national senior certificate - 2013 portfolio committee on basic education

18 February 2014

National Senior Certificate - 2013

Portfolio Committee on Basic Education

1

Presentation Outline1. Introduction2. Purpose and design of ANA3. Verification process - ANA4. Results of ANA 20135. Plans for 2014 and beyond - ANA6. Overall systemic improvements - NSC7. Quality improvements - NSC8. Diagnostic subject analysis – NSC9. Progress - Sector10. Lessons learnt 11.11. Priorities for 2014 and Focus areasPriorities for 2014 and Focus areas12.12. Retention RateRetention Rate13.13. District Support District Support 14.14. Value of Matric CertificateValue of Matric Certificate15. Conclusion

2

Key Aea of concern

ANA 2013

INTRODUCTION

1. Improving the quality of basic education is the core mandate of the Department of Basic Education.

2. ANA 2013 presents opportunities to reflect on what has been achieved, lessons to be learnt and challenges that still need to be tackled towards achieving the goals specified in the Action Plan to 2014: Towards the Realisation of Schooling 2025

INTRODUCTION

3. ANA is uniquely a South African initiative designed to address the historical and socio-economic realities of the country

4. Currently ANA serves a two-fold purpose, viz.• a diagnostic tool to identify strengths and weaknesses

down to learner level.• a systemic tool to monitor performance of the system and

track trends over time.

ANA VERIFICATION

• For a sample of approximately 125 schools per province an independent agent:-

– Monitored testing administration.

– Marked the test independently.

– Captured and processed the marks

– Reported the results

• Verified results per province agreed closely with marks received directly from schools

CREDIBILITY MEASURES - ANA 2013

• Tests were developed by panels of subject and assessment experts

selected across the country.

• The tests were to various quality assurance mechanisms: internal

moderation, editing, a pilot run, external review.

• A common test administration manual was utilised to ensure uniformity

across all schools.

• Administration of tests in schools was monitored by districts, provinces,

independent monitors appointed by DBE, DBE officials and IQMS

moderators.

LIMITATIONS OF ANA 2013

• ANA is an evolving system and therefore there is much to be done in improving its reliability and validity.

• ANA attempts to address two significantly different purposes and, therefore, this may limit the extent and comprehensiveness to which each purpose is fully served.

• Test items were exposed and therefore different test items were designed in each of these three years.

• ANA was administered in the third quarter and therefore it was based on selected coverage of the curriculum.

ANA RESULTS 2013

MATHEMATICS – NATIONAL RESULTS

GRADEAVERAGE PERCENTAGE MARK -

MATHEMATICS 2012 2013

1 68 602 57 593 41 534 37 375 30 336 27 399 13 14

FIRST ADDITIONAL LANGUAGE – NATIONAL RESULTS

GRADEAVERAGE PERCENTAGE MARK – FIRST ADDITIONAL LANGUAGE

2012 2013

4 34 39

5 30 37

6 36 46

9 35 33

PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT LEVELS IN HOME LANGUAGE

PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS IN HOME LANGUAGE

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

PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

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

AVERAGE PERCENTAGE MARK FOR GRADE 3 IN SPECIAL SCHOOLS

PROVINCE HOME LANGUAGE MATHEMATICS

EC 54.1 63.9

FS 38.6 36.7

GP 46.5 53.5

KZ 52.9 58

LP 32.1 32.8

MP * 46.2

NC 50.7 62.4

NW 39.8 46.1

WC 52.4 60.7

National 48.6 54.6

AVERAGE PERCENTAGE MARK FOR GRADE 6 IN SPECIAL SCHOOLS

PROVINCEHOME

LANGUAGEFIRST ADDITIONAL

LANGUAGE MATHEMATICS

EC 56.7 35.7 21.0

FS 63.7 28.4 35.2

GP 56.3 35.6 34.9

KZ 64.9 43.4 44.8

LP 33.7 * 26.6

MP * 26.7 17.7

NC 50.5 * 37.8

NW 63.4 52.3 50.2

WC 57.7 41.3 35.2

National 57.0 39.5 35.8

AVERAGE PERCENTAGE MARKS FOR INDEPENDENT SCHOOLS

SUBJECT GRADE PUBLIC INDEPENDENT

MATHEMATICS 3 53.3 57.7

6 39 49.3

HOME LANGUAGE 3 51 54.1

6 58.5 66.9

DISTRICT ACHIEVEMENT – GRADE 3

Average % in district Mathematics HL

Higher than 60% 7 0

Between 40 and 60% 73 77

Lower than 40% 1 4

DISTRICT ACHIEVEMENT – GRADE 6

Average % in district Mathematics HL FAL

Higher than 60% 0 30 1

Between 40 and 60% 37 46 69

Lower than 40% 44 5 11

DISTRICT ACHIEVEMENT – GRADE 9

Average % in district Mathematics HL FAL

Higher than 60% 0 2 0

Between 40 and 60% 0 46 6

Lower than 40% 81 33 75

WAY FORWARD

• The national report is a first step of feedback on the

assessment.

• A diagnostic report on identified strengths and

challenges for teaching and learning has been given to

schools in January 2014.

• DBE and PEDs are embarking on a focused intervention

strategy to improve literacy and numeracy learning.

WAY FORWARD

• Greater & wider focus will be directed to Senior Phase

to include Grades 7 & 8 in the assessment.

• DBE and PEDs are mounting a concerted strategy to

improve the effectiveness of teaching and learning of

mathematics throughout the school system.

NSC 2013

Significance of the NSC Exams

a) The NSC examination results has emerged as a key indicator of the performance of the basic education system.

b) The NSC results over the last five years, point to the attainment of stability in the system and gradual improvement in learner outcomes at exit level.

c) In 2013, focus has been on consolidating the gains and improving teaching and learning across the system.

d) Emphasis in 2013 on improvement in the quality of passes.e) Hence focus on:

a) increasing the number of bachelor passes.b) increasing the number of subject passes at 40%c) improvement in Mathematics and Physical Science and other gateway

subjects.

51

Scope and Size of 2013 NSC Exams

Total Candidates: 707 136Full Time Candidates: 576 490Part Time Candidates : 130 646Question Papers: 258Printed Question Papers: 9.1 millionScripts: 8.7 millionExamination Centres: 6676Invigilators: 65 000Markers: 35 000Marking Centres: 118

52

Numbers of candidates who wrote, 2008 - 2013

5353

Candidates who wrote the 2013 NSC examination

Province 2013Total wrote

Eastern Cape 72 138Free State 27 105Gauteng 97 897KwaZulu-Natal 145 278Limpopo 82 483Mpumalanga 50 053North West 29 140Northern Cape 10 403Western Cape 47 615National 562 112

54

Overall Systemic Improvements

55

STANDARDISATION OF NSC RESULTS: 2008-2013

Year SubjectsRaw marksaccepted

Adjusted downwards

Adjusted upwards

2008 56 31 (55%) 25

2009 5843 (74%)

5 10

2010 58 39 (67%) 10 9

2011 56 45 (80%) 8 3

2012 58 41(71%) 12 5

2013 59 38(64%) 16 5

NSC Performance: 2008 to 2013

57

Overall performance of candidates in the 2013 NSC examinations

Province2013

Total Wrote Total Achieved % Achieved

Eastern Cape 72 138 46 840 64.9

Free State 27 105 23 689 87.4

Gauteng 97 897 85 122 87.0

KwaZulu-Natal 145 278 112 403 77.4

Limpopo 82 483 59 184 71.8

Mpumalanga 50 053 38 836 77.6

North West 29 140 25 414 87.2

Northern Cape 10 403 7 749 74.4

Western Cape 47 615 40 452 85.1

National 562 112 439 779 78.2

58

Quality Improvements

59

NSC Passes by Qualification Type

60

NSC passes by type of qualification, 2013

ProvinceTotal Wrote

Bachelor Diploma Higher Certificate NSC

Total Achieved

% AchievedNo.

Achieved%

AchievedNo.

Achieved%

AchievedNo.

Achieved%

AchievedNo.

Achieved%

Achieved

EC 72 138 13 686 19.0 19 179 26.6 13 950 19.3 25 0.0 46 840 64.9

FS 27 105 8 961 33.1 10 089 37.2 4 636 17.1 3 0.0 23 689 87.4

GP 97 897 38 104 38.9 33 716 34.4 13 295 13.6 7 0.0 85 122 87.0

KZN 145 278 47 202 32.5 42 760 29.4 22 328 15.4 113 0.1 112 403 77.4

LP 82 483 18 781 22.8 22 694 27.5 17 695 21.5 14 0.0 59 184 71.8

MP 50 053 12 954 25.9 16 366 32.7 9 507 19.0 9 0.0 38 836 77.6

NW 29 140 10 166 34.9 10 249 35.2 4 998 17.2 1 0.0 25 414 87.2

NC 10 403 2 424 23.3 3 207 30.8 2 118 20.4 0 0.0 7 749 74.5

WC 47 615 19 477 40.9 15 032 31.6 6 029 12.7 4 0.0 40 542 85.1

NATIONAL 562 112 171 755 30.6 173 292 30.8 94 556 16.8 176 0.1 439 779 78.2

61

Bachelors - Targets

Prov.2012

Target2012Pass

2013Target

2013Pass

2014Target

Difference in 2013 Target and Pass %

of 2013

EC12 056 11 246 13 108 13686 14 159 578 (4.4%)

FS 6 945 6 937 7 551 8961 8 157 1 410 (18.67%)

GP 36 905 32 449 40 124 38104 43 343 2020 (5.03%)

KZN 37 099 34 779 40 335 47202 43 571 6 867 (17.02%)

LP 17 399 15 324 18 917 18781 20 436 -136(0.7%)

MP 9 607 9 495 10 446 12954 11 285 2 508 (24%)

NW 9 459 7 445 10 285 10166 11 111 -119 (1.15%)

NC 2 538 2 055 2 760 2424 2 982 -336 (-12.17%)

WC 16 992 16 317 18 474 19477 19 956 1 003 (5.42%)

NATIONAL 149 000 136 047 162 000 171755 175 000 9755 (6.02%)

62

Bachelor Pass Trend (Percentage) : 2008 -2013

63

Bachelor Pass Trend (Numbers): 2008 -2013

64

NSC Passes by Type of Qualification per Quintile: 2013

2012 2013

Quintiles Q 1-3 Q 4-5 Q 1-3 Q 4-5

No. of Bachelors 61 300 65 292 78 407 81 40665

School Performance within different Percentage Categories

66

Schools performance within different percentage categories, 2013

School Intervals

2012 2013

Total Number

of school% of

schools

Total Number

of school% of

schools

0 - 19.9% 126 1.9 82 1.220 - 39.9% 484 7.3 334 5.040 to 59.9% 1 229 18.6 991 14.860 to 79.9% 2 176 32.9 1 999 29.980 to 100% 2 608 39.4 3 270 49.9Exactly 0% 2 0.0 9 0.1Exactly 100% 441 6.7 551 8.3

67

School Performance by Quintiles

68

School performance by Quintile - 2013

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

Quintile 1 31 138 327 532 631 1 659

Quintile 2 26 81 307 606 658 1 678

Quintile 3 14 70 215 477 543 1 319

Quintile 4 2 8 71 199 413 693

Quintile 5 1 12 23 84 620 740

Total 74 309 943 1 898 2 865 6 089

69

Subject Performance

70

Candidates’ performance in selected subjects, 2009 – 2013 (at 30% level)

Subjects 2009 2010 2011 2012 2013

Accounting 61.5 62.8 61.6 65.6 65.7

Agricultural Science 51.7 62.6 71.3 73.7 80.7

Business Studies 71.9 71.1 78.6 77.4 81.9

Economics 71.6 75.2 64 72.8 73.9Geography 72.3 69.2 70 75.8 80History 72.2 75.8 75.9 86 87.1

Life Orientation 99.6 99.6 99.6 99.7 99.8

Life Sciences 65.5 74.6 73.2 69.5 73.7

Mathematical Literacy 74.7 86.0 85.9 87.4 87.1

Mathematics 46.0 47.4 46.3 54 59.1

Physical Science 36.8 47.8 53.4 61.3 67.4

71

Candidates’ performance in selected subjects, 2009 – 2013 (at 40% level)

Subjects 2009 2010 2011 2012 2013Accounting 36.0 35.3 35.8 42.7 41.5

Agricultural Science 21.9 32.1 39.5 41.0 49.9

Business Studies 46.7 45.9 55.4 52.9 58.2

Economics 31.2 46.3 33.1 45.8 45.2Geography 39.2 40.6 42.2 46.7 53.4History 46.9 52.5 52.7 65.0 67.1English FAL 72.4 71.3 76.1 82.9 88.7Life Sciences 39.9 51.7 46.2 43.4 47.8

Mathematical Literacy 51.0 64.7 65 61.4 62.4

Mathematics 29.4 30.9 30.1 35.7 40.5

Physical Science 20.6 29.7 33.8 39.1 42.772

Mathematics achieved at 30% & 40% level, 2009 - 2013

73

Physical Sciences achieved at 30% & 40% level, 2009 - 2013

74

Candidates performance in Home Languages, 2011-2013

75

Number and percentage of distinctions in the 12 Key Subjects: 2012 and 2013

2012 2013

Subject WroteAchieved

with distinction

% with Distinction

WroteAchieved with

distinction (80% -100%)

% with Distinction

Accounting 134 978 6 550 4.9 145 427 7 789 5.4Afrikaans First Add Language

76 038 4 126 5.4 87 930 7 215 8.2

Agricultural Science 78 148 176 0.2 83 437 442 0.5

Business Studies 195 507 4 529 2.3 218 914 6 791 3.1

Economics 134 369 2 294 1.7 150 114 2 682 1.8English First Add Language

420 039 6 047 1.4 454 666 7 847 1.7

Geography 213 735 2 967 1.4 239 657 4 135 1.7

History 94 489 3 294 3.5 109 046 3 559 3.3

Life Sciences 278 412 6 230 2.2 301 718 7 590 2.5

Mathematical Literacy 291 341 7 189 2.5 324 097 5 972 1.8

Mathematics 225 874 6 591 2.9 241 509 8 217 3.4

Physical Sciences 179 194 5 657 3.2 184 383 5 616 376

District Performance

77

District performance by achievement interval and province: 2013

Province Total

number of Districts

2013

Below 50% 50% to 59.9%

60% to 70% 70% to 80% 80% and above

EC 23 0 7 11 5 0

FS 5 0 0 0 0 5

GP 15 0 0 0 0 15

KZN 12 0 0 0 10 2

LP 5 0 0 2 2 1

MP 4 0 0 0 3 1

NW 4 0 0 0 0 4

NC 5 0 0 0 4 1

WC 8 0 0 0 0 8

Total 81 0 7 13 24 37

78

District Performance by achievement interval: 2012 - 2013

79

Diagnostic subject Analysis

Generic Improvements• Improvement in the quality of answers provided, which confirms

that improvement strategies are making a difference.

• Gradual consistent improvement in the pass rate in each of the subjects analysed both at the 30% and 40% achievement levels.

• Fewer candidates scoring between 0-29% in most of the subjects.

• Improved performance in a number of gateway subjects which suggests interventions in these subjects are bearing fruit

Generic Shortcomings

• Inadequate linguistic skills which are required to interpret questions and write proper paragraphs.

• Inadequate numerical/mathematical skills resulting in poor performance in questions that required Mathematical skills.

• Failure to interpret questions accurately, or apply knowledge and skills appropriately.

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

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

Twitter: @DBE_SA | Facebook: DBE SA

Mathematics

Mathematics P1:Avarage% performance per question

Question Topic/Section Max Marks Average %

1 Equations, inequalities and Algebraic Manipulation 22 67.7

2 Number Patterns & Sequences 18 50.1

3 Number Patterns & Sequences 18 42.6

4 Functions and Graphs – Parabola 10 68.0

5 Functions and Graphs – Exponential and Log Graphs 11 31.2

6 Functions and Graphs – Hyperbola and Exponential 11 40.1

7 Annuities and Finance 12 48.2

8 Calculus – 1st Principle and using the rule 17 49.6

9 Calculus – Applications in cubic graphs 11 27.6

10 Calculus – Applications in rates of change 6 28.3

11 Linear Programming 14 37.784

Mathematics P1:Avarage% performance per question

85

MathematicsMathematicsKey area of

concernPossible Cause Remedial Action

Learners lack basic knowledge of algebra

Learners algebraic skills are poor. They struggle with Mathematics in grade 11 and 12 because they cannot do the basic mathematics of Grade 8; 9 and 10. If this problem can be rectified learners will perform much better in the Grade 12 examination. Solving inequality equations an area of concern.

Learners to be exposed to number system and how to represent them graphically. Set notation needs to be emphasised.

Learners are still copying the quadratic formula incorrectly from the information sheet.

Either they have copied itincorrectly or they have learnt it incorrectly and not used the formula sheet.

Learners need to master different methods of solving problems.

MathematicsMathematicsKey area of

concernPossible Cause Remedial Action

Learners are failing to apply the first principle.Many notation errors occur every year

Most learners do not understand or copy the formula incorrectly from the formula sheet.

Teachers need to stress the importance of notation in answering a first principles question. Drill and practice the rules of differentiation using the first principle.

Learners do not understand the essence of functions

Functions are not addressed in full in Grade 10. This content is not mastered by learners

Teachers should train learners on how to sketch a graph and vice versa to derive its equation if it is drawn.Teachers are encouraged to use various methods to find the turning point and the axis of symmetry.

Physical Sciences

Physical Sc P1: Avarage% performance per question

89

Physical Sc P1: Average% performance per question

Question

ContentAverage

Performance (%)

Q1 One-word items – all topics 49.0

Q2 Multiple choice questions – all topics 36.2

Q3 Vertical projectile motion 30.0

Q4 Momentum 31.2

Q5 Work, energy and power 32.9

Q6 Doppler effect 43.0

Q7 2D and 3D wave motion 52.8

Q8 Electrostatics 34.0

Q9 Electric circuits 15.5

Q10 Motors, generators & alternating current 36.9

Q11Photo-electric effect

34.290

Physical SciencesKey Area of concern What teachers should do

Inability to use and/or no access to scientific calculators

Provide scientific calculators to learners and teach them calculator usage skills

Inability to draw, interpret and analyse graphs.

•Teachers should include the interpretation and drawing of straight line graphs, parabola and hyperbola in all the knowledge areas in Physical Sciences•Expose learners at least once a week to problems that include graph drawing and interpretation

Poor understanding of basic concepts like wavelength, frequency, emf, internal resistance, terminal potential difference, work and energy and electrochemistry and organic chemistry due to a lack of practical work.

•Learners must do practical work.•Ensure that you have the equipment for practical work.•Do frequent informal testing on basic concepts •Integrate basic concepts in all topics throughout the year

Key Area of concern What teachers should do

Poor mathematical skills and knowledge, i.e. conversions to correct units, solving equations (linear, quadratic, fractions);

•Teachers should highlight and emphasise the mathematical skills required in the context of all the knowledge areas in Physical Sciences. Include science problems that require these skills in daily assessment.•Provide each learner with a booklet of past examination papers from NSC and other examining bodies

Inability to do multi-step problem solving, i.e. inability to grapple with problems.

Inability to answer questions that integrate different concepts, knowledge areas and skills

•Learners must be given daily exercises that include multi-step problem solving from past examination papers, textbooks and Item Banks•Learners should be exposed to questions that integrate different knowledge areas, e.g. momentum & electrostatics, momentum & Newton’s Laws, etc.•Conduct class quizzes and contests on both basic concepts and high cognitive level problem solving. This could be done at school, inter-school, etc levels.

Physical Sciences

WHAT PROGRESS HAS BEEN MADE IN THE

SECTOR?

PROVINCIAL PERFORMANCE COMPARISON (ANA & NSC 2013)

DISTRICT PERFORMANCE COMPARISON (ANA & NSC)

PROVINCIAL PERFORMANCE COMPARISON (ANA & NSC): 2012 & 2013

NUMBER OF DISTRICTS (ABOVE 50% PERFORMANCE) IN ANA 2013 (AVERAGE MATHEMATICS & LANGUAGES (HL&FAL) AND NSC 2013

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 0 0 23 0 23FS 0 0 5 0 5GP 13 0 2 0 15KZN 4 0 8 0 12LP 0 0 10 0 10MP 0 0 4 0 4NC 1 0 4 0 5NW 0 0 4 0 4WC 8 0 0 0 8Total 26 0 60 0 86

Please note: In Limpopo we used 10 districts

WHAT ARE THE LESSONS LEARNT IN 2013

WHAT WORKED

REFLECTING ON ACHIEVEMENTS AND WEAKNESSES

“Our achievements, however, we know full well, must not be used as an excuse for exaggerating our successes for ignoring errors committed and weaknesses that require urgent attention”

From: Nelson Mandela

100

WHAT ARE OUR PRIORITIES FOR 2014?

STRATEGIC DIRECTION

102

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.

PRIORITIES

103

FOCUS AREAS

104

2014 INTERVENTIONS

2014 GET FOCUS AREAS

106

CAPS & Curriculum coverage

Reading

SBA

2014 GET FOCUS AREAS

Languages and MST

2014 ECD FOCUS AREAS

107

CAPS & Curriculum

implementation

Improved Qualifications

Curriculum for 0-4 years

2014 ECD FOCUS AREAS

Conditions of Service

2014 SP FOCUS AREAS

108

CAPS & Curriculum coverage

Career and Subject Choices

SBA

2014 SP FOCUS AREAS

Mathematics

Languages

2014 FET FOCUS AREAS

109

CAPS & Curriculum coverage

Languages and MST

High Enrolment subjects

2014 FET FOCUS AREAS

SBA

English Across the Curriculum

WHAT PROGRESS HAS BEEN MADE ON

RETENTION?

PRINCIPLES USUALLY USED TO ASSESS THE PERFORMANCE OF

AN EDUCATION SYSTEM

• Access

• Redress

• Equity

• Quality

• Efficiency

FACTORS DETERMINING LEARNER RETENTION IN THE SECTOR

• Available subjects/streams and pathways of for selections.

• The quality of teaching and learning• Implementation of remedial and support

programmes • Culling of learners• Repetition• Dropout

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

Twitter: @DBE_SA | Facebook: DBE SA

FACTORS INFLUENCING

LEARNER RETENTION

CONCERNS EXPRESSED ABOUT SCHOOLING, 2008 - 2011

Source: Statistics South Africa, General Household Survey, 2009 - 2011, DBE own analysis

Year Lack of books

Fees too high

Facilities in bad condition

Classes too large

Lack of teachers

Poor teaching

2002 22.5 17.8 10.5 6.6 5.1 4.4 2003 20.5 16.7 9.9 6.6 4.2 3.7 2004 15.7 14.4 8.3 7.0 4.0 2.8 2005 16.8 13.6 7.5 6.5 4.5 3.7 2006 14.8 11.8 8.0 7.4 4.0 3.4 2007 11.4 7.0 5.4 4.9 8.5 6.0 2008 11.0 7.7 5.3 4.8 3.8 3.5 2009 6.6 4.4 3.6 3.3 2.4 2.1 2010 6.4 4.8 4.1 5.0 2.0 2.3 2011 6.0 4.8 4.4 5.0 2.5 2.8

PUBLIC SATISFACTION INDICATORS

0

2

4

6

8

10

12

14

16

20

04

20

05

20

06

20

07

20

08

20

09

20

10

20

11

20

12

Pe

rce

nta

ge o

f le

arn

ers Lack of books

Poor quality of teaching

Lack of teachers

Facilities in bad condition

Fees too high

Classes too large/too many learners

School Household Survey 2012

PERCENTAGE OF REPEATERS BY GRADE 2009 TO 2012

116Data source: Statistics South Africa General Household Survey

TRENDS IN REPETITION 2009-2012

117

DROP OUT RATES DECLINING BUT QUALITY PROBLEMS MANIFEST IN SECONDARY SCHOOLING

0.40.9

0.30.8

2.11.4

3.13.6

6.5

1111.4

12.3

0 0 0 0 0

0.91.2

5.45.7

10.6

13.4

9.3

0

2

4

6

8

10

12

14

16

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Drop out rates declining - negligible in foundation phase. Percentage of those who are not enrolled at the time of the survey (2008 and 2010) and had not completed grade 12

by their grade in the preceding year

2007-2008

2009-2010

118

FACTORS AFFECTING THE THROUGHPUT RATE

• The use of Grade 1 enrolment which is unreliable (Grade 2 will be more appropriate to use)

• Repetition rate

• Learners who continue their studies with FET colleges and SETA’s and are not properly accounted for in our information.

PROGRESS IN GRADE 12 THROUGHPUT RATE

YEAR % PROGRESS2009 28.0%2010 34.2%2011 37.7%2012 38.2%2013 40.4%

PROGRESS ON GRADE 12 LEARNERS PASSES

LONG TERM VIEWS

YEAR NO. OF GR. 12 PASSES

1970 43 000

1990 191 000

2000 283 294

2013 439 779

COMPARISION OF GR 12 THROUGHPUT RATE WITH SOME OF

THE DEVELOPING COUNTRIES

COUNTRY THROUGHPUT RATE IN GR 12

SOUTH AFRICA 40%TURKEY 53%BRAZIL 67%

COUNTRIES SUPPORTING AUTOMATIC PROMOTION & PROGRESSION

• Britain• Japan• Korea• Ireland• Finland• Sweden• Norway and• Denmark

NB. Such countries seldom use repetition and support automatic promotion with strong additional support to weaker learners.

HOW CAN WE IMPROVE RETENTION AND THROUGHPUT RATE?

• Ensure compliance with policy on admission of learners and promotion and progression

• Increase available options for subjects/streams and pathways

• Improve the quality of teaching and learning• Implement strong remedial and support

programmes for weaker learners.

HOW CAN WE IMPROVE RETENTION AND THROUGHPUT RATE?

• Screening, Identification, Assessment and Support (SIAS) should benefit all learners especially at lower grades and entry level.

• Strengthen our information systems to afford us accurate data on a yearly basis

• Commission a research

WHERE SHOULD WE FOCUS TO TURN THE SECTOR AROUND?

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

127

DISTRICT MONITORING AND SUPPORT“It needs to be easy to identifiable areas where

improvements in teaching and learning are required. This means policy-makers and

districts need to be able to access information that helps them determine the rate and extent of progress, including the reasons for under

performance and schools requiring intervention. Most importantly it requires that adequate and appropriate capacity exists to support schools that are performing poorly”

National Planning Commission: Diagnostic Report, November 2011.

128

DISTRICT SUPPORT

129

% not satisfied

% somewhat satisfied % satisfied

% very satisfied Total

EC 32 11 52 5 100FS 12 10 63 15 100GP 9 10 67 14 100KZN 17 15 60 8 100LP 20 10 60 10 100MP 9 13 65 13 100NC 13 13 68 6 100NW 29 10 55 6 100WC 4 12 67 17 100SA 19 11 60 10 100

Satisfaction by province

WHAT IS THE VALUE OF THE MATRIC

CERTIFICATE IN THE LABOUR MARKET?

Clare Hofmeyr, Nicola Branson, Murray Leibbrandt, Cally Ardington, David Lam (14/10/13), UCT

CHARACTERISTICS BY BIRTH COHORT (MEN)

SUMMARY OF FINDINGS

• Educational attainment has risen steadily over the last five decades.

• More recent cohorts having larger proportions of post-primary graduates than their predecessors.

• A greater proportion of these men (with a growing proportion of matric graduates among them) became economically active in the labour market.

CONCLUSION• Increasing levels of youth unemployment and

learners’ poor performance at school have led to claims that the matric certificate no longer has much value in the labour market.

• However, the evidence does not support this claim. • While the labour market conditions facing secondary

school graduates have indeed worsened with time, the value of a matric certificate relative to that of grade 10 and 11 has remained positive both in terms of earnings and the likelihood of finding employment.

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

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