ANALYSIS OF EXAMINATION RESULTS AND THE LEARNER ATTAINMENT STRATEGY

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ANALYSIS OF EXAMINATION RESULTS AND THE LEARNER
ATTAINMENT STRATEGY
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Introduction
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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

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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)
• Learner to teacher ratio
• 32.6 public schools
• 17.5 independent schools

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Class of 2006

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

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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

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Examination Administration

• Examination Process
• Setting and moderation of Question papers.
• External moderation of Question papers by
  Umalusi.
• Editing, translation and printing of question
  papers
• Registration of Exam Centres.
• Registration of candidates.
• Distribution of question papers.
• Writing of the examination.
• Marking
• Standardisation
• Processing and Release of results

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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.

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STATEMENT BY HIGHER EDUCATION SOUTH AFRICA (HESA)

• Congratulates the Department of Education on the
  strides made in securing the integrity of the
  examination process
• 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
• 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

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Approval of the 2006 Senior Certificate
Examination

• 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

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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)

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Irregularities

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

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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
  

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RESULTS
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National 74 297
 
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Passes per Gender 2001 2006Narrowing the
gap towards gender parity
YEAR MALE FEMALE DIFF.
2001 128 629 63.6 148 577 60.1 19 948 3.5
2002 143 289 70.7 162 485 67.4 19 196 3.3
2003 151 127 75.1 171 365 71.8 20 238 3.3
2004 154 780 72.0 175 937 69.5 21 157 2.5
2005 162 327 69.7 184 857 67.2 22 530 2.5
2006 164 065 67.9 187 438 65.5 23 373 2.4
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Passes per Gender from 2001 2006Narrowing the
gap towards gender parity
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DISTRIBUTION OF DISTRICT PERFORMANCE
Province No. Districts No. Districts Less 50 Less 50 51-60 51-60 61-70 61-70 71-80 71-80 81-100 81-100
2005 2006 2005 2006 2005 2006 2005 2006 2005 2006 2005 2006
EC 24 23 06 03 10 07 06 11 01 02 none none
FS 05 05 None none none none none 02 04 03 01 none
GP 12 12 none none 01 01 02 none 05 03 04 08
KZN 12 12 none 01 01 01 07 07 05 03 None none
LP 06 06 none 01 02 04 04 01 none none none none
MP 10 03 04 N/A 03 none 02 03 01 none none none
NC 04 04 none none none none none none 02 03 02 01
NW 05 05 none none 02 01 02 02 01 02 none  none 
WC 07 07 none none none none 01 none 02 01 04 06
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SUBJECT RESULTS
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Dealing with under-performance in all schools
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National Strategy for Learner AttainmentNSLA

• 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

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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

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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
• Academic and situational analysis of schools
  that performed badly
• 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.

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NSLA
School Development
Teacher Development
Learner Attainment
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MAKING THE NSLA NATIONAL IMPROVEMENT PLAN WORK
School Development Strategy
School self-evaluation
P I P
S D P
Province
SCHOOL
INTERVENTIONS Monitoring visits Reporting to
HEDCOM and CEM
DIP
DISTRICT
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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

• School Visits
• Appropriate monitoring tools
• Teacher orientation Workshops
• EXAM Feedback/ ITEM ANALYSIS

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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

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MAKING THE NSLA WORK

• Reporting
• Parental involvement
• Increased visits to schools Learning Area
  Managers and Circuit Managers
• Intensify all services and support to schools

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MAKING THE NSLA WORK

• 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

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

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Schools with pass rate below 20 1999 - 2006
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Number of schools below 50 pass rate
Province 2005 2006 Change LER
EC 419 345 - 74 33.3
FS 26 36 10 29.5
GP 118 94 - 24 33.7
KZN 375 471 96 32.8
LP 309 547 238 33.4
MP 167 98 - 69 34.5
NC 8 8 0 31.8
NW 135 95 - 40 29.4
WC 34 16 - 118 31.1
NATIONAL 1 591 1 710 119 32.6
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Dealing with under-performance in the system in
2006

• 114 schools-in an NSLA project of selected
  schools under 20 in 2006
• 99 schools improved (87 success)
• 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

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CONCLUSIONa national picture
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Number enrolled, writing and passing SC 2004 to
2006 examination
YEARS IN COMPARISON Number enrolled Number Wrote Number passed Number with endorsement
2004 493 447 467 985 330 717 85 117
2005 533 405 508 363 347 184 86 531
2006 554 079 528 525 351 503 85 830
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