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PORTFOLIO COMMITTEE MEETING PLANS FOR 2016. Mr HM Mweli Director General: Department of Basic Education 16 February 2016. PRESENTATION OUTLINE. Introduction Evidence-based Report - 2015 Summary of the 2016 NSLA Summary of the 2015 Diagnostic Report
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PORTFOLIO COMMITTEE MEETING PLANS FOR 2016 Mr HM Mweli Director General: Department of Basic Education 16 February 2016
PRESENTATION OUTLINE • Introduction • Evidence-based Report - 2015 • Summary of the 2016 NSLA • Summary of the 2015 Diagnostic Report • Interventions in Eastern Cape, Limpopo and KZN • Basic NSC 2015: General Findings • NSC 2015: Key Recommendations • Basic Education Sector Lekgotla • Conclusion
“There are no secrets to success. It is the result of preparation, hard work and learning from failure.” Colin Powell
MST CONDITIONAL GRANT
IMPROVING PERFORMANCE & PARTICIPATION IN MST SUBJECTS • Reconfigured Dinaledi and Technical High School grants into MST Conditional Grant to promote universal access and participation in Mathematics, Science and Technology (MST) • Atotal allocation of R347 million for the 2015-2016 financial year provided to resource schools, in supporting teaching and learning for the improvement of Mathematics, Sciences and Technology teaching and learning at 1 000 schools focusing on the following: • Information, Communication and Technology (ICT) resources: • Workshop Equipment, Machinery and Tools: • Laboratories and workshop equipment, apparatus and consumables:
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS • 595 schools were supplied with Information, Communication and Technology (ICT) resources such as laptops, tablets and software for Maths, Science and Technology curriculum to support curriculum and teaching methodology at FETlevel: • 33 schools : Eastern Cape; • 544 schools: Mpumalanga; • 10 schools: Northern Cape; and • 8 schools: Western Cape
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS • 802 workshops were supplied with equipment, tools and machinery for Technology to support curriculum and practical teaching methodology at FET level: • 72 workshops: Eastern Cape; • 226 workshops: Gauteng; • 450 workshops: Mpumalanga; • 6 workshops: Northern Cape; and • 48 workshops: Western Cape
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS 136 Physical Science laboratories in Mpumalanga were supplied with consumables and subject related apparatus to support curriculum and practical teaching methodology at FET level.
CONTRIBUTION OF THE MST GRANT TOWARDS NSC RESULTS 17,824 learners were funded to participate in Maths and Science Olympiads including coaching and revision camps to improve learner preparedness for the NSC examinations: • 2756 learners: Eastern Cape; • 900 learners: Free State; • 11 680 learners: Mpumalanga; and • 2 488 learners: Western Cape
LANGUAGE PROFICIENCY ENGLISH ACROSS CURRICULUM (EAC)
ENGLISH ACROSS CURRICULUM MATERIALS DISTRIBUTED ACROSS THE SECTOR IN 2015
SIYAVULA TEXTBOOKS PROVIDED:MATHEMATICS AND PHYSICAL SCIENCES TEXTBOOKS The table illustrates the number of Siyavula Mathematics and Physical Science textbooks that were distributed in 2013 from which the present cohort benefited.
ICT PROVISIONING
PROVISION OF ICT RESOURCES TO SCHOOLS • A DBE educational TV Channel was established (Available on Open View Higher Definition (OVHD) (Channel 201), DSTV (Channel 319) & StarSat platforms) • Currently 830 schools have access to DBE TV channel. Grade R, 4 – 6, 8 – 9 & 10 -12 Live & pre-recorded lessons are broadcast daily. • Revision lessons are broadcasted during school holidays (Easter, Winter and Spring) & during examination sessions (Supplementary, June, Preliminary & Final examinations). • Broadcast schedules are available on the DBE website & also made available to provincial curriculum structures offline.
IMPACT OF ICT SUPPORT: MINDSET Audience on DStv Audience Flow, Daily Reach (000): Compact/Other Individuals (Weekdays) Source: DStv-i, Tues - Mon 06:00 – 24:00 Highest reach during LXL The graph suggests that the highest number of DSTV viewership (especially the Educational TV channel) happens between 15:30 and 19:00
THUTONG PORTAL • The 2014 NCS Examination Question Paper and Memos of the 12 subjects have been uploaded on Thutong Portal for access by Grade 12 learners: • A total of 38 subjects were uploaded on the Thutong Educational Portal. • Thutong Educational Portal has 31,496 online content resources • Other resources available on the portal includes: • Mind the Study Guides and • Siyavula textbooks
CRITERIA FOR INTERVENTIONS Provinces presented targeted subject specific interventions to improve learner performance in the eleven (11) key subjects. Criteria to identify and select schools that participated in the intervention programmes: • Schools that achieved below 60 / 70% pass in the 2014 results • All schools that enrolled 100 or more learners for in a subject in 2015 • Schools that enrolled 50 or more learners in 2015 but performed below 70% in the 2014 NSC examinations • Schools that constitute the high risk learners that would have progressed into Grade 12 because of the new progression policies
SUBJECT-SPECIFIC INTERVENTIONS • Accounting; • Agricultural Sciences; • Business Studies; • Economics; • English First Additional Language. • Geography; • History; • Life Sciences; • Mathematical Literacy; • Mathematics; and • Physical Sciences.
AIM OF THE PROGRAMME To provide support to learners who have not been able to meet the requirements of the NSC thereby meeting the goals of the NDP and the sector by increasing learner retention
PROJECT SCOPE Three phases viz. (i) Learners that qualify to write the supplementary (max 2 subjects) examinations to be piloted in 2016 in seven (7) subjects with a low achievement and high enrolment rateand in districts with large numbers of prospective learners (Examinations written in Feb/March) (ii) Progressed learners – out of school learners (pilot 2016) who will have multiple opportunities to complete the NSC, conditional to shelf life of the SBA. (Examinations written in June) – 7 000 learners nationally (iii) Learners that failed to meet the NSC requirements which will be planned for in 2016 and rolled out in 2017
SUPPORT OFFERED • Face-to-face classes offered in 2 districts per province, in two venues per district (36 venues) • Telematics Broadcasting Solution – 322 schools • Internet Broadcasting Project (IBP) – Free State – 60 schools • Mindset Broadcasts (DSTV and HD Open View) – 828 of 1 000 schools installation complete • Vodacom/Teacher Centres – 74
PRINTED LTSM • Books will be printed for Phase II learners • Mind the Gap books will be retrieved from learners for use by other Second Chance Learners in order to save costs • DBE subject Advisors are currently finalising the extraction of difficult questions, for the 7 pilot subjects based on the diagnostic reports • The collation of questions from the exemplar papers, 2014 November, 2015 March and 2015 November question papers and memos will be circulated to district offices for printing (limited numbers will be printed and shared) and circulation to face to face classes. DBE will print bulk copies and send via courier to the venues
INTERNET SUPPORT • DBE Website - • Vodacom Website – www.vodacom.co.za/e-school • Face Book Page – Second Chance Programme
SUMMARY OF THE 2016 NATIONAL STRATEGY FOR LEARNER ATTAINMENT
PURPOSE OF THE NSLA The National Strategy for Learner Attainment (NSLA) strives to meet the targets set out in Action Plan to 2019 – Towards Schooling 2030 to improve learning and teaching in the schooling system
2016 NSLA • reflects a differentiated approach in providing support to under-performing provinces, districts and schools; and High enrolment subjects; • Learners with special education needs; • Girl learners in MST subjects; • Addressing weaknesses and gaps provided in the subject profiles; and • Support for repeating and progressed learners in all grades.
2016 NSLA • NSLA to ensure clear accountability; • Detailed Performance Indicators to improve accurate reporting; • Making the framework grade and phase specific with a special focus on Senior Phase aligned to the interventions; • Specific focus on Progressed learners and Retained learners; • Inclusion of the 1+4 Mathematics project; • Including measuring the impact of interventions; and • Differentiated approach to performance and under-performance.
PILLARS OF 2016 NSLA • Section 1: Management and Leadership • Section 2: Early Childhood Development • Section 3: Primary/GET Schools: Foundation Phase; Intermediate Phase; Senior Phase; Rural Education and Reading. • 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: ICT
NSLA IMPLEMENTATION & REPORTING • TDCM • HEDCOM • CEM • Portfolio Committee • + UMALUSI
PURPOSE • Provide feedback to learning and teaching. • Provides teachers, subject advisors and education planners with the common areas of weakness • Ensure that these areas are constructively addressed in the teaching programme planned for 2016 • Assists in school baseddiagnostic assessment and intervention.
SCOPE OF THE NATIONAL DIAGNOSTIC ANALYSIS • Covers 11 of the subjects with high enrolments namely: • Accounting, Agricultural Science, Business Studies ,Economics, • English First Additional Language, Geography, History ,Life Sciences, • Mathematics, Mathematical Literacy and Physical Science. • Attempts to track progress made in the subject and content areas • that were highlighted as problematic in the previous years. • (c) For each subject the following are included • general overview of learner performance; • analysis of performance on individual questions; • aspects of the curriculum identified as problematic; and • suggestions for improvement.
SCOPE OF THE NATIONAL DIAGNOSTIC ANALYSIS • The National Diagnostic Report also includes an • improvement framework for the FET phase • (for all subjects) • Covers grades 10 to 12; • Focuses on remedial measures indicating the responsibility at each level of the sector (DBE, PED, district, teachers etc.); • Also includes resources to be utilised; and • Suggests time frames for the implementation of these remedial measures
GENERAL FINDINGS NSC 2015
FINDINGS • Poor language skills indicated as major reason for underachievement. • Lack of understanding and applying the correct subject –specific terminology and content. • This could be attributed to short-comings in teaching strategies and methodologies and content knowledge of teachers. • Lack of proficiency in dealing with analytical, evaluative or problem solving questions.
Life Sciences P1 - Shortcoming • Life SC P1 • Investigative methodology not well understood(planning, conducting and reporting not well taught). Knowledge gap • In Q2.3.1, many candidates provided steps that reflected ‘conducting an investigation’ rather than ‘planning’ an investigation. For example, they wrote ‘record results in a table’ rather than ‘decide how to record the results’. • Remediation • Learners should be taught to differentiate between the planning and conducting phases of an investigation as well as ways of clearly expressing the steps involved in both phases. In Q 2.3.1, for example, the table below shows how answers on similar aspects will differ under planning and under conducting.
