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STATE OF LEARNER READINESS FOR ANA AND NSC EXAMS IN
2013
Presentation to Portfolio Committee10 September 2013
Mr HM Mweli
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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
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PURPOSETo report to the Portfolio Committee on learner readiness for the conduct of the ANA and the NSC examinations in 2013
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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
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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
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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
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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
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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
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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.
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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
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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
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SYSTEMIC AND SYSTEM-WIDE INTERVENTIONS
• NSLA• CAPS• LITNUM• Monitoring Curriculum
Coverage
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SUMMARY: GRADE 12
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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
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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
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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)
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MEASURING THE IMPACT OF THE INTERVENTIONS
Using a rating scale of 1-3:1 – low2 – medium3 – high
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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
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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
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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
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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
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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
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SUPPORT TO IMPROVE LEARNER
PERFORMANCE 31
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TEACHERS
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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
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DISTRICT SUPPORT
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% 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
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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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