STATE OF LEARNER READINESS FOR ANA AND NSC EXAMS IN

2013

Presentation to Portfolio Committee10 September 2013

Mr HM Mweli

1

PRESENTATION OUTLINEa) Purposeb) Progress in ANA and NSCc) Support Materiald) Systemic and System Wide interventionse) High impact interventionsf) Measuring the impact of interventionsg) Support to improve learner performanceh) Areas to focus on going forward

PURPOSETo report to the Portfolio Committee on learner readiness for the conduct of the ANA and the NSC examinations in 2013

DIAGNOSTIC REPORT

“...science and mathematics should be revitalised through the increased number of school leavers who are eligible to study science and mathematics-based subjects at university. The number of people embarking on careers in science and technology should be at least three times the current levels.”

National Planning Commission: Diagnostic Report, Nov 2011

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PROGRESS IN ANA AND NSC

5

PROVINCIAL SYSTEM OUTCOMES FOR ANA VS NSC

Source: ANA 2012 / NSC 2012 6

EC

FSGP

WC

KZN

LP

MPNW

NC

.35

.4.4

5.5

.55

ANA

PERF

ORM

ANCE

.6 .65 .7 .75 .8 .85

NSC PERFORMANCE

Province

Performing at 50% and above in both NSC and

ANA

Performing below 50% in both NSC and

ANA

Performing at 50 and above in

NSC but below 50 in ANA

Performing at 50 and above in

ANA but below 50 in NSC

Total

EC 3 2 17 1 23FS 3 0 2 0 5GP 9 0 6 0 15KZN 3 0 9 0 12LP 0 0 5 0 5MP 0 0 4 0 4NC 0 0 5 0 5NW 0 0 4 0 4WC 7 0 1 0 8Total 25 2 53 1 81

NUMBER OF DISTRICTS (ABOVE 50% PERFORMANCE) IN ANA 2012 (AVERAGE NUMERACY AND LITERACY HL) AND NSC 2012

DISTRICT PERFORMANCE IN ANA AND NSC VARIES, AND INTRA PROVINCIAL PERFORMANCE A CONCERN

Source: NSC 2012 / ANA 2012 8

.3.4

.5.6

.3.4

.5.6

.3.4

.5.6

.4 .6 .8 1 .4 .6 .8 1 .4 .6 .8 1

FREE STATE GAUTENG

KWAZULU-NATAL LIMPOPO MPUMALANGA

NORTH WEST NORTHERN CAPE WESTERN CAPE

GAUTENG

ANA

PERF

ORM

ANCE

NSC PERFORMANCE

EASTERN CAPE

GET – 2012 ANA RESULTS • Grade 3 – Literacy improved from 35% to 52%

- Numeracy improved from 28% to 41%

• Grade 6 – Languages improved from 36% to 43%

-Mathematics decreased from 30% to 28%

• Grade 9 – Performance in both languages and Mathematics is very poor.

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FOUNDATIONAL SKILLS“The need is fairly straight forward as far as the basic education sector is concerned. Our children and youths need to be better prepared by their schools to read, write, think critically and solve

numerical problems. These skills are the foundations on which further studies, job satisfaction, productivity and meaningful

citizenship are based.”

Minister of Basic Education – Delivery Agreement 2009

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NSC PERFORMANCE: 2008 TO 2012

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ON TRACK FOR TARGETS (BACHELORS) (TARGET OF 32% BY 2014)

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SUPPLEMENTARY NSC EXAMS RESULTS FOR 2013

Province

Name

November 2012 NSC

Examination

Combined November 2012 NSC Examination

and 2013 NSC Supplementary Examination

No. WroteNo.

Achieved% Achieved No. Wrote No. Achieved % Achieved

Eastern Cape 63 989 39 443 61.6 67 526 42 365 62.7

Free State 24 265 19 676 81.1 24 514 20 377 83.1

Gauteng 89 627 75 214 83.9 90 434 75 291 83.3

KwaZulu-

Natal127 253 93 003 73.1 128 979 96 696 75.0

Limpopo 77 360 51 745 66.9 77 614 54 947 70.8

Mpumalanga 47 889 33 504 70.0 48 312 34 744 71.9

North West 27 174 21 609 79.5 27 345 22 276 81.5

Northern

Cape8 925 6 661 74.6 9 154 7 074 77.3

Western Cape 44 670 36 974 82.8 45 057 38 408 85.2

National 511 152 377 829 73.9 518 935 392 178 75.6

GAINS A summary of the gains emanating from the 2013 Supplementary Examination is as follows:

•the total number of candidates that achieved the NSC has increased from 377 829 to 392 178, an increase of 14 349 candidates;•the total number of candidates that obtained admission to Higher Certificate studies has increased from 88 604 to 98 256, an increase of 9 652 candidates;•the number of candidates that obtained an admission to Diploma studies has increased from 152 881 to 156 148, an increase of 3 267 candidates; and •the number of candidates that obtained admission to Bachelor studies has increased from 136 047 to 137 251, which is an increase of 1 204 candidates.

LEARNER PERFORMANCE

“Secondary school completion rate is 77 percent in the United States, 87 percent in the United Kingdom and 93 percent in Japan.”

National Planning Commission: Diagnostic report, Nov 2011

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SUPPPORT MATERIAL

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SUPPORT MATERIAL PROVIDEDEC FS GAU KZN LIM MPU NC NW WC

Grade R workbooks 720920 144520 362560 800320 502280 249800 66480 197400 375600

Grade R-9 workbooks 8346630 2820970 7752450 10705880 6257550 3925900 1225130 3176160 4395850

Grade 11 Siyavula Maths textbooks

79924 28900 79920 115260 80104 35028 8860 21365 31693

Grade 11 Siyavula Science textbooks

52416 21960 57210 79070 59038 28464 6900 17604 20698

IP NS & TECH 970460 324460 977440 1297300 728670 478190 150900 380770 562140

MTG Accounting 31860 13150 38880 77960 39160 20530 4230 11720 18880

MTG Economics 32620 11120 38970 66040 46550 22480 3250 10530 16010

MTG Geography 43000 13960 60770 90750 69040 30820 6500 23960 26460

MTG Life Science 44220 14610 46480 81400 59700 26000 8110 19090 31030

SUPPORT MATERIAL PROVIDEDEC FS GAU KZN LIM MPU NC NW WC

ANA Exemplars 1 CD sent to each districtANA 2012 diagnostic report

1 CD sent to each district

ANA Remedial plan

Plans developed by provinces and districts

NSC 2012 diagnostic report

Sent to provinces by Examinations Section

NSC 2013 Remedial plan

Provincial interventions based on remedial plans

SYSTEMIC AND SYSTEM-WIDE INTERVENTIONS

• NSLA• CAPS• LITNUM• Monitoring Curriculum

Coverage

SUMMARY: GRADE 12

HIGH IMPACT INTERVENTIONS

PROVINCIAL PROGRESS REPORTS ON THE IMPACT OF LEARNER

SUPPORT PROGRAMMES

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VARIABLES USED TO MEASURE QUANTITATIVE AND QUALITATIVE IMPACT: GRADES 3 and 6

• Monitoring CAPS implementation• Monitoring curriculum coverage• Monitoring time on task (e.g. compliance

with the timetable)• LTSM: supplementary support coverage and

utilization• Focus on reading, writing and counting

VARIABLES USED TO MEASURE QUANTITATIVE AND QUALITATIVE IMPACT: GRADE 9

• Monitoring curriculum coverage• Monitoring time on task (e.g. compliance

with the timetable)• LTSM: supplementary support coverage and

utilization• Monitoring the quality and quantity of

assessment

VARIABLES USED TO MEASURE QUANTITATIVE AND QUALITATIVE IMPACT: GRADE 12

• Monitoring curriculum coverage• Monitoring time on task (e.g. compliance with the

timetable)• LTSM: supplementary support coverage and

utilization• Monitoring the quality and quantity of assessment• Value for money for learner support programmes:

impact of extra lessons and vacation classes and other implementations

• Role of ICT in supporting curriculum implementation (e.g. Mindset)

MEASURING THE IMPACT OF THE INTERVENTIONS

Using a rating scale of 1-3:1 – low2 – medium3 – high

PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 3

Province Rating Comments

Eastern Cape All districts visited schools quarterly for HL & EFAL & Maths

Free State All districts visited schools monthly for Language & Maths

Gauteng All districts visited schools monthly all subjects esp. Language & Maths

KwaZulu-Natal All districts visited schools quarterly for Language & Maths

Limpopo All districts visited schools quarterly for HL & Maths

Mpumalanga Districts visited schools monthly

Northern Cape Districts reported support visits/cluster meetings monthly/quarterly for Language & Maths

North West Districts visited schools monthly

Western Cape All districts visited schools quarterly for HL and Maths with additional visits to underperforming schools

PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 6

Province Rating Comments

Eastern Cape All districts visited schools quarterly for Eng, Xhosa & Maths

Free State All districts visited schools monthly for Language & Maths

Gauteng All districts visited schools monthly all subjects esp. Language & Maths

KwaZulu-Natal All districts visited schools quarterly for Language & Maths

Limpopo All districts visited schools quarterly for EFAL & Maths

Mpumalanga Districts visited schools for all subjects

Northern Cape Districts reported schools visited for Language & Maths

North West Districts visited schools monthly

Western Cape All districts visited schools quarterly for LoLT and Maths with additional visits to underperforming schools

PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 9

Province Rating Comments

Eastern Cape All districts visited schools quarterly for Eng, isiXhosa & Maths

Free State All districts visited schools monthly for Language & Maths

Gauteng All districts visited schools monthly all subjects esp. Language & Maths

KwaZulu-Natal All districts visited schools quarterly for Language & Maths

Limpopo All districts visited schools quarterly for EFAL & Maths

Mpumalanga Districts visited schools for all subjects

Northern Cape Districts reported monthly/termly school/cluster visits for Language & Maths

North West Districts visited schools monthly

Western Cape All districts visited schools quarterly for LoLT and Maths with additional visits to underperforming schools

PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 12

Province Rating Comments

Eastern Cape All districts visited schools weekly or fortnightly

Free State Intervention activities monitored on monthly basis

Gauteng Districts visited schools weekly or termly for all subjects

KwaZulu-Natal Districts visited schools at least twice a term for each subject

Limpopo All districts visited schools quarterly

Mpumalanga Districts visited schools quarterly

Northern Cape Districts reported support visits for key subjects

North West All schools supported monthly

Western Cape All districts and head office visit schools monthly

WINTER SCHOOLS

Province Rating Comments

Eastern Cape Monitoring of winter schools revealed that:•Provinces offered a quality winter school programme, addressing challenging content areas;•The impact of these classes monitored via pre and post tests mostly indicate improved performance by learners;•In addition, during the third term, the Department will monitor curriculum coverage in underperforming schools, and, where necessary, support will be provided.

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

Northern Cape

North West

Western Cape

SUPPORT TO IMPROVE LEARNER

PERFORMANCE 31

TEACHERS

32

KNOWLEDGE OF TEACHERS IN READING AND MATHEMATICS (SACMEQ III)

0 200 400 600 800 1000

ECA

FST

GTN

KZN

LMP

MPU

NCA

NWP

WCA

National

teacher maths score

teacher reading score

DISTRICT SUPPORT

34

% not satisfied

% somewhat satisfied % satisfied

% very satisfied Total

EC 32 11 52 5 100FS 12 10 63 15 100GP 9 9 67 14 100KZN 17 15 60 8 100LP 21 10 60 10 100MP 9 13 65 13 100NC 13 12 68 6 100NW 29 10 55 6 100WC 4 12 67 17 100SA 19 11 60 10 100

Satisfaction by province

AREAS TO FOCUS ON GOING FORWARD• Increased cognitive demands of tasks;• Increased workbook/textbook

utilization;• Regular utilization of exemplars;• Increased utilization of support

materials such as Mindset and Mind the Gap study guides

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AREAS TO FOCUS ON GOING FORWARD...• Heighten school-based assessment;• Strict adherence to Time-on-Task;• Revision through radio programmes, DVDs

and newspapers; supplements, revision camps etc.

• The use of ICT to deal with challenges on Teacher Demand and Supply in scarce subjects as well as support programmes for learners.

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THANK YOU

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