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Mrs Palesa Tyobeka Deputy Director-General: General Education 26 August 2009

Meeting the Literacy Challenge Briefing to the Select Committee on Education and Recreation on literacy in schools. Mrs Palesa Tyobeka Deputy Director-General: General Education 26 August 2009. Presentation Outline. A. Current state of performance in literacy

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Mrs Palesa Tyobeka Deputy Director-General: General Education 26 August 2009

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  1. Meeting the Literacy Challenge Briefing to the Select Committee on Education and Recreation on literacy in schools Mrs Palesa Tyobeka Deputy Director-General: General Education 26 August 2009

  2. Presentation Outline A. Current state of performance in literacy • Evidence from public schools • Major predictors of performance B. Strategy to address the literacy challenge

  3. Priorities and measurement • The Department is increasingly strengthening measurement to provide credible evidence to inform necessary interventions and support and improve performance in literacy as a an important foundational skill. • Achievement of high quality learning outcomes is periodically measured against contextual factors of access, equity and quality that might impact on learning and teaching. • National priority at the basic education level is on literacy/language and numeracy/mathematics and these are monitored through periodic systemic evaluations and annual national assessments.

  4. Available Evidence

  5. Observed Levels of Achievement • Baseline studies showed average scores of 30% in literacy at grade 3 level (2001) and 38% in language at grade 6 level (2004). • Annual national assessments show that 2 out of every 5 grade 3 learners achieved average scores of 50% and above (Levels 3 to 4) in literacy. Corresponding proportion at grade 6 level was approximately 1 out of every 5. • Localised tracer studies (QIDS UP) indicate appreciable increases in performance where there has been focused interventions (e.g. provision of basic learning-&-teaching resources) and regular measurement.

  6. Distribution of Achievement

  7. Distribution of Achievement • Lowest performance is in the largest (previously disadvantaged) provinces of Eastern Cape and Limpopo • However, individual rural schools in these provinces have been identified that tend to over-perform their socio-economic circumstances.

  8. Major Predictors of Performance Key predictors and the “percentage difference (diff.) they account for ” in learner achievement:- • Teaching practices (diff. = 59%) • Language of learning and teaching (diff. = 49%) • School resources (diff. = 49%) • Access to learning materials (diff. = 28%) • Time-on-task (diff. = 20%)

  9. Strengthening of Measurement • Department is strengthening assessments at grades 3, 6 and 9 • Schools are directed to set improvement targets and monitor performance towards the 50% target of 2011 (FFL) • Deserving schools will be assisted to administer the tests to ensure evenness of measurement.

  10. Addressing key predictors of performance • Foundations for Learning Campaign was launched in March 2008 to energise system around the teaching of literacy and numeracy – starting with Grades R – 6 – specifically to do the following: • Provide structure around properly sequenced and paced content for teachers in these key learning areas; • Assistance with assessment activities covering the entire curriculum and assessing different skills envisaged by the curriculum; • Ensure maximum time on task; • Provide critical resources for effective teaching; • Provide support for under prepared teachers in all grades.

  11. Key strategies and documents: To support teachers in the classroom, the Department has supplied all schools with the following: • FFL Gazette: expectations in respect of basic resources; daily teaching activities and assessment • FFL Assessment Frameworks: Milestones, that guide teachers to pace learning and teaching and monitor learner performance; • Quarterly Assessment Activities: to assist teachers to assess learners and monitor their progress on a quarterly basis: • Lesson plans for each quarter to provide teachers with guidance on how to approach Literacy and Numeracy teaching and learning. • ReadRight Supplements: Provide useful tips and support not only to teachers and learners but to parents as well – and make Literacy and Numeracy promotion everyone’s business..

  12. 2009 and beyond • The Foundations for Learning Grade R Toolkit will be sent to all schools with Grade R by November 2009. This comprises all the basic resources a Grade R teacher needs in a year for effective teaching; • Lesson plans for all terms for Grades 1 – 6 will be sent to all schools for the start of the 2010 academic year (scheduled for distribution by November 2009); • National assessments for all Grades 1 – 9 to be conducted again at the end of 2009, and schools assisted to use results in SIPs; • A programme of support by districts to be developed with district advisors for a qualitative focus on improving outcomes.

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