1. National Senior Certificate Examinations Portfolio Committee on Basic Education 7 February 2012

2. Introduction

3. The release of the 2011 NSC examination results has attracted immense public interest. The NSC examination results remains one of the most important indicators of performance of the schooling system. These results have implications for: - the DBE and its targets for learner improvement. -diagnostic significance in curriculum implementation -national benchmark for all schools

4. Introduction The national curriculum has established itself over the past four years: Generally, teachers have adjusted to the national curriculum standards Remediation programmes have yielded steady improvements Improved allocation of resources to schools Ongoing provision of professional support to educators and administrators Overall, evidence of a maturing national system of education Tried and tested processes, policies and practices in the national examination and assessment system Teachers, subject advisors and the examining panels have come to grips with the national curriculum and its associated assessment

5. Context

6. 6 Context: Delivery Agreement Outputs Outcome 1: Improved quality of basic education Output Sub-outputs Output 1: Improve the quality of teaching and learning 1.1 Improve teacher capacity and practices 1.2 Increase access to high-quality learning materials Output 2: Undertake regular assessment to track progress 2.1 Establish a world-class system of standardised national assessments 2.2 Extract key lessons from ongoing participation in international assessments Output 3: Improve early childhood development 3.1 Universalise access to Grade R 3.2 Improve the quality of early childhood development Output 4: Ensure a credible outcomes-focused planning and accountability system 4.1 Strengthen school management and promote functional schools 4.2 Strengthen the capacity of district offices

7. 7 Initiatives to improve Quality of Schooling Action Plan to 2014: Towards the realisation of Schooling 2025. Review of the Curriculum. The workbook project. Continuing teacher development. Accelerated Schools Infrastructure Development Initiative (ASIDI) Annual National Assessment. Foundations for learning programme. The National School Nutrition Programme

8. 8 Initiatives to Improve Quality of Schooling Strong focus on improving literacy and numeracy across all grades. Dinaledi Schools. No Fee Schools. Funza Lushaka Bursary Programme

9. 9 Grade 12 Intervention Strategies Intensive post-test analysis of question papers Development of a Diagnostic Subject Report Development of self study guides in selected subjects in 2010. Development of additional self study guides in Economics, Business Studies and Life Sciences. Development of Practical Assessment Tasks (16 subjects in NCS) Revision camps for learners. Winter classes. Radio lessons Common tests, examinations

10. Number of candidates and the pass rates in NSC: 1994 to 2010 10

11. Grade 12 completion of 19 to 24 year olds earlier and at higher levels over recent years (StatsSA household surveys) 11

12. Setting of standards in FET band With the introduction of the NSC in 2008, standards were set at the grade 10, 11 and 12 levels, which was not the case with the old Senior Certificate. Common testing programme implemented at grades 10, 11 and 12, together with exemplar questions. One of the reasons for the decrease in the numbers of learners qualifying for admission to Grade12.

13. Enrolment in Grade 11 & Grade 12 1999 to 2011 13

14. Standardisation of Results

15. Year Subjects Raw marks Adjusted downwards Adjusted upwards 2010 5839109 2011 564583

16. Senior Certificate and the National Senior Certificate Promotion Requirements: SC -Pass two approved languages. At least one at first language SG level -Pass at least three other subjects -Aggregate of 720 marks -Pass : HG (40%): SG (33 %); Converted Pass (LG): 25%

17. Senior Certificate and the National Senior Certificate Promotion Requirements: NSC NSC -Achieved Home Lang: 40% -Two (2) subjects at 40% and three (3) at 30% Higher Certificate -NSC -LOLT at 30% Diploma --NSC -LOLT at 30% -Four (4) subjects at 40% Bachelors -NSC -LOLT at 30% -Four (4 ) subjects at 50% (designated list)

18. Senior Certificate and the National Senior Certificate Comparison NSC requires a seven subject offering, SC six. NSC: Mathematics or Maths Literacy and Life Orientation compulsory. Candidate could pass the SC with a converted pass of 25%, provided an aggregate of 720 was obtained. Aggregate made redundant in the NSC with the specific requirement of 3 at 30% and 3 at 40% Admission to bachelors in the SC: pass 4 subjects at 40% and 2 subjects at 33.3%. Admission to bachelors in the NSC: 4 subjects at 50% and remaining subjects at 30%, (home language must be at 40%). All subjects offered for the NSC are at one level which is equivalent to the Higher Grade.

19. The Magnitude and Size of the NSC Examination

20. Candidates Enrolled/Wrote (full time) - 2011 Province Candidates enrolled and wrote Number enrolled Number wrote Difference enrolled-wrote Eastern Cape 68 06965 359 2 710 Free State 26 39425 932 462 Gauteng 87 63085 367 2 263 Kwa-Zulu Natal 127 056122 126 4 930 Limpopo 74 67373 731 942 Mpumalanga 49 60048 135 1 465 North West 25 93025 364 566 Northern Cape 10 42510 116 309 Western Cape 41 26139 960 1 301 National 511 038496 090 14 948

21. Candidates Enrolled/Wrote (part time) - 2011 Province Candidates enrolled and wrote Number enrolledNumber wrote Difference enrolled-wrote Eastern Cape 16 46511 5454 9200 Free State 2 5891 604985 Gauteng 35 49328 0217 472 Kwa-Zulu Natal 24 75215 7199 033 Limpopo 12 8549 6203 234 Mpumalanga 6 4954 2982 197 North West 3 1442 382762 Northern Cape 1 691967724 Western Cape 9 2975 9603 337 National 112 78080 11632 664

22. NSC Full-Time Enrolments 2008-2011 22

23. Enrolments - NSC Part Time candidates 2008 - 2011

24. Overall National Results

25. Numbers Wrote 2008 to 2011 25

26. Calculation of Achievement rate and Bachelor passes Achievement rate: No. of candidates that obtained NSC ÷ No. of candidates that wrote. Bachelors: No. of candidates that achieved Bachelors ÷ Total no. of candidates that wrote.

27. Overall performance of candidates in the 2011 NSC examination Province2011 Total wroteTotal Achieved% achieved Eastern Cape 65 35937 99758.1 Free State 25 93219 61875.7 Gauteng 85 36769 21681.1 KwaZulu Natal 122 12683 20468.1 Limpopo 73 73147 09163.9 Mpumalanga 48 13531 18764.8 North West 25 36419 73777.8 Northern Cape 10 1166 95768.8 Western Cape 39 96033 11082.9 National 496 090348 11770.2

28. NSC performance, 2008 to 2011 28

29. Candidates who wrote by gender

30. Performance by Gender 2011 (Achieved/Not Achieved) 30

31. Numbers Achieved per Achievement Level 31

32. 2011 NSC passes by type of qualification Total Wrote Achieve with Bachelor s % achieved with Bachelor s Achieve with Diploma % achieve with Diploma s Achieve Higher Certificat e % Achieve with Higher Certificat e Achieve NSC % Achieve NSC Total Achieved EC65 35910 29115.715 53023.812 10218.5740.1137 997 FS25 9326 81726.38 37132.34 41317.0170.0719 618 GP85 36730 03735.227 77632.511 39413.390.0169 216 KZN122 12627 39722.434 19028.021 33117.52860.2383 204 LP73 73112 94617.618 86825.615 25320.7240.0347 091 MP48 1358 86618.413 19527.49 07218.8540.1131 187 NW25 3647 18728.38 37333.04 17716.500.0019 737 NC10 1162 01219.92 87128.42 07420.500.006 957 WC39 96015 21438.112 41031.15 48013.760.0233 110 RSA496 090120 76724.3141 58428.585 29617.24700.09348 117

33. National Achievement Levels 2008 - 2011 33

34. Comparison of Bachelors passes by provinces 2008 to 2011

35. EnteredWroteAchieved Eastern Cape817864 Free State413633 Gauteng383369340 KwaZulu Natal665 Limpopo20617996 Mpumalanga000 North West444 Northern Cape11811761 Western Cape1189260 National957881663 Overall performance of Learners with Special Needs in the 2011 NSC examinations

36. Gini coefficient of pass rates (2009 to 2011)

37. Achievement rates within different percentage categories

38. School Achievement by Quintiles 2011

39. Candidates’ performance in selected subjects 2008 – 2011 (at 30% level)

40. Candidates’ performance in selected subjects 2008 – 2011 (at 40% level) 40

41. Mathematics achieved at 30% & 40% level 2009 to 2011 41

42. Physical Sciences achieved at 30% & 40% level 2009 to 2011

45. 45

46. District performance by achievement interval and province 2011 Province Total number of Districts Below 50%50% to 59.9%60% to 70%70% to 80%80% & above EC2356840 FS500041 GP14001410 KZN1201740 LP601310 MP401210 NW400022 NC501121 WC800017 Total81510222321 46

47. District Performance by achievement interval 2011 47

48. Bachelor Targets – Short Term National Targets Year200920102011201220132014 Target 110 000123 000136 000149 000162 000175 000 Achieved 109 697126 371120 767???

49. Bachelor Targets - Provincial Prov 2010 Pass 2011 Target 2011 Pass 2012 Target 2013 Target 2014 Target EC 10 22511 004 10 291 12 05613 10814 159 FS 5 8906 339 6 817 6 9457 5518 157 GP 31 30133 686 30 037 36 90540 12443 343 KZN 31 46633 863 27 397 37 09940 33543 571 LP 14 75715 881 12 946 17 39918 91720 436 MP 8 1478 768 8 866 9 60710 44611 285 NW 8 0218 633 7 187 9 45910 28511 111 NC 2 1522 316 2 012 2 5382 7602 982 WC 14 41215 510 15 214 16 99218 47419 956 Nat 123 000136 000120 767 149 000162 000175 000

50. Provinces 2010 vs. 2011 Free State and Mpumalanga exceeded their targets, even though the numbers that wrote dropped in 2011 E Cape had a drop, even though the numbers that wrote increased in 2011. All other provinces had a drop in the numbers that wrote Factors such as enrolments and previous targets not met need to be factored in when setting targets for 2012 – 2014

51. Diagnostic Subject Report

52. Scope The following 11 subjects with high enrolments were analysed: Accounting Business Studies Economics English First Additional languages Physical Science Mathematics Mathematical Literacy Geography History Agricultural Sciences Life Sciences 52

53. Methodology 100 scripts per paper were randomly selected at each marking centre. The scripts were randomly selected from a range of districts, to cover low, medium and high scores. The individual scripts were scrutinized per question, to provide a detailed understanding of the nature of responses, areas of weakness. In addition, markers, senior markers and chief markers noted learners’ responses to questions, paying particular attention to common errors and misconceptions. 53

54. General findings Improvements in the quality of responses of candidates in most subjects Even where candidates did not obtain full marks, they were not “totally off the mark” which confirms that there is improvement in teaching and learning in most schools. Inability to answer questions assessing higher order thinking skills like problem solving, critical thinking, analysis and evaluation Inadequacies relating to foundational competencies and basic concepts, which negatively impact on advanced learning and understanding Inadequate literacy and numeracy skills required to write proper paragraphs and do simple calculations respectively, across all subjects. 54

55. Mathematical Literacy IssuePossible Cause Learners do not know when to multiply and when to divide when doing conversions in a metric system. For example, multiplying by 100 instead of dividing when converting cm to m. Over reliance on ‘algorithmic procedures’ whenever solving mathematical problems, often without visualizing the problem. Learners often know that there is a 100 involved in a relationship between cm and m. What they forget and have to remember is whether they must divide or multiply. This seems to be a pedagogical problem. Poor understanding of space, shape and measurement. For example, most learners do not know the difference between radius and diameter. Lack of use of physical objects like models and paper cuttings when dealing with aspects of space, shape and measurement. Poor interpretation of graphs. It is always difficult for a learner who cannot draw a graph to interpret one.

56. Mathematics IssuePossible Cause Lack of basic foundational competencies basic knowledge of algebra basic trigonometric definitions and identities spatial perception impeding the solving of 2D and 3D problems. understanding of gradients Poor knowledge skills by teachers in lower grades. Lack of curriculum coverage in the lower grades Poor understanding of concepts in the curriculum that required deeper conceptual understanding. Learners are exposed to ‘stimulus- response’ methods and rote learning Learners cannot factorise a simple expression Lack of basic knowledge.

57. Physical Sciences IssuePossible Cause Extremely low marks for recall questions Learners do not study hard enough, no textbooks/study material Lack of practical workTeachers do not conduct experiments Lack of mathematical skillsNo proper foundation Lack of higher order thinking skills Learners not exposed to these type of exercises or not practised enough No linkages between topics in chemistry, knowledge isolated to chapters and confined to chapters-not used anywhere else Teaching methodology, shallow teaching, lack of deeper understanding Redox reactions still a problem due to mainly the names associated with these reactions, e.g. reducing agent, being reduced and vice versa Teaching methodology IUPAC in organic chemistry and naming of organic molecules still a big challenge Poor teaching

58. Life Sciences IssuePossible Cause Evolution Confusion of out-of- Africa theory with fossil findings in Africa. GeneticsCould not identify sex gametes Sound Amplification through biological structural adaptation Lack of application of knowledge Biological negative impacts Lack of understanding of the functions of hormones e.g. insulin

59. Accounting IssuePossible Cause Challenges with: The format, analysis and interpretation of financial statements (Income statement, Balance sheet and Cash flow statement) Teaching these concepts such as Cash flow appears not to be taking place in some of the schools Analysis and interpretation of financial statements is ignored. Basic mathematical calculation is a challenge to most candidates No exam preparation, e.g. previous papers Challenges with: Debtors’ collection schedule Debtors average collection period Analysis and interpretation of the debtors’ age analysis - Favourable and unfavourable variances Calculation of the percentage increase in salaries and wages Most candidates could not perform the basic calculations of: debtors’ collection schedule debtors average collection period Interpreting the variances and offer valid solutions to rectify negative variances Learners not grounded in basic conceptsTeaching in earlier grades

60. Economics IssuePossible Cause Learners experienced difficulty with questions based on contemporary economic issues Teaching methodology Cannot link content studied to issues Most candidates did not understand certain economic concepts, for example, Economies of scale Industrial Development Zones, etc. Candidates could not interpret action verbs correctly, e.g. the different between explain and discuss. Language deficiency Reading comprehension Most candidates could not understand the action verb/key word and thus gave a wrong response Data-response questions and the calculation of the Trade balance. Analysis and calculation of figures seem to be a huge problem for learners Lack of higher order thinking skills, e.g. analyse and interpret data. Basic mathematical calculations, e.g. figures in the Balance of Payment and the format of the Balance of payment Drawing, analysis and interpretation of graphs. Interpretation of cartoons is challenging for learners Teaching of graphs. Lack of interpretation and calculation skills as well as basic knowledge relating to graphs.

61. Business Studies IssuePossible Cause Case Studies: Some learners were unable to recognise challenges from a case study. HIV/Aids and its impact on business : the answer was aligned to Life Orientation. Teaching methodology Cannot link content studied to issues Difficulty in reading, understanding and contextualising case studies and scenarios to their specific subjects Not enough exposure/practise in these type of questions Calculations on Rate of Return and assumptions they had to make concerning the investments was a challenge. Basic mathematical calculations, e.g. calculation of the returns on Investments, simple interest Candidates could not interpret action verbs correctly, e.g. explain advertisement. Candidates could not obtain full marks due to language. Language is still a problem to most of the candidates. Interpretation of the action verbs

62. Geography IssuePossible cause Physical Geography (Climatology & Geomorphology) is still a major challenge to learners Too abstract for teachers and learners Interpretation of graphs and other diagrams. Cannot read graphs properly Mapwork Calculations of gradient, magnetic declination and vertical exaggeration Cross sections Formulae are still a problem Cannot draw or identify features Geographic Information System (GIS) : Concepts and processes Most teachers still not conversant with content

63. History IssuePossible Cause Unable to ascertain usefulness, compare evidence, make judgements or interpret and analysis of sources. Poor teaching and learning Learners not exposed to these type of homework/classwork Failure to grasp words such as ‘limitations’, ‘bias’, ‘similarities’ and ‘differences’. Poor teaching and learning Inability to write a coherent paragraph using evidence from the sources. Poor teaching and learning Inability to write a coherent and well- balanced essay following the given line of argument. Poor teaching and learning

64. Umalusi Report

65. Umalusi Findings Question Papers (a)Adherence to the 18 month cycle Question papers are ready for external moderation as from 1 February 2012. External moderation to be completed by 30 June 2012. (b)Concurrent moderation Currently being implemented (c)Poor standard of English First Additional Language DBE to appoint an independent panel to investigate this issue and will implement recommendations.

66. Umalusi Findings School Based Assessment (a)Synergy between DBE and Umalusi Moderation processes. Pre-moderation discussions with Umalusi to be facilitated. (b)Sub-standard Assessment Tasks Exemplar assessment tasks to be set. Common Assessment Tasks set for Life Orientation (c)Application of marking rubrics Training of teachers

67. Umalusi Findings School Based Assessment (d)Lack of rigour of moderation at school and district levels DBE to implement focused district moderation approach (e)Hypothesis testing in Life Sciences Teacher development programme.

68. Umalusi Findings Conduct of the examination (a)Security (b)Vacant posts (c)Storage facilities (d)Independent centres. (e)Shortage of question papers/answer books Remedial Strategies Norms and standards for key examination processes. Focus on provincial co-ordination and support. Differentiated monitoring approach. Audit of all independent centres, de-registration of centres with recurrent irregularities..

69. Umalusi Findings Marking (a)Large number of marking centres. Phased in reduction of marking centres. (b)Competency of markers Competency test for all prospective markers. Training of markers. (c)Quality Control measures in marking Enhancement of verification measures..

70. Conclusion Set a new benchmark in attainment of achievement rate. Improvement in percentage passes in five gateway subjects, including Physical Science. Basic Education Sector will focus on under-performing districts. Specific attention on Mathematics, Physical Science, Life Sciences, Economics and Accounting.