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REPORT OF THE IMPLEMENTATION OF THE STRATEGY TO MONITOR CURRICULUM DELIVERY AND SUPPORT TO SCHOOLS

Progress report on the implementation of the strategy to monitor curriculum delivery and support to schools, focusing on the 2015 National Strategy for Learner Attainment.

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REPORT OF THE IMPLEMENTATION OF THE STRATEGY TO MONITOR CURRICULUM DELIVERY AND SUPPORT TO SCHOOLS

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  1. REPORT OF THE IMPLEMENTATION OF THE STRATEGY TO MONITOR CURRICULUM DELIVERY AND SUPPORT TO SCHOOLS In pursuit of quality, efficiency and accountability Mr HM MweliDATE: 09 June 2015

  2. PRESENTATION OUTLINE • Problem Statement • Purpose • Progress in ANA and NSC Learning Outcomes • NSC Results - final • Background • Provincial Oversight visits • 2015 re-worked NSLA • Integration of the Evidence Based Report (EBR) into NSLA • Report on Quarter 1 NSLA reports • NSLA reports on Progressed Learners • Performance of Progressed Learners • Pre and Post Tests • NSLA reports- ICT Support • Way Forward • Recommendation 2

  3. 1. PROBLEM STATEMENT • The Basic Education sector has recorded tremendous improvement in access, redress and equity. • Gradual signs of improvement in areas of quality and efficiency are evident, but a lot still needs to be done. • Learning outcomes have shown an upward trend in the national, regional and international tests. • The National Development Plan acknowledges that targets in the Action Plan 2014 are stretched, but have increased them even further. • The NSLA must ensure that the sector delivers all the aforementioned targets. 3

  4. 2. PURPOSE To present a progress report to the Portfolio committee on the status of curriculum delivery and support to schools, with particular focus on the 2015 National Strategyfor Learner Attainment (2015 NSLA) 4

  5. 3. PROGRESS IN ANA AND NSC LEARNING OUTCOMES 5

  6. Number of Districts per Province 6

  7. EASTERN CAPE 7

  8. Eastern Cape, 2014 Source: Universal ANA and NSC 2014 8

  9. FREE STATE Source: Universal ANA and NSC 2014 9

  10. Free State, 2014 Source: Universal ANA and NSC 2014 10

  11. GAUTENG 11

  12. Gauteng, 2014 Source: Universal ANA and NSC 2014 12

  13. KWAZULU-NATAL 13

  14. KwaZulu-Natal, 2014 Source: Universal ANA and NSC 2014 14

  15. LIMPOPO 15

  16. Limpopo, 2014 Source: Universal ANA and NSC 2014 16

  17. MPUMALANGA Source: Universal ANA and NSC 2014 17

  18. MPUMALANGA, 2014 Source: Universal ANA and NSC 2014 18

  19. NORTH WEST Source: Universal ANA and NSC 2014 19

  20. North West, 2014 Source: Universal ANA and NSC 2014 20

  21. NORTHERN CAPE Source: Universal ANA and NSC 2014 21

  22. Northern Cape, 2014 Source: Universal ANA and NSC 2014 22

  23. WESTERN CAPE Source: Universal ANA and NSC 2014 23

  24. Western Cape, 2014 Source: Universal ANA and NSC 2014 24

  25. National, 2014 Source: Universal ANA and NSC 2014 25

  26. 4. NSC RESULTS - FINAL 26

  27. Comparison of the NSC November 2014 examinations with the final combined results 9 (i.e. November 2014 and 2015 Supplementary examinations) 27

  28. Comparison of the November 2014 NSC examination performance with the final combined November 2014 and 2015 Supplementary examination results There is an increase in pass percentage across all PEDS ranging from 0.5% to 2.3%, with the highest increases recorded in Northern Cape and Limpopo, which increased by 2.3% and 2.1% respectively. North West recorded an improvement from 84.6% to 86.0% and this now represents the highest provincial pass rate 28

  29. Comparison of the NSC November 2014 examination results with the final combined November 2014 and 2015 Supplementary examination results, based on qualification type A total of 5 358 more candidates obtained higher certificates, 1 266 more candidates qualified for admission to Bachelor studies while 2 066 more candidates achieved admission to Diploma studies. In summary, 8 732 more candidates achieved the NSC after the writing of the 2015 Supplementary examinations. 29

  30. A summary of the gains emanating from the 2015 Supplementary Examination • The total number of candidates that achieved the NSC has increased from 403 874 to 412 606, an increase of 8 732 candidates. • The total number of candidates that obtained the Higher Certificate has increased from 86 022 to 91 380, an increaseof 5 358 candidates. • The number of candidates who obtained admission to Diploma studies has increased from 166 689 to 168 755, which is an additional 2 066 candidates. • The number of candidates that obtained admission to Bachelor studies has increased from 150 752 to 152 018, translating to 1 266 more candidates compared to the November 2014 NSC examination results. 30

  31. 5.PROVINCIAL OVERSIGHT VISITS 31

  32. FOCUS OF OVERSIGHT VISITS The focus of the oversight visits were: • The alignment of provincial plans to DBE’s interventions; • Increase focus on implementation, monitoring and support by DBE and PEDs • Increase accountability at all levels of the system; and • Strategies to improve learner performance. 32

  33. PROVINCIAL OVERSIGHT VISITS • As per CEM mandate, DBE conducted roadshows to engage and mediate the 2014 ANA and NSC Diagnostic Reports and other key NSLA deliverables to provinces. • Eight (8) Provinces were visited between 9 February to 11 March 2015. Western Cape visit was cancelled by WCED HOD citing unavailability of District officials due to pre- planned activities. • During the visits, DBE shared the national priorities of the sector and provincial departments in turn shared provincial plans. 33

  34. PROVINCIAL OVERSIGHT VISITS (Cont.) • PEDs to provide the DBE with amended plans which included the recommendations of the engagements and the alignment to the sector priorities. • Two (2) day follow up visits (June/July 2015) are planned to monitor NSLA progress and implementation of aligned improvement plans. • Tentative dates and the purpose of the visits have been shared with provinces at TDCM. • Day 1 will be a provincial office visit and one selected district. • Day 2 will be a visit to a primary and a secondary school respectively. 34

  35. PROVINCIAL ROADSHOWS ON THE MEDIATION OF ANA & NSC DIAGNOSTIC REPORTS 35

  36. PROVINCIAL ROADSHOWS ON THE MEDIATION OF ANA & NSC DIAGNOSTIC REPORTS 36

  37. PROVINCIAL ROADSHOWS ON THE MEDIATION OF ANA & NSC DIAGNOSTIC REPORTS 37

  38. PROVINCIAL ROADSHOWS ON THE MEDIATION OF ANA & NSC DIAGNOSTIC REPORTS 38

  39. 1+4 ROADSHOWS 39

  40. 6. NSLA 40

  41. BACKGROUND • The Teacher Development and Curriculum Development (TDCM) workshop of 26-28 January 2015 focused on NSLA. • The revised NSLA was discussed at HEDCOM of 9th February 2015 and CEM of 12-13 March 2015. • Both HEDCOM and CEM endorsed the dates for the submission of the integrated NLSA Reports. • HEDCOM requested a further extension of two weeks to input into the reporting template. • All provinces were reminded to provide feedback. • Feedback was received from Western Cape (written) and Mpumalanga (verbal). 41

  42. BACKGROUND (Cont.) • Western Cape proposed the deletion of a number of activities and performance indicators and the addition of new indicators. • Mpumalanga supported the new strengthened NSLA and proposed that the quarterly reports be reduced to three reports per annum. (Review 4th Quarter) 42

  43. 7. 2015 REWORKED NSLA 43

  44. PURPOSE OF THE NSLA • The Department of Basic Education (DBE) has updated and strengthened the 2015NSLA Integrated Framework in order to address all issues that contribute to under-performance in the system and revised the reporting tool which informs provincial and district activities and programmes to improve overall learner performance in line with Action Plan to 2019 – Toward Schooling 2030. 44

  45. HEDCOM RECOMMENDATIONS The revised 2015 NSLA was discussed by HEDCOM on 9th February 2015. • The recommendations made included: • reflecting a differentiated approach in providing support to under-performing provinces, districts and schools; 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. Subsequently HEDCOM recommendations were infused in the document. 45

  46. 2015 STRENGTHENED NSLA • Recommendations by WCED were carefully considered by the DBE and based on the strength of the provincial motivation provided, either accepted, rejected or amended. • Verbal input from Mpumalanga is likely to result in an amended and shortened quarter 4 report focusing on support for learners writing the 2016 supplementary examination and progressed learners. 46

  47. 2015 STRENGTHENED NSLA (Cont.) The changes made to the NSLA are indicated under the following headings: • Revised sections of the 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. 47

  48. 2015 NSLA – REVISED SECTIONS 48

  49. 2015 NSLA – PERFORMANCE INDICATORS 49

  50. 2015 NSLA – GRADE AND PHASE SPECIFIC 50

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