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Resourcing Poor Schools for Improved Learning Outcomes

This portfolio committee meeting discusses the objectives and accomplishments of the QIDS.UP program, which aims to provide resources and support to primary schools in poor communities to enhance literacy and numeracy learning outcomes.

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Resourcing Poor Schools for Improved Learning Outcomes

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  1. Resourcing poor schools and monitoring learning outcomes: QIDS UP Portfolio committee meeting 10 June 2008

  2. Key objectives • QIDS UP: Provide primary schools (15 000) in poorest 3 quintiles with a basic resource package for effective implementation of curriculum with special focus on Literacy and Numeracy, by 2011; • Provide support to teachers and managers in all 15 000 primary schools to ensure improved learning outcomes.

  3. QIDS UP: Objectives (2007 – 2011) • Improve learner competences in literacy and numeracy in primary schools serving poorest communities (Quintiles 1 – 3) • Provide teaching and learning resources for literacy and numeracy • Provide resources to improve learning environment and ensure effective implementation of the curriculum • Provide support to teachers and school managers • Monitor and evaluate learner and school performance

  4. QIDS-UP TARGET • 15 000 schools in quintiles 1, 2 and 3 over 5 years. • For 2007/2008, 3 500 schools in 14 districts serving approximately 1.2 million learners given priority focus. Target group extended to 15 000 from 2008.

  5. Profile of targeted schools • Infrastructure • 5 013 with poor or very poor infrastructure • 2 807 with no water at school or close by • 1 239 without toilets • 10 500 with no fencing • 7 015 with insufficient desks for learners • 4 096 with no electricity • Curriculum resources • Approx 80% with no access to library facilities • Limited Teacher/classroom Resource material in all schools

  6. Provincial Allocations for QIDS UP

  7. Achievements to date • Literacy and numeracy resources (increasing access to books and improving learning opportunities): • 985 200 reading books with shelves, in all official languages, provided to 10 000 primary schools towards classroom libraries; • 7 000 Grade R and 1 learners received personal books and bags as part of Drop All and Read Campaign; • 21 mobile libraries provided to Gauteng, Free State, Western Cape and KZN; (Additional 10 in process for 2008.) • 1 000 Reading Toolkits (in 4 languages) containing basic requirements for the teaching of reading in the Foundation Phase procured and delivered beginning of 2008 academic year.

  8. Achievements to date • Literacy and numeracy teaching resources: • 1 284 schools provided with numeracy, mathematics and science kits; • A teacher’s handbook on the teaching of reading in the early grades developed and distributed to all schools (3 copies per school) at beginning of 2008 academic year. • Training on effective strategies to improve literacy and numeracy conducted for all curriculum advisors for effective support to schools. • Assessment Frameworks to help teachers plan, teach and track learner progress developed for Foundation and Intermediate Phases and being distributed to all schools.

  9. Achievements to date • Improving conditions for learning: • 500 schools provided with essential school resources such as photocopiers, fax machines and computers for administration and for teaching; • 219 schools had minor repairs and or fencing done to improve condition of school. • Monitoring learning outcomes: • Baseline of learner performance in literacy and numeracy at Grade3 conducted in all schools in 10 of the 14 districts; Remaining 4 districts scheduled for February 2008; • An Early Grade Reading Assessment (EGRA) tool developed in 6 languages to help teachers monitor reading acquisition in the classroom. Included in the Reading Toolkit.

  10. ACCOMPLISHMENTS TO DATE • Reading Toolkit for Teachers • 100 Storybooks project • Mobile Library in Education project

  11. 2007 ACCOMPLISHMENTS • Drop all and read campaign • Writing Project for Foundation Phase with Hampton University – delivered 10 000 books in all languages for Foundation Phase. • Ithuba Writing Project for Intermediate Phase with University of Texas. Delivered 160 000 books in all different languages. Targeting 1,8 million books by end 2008.

  12. PROGRAMMES FOR 2008/9 • Deliverable 1: Increase coverage of resource provisioning (for numeracy and literacy teaching and overall effective teaching) to all grades in the targeted schools; • Deliverable 2: Support districts and schools in the setting of improvement targets using results of baseline assessments in Literacy and Numeracy. • Deliverable 3:Strengthen assessment, tracking, recording and reporting on learning outcomes for all schools; • Deliverable 4:Train Subject Advisers in targeted districts on the use of all support materials provided; • Deliverable 5:Develop EGRA in remaining 7 languages to provide support to schools specifically on reading improvement.

  13. CONCLUSION • The identified deliverables will be complemented with province –specific resourcing and training, based on need and available budget. • Preliminary findings from baseline studies conducted indicate some improvement in both literacy and numeracy. • Results packaged per school, per district to assist with targeted support towards 50% target for all schools by 2011.

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