1. ANALYSIS OF EXAMINATION RESULTS AND THE LEARNER ATTAINMENT STRATEGY

2. Introduction

3. National pass rates - not enough to provide useful information on the following key priorities: 1. Access and retention of learners in the education system 2. Improved quality 3. Gateway subjects 4. National Strategy for Learner Attainment- dealing with under-performance The approach on this analytical effort focuses: 1. Access - Numbers passing 2. Quality - Numbers passing with endorsement 3. Gateway subjects especially in Mathematics and Science 4. Under-performance in all schools

4. 2006 School Realities DEPARTMENT OF EDUCATION, RSA 1.Learners 12 302 236 11 962 176 (97.2%) public schools 340 060 (2.8%) independent schools 2.Teachers 386 595 367 188 (95%) public schools 19 407 (5%) independent schools 23 947 teachers for 3 828 705 learners in 5 851 secondary schools-Matric Results 3.Schools 26 292 schools 25 194 public 95.8%) 1 098 independent (4.2%) 4.Learner to teacher ratio 32.6 public schools 17.5 independent schools

5. Class of 2006 1.The cohort that began formal schooling in 1995 2.Have had 12 years of schooling in a democratic, non-racial, transformed single education system 3.First group of learners to write 11 subjects set nationally 4.Highest number writing the Senior Certificate Examination since 2002 2002 : 443 826 2003 : 440 267 2004 : 467 985 2005 : 508 363 2006 : 528 525

6. Examination Administration Examination Statistics No. Wrote:528 525 No. of Exam Centres:8 124 No. of Marking Centres:81 No. of Markers:29 731 No. of Question Papers:1 489 No. of examiners:1 492 No. of Internal Moderators:554

7. Examination Administration Examination Process: 1.Setting and moderation of Question papers. 2.External moderation of Question papers by Umalusi. 3.Editing, translation and printing of question papers 4.Registration of Exam Centres. 5.Registration of candidates. 6.Distribution of question papers. 7.Writing of the examination. 8.Marking 9.Standardisation 10.Processing and Release of results

8. Quality of Examination Papers 1.First Senior Certificate examination where eleven of the subjects were set nationally. 2.Panels of examiners with internal and external moderation. 3.More cognitively demanding question papers.

9. STATEMENT BY HIGHER EDUCATION SOUTH AFRICA (HESA) 1.“Congratulates the Department of Education on the strides made in securing the integrity of the examination process” 2.“The challenge well-recognized by the Department of Education is to shift the focus to issues of quality, language and the need to produce high level outcomes and disparities in provision 3.“Evidence need to be produced that there is an increase in the cognitive and conceptual demand on exam papers and that examiners and markers are well prepared that set new levels of engagement for learners and that these new demands are reflected in classroom practices and a strong focus on teacher development” HESA-29 December 2006

10. Approval of the 2006 Senior Certificate Examination 1.Umalusi approved the 2006 Senior Certificate Examination on 20 December 2006. 2.In the approval of the results, Umalusi noted the following: Improved Administrative Systems. improvement in the quality of question papers. Increase in the number of learners writing the Senior Certificate

11. Increased Cognitive Demand Statement from the Umalusi report notes : ‘ …. an increase in cognitive challenge of the national question papers. This has been a welcome move, and it will very well assist in preparing the learners for the challenges of the 2008 curriculum and the new National Senior Certificate (NSC)

12. Irregularities 1.Most irregularities- administrative in nature. 2.All irregularities- reported to the National Examination Irregularities Committee (NEIC). 3.Most administrative irregularities- dealt with prior to the release of the 2006 results

13. Umalusi Declaration “ On the whole Umalusi is satisfied that the 2006 examination were conducted in a manner that renders them fair, valid and reliable. Umalusi wishes to report that there were few reported irregularities but these were addressed appropriately, and therefore Umalusi endorses the fact that the credibility of the 2006 examinations is above reproach” Umalusi report on the 2006 SC examination

14. RESULTS

15. ProvinciaL Efficiency gains 200120022003200420052006 EASTERN CAPE 12 443 28 82533 28637 46833 91539 59741 268 FREE STATE 5 879 15 70317 77718 91619 45920 35521 582 GAUTENG 9 987 47 36850 94155 62154 80857 07357 355 KWAZULU- NATAL 23 840 58 62068 97375 07781 83084 84282 460 LIMPOPO 9 879 48 97149 64448 21954 89760 08758 850 MPUMALANGA 7 343 18 13622 22222 70022 91322 73725 479 NORTHERN CAPE 182 5 5715 3095 6675 60961725 753 NORTH WEST 2 477 22 96324 63725 05524 22123 74825 440 WESTERN CAPE 2 267 31 04932 98533 76933 06532 57333 316 277 206 305 774322 492330 717 347 184 351 503 National 74 297

18. Passes per Gender 2001 – 2006 Narrowing the gap towards gender parity YEARMALE % FEMALE % DIFF. % 2001128 62963.6148 57760.119 9483.5 2002143 28970.7162 48567.419 1963.3 2003151 12775.1171 36571.820 2383.3 2004154 78072.0175 93769.521 1572.5 2005162 32769.7184 85767.222 5302.5 2006164 06567.9187 43865.523 3732.4

19. Passes per Gender from 2001 – 2006 Narrowing the gap towards gender parity

20. DISTRIBUTION OF DISTRICT PERFORMANCE Province No. DistrictsLess 50 % 51-60 %61-70 %71-80%81-100 % 2005200620052006 20052006200520062005200620052006 EC 2423 0603 100706110102none FS 05 Nonenone 02040301none GP 12 none 01 02none05030408 KZN 12 none01 07 0503Nonenone LP 06 none01 0204 01none MP 1003 04N/A 03none020301none NC 04 none 02030201 NW 05 none 020102 0102 none WC 07 none 01none02010406

21. SUBJECT RESULTS

25. Dealing with under- performance in all schools

26. National Strategy for Learner Attainment NSLA An overarching or transversal programme directing the focus of the system to the achievement of all learners “A programme: –A planned and sustained series and set of related operations, projects, activities, strategies, interventions with short and long term objectives of raising learner performance and ensuring improved quality learner achievement –Not once-off, cosmetic, response to crisis or isolated/silo feature Integrates nine provincially driven complimentary strategies An overarching / is by design rather than by default and that it is a true reflection of the health of the system – achievement / performance must be guaranteed

27. NSLA In schools – seeks to raise learner achievement from Gr. R to Gr. 12 Initial focus on foundation and FET phases May need to employ different strategies, approaches for different learners All learners can learn therefore all learners can achieve –Move beyond the narrow constraint of only academic, scholastic, theoretical knowledge… –Learners can achieve at a variety and at varied levels –Must at least ensure that learners perform optimally / achieve within current programmes Therefore there is still a role and place for “special or specific” interventions, remedial and corrective strategies The institution (schools) remain the central place for the execution of our core mandate and for executing the NSLA A strategies, interventions (education system) t Not once-off, cosmetic, response to crisis or isolated/silo feature Integrates several complimentary strategies

28. NATIONAL STRATEGY FOR LEARNER ATTAINMENT (NSLA) Strategic site-based focus: Comprehensive, integrated, diagnostic and targeted approach 1. Improving the overall performance- across all schools. 2. Improving the quality of learner attainment- Increased numbers of Learners passing with endorsements. 3. schools performing below the national average 4. All learners in the system- a fair chance to succeed (Integrated and comprehensive intervention to link NSLA with the National Numeracy and Literacy Strategy in GET) 5. Link with Mathematics, Science and Languages interventions 6. Monitoring and reporting (monthly HEDCOM and CEM reports): A teacher in the classroom - a textbook for every learner in each subject 7. Diagnostic and targeted specific projects and interventions- Increased numbers passing Science, Mathematics and gateway subjects, Eliminating lowest 20% performance in each province, more than 10% below previous performance; New teachers and first matric classes in the schools; Increased endorsements in schools with 100% passes, More HDI learners in the top 50 in each province and more quality and consistency in well endowed schools Ministerial Remit to the IPEC Lekgotla I. Academic and situational analysis of schools that performed badly II. Some typical questions: Did they have learning resources; Are all management and teaching posts filled; What subjects were failed and do the schools have teachers for these subjects; What parts of the syllabus give more problems; How does 2006 compares with previous performances and District offices-does it have staff, resources and can it provide support.

29. School Development Teacher Development Learner Attainment NSLA

30. SCHOOL Province DISTRICT INTERVENTIONS Monitoring visits Reporting to HEDCOM and CEM PIPPIP DIP MAKING THE NSLA NATIONAL IMPROVEMENT PLAN WORK S chool D evelopment S trategy School self-evaluation SDPSDP

31. MAKING NSLA WORK Educator development –Integrate with School Improvement Plan –Focus on IQMS – responding to development needs; –Establish SMT responsibility; –3-year plans for educator development & curriculum training –Focus on content of learning areas/subjects 1.School Visits 2.Appropriate monitoring tools 3.Teacher orientation Workshops 4. EXAM Feedback/ ITEM ANALYSIS

32. MAKING THE NSLA WORK Learner achievement: –Grade 1 – 12; –Focus on 10 - 12; –Focused and targeted interventions; –Teaching and learning time, actual learner activity, assessment, remedial/intervention work; –Access to LTSM;

33. MAKING THE NSLA WORK Reporting Parental involvement Increased visits to schools – Learning Area Managers and Circuit Managers Intensify all services and support to schools

34. Computerized system for tracking learner achievement and early interventions towards 00% success rate by 2014: IECS –All information relating to learner progression collected; –Includes all learners in the system; –Integrated database developed MAKING THE NSLA WORK

35. PROGRAMME FOR NSLA School Development Educator Development Learner Development School Dev Strategies School Dev/ Evaluation 9 Focus Areas IQMS Educator Dev. Needs Individual/ General N C S Learning Area/Subject/ examinations Learning Interventions Monitoring Value AddednessFair chance to succeed for all learners Target driven Use of examination and other credible data Integrated NSLA Programme

36. STRATEGIC IMPACT Enables every child to fulfill his or her potential Matches challenging targets with appropriate resources Achievement makes it easier for learners to go to HEIs or to access good jobs Decreases disengagement from education and from wider society Direct impact on Human Capital development initiatives

37. Schools with pass rate below 20% 1999 - 2006

38. Number of schools below 50% pass rate Province20052006ChangeLER EC419345- 7433.3 FS2636+ 1029.5 GP11894- 2433.7 KZN3754719632.8 LP30954723833.4 MP16798- 6934.5 NC88031.8 NW13595- 4029.4 WC3416- 11831.1 NATIONAL1 5911 71011932.6

39. Dealing with under-performance in the system in 2006 1.114 schools-in an NSLA project of selected schools under 20% in 2006 2.99 schools – improved (87% success) 3.Improvement categories: 20 – 40% = 49 schools 41 – 60% = 25 schools 61 – 79% = 18 schools 80 – 100% = 7 schools 4.Transfer of lessons and experiences across all schools in 2007

41. CONCLUSION a national picture

45. YEARS IN COMPARISON Number enrolledNumber WroteNumber passedNumber with endorsement 2004493 447467 985330 71785 117 2005533 405508 363347 18486 531 2006554 079528 525351 50385 830 Number enrolled, writing and passing SC 2004 to 2006 examination