention-high enrolment subjects: extra

classes, camps, etc.

j) Effective use of LTSM and ICT;

k) Maths intervention for the Senior Phase (1+4

Project);

l) Incremental introduction of African Languages;

and

m) Impact of “English Across the Curriculum”

64

PROGRESS REPORTS FROM SCHOOLS: NSLA OVERSIGHT VISITS

Presentation by the school highlighted the following:a)Targets;b)Curriculum changes;c)Challenges in subjects;d)Radical steps;e)Management systems;f)Assessment programmes; andg)Subject Improvement plans from ANA/NSC Diagnostic Report and Framework for Improvement.

65

State of readiness for

ANA66

66

NATIONAL INTERVENTION: GETTING THE NATION TO READ

AND LIBRARY AND INFORMATION SERVICES (LIS)

67

SUMMARY OF KEY READING AND LIS ACTIVITIES

DBE

The provisioning of 1 000 school libraries annually:•18 new libraries: 2 per provinces completed in July 2015;•35 trolley libraries for multigrade schools in KZN;•Revitalisation of 1 000 school libraries: 1031 schools have been identified nationally;• Procurement of library resources: using the Gauteng Department of Education

library catalogue; and• The ETDP SETA has partnered with the DBE to provide a learnership programme for

school library assistants.

The launch of the Book Flood Campaign:•Launched in Mpumalanga, Gauteng, Western Cape, Eastern Cape and KwaZulu-Natal;•DBE is encouraging the Provincial Legislature, Local Government Councils, Private Sector and Government Departments to launch Book Flood campaigns; and•Plans are in place to mobilise provinces to launch the 2015-16 Book Flood Campaign.

The resuscitation of the Drop All and Read Programme•Observe at least 30 minutes a week on recreational reading;•During Mandela Month: a special event was held in Kagiso in Gauteng to mark the observance of Drop All and Read; and •The MEC of North West Education Department, at the Mobile library launch encouraged implementation.

68

EARLY GRADE READING ASSESSMENT (EGRA)

• Implementation of EGRA project in 1 000 schools in Grades 1 to 3 (100 schools per province) in all 11 official languages;

• National Core Training Workshop was held from 18 to 20 February 2015 and 95 FP specialists were capacitated;

• EGRA Toolkits were distributed to the project schools between April and May 2015; and

• The provincial teacher training workshops were completed between April and July 2015.

69

EARLY GRADE READING STUDY (EGRS)

• The EGRS is a 3-year pilot project in 230 schools offering Setswana in Dr Kenneth Kaunda and Ngaka Modiri Molema districts in North West Province.

• Three interventions are being implemented in a sample of 150 project schools and 80 control schools:

– Intervention 1: schools are supplied with lesson plans, graded readers and teachers trained on the teaching of reading in Setswana;

– Intervention 2: an on-site support programme to teachers from reading coaches, accompanied by scripted lesson plans and graded reading materials; and

– Intervention 3: a package designed to improve parent involvement in monitoring learning to read.

70

NATIONAL INTERVENTION:

CiPELT AND CiSELT

71

INTERVENTION: CiPELT AND CiSELT

The DBE in collaboration with the British Council has conducted follow-up Train the Trainer Workshops focussing on English First Additional Language (EFAL) activities for all phases from July 2015.

Province Date Number of Master Trainers trained

Eastern Cape 29 June 2015 to 3 July 2015 43

Gauteng 20 to 24 July 2015 40

KwaZulu-Natal 27 to 31 July 2015 40

Limpopo 10 to 14 August 2015 40

Northern Cape 3 to 7 August 2015 40

Free State 24 to 28 August 2015 40

Mpumalanga Date to be provided by province Target 40 teachers

North West Date to be provided by province Target 40 teachers

Western Cape Date to be provided by province Target 40 teachers

72

NATIONAL INTERVENTION: NECT SUPPORT

73

NECT SUPPORTThe National Education Collaboration Trust (NECT) is an organisation dedicated to strengthening partnerships among business, civil society, government and labour in order to achieve the education goals of the National Development Plan. It strives both to support and influence the agenda for reform of basic education.

The NECT is committed to ensuring 90% of learners pass Mathematics, Science and Language at 50% level by 2030.

District interventions

•A large proportion of NECT’s energies is devoted to strengthening selected education districts and improving the performance of schools within these districts. •The Trust has prioritised 21 school districts and aims to provide intensive support to these districts. This process, which is seen as a long-term commitment, got underway during 2013 in eight education districts across five provinces. •The NECT has introduced a new approach designed for large-scale school improvement, complete makeover and high-dosage intervention, called Fresh Start Schools (FSS) programme, which seeks to achieve swift and in-depth improvements in schools.

74

NECT SUPPORT• The implementation of the programme entails renovation of school buildings,

infrastructure and equipment and is rolled out through the District Intervention Programme (DIP), which accounts for a bulk of the Trust's efforts. It is at an advanced stage, geared towards improved curriculum delivery, enhanced community involvement, improved district support and revamping 409 schools in 8 districts in 5 PEDs.

• Three-year DIPs have been approved for two districts in Limpopo, two in KwaZulu-Natal, two in Eastern Cape, one in Mpumalanga and one in North West. The FSS programme is positively affecting the schools that are currently under the programme, not only the teachers but also the learners.

• The Quick Wins Support system for schools under the Fresh Start Schools’ (FSS) initiative, has started to have a positive impact in areas of Teacher Performance, School management, Learner welfare and development, Curriculum management, Training support materials, Equipment infrastructure and facilities, Parent and community involvement and District capacity improvement.

75

NECT SUPPORTTable 1: Number of NECT Fresh Start Schools (FSS) by province and district

Province District

Total Number of Schools in District

Number of Secondary FSSs

Number of Primary FSSs

Totals FSSPercentage of FSS in District

Eastern CapeLibode 426 22 26 48 11%

Mt Frere 252 21 24 45 18%

KwaZulu-NatalPinetown 537 26 8 34 6%

UThungulu 669 40 15 55 8%

LimpopoVhembe 793 39 23 62 8%

Waterberg 472 47 11 58 12%

Mpumalanga Bohlabela 412 32 27 59 14%

North West Bojanala 569 17 37 54 9%

Total 4130 244 171 415 10%

76

NATIONAL INTERVENTION:

TEACHER UNION COLLABORATION

77

TEACHER UNION COLLABORATION (TUC) TEACHER TRAINING PROGRAMMES

• The DBE through the TUC agreement has engaged with all 5 Teacher Unions to deliver teacher training workshops to address key curriculum and school management programmes.

• All 5 teacher unions have submitted proposals for teacher training workshops to be conducted from September 2015 to March 2016. Currently these proposals are being adjudicated by the DBE.

78

2014/15 TUC ProgrammesUnion Programme Teachers

trained

NAPTOSA Curriculum Adaptation 1008

Grade 10-12 mathematics classroom practice 392

Promotion of thinking skills 500

Foundation phase mathematics assessment 400

CAPS for FET 400

NATU Assessment for learning 2096

PEU Curriculum adaptation 504

SADTU Teacher development through Communities of Practice 188

School Based: Math and EFAL Resource Development Teacher Training

5000

SAOU Curriculum Management for principals 1518

TOTAL 12 90079

INTERVENTION:

JICA AND 1+4 MATHEMATICS MODEL FOR GRADE 9

80

JICA Mathematics interventions

• The DBE, in partnership with the Japanese International Co-operation Agency (JICA) has rolled out Mathematics workshops focussing on problem solving strategies in Grades 1 to 4.

• Phase 1 in 2013-14 JICA Workshops were rolled out in 40 schools , 20 schools each KwaZulu-Natal and Mpumalanga.

• Phase 2 in 2015 JICA workshops are currently being rolled out in 4 districts in Eastern Cape and 4 districts in North West. Covering 192 schools.

81

No of Participants of W/shops for Districts, Circuit Managers and Schools

82

MATHS: 1+4 MODEL TEACHERS TRAINEDPEDs

Model Implemented

Number Training sessions

Date(s)Teachers targeted

Actual attendance

EC 1+9 702 Feb; 16 Feb; 02 March; 28 April; 12 May; 26 May; 01 June.

2 610 1 264

FS 1+9 424 Apr, 08 May,22 May, 01 June

772 712

GP 1+4 & 1+20/10 1 13-16 July 2015 3 327Still to be

determined

KZN1+4 & 1+9

7 13th , 20th , 27th April; 04th, 11th, 18th and 23rd May; 01st June

No Stats No Stats

LP 1+91 session in Vhembe

district20 July 2015

Still to be determined

Still to be determined

MP 1+4 12

09 Feb; 16 Feb; 23 Feb; 02 March13th , 20th , 27th April; 04th, 11th, 18th, 23rd May; 01st June

1200 1178

NC 1+4 6 20 April, 04th, 11th, 18th, 23rd May; 01st June

564 468

NW 1+4 12 09 Feb, 16 Feb, 23 Feb, 02 March, 13th , 20th , 27th April; 04th, 11th, 18th, 23rd May; 01June

854 687

WC School

Vacation Model1 13-17 July 490 343 (70%)

83

SASOL-INZALO SENIOR PHASE MATHEMATICS SASOL-INZALO SENIOR PHASE MATHEMATICS SUBJECT ADVISORS TRAININGSUBJECT ADVISORS TRAINING

ProvinceProvince Date TrainedDate TrainedTargetedTargeted

NumberNumberActual Number ofActual Number of

Subject Advisors TrainedSubject Advisors Trained

EC 01-06 December 2014 23 24

FS 24-28 November 2014 12 14

GP 24-28 November 2014 30 30

KZN 08-12 December 2014 31 18

KZN 18-23 May 2015 31 35

LP 08-12 December 2014 15 17

MP 08-12 December 2014 24 23

NC 01-06 December 2014 18 10

NW 24-28 November 2014 10 16

WC 01-06 December 2014 30 25

84

MST HOD AND LEAD TEACHERSTRAINING STATISTICS (JANUARY - MAY 2015)

No Province Maths NS Tech Totals Comments

1 EC 1502 1636 1536 4674 Training has been completed

2 FS 294 255 236 785 Training has been completed

3 LP 749 313 595 165780% of training has been completed.

4 MP 552 465 473 1490Training completed in all 4 districts

5 KZN 0 Not started training

6 NC 107 67 80 254Training conducted on 8-10 April 2015

7 NW 415 439 642 1496 Training has been completed

8 GP 0Only lead teachers have been trained

9 WC 0 Not started training

TOTALS 3 619 3 175 3 562 10 356

85

North West : ExampleMaths Pre/Post-Tests: Subject Advisors

TopicAverage

Performance level in pre-test

Improvement in performance

from pre-test to post-test

Poor performance in pre-test and no

visible improvement in

post-testRatio and rate 56% 16% 28%

Patterns and formula 18% 67% 15%

Articulation of the function concept

18% 32% 50%

Global graphs 0% 59% 41%Making predictions based on congruence

59% 11% 30%

Making deductions 51% 20% 29%

Properties of rectangles 86% 10% 4%

Producing a definition 63% 20% 17%The value of presenting data with a histogram

4% 50% 46%

Differentiating between different representations of data

73% 17% 10%

86

North West Teachers: Pre/Post-Tests

GRADE TOPIC AVERAGE %

PRE-TEST POST TEST

8

Algebraic Expressions 75 98Algebraic Equations 82 100Construction of geometry 70 86Geometry of 2D shape 84 96

Geometry of straight lines 90 100

TOTALS 407 480

81.4 96

9

Construction of geometric figures 80 96Geometry of 2D shape 82 100Construction of geometry 80 100Geometry of 2D shape 90 100Geometry of straight lines 96 100

Pythagoras Theorem

TOTALS 430 496 86 99.2

87

MPUMALANGA Directorate: Mathematics, Science and Technology

TERM 1 PRE- AND POST-TEST FOR TEACHERS IDENTIFIED TO CO-FACILITATE

DISTRICT PRETEST POST TEST

0 – 49% 50 – 79% 80 – 100% 80 – 100%

Bohlabela 2 10 0 12

eHlanzeni 4 6 2 12

Gert Sibande 2 6 2 10

Nkangala 3 2 3 8

TOTAL 11 24 7 4211 teachers identified for facilitation scored between 0 – 49 %All identified teachers achieved at 80 % and above after undergoing ‘training’

88

UPDATE AND PROGRESS ON PROVINCIAL LANGUAGES AND

MATHEMATICS ACTIVITIES

89

ANA PROVINCIAL PROGRESS REPORTS: EXAMPLE

PROVINCE SUMMARY OF ACTIVITIES

Gauteng

ANA support provided through (Continued):Provisioning of resources included: - quality readers in 8 African languages offered for grade 3; - Reading Words in all Home Languages and English FAL to improve reading and vocabulary; - Literature resources in Senior Phase to all priority schools ; - Lesson plans and question banks for Languages; and - Graded Readers, Posters, DVDs, and Reading Trolleys.Teacher training and capacity development included the training of: - Subject Advisors and Teachers in CiPELT and CISELT; and - All Foundation Phase Subject Advisors and Teachers in the Teaching of African Languages.Other interventions included: - ANA roadshows conducted PED and DO; - An ANA Forum was established; - Reading clubs and Spelling-Bees; - Story writing for Grade 3 learners were encouraged in all the languages; - 12 Schools pilot IIAL in Gauteng (IsiZulu; Sepedi; Setswana; Sesotho and Xitsonga); and - District curriculum advisors cover aspects during their PLC workshops.

90



Gauteng

A Diagnostic Report and ANA Improvement Strategy were generated for Grade 3, 6 and 9 from the analysis of learner responses in ANA 2014. The strategy included resourcing, common assessments, teacher development/capacity building, monitoring and support.

Developed a turnaround strategy for underperforming schools in ANA using the DBE guidelines; and

District developed profile and dashboard for each Underperforming School.

JIT training 1+10/20 Model: Included the training of Lead teachers, HODs and Teachers in content and Curriculum Management. Fortnightly in April- June 2015 (Saturdays) and during school vacation, in preparation for the following term i.e. In addition follow up support/training was provided once a month on Saturdays.

ANA support provided through:Common assessment tasks and ANA type questions built into lesson plans for Grade 3 and 6;Standardised assessment for Grade 6 and 9 in all underperforming schools in June;CAPS aligned question banks for English FAL (all grades) developed and to be distributed and mediated in all priority schools and made available on CD to all non priority schools; andImplement continuous ANA ‘drill & practice’ preparation programme (utilise 10 minutes language consolidation). 91



KZN

ANA Improvement Plan included:Information sessions held during February and March with a total of 86 CES Circuit Management , Circuit Managers and 1031 principals of schools with Grade 8 and 9 classes in 12 districts.

Six hour information session programmes which focused on monitoring and supporting curriculum, ANA and other GET subjects. The intervention programmes focused on: - The analysis of ANA results and its importance of their utilisation at school level to inform remedial work and teaching in the classroom; - Grade 8 and 9 Annual Teaching Plans and how they should be utilised; - School Self Evaluation and School Improvement Plans to strengthen accountability at school level; - GET priorities and Improvement Plans; - Academic Improvement Plans; and - GET Assessment Plans, common tests, administration and analysis of results.

92



KZN

GET Curriculum structured school visitsIn February and March 2014, the Curriculum team visited 13 schools in Umgungundlovu, Ilembe, Ugu, Umlazi and Pinetown respectively

Early Grade Reading Assessment Pilot (EGRA) Information sessions on EGRA were held with School Management Teams

(SMTs) of participating districts in February. - 64 SMTs from Zululand District schools attended - 80 SMTs from Amajuba District schools attended The following aspects were discussed: - The rationale for the EGRA toolkit and its intended outcomes; - The EGRA management plan and the finalisation of dates for teachers’ orientation workshops; and - Orientation workshops for teachers will take place between 16-30/04/15.

- Implementation in schools will be in May 2015. The pilot was received positively by all SMT members that attended.

93

State of readiness for

NSC9494

NSC SUBJECT INTERVENTIONS (EXAMPLE: ACCOUNTING)

Intervention Focus Time # of teachers

# of learners

% pass Term 1

% pass Term 2

Curriculum Coverage

- Ledger Account- Notes to balance sheet- Creditors Reconciliations- Company financial statements

17 hrs. 348 24661 44.6% 44.8%

Common tests

Term 1: book keeping of companies; financial accounting of companies.Term 2: book keeping of companies; financial accounting of companies; tangible /fixed assets; financial accounting of close corporations; inventory systems; reconciliations; value added tax.

3hrs

38682 44% 45%

NSC SUBJECT INTERVENTIONS (EXAMPLE: ACCOUNTING)


# of learners

Teacher Training

Company ledger Accounts, Company financial statementsCompany financial statementsCompany analysis of financial statementsReconciliations (revision grade 11 work)MethodologyLearners with barriersGAAP principles, Buying back of shares Ledger accounts, Final accounts, Grade 10 ratio analysis and VAT, Internal Control and ethics, Tangible Assets including Asset disposal,Interpretation of financial information, Cash flow statement, Inventory valuations, Stock valuations. Exam Guidelines

8hrs 2579 18468

96

NSC SUBJECT INTERVENTIONS (EXAMPLE:ACCOUNTING)


# of learners

HOD Training: priority schools (Service Provider- WITS School of Education)

-To improve the Accounting leaders’ overall understanding of the subject and influence over teaching and learning process of grade 10 – 12 Accounting-To advance the Accounting leaders’ skills in leading grade 10 – 12 Accounting-To prepare the Accounting leaders to work on developing these skills with grade 10 – 12 teachers and learners taking accounting as a subject

21 hrs. 172 of 180

HODs

HOD Training: priority schools (Service Provider- WITS School of Education)

97

NSC SUBJECT INTERVENTIONS (ACCOUNTING)


# of learners

Resources provided A set of nine 2014 Preliminary Exam papers and memorandums from 9 provinces were supplied to all learners who attended SSIP classes on Saturdays and during school holidays

- A revision pack was developed and sent to all the districts to be used during the camps. Each and every learner receivedMind the Gap Study guide Accounting (FET)SBA guidelines (Accounting)Previous Question papers (Accounting)Exemplification of standards (Accounting)

187 23548

Partnerships

SAICA

& Thuthuka

Accounting Olympiad

Focus: This initiative focuses on the promotion of the Chartered Accountancy Profession to all Mathematics and Science Grade 11 and 12 learners. Accounting Grade 11 and 12 learners. The Accounting Olympiad targets 10 learners per school in GP. Learners write a three hour multiple choice tests.

Thuthuka Development Camps

At the camp learners are given master tuition, mainly, in Mathematics – Accounting, and Physical Science.

Financial statements with the inclusion of buy-back of shares, internal control and audit. Pre- and Post-tests administered: the following results showed the impact:

Pre-test: Ave.43% Post-test: Ave.59.2%

7hrs 1186

98

NSC INTERVENTIONS (ACCOUNTING)


# of learners

Ernest and Young LTD

Oxford teacher academy

Ernest and Young

-assist learners with career awareness.

-offering Saturday classes to grade 12 learners. Focus is on financial statements.

Oxford Teacher Academy

Workshop held to:

-Assist grade 12 learners with study methods.

-Assist learners the understanding of questioned asked in the exam papers

6hrs

15 hrs.

24 hrs.

928 of

1234

learners

999 of

1234

learners

498 of 640

learners

99

NSC SUBJECT INTERVENTIONS (EXAMPLE: MATHEMATICS)


# of learners

% pass Term 1

Teacher training workshop

Calculus and Euclidean Geometry

5hrs 1346 out of

1767

56%

Winter Classes Euclidean geometry; functions; trigonometry; calculus.

12 hrs 23 423 out of 29947

Saturday classes

Challenging topics in mathematics

20 hrs 310 out of 540

3000 out of 23 282

47

Radio lessons / Dial-a-tutor

functions and graphs, trigonometry and geometry

30min per day for 10days

496 out of 588

23 282 out 23 282

100

NSC SUBJECT INTERVENTIONS (MATHEMATICS)


# of learners

% pass Term 1

Telematics – Lesson Broadcasts

Inverses of functions

The log and exponential functions as inverses of each other

Applications of calculus

Geometry similar triangles

Circle geometry

8 hours130 High Schools

16 200(projected)

83%

Web based Matric support

Frequently asked questions

Gr 12 consolidation tasks: Bi-weekly work according to the work schedule

Jan - Dec All 57 898 83%

101

NSC SUBJECT INTERVENTIONS (PHYSICAL SCIENCE)


# of learners

% pass Term 1

Teacher Content training workshops

Organic Chemistry Work and energy

Vertical Projectile motion Newton’s Laws Work, Power and Energy Momentum Doppler effect Acid and bases Chemical equilibrium Electrical circuits Internal resistance

70,5 hrs 6201 60.51%

Additional Classes Work, energy and power; electricity and magnetism; acids and bases.

20hrs 85 858

Telematics Work, energy and power; electricity and magnetism; acids and bases.

16 Feb-10 Oct 16 200

Radio Lessons Work, energy and power; electricity and magnetism; acids and bases

5 hrs 496 19 743

Resources Mind the Gap study guidesDiagnostic ReportPace settersSBA record sheetsHand-out of support session presentationDealing with source based questions

16 050

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TRACKING LEARNER PERFORMANCE

103

TRACKING LEARNER PERFORMANCE

• Provinces are tracking learner performance through various modes to improve learner performance including:– Comparisons with previous cohorts;– Comparing the cohort’s performance from

Grade 10 – 12– Using EMIS to track curriculum through mark

lists and mark schedules submitted by schools through SASAMS

– Quarterly analysis of results

104

TRACKING LEARNER PERFORMANCE: FS

• From the beginning of 2015, the province has intensify the tracking of learner performance throughout the system.

• The districts have developed a format for submission of results to entrench tracking of learners.

• Participation in the Provincially controlled tests/examinations makes the tracking more easy and compulsory.

• Support to learners is carried out in a differentiated manner as required by the CAPS even though is challenging.

• More success in tracking learner performance is noticeable in grades 10-12.

105


106


107


108


0

100

200

300

400

500

MathsMaths Lit

407

286304

242

362

286

331

287

Mathematical subjects: Number of Level 7s

Nov-14 Mrch 2014 Mrch 2015 Jun-14

109


110

TRACKING LEARNER PERFORMANCE: FS )

0

200

400

600

800

GEOLFSC

PHSC

132

358

256

304

687

27394256

179

Sciences: Number of level 7s

Mrch 2014 Mrxh 2015 Jun-14

111


0

500

1000

1500

2000

EGFAL SESHL

141 221

658

1700

258 270420

703

213 224

Languages: Number of level 7s

Nov-14 TRGT 2015 Mrch 2014 Mrch 2015 Jun-14

112

TRACKING LEARNER PERFORMANCE:FS

DINALEDI GRADE 12 CAMP FOR HIGH FLYERS: GRAPHICAL REPRESENTATION OF THE PRE AND POST TESTS

113

PRE- AND POST-TEST FOR WINTER

SCHOOLS114114

IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERSMATHEMATICS:

PRE – AND POST TEST RESULTS: NC

115

IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS (PRE-AND POST-TEST RESULTS)

LIFE SCIENCES:


116


MATHEMATICAL LITERACY:


117

IMPACT OF THE WINTER SCHOOLS FOR PROGRESSED LEARNERS GEOGRAPHY:


118


BUSINESS STUDIES:


119


AFRIKAANS HL:


120


HISTORY:


121


AGRICULTURAL SCIENCE:


122


PHYSICAL SCIENCES:


123


ECONOMICS:


124


ENGLISH FAL:


125


ENGLISH HL:


126

127

IMPACT OF THE WINTER CAMP FOR TOP-ACHIEVING LEARNERS (PRE-AND POST-TEST RESULTS)

AFRIKAANS HL:


127

128


ACCOUNTING:


128

129


ENGLISH FAL:


129

130


LIFE SCIENCE:


130

131


MATHEMATICS:


131

132


PHYSICAL SCIENCES:


132

SUPPORT FOR

PROGRESSED LEARNERS

133

PROGRESSED LEARNERS PER SUBJECT, PER PROVINCE (Example Free State)

High Enrolment Subject Total number of learners

Total number of progressed learners

Accounting 8 228 2 226

Business Studies 14 903 3 667

Economics 9 481 4 245Mathematics 13 110 4 749Mathematical Literacy 23 784 7 213

Geography 13 976 2 149

History 6 507 1 923

Life Sciences 16 897 8 549

Physical Sciences 11 483 2 567

English First Additional Language 32 049 5 048

English Home Language 4 005 205

Afrikaans First Additional 3 291

Afrikaans Home Language 3 523 134

PROGRESSED LEARNERS PER SUBJECT, PER PROVINCE (Example Gauteng)

High Enrolment Subject Total number of learners Total number of progressed learners

Accounting 24659 4022

Business Studies 49772 9010

Economics 29615 4861Mathematics 37921 5967Mathematical Literacy 74261 12420

Geography 50157 8564

History 30963 5706

Life Sciences 51128 8661

Physical Sciences 31107 4786

English First Additional Language

73913 10514

English Home Language 38240 7871

Afrikaans First Additional 34052 7006

Afrikaans Home Language 11030 662 135

PROGRESSED LEARNERS PER SUBJECT, PER PROVINCE (Example KZN)

High Enrolment Subject Total number of learners Total number of progressed learners



Economics 44 109 2 986Mathematics 90 141 6 079Mathematical Literacy 82 549 3877

Geography 71 437 4 817

History 41 720 2 813

Life Sciences 91 370 6 161

Physical Sciences 52 878 3 584

English First Additional Language

147 628 9 859



Economics 44 109 2 986 136

INTERVENTIONS FOR PROGRESSED LEARNERS

• Common interventions:– Extra classes;– Common tests;– An incubation programme;– Revision materials;– Simplified guides;– Extra written work / homework;– Winter camps;– Telematics;– HeyMaths; and – HeyScience sessions.

137

Progressed LearnersPROVINCE SUMMARY OF KEY ACTIVITIES FET ( GRADE 10 –

12)

Free State

Extra classes (Morning 06:30- 7:15 and afternoon, from 14:30 until 17:00).

Weekend classes (from Friday to Sunday). Some took a form of incubations in Lejweleputswa, Motheo and Xhariep.

Autumn school project for a week.

Super Saturday and Sunday Support (S4) project.

Memoranda discussions via IBP.

Revision material/study guides/simplified notes.

Provincial Common Tests/Exams

Incubation programme (starting from Friday until Sunday).

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Progressed LearnersPROVINCE SUMMARY OF KEY ACTIVITIES FET ( GRADE 10 – 12)

Gauteng

11 Saturday SSIP sessions in 10 gateway subjects in 450 schools targeting approximately 72000 Grade 12 learners .

April and July holiday programme from 29 June to 3 July. The program focused on key content areas for exam preparation.

Mind-The-Gap study guides to all learners in underperforming schools in the 3rd quarter.

Learners provided with guidelines (study tips) and previous question papers and memoranda on preparing for the examinations.

Smart board technology and other electronic devices such as tablets were supplied to schools to improve the teaching and learning.

Special high risk camp from 6 to 10 July. The camp focused on key content areas for exam preparation.

139

Progressed LearnersPROVINCE SUMMARY OF KEY ACTIVITIES FET ( GRADE 10

– 12)

KWAZULU-NATAL

Quarterly Common tests

Saturday classes taught by lead teachers

Winter Holiday Classes taught by lead teachers

Target setting

Revision materials

Funding of district interventions

Operation Scaffold: monitoring by Top Management and engagement with school principals

Learner camps: 3 – 10 days

Mindset Telkom DBE connectivity project at Amajuba district 140

BEST PRACTICE: ANA / NSC

141141

DBE BEST PRACTICE: ANA READINESS• Mediated ANA / NSC 2014 Framework for

Improvement and ANA/ NSC Diagnostic Reports in DBE-Provincial Roadshows in February- March 2015

• Mediated ANA/NSC Framework for Improvement and Diagnostic Reports in DBE Subject Committees IN 2015

• Provinces conducted ANA/NSC roadshows between February and May 2015.

• ANA exemplar question papers disseminated to schools and is available on DBE website.

• NSC Question papers and marking memos distributed widely and on website.

142

PROVINCE BEST PRACTICE: ANA READINESSEastern Cape • Collaboration with other stakeholders - Nelson Mandela Institute,

General Motors South Africa Foundation, JICA, NECT, Oxford University Press, Rhodes University, Praesa and British Council.

Gauteng • 2 260 schools have 40 tablets with Internet for teaching and learning; 1 650 schools have GautengOnline laboratories with Internet; six schools have tablets for each learner, a teaching laptop for each classroom and a tablet for each educator and interactive boards in 12 classrooms,

Limpopo • Develop and provide Language and Mathematics scripted lessons plans and train teachers monthly on the lesson plans to ensure curriculum coverage.

• Provide graded readers, reading cards and posters to ensure establishment of library corners in each classroom and create print rich classrooms

Mpumalanga • Implementation structure of the Study Group project at school level

• Mathematics Focus Day

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PROVINCE BEST PRACTICE: NSC READINESSFree State At each school, teachers implemented a

personalised dictionary for learners. At the end of each activity, new words are listed and these are tested by the teacher.

Gauteng A year long Saturday Secondary School Improvement programme was implemented for Grade 12 learners in February. Principals and SMTs were supported on curriculum management using the Predictability Framework.

KwaZulu-Natal

The province prioritised the development and printing of materials targeted at both learners and teachers in all underperforming subjects and schools.

144

PROVINCE BEST PRACTICE: NSC READINESS

Limpopo Analysis of performance in mid-year exams done and interventions developed and implemented in selected subjects, including the analysis of progressed learners’ performance in mid-year examination.

Mpumalanga Study Group project involves 3 000 Grade 12 Mathematics and Physical Sciences Study Group Leaders from 250 schools performing below 60% in Maths and Physical Sciences in the 2014 NSC. Identified 50 learners per centre in 60 centres.

North West Camps catered for the following categories of schools: Underperforming schools; where the subject was without a teacher for too long; where the subject has remained underperforming for long; and new Grade 12 schools, and Progressed and repeating learners. Post tests are administered and analysis and comparison is going on to determine the impact of interventions.

145

PROVINCE BEST PRACTICE: NSC READINESS

Northern Cape

Hosted a Winter Residential Camp for identified potential top achieving Grade 12 learners from disadvantaged communities. Impact of the winter camp for top-achieving learners was determined through pre-and post-test results.

Western Cape

District Management Information system where full school profiles and School Improvement Plans are available online and to which officials have access for support and monitoring purposes.

146

A SUMMARY OF DBE

OBSERVATIONS: READINESS FOR

ANA/NSC147147

DBE OBSERVATIONS: ANA/NSC• In all provinces there is evidence of improvement plans

linked to implementation of the NSLA, for ANA/NSC;

• Evidence of tracking of learner performance from one quarter to the next which informs subsequent interventions;

• Many innovations in the implementation of improvement plans- varies from one province to another;

• Evidence of special focus on Senior Phase (weakest link of GET) and content areas in CAPS especially for Grade 12;

• HEDCOM sub-committee (TDCM) has succeeded in promoting good practice and enhancing accountability;

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DBE OBSERVATIONS: ANA/NSC…

• Value –added by Minister’s District Directors Forum in focusing on key variables for improving learner performance such as curriculum coverage and time on task; and

• Provinces have gone out of their way to secure and insulate resources for implementing improvement plans for ANA/NSC.

• However, more work needs to be done in measuring the impact of interventions such as teacher development programmes and vacation classes/learner support interventions.

149

CONCLUSION

History will judge us by the difference we make in the everyday lives of children.

Nelson Mandela

150

Website: www.education.gov.zaCall Centre: 0800 202 933 | [email protected]

Twitter: @DBE_SA | Facebook: DBE SA

THANK YOUTHANK YOU

THE STATE OF READINESS FOR ANA AND NSC: 2015 Business Unusual Presentation to Portfolio Committee Mr...

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