State of Learner Readiness for ANA and NSC Exams in 2013

1. STATE OF LEARNER READINESS FOR ANA AND NSC EXAMS IN 2013 Presentation to Portfolio Committee 10 September 2013 Mr HM Mweli

2. PRESENTATION OUTLINE • Purpose • Progress in ANA and NSC • Support Material • Systemic and System Wide interventions • High impact interventions • Measuring the impact of interventions • Support to improve learner performance • Areas to focus on going forward

3. PURPOSE To report to the Portfolio Committee on learnerreadiness for the conduct of the ANA and the NSC examinations in 2013

4. 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

5. PROGRESS IN ANA AND NSC

6. .55 WC GP FS .5 KZN .45 ANAPERFORMANCE EC .4 MP NW LP .35 NC .6 .65 .7 .75 .8 .85 NSCPERFORMANCE PROVINCIAL SYSTEM OUTCOMES FOR ANA VS NSC Source: ANA 2012 / NSC 2012

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

8. GAUTENG FREE STATE GAUTENG .6 .5 .4 .3 KWAZULU-NATAL LIMPOPO MPUMALANGA .6 ANAPERFORMANCE .5 .4 .3 NORTH WEST NORTHERN CAPE WESTERN CAPE .6 .5 .4 .3 .4 .6 .8 1 .4 .6 .8 1 .4 .6 .8 1 NSC PERFORMANCE DISTRICT PERFORMANCE IN ANA AND NSC VARIES, AND INTRA PROVINCIAL PERFORMANCE A CONCERN EASTERNCAPE Source: NSC 2012 / ANA 2012

9. 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.

10. 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

11. NSC PERFORMANCE: 2008 TO 2012

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

13. SUPPLEMENTARY NSC EXAMS RESULTS FOR 2013

14. 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 isan increase of 1 204 candidates.

15. 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

16. SUPPPORT MATERIAL

17. SUPPORT MATERIAL PROVIDED

18. SUPPORT MATERIAL PROVIDED

19. SYSTEMIC AND SYSTEM-WIDE INTERVENTIONS • NSLA • CAPS • LITNUM • Monitoring Curriculum Coverage

20. SUMMARY: GRADE 12

21. HIGH IMPACT INTERVENTIONSPROVINCIAL PROGRESSREPORTS ON THE IMPACT OF LEARNER SUPPORT PROGRAMMES

22. 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

23. 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

24. 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)

25. MEASURING THE IMPACT OF THE INTERVENTIONS Using a rating scale of 1-3: 1 – low 2 – medium 3 – high

26. PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 3

27. PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 6

28. PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 9

29. PROVINCIAL MONITORING: CURRICULUM COVERAGE PERFORMANCE IN GRADE 12

30. WINTER SCHOOLS

31. SUPPORT TO IMPROVE LEARNER PERFORMANCE

32. TEACHERS

33. KNOWLEDGE OF TEACHERS IN READING AND MATHEMATICS (SACMEQ III)

34. DISTRICT SUPPORT Satisfaction by province

35. 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

36. 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.

37. THANK YOU