Update on Education for All (EFA) Goals

1. Update on Education for All (EFA) Goals Department of Basic Education Wednesday 19 September 2012

2. Introduction • This presentation provides an assessment of the progress made in South Africa towards the achievement of the goals. • It also summarises government’s policies and programmes aimed at realising the EFA goals and targets. • The government aims to ensure that quality education is made accessible to all children, which is their fundamental right, as well as being an indispensable condition for meeting other development targets such as the internationally agreed Millennium Development Goals (MDGs).

3. Introduction (cont‘d) • The Bill of Rights in the South African Constitution (RSA, 1996a) stipulates that “everyone has the right to a basic education, including adult basic education; and further education, which the State, through reasonable measures, must make progressively available and accessible”. • In terms of the South African Schools Act (RSA, 1996b), education for learners is compulsory for children turning seven until the age of 15 or Grade 9. Although education is not compulsory for learners beyond Grade 9, no learner who wishes to continue to Grade 12 is denied access to schooling. Government has also targeted the enrolment of all 5 year old children in Grade R (the reception year) by 2014. • The South African Schools Act, 1996 (SASA) adopted a model of school governance that devolved significant powers to School Governing Bodies (SGBs). These are juristic persons and representative bodies, with parent representatives in the majority.

4. The six EFA goals • Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. • Goal 2: Ensuring that by 2015 all children, particularly females, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. • Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. • Goal 4: Achieving a 50% improvement in levels of adult literacy by 2015, especially for women; and equitable access to basic and continuing education for all adults. • Goal 5: Eliminating gender disparities in primary and secondary education by 2015, and achieving gender equality in education by 2015, with a focus on ensuring females' full and equal access to and achievement in basic education of good quality. • Goal 6: Improving all aspects of quality of education, and ensuring excellence for all, so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

5. Education For All (EFA) Goals

6. Progress on EFA Goal 1 Percentage of 0-4 year old children attending education institutions by Province, 2002-2011 Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

7. Progress on EFA Goal 1 (cont’d) Percentage of 0-4 year old children attending education institutions by Province, 2009-2011 Source: Statistics South Africa, General Household Survey, 2009-2011, DBE own calculations

8. Progress on EFA Goal 1 (cont’d) Percentage of 5 year olds children attending educational institutions, 2002–2011 Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

9. Progress on EFA Goal 1 (cont’d) Percentage of 5 year olds children attending educational institutions by province, 2009 –2011 Source: Statistics South Africa, General Household Survey, 2009-2011, DBE own calculations

10. Progress on Goal 2: Ensuring that by 2015 all children, particularly females, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. Participation of 7-13 year olds in education institutions by gender, 2002 – 2011 Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

11. Progress on Goal 2 (cont’d) Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

12. Progress on Goal 2 (cont’d) Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

13. Progress on Goal 2 (cont’d) Source: Statistics South Africa, General Household Survey, 2009-2011, DBE own calculations

14. Percentage of 7 to 15 year old children with disability attending educational institution by province, 2010 -2011 Source: Statistics South Africa, General Household Survey, 2010-2011, DBE own calculations

15. Percentage of orphans attending schools as a percentage total enrolment, 2002-2011 Source: Statistics South Africa, General Household Survey, 2002-2011.

16. GOAL 3: LEARNING NEEDS OF YOUNG PEOPLE AND ADULTS Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

17. Progress on GOAL 3 (cont’d) Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

18. Progress on GOAL 3 (cont’d) Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

19. Progress on GOAL 3 (cont’d) Source: Source: DHET, EMIS, 2011. Please note: *2010 number of centres includes satellite, 2011 is number of main centres ** number of centres for which data was captured

20. Kha Ri Gude delivery by Province: 2008 – 2011

21. Progress on GOAL 3 (cont’d) Source: DHET, Annual Survey Statistics for 2010, and 2011.

22. Goal 4: Achieving a 50% improvement in levels of adult literacy by 2015, especially for women; and equitable access to basic and continuing education for all adults. Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

23. Goal 5: Eliminating gender disparities in primary and secondary education by 2015, and achieving gender equality in education by 2015, with a focus on ensuring females' full and equal access to and achievement in basic education of good quality. • The Gender Parity Index measures the proportion of females to males for a specific indicator, in this instances the proportion of females accessing education in relation to male learners. Parity is conventionally considered to have been achieved if the female-to-male ratio lies between 0.97 and 1.03 (UNESCO, 2000). • GPI is achieved in Early Childhood Development (ECD) enrolment. • In primary school level there are more boys than girls, but the gap is closing. Some of thee reason for the gap in primary is due to high repetition of boys in primary level compared to girls. • In secondary school level there are more female learners than male learners.

24. Goal 5 (cont’d) Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

25. Enrolment in Grades 11 & 12 by province, 2011 Source: DBE, EMIS School Realities, 2011

26. Goal 6: Improving all aspects of quality of education, and ensuring excellence for all, so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills National Senior Certificate passes, 2008 to 2011 Source: Department of Basic Education, National Senior Certificate database, 2008 to 2011

27. Goal 6(Cont’D): Performance of learners in ANA, 2011 Overall achievement of Grades 3 and 6 learners by province, 2011 Source: DBE, Report on Annual National Assessments 2011

28. Teacher Time on Task The percentage of grade 5 children taught by teachers who report spending at least 20 hours teaching per week (data from 2009) Source: National School Effectiveness Study Please note: Gauteng did not participate in the study

29. Curriculum coverage Average number of Maths Curriculum topics (as specified in the curriculum) covered in the best learner's workbook (Grade 5, 2009) Source: National School Effectiveness Study

30. Curriculum coverage Percentage of grade 5 children in classes in which the best learner's workbook revealed no evidence of paragraph length writing (data from 2009) Source: National School Effectiveness Study

31. Teacher content knowledge Mean Reading and Mathematics teacher test scores by province in SACMEQ III (2007) Source: The SACMEQ III Project in South Africa: South Africa, Country Report, 2010

32. Teachers, Text and Time • Impact of poor teacher attendance (in school and going to class); poor preparation; and poor curriculum coverage is having a serious impact on performance • Aggravated by poor teaching (pedagogy) • Problem inordinately affects poor learners • Raises two urgent challenges for the sector: accountability and development • Will have to institutionalise mechanisms for monitoring teacher attendance; curriculum coverage; and district support to schools • Improve the effectiveness of teacher development

33. HIV prevalence by age group, 2002, 2005 and 2008 Source: Shisana et al., Human Sciences Research Council (HSRC), 2008. Note:‘95% CI’ refers to the confidence interval within which the HIV prevalence parameter is likely to be found, and the level of reliability of the estimate.

34. Initiatives to improve Quality of Schooling • Action Plan to 2014: Towards the realisation of Schooling 2025. • Work with districts and use ANA and NSC results to ensure targeted interventions in underperforming schools • quarterly Ministerial meetings with Districts, • Planning and Delivery Oversight Unit has an integral role • Literacy and Numeracy strategy (active interventions to promote reading) • Maths, Science and Technology strategy • Integrated ECD and multi-grade interventions • Accelerated Schools Infrastructure Development Initiative (ASIDI) • Annual National Assessment. • Funza Lushaka Bursary Programme

35. Focus on Learning • CAPS • Workbooks • Assessment (ANA, Matric) use • Infrastructure • Teacher development and accountability • LTSM quality, costs, coverage interventions • Learner performance improvement especially in multigrade and difficult contexts • Ensuring curriculum coverage and utilisation appropriately to ensure outcomes are achieved

36. Mitigating the impact of poverty • Poverty and socio-economic challenges persist and make it essential to consolidate the DBE anti-poverty interventions including • Infrastructure: ASIDI and other interventions • Health matters: Screening, HIV/AIDS mitigation strategy • School Nutrition • Scholar Transport • Reducing the effect of poverty-related disadvantage due to particular models of curriculum implementation

37. Conclusion • The government and people of South Africa are far from satisfied with the level of performance of the education system, especially the quality of services offered to the poorest and most vulnerable members of society. • In terms of access to basic education South Africa has done well. However, in terms of access to meaningful education with quality outcomes, South Africa has done poorly. • As a result, improving education services and raising the standards of teachers’ and learners’ performance are among the highest priorities of the Department of Basic Education and the South African government.

38. MILLENNIUM DEVELOPMENT GOALS (MDG) 2012 : COUNTRY UPDATE

39. MDGs goals, targets and Indicators

40. GOAL 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION Primary Adjusted Net enrolment Rate (ANER) Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2002-2011, DBE own calculations

41. GOAL 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION Primary Adjusted Net enrolment Rate (ANER) by province, 2011 Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2011, DBE own calculations

42. Goal 2 (cont’d) Percentage of 13 to 24 year olds who have completed Grade 7 and above, 2011 Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2011, DBE own calculations

43. Goal 2 (cont’d) Completion of primary school education(Grade 7) and above by 18 year olds in South Africa, 2002-2011 Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2002-2011, DBE own calculations

44. Goal 2 (cont’d) Percentage of 15-24 years old who have completed Grade 7 and above, 2002 to 2011 Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2002-2011, DBE own calculations

45. Goal 2 (cont’d) Percentage of 15-24 years old who have completed Grade 7 and above by province, 2010-2011 Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2011, DBE own calculations

46. GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN Gender Parity Index (GPI) in Primary & Secondary schools, 1997 -2011 Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

47. GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN Gender Parity Index (GPI) in Primary & Secondary schools, 1997 -2011 Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

48. GOAL 3 (cont’d) Overall Gender Parity Index (GPI) (Primary & Secondary schools), 1997 -2011 Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

49. GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

50. Conclusion • South Africa has in effect achieved the goal of universal primary education before the year 2015, and its education system can now be recognised as having attained near universal access. • However, if this achievement is to be translated into educational transformation in a meaningful way, serious interventions are needed to improve the quality and functionality of education. • Furthermore, data provided confirms that South Africa has generally performed well against the international indicators for Goal 3. • Indeed, South Africa could be considered to have reached most gender equality targets, if not exceeded them. While the country performs well on the international indicators, South Africa does face a range of socio-economic and cultural challenges that continue to undermine aspects of gender equality and women empowerment.