ANALYSIS OF EXAMINATION RESULTS AND THE LEARNER ATTAINMENT STRATEGY.
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Transcript of ANALYSIS OF EXAMINATION RESULTS AND THE LEARNER ATTAINMENT STRATEGY.
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
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 Results3. 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
Class of 2006
1. The cohort that began formal schooling in 19952. Have had 12 years of schooling in a democratic, non-racial,
transformed single education system3. First group of learners to write 11 subjects set nationally4. Highest number writing the Senior Certificate Examination
since 2002
2002 : 443 8262003 : 440 2672004 : 467 9852005 : 508 3632006 : 528 525
Examination Administration
Examination Statistics
No. Wrote: 528 525No. of Exam Centres: 8 124No. of Marking Centres: 81No. of Markers: 29 731No. of Question Papers: 1 489No. of examiners: 1 492No. of Internal Moderators: 554
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 papers4. Registration of Exam Centres.5. Registration of candidates.6. Distribution of question papers.7. Writing of the examination.8. Marking9. Standardisation10. Processing and Release of results
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.
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
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
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)
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
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
ProvinciaLEfficiency gains
2001 2002 2003 2004 2005 2006
EASTERN CAPE12 443
28 825 33 286 37 468 33 915 39 597
41 268
FREE STATE5 879
15 703 17 777 18 916 19 459 20 355
21 582
GAUTENG9 987
47 368 50 941 55 621 54 808 57 073
57 355
KWAZULU-NATAL23 840
58 620 68 973 75 077 81 830 84 842
82 460
LIMPOPO9 879
48 971 49 644 48 219 54 897 60 087
58 850
MPUMALANGA7 343
18 136 22 222 22 700 22 913 22 737
25 479
NORTHERN CAPE
1825 571 5 309 5 667 5 609 6172 5 753
NORTH WEST2 477
22 963 24 637 25 055 24 221 23 748
25 440
WESTERN CAPE2 267
31 049 32 985 33 769 33 065 32 573
33 316
277 206 305 774 322 492 330 717 347 184 351 503National74 297
PROVINCIAL SHARE OF ENDORSEMENT IN 2006 18
,551
15,70
7
28,62
6
54,90
6
96,77
8
21,13
3
17,11
2
2,067
14,69
7
7,002
5,901
17,01
2
19,11
6
14,02
9
5,481
5,537
1,163
10,58
9
0
20,000
40,000
60,000
80,000
100,000
120,000
Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga North West Northern Cape Western Cape
Wrote forEndorsement
Passed w ithEndorsement
NUMBER OF PASSES PER GENDER
2001 TO 2006
128,629
143,289151,127 154,780
162,327 164,065
162,485171,365 175,937
184,857 187,438
148,577
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
200,000
2001 2002 2003 2004 2005 2006
Number of Passes:Male Number of Passes:Female
Passes per Gender 2001 – 2006
Narrowing 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
0.0%
20.0%
40.0%
60.0%
80.0%
1996 1997 1999 2000 2001 2002 2003 2004 2005 2006
Year
Perc
en
tag
e
Pass rate: Male Pass rate: Female
8.3%
3.5% 2.4%
Passes per Gender from 2001 – 2006
Narrowing the gap towards gender parity
DISTRIBUTION OF DISTRICT PERFORMANCE
Province No. Districts Less 50 % 51-60 % 61-70 % 71-80% 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
NUMBER OF PASSES IN PHYSICAL SCIENCE
2002 - 2006
24,888 26,067 26,97529,965 29,781
70,76375,693 73,943 73,667
81,151
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
2002 2003 2004 2005 2006
Science HG Science SG
NUMBER OF PASSES IN MATHEMATICS
2002 TO 2006
20,528 23,412 24,143 26,383 25,217
101,289104,707
109,664 112,279 110,452
0
20,000
40,000
60,000
80,000
100,000
120,000
2002 2003 2004 2005 2006
Maths HG Maths SG
PERFORMANCE ON THE NEW NATIONALLY EXAMINED
SUBJ ECTS IN 2006
24,6
03
31,1
26
86,3
70
69,4
55
156,
268
80,6
49
87,2
34 124,
377
115,
562
204,
053
23,4
55
15,7
60
66,9
07
53,9
62
134,
442
60,1
66
79,8
60
91,0
09
106,
380
234,
334
0
50,000
100,000
150,000
200,000
250,000
WROTE
PASSED
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
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
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 LekgotlaI. Academic and situational analysis of schools that performed badlyII. 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.
SCHOOL
Province
DISTRICT
INTERVENTIONS
Monitoring visits
Reporting to HEDCOM and CEM
PIP
DIP
MAKING THE NSLA NATIONAL IMPROVEMENT PLAN WORK
School Development StrategySchool self-evaluationS
DP
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 Visits2. Appropriate monitoring tools 3. Teacher orientation Workshops4. EXAM Feedback/ ITEM ANALYSIS
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;
MAKING THE NSLA WORK
• Reporting• Parental involvement• Increased visits to schools – Learning Area
Managers and Circuit Managers• Intensify all services and support to schools
• 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
PROGRAMME FOR
NSLA
SchoolDevelopment
EducatorDevelopment
LearnerDevelopment
School DevStrategies
School Dev/ Evaluation
9 Focus Areas
IQMS
EducatorDev. Needs
Individual/General
N C S
Learning Area/Subject/ examinations
LearningInterventions
Monitoring Value Addedness Fair chance to succeed for all learners
Target drivenUse of examination and other credible data
IntegratedNSLA Programme
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
Schools with pass rate below 20%1999 - 2006
1034
559
472
242
154183
148 139
0
200
400
600
800
1000
1200
1999 2000 2001 2002 2003 2004 2005 2006
Year
Num
ber
of
scho
ols
Number of schools below 50% pass rate
Province 2005 2006 Change LER
EC 419 345 - 74 33.3FS 26 36 + 10 29.5GP 118 94 - 24 33.7KZN 375 471 96 32.8LP 309 547 238 33.4MP 167 98 - 69 34.5NC 8 8 0 31.8NW 135 95 - 40 29.4WC 34 16 - 118 31.1
NATIONAL 1 591 1 710 119 32.6
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 schools4. Transfer of lessons and experiences across all schools in 2007
114 Pilot schools that improved performance in 2006
20 - 40%43%
41-6022%
61-7916%
80-1006% Still Under 20%
13%
Still Under 20%
20 - 40%
41-6061-79
80-100
18
25 49
15
7
NUMBER OF LEARNERS WHO PASSED
TRENDS (2002 - 2006)
0
50000
100000
150000
200000
250000
300000
350000
400000
Passed Without Endorsement Passed With Endorsement Total Passed
Num
ber o
f Lea
rner
s
2002 2003 2004 2005 2006
260
653
230
726 24
0 48
2
245
600
86 5
31
75 0
48
82 0
10
85 1
17
347
184
305
774 32
2 49
2 330
717
2656
73
8583
0
3515
03
NUMBER OF CANDIDATES PASSED
2002 - 2006
305774
322492
330717
347184351503
280000
290000
300000
310000
320000
330000
340000
350000
360000
2002 2003 2004 2005 2006
Total Passed
Num
ber o
f Can
dida
tes
Total Passed Linear (Total Passed)
NUMBER OF CANDIDATES PASSED WITH
ENDORSEMENT 2002 TO 2006
75048
82010
8511786531
85830
65000
70000
75000
80000
85000
90000
2002 2003 2004 2005 2006
Passed With Endorsement
Passed With Endorsement Linear (Passed With Endorsement)
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
Number enrolled, writing and passing SC 2004 to 2006 examination