1. SELECT COMMITTEE ON EDUCATION AND RECREATION
2016 EVIDENCE BASED REPORT &
REFLECTION ON THE 2016 NSC EXAMINATION RESULTS
15 March 2017

2. A SYSTEM ON THE RISE
TIMSS 2015 2

3. Presentation Outline The Evidence Based Report (2016) Design Features
Key Areas
Improving Language Proficiency
Subject-Specific Interventions
ICT Provisioning & Support
Learning and Teaching Support Material
Tracking Learner Performance
Impact Assessment 3

4. Presentation Outline 2. Reflection on the 2016 NSC Examination
Class of 2016
Policy of Progression
Historical Trends
Overall Performance
District Performance
Inclusive Basket of Criteria
School Based Assessment
SBA Subject Specific Analysis 4

5. The 2016 Evidence Based Report (EBR)5

6. EBR : Background
The final NSC results are derived at through the standardisation process;
The Evidence Based Report (EBR) is the primary tool to support the standardisation process.
It encapsulate the teaching and learning support that the Class of 2016 was exposed to in addition to the normal teaching and learning activities;
Presented bi-annually (September and December) respectively, to allow sufficient time for the UMALUSI Assessment Standards Committee (ASC) to study the targeted interventions and its impact on improved learning outcomes. 6

7. EBR : Background
The EBR presents consolidated qualitative and quantitative information regarding the intervention programmes implemented by the Basic Education Sector aimed at supporting and improving the quality of education.
Nationally driven interventions as well as interventions initiated and implemented at provincial level, including support for progressed learners.
Serves as a tool to monitor and assess the level of intervention as well as its impact on learner performance. 7

8. EBR: Design Features Criteria for selection of target;
Nature of intervention;
Focus;
Scope;
Duration;
Number of teachers affected; intended vs. actual
Number of learners affected; intended vs actual
Tracking learner progress;
Pre and post tests; and
Impact of Intervention 8

9. EBR: Key Areas
Language Support (Home Languages, EFAL and African Languages);
Subject-specific content support;
ICT provisioning to support teaching and learning;
Resource provisioning (LTSM);
Support for Progressed Learners;
Tracking Learner Performance; and
Impact of interventions (Pre and post results). 9

10. Improving Language Proficiency10

11. Improving Language Proficiency
EXAMPLES OF ACTIVITIES EC
State of the Province Public Speaking Competition. Debates were conducted in the following languages: English HL, English FAL, Afrikaans, isiXhosa HL and Sesotho HL. FS
Additional revision exercises on Language for learners in Grades 8-12 developed. IBP broadcasts: Review of November examination question papers for HL and FAL. A dedicated IBP programme was developed to support African Languages. English Common exams were written in June for Grades learners. GP
English HL workshops were conducted across 15 districts. English FAL Teacher training sessions.
KZN
EAC documents to 192 Math Lit, 178 Maths, 40 Geography, and 81 History teachers; 2438 Tourism Dictionaries were given to Tourism learners to strengthen EAC; Tourism (32/35); 452 SMT members were Trained on EAC in one district. To strengthen IsiZulu Home Languages Usiba lessons were conducted in 39 secondary schools. LP
14 subject advisors trained by the trainers from the British council on EFAL and EAC. MP
EAC workshop conducted for 23 SMT members. 2 Essay writing competitions 78 schools. 1 Debate competition. NC
Language Roadshow : 119 out of 135 schools attended. Empowerment working session to promote and strengthen the use of English FAL across the curriculum. Strategies in metacognition for the improvement of reading comprehension and 53 ways of planning from text to task. NW
The Annual African Language festival is intended towards the improvement of reading, use of language and expressions, understanding the set works . Training of subject advisors on the new set works. WC
EFAL – Exam setting workshops were held for 108 EFAL teachers. CiSELT training conducted for 60 teachers. The Tips for Success 2016, which is given to all Gr 12 learners, includes examination terminology to assist learners who struggle with interpreting questions 11

12. Support for African Languages: Example FS: Sesotho
DVDs recorded and distributed focusing on the following content
Analysis of prescribed books
Examination structure outlined for papers 1, 2 & 3
Presentation on memo discussion
IBP Lessons
Paper 1 Comprehension and summary
Paper 2 Literary genres prescribed for Grade 12
Paper 3 Essays, letters and transactional writings
Radio Lessons
Essay writing
Letters
Obituary
Analysis of poems
Focus on Paper 3 content
PanSALB
workshop on spelling and orthography
Writing process 12

13. Support for African Languages
Example NW: Setswana
Example KZN: isiZulu
Supplementary Revision Materials:
Teachers
Learners
Support for progressed learners:
1100 progressed learners attended boot camps focusing on isiZulu HL
Winter camps
Summary writing (Précis) ; Cartoons
Advertisements ; Grammar = noun, verb, adjective, adverb.
Poems / Folklore tales – devices of folklore and poetic devices
Folklore tales = katse le mongwayona, pekwa.
Creative essay and transactional writing: Article; Letter: formal & informal Transactional writing: Report ; Agenda ; Minutes
Exam preparation manual
Literature; Creative writing 13

14. Support for African Languages
Example MP: SiSwati
Example MP: IsiNdebele
Radio lessons
Creative Writing: types of essays and transactional texts
Examination tips / techniques
Language usage lesson on the difference between the idioms, idiomatic expressions and proverbs and their effects on the different aspects of the Language.
Literature lesson: poetry, novel and drama
Literature and Creative writing Study Guide
Radio lessons
Grammar and structure of Paper 1 and the instructions thereof
Literature: requirement and topics to consider in the analysis of the novel
LTSM
P3 Creative writing : Types of essays and transactional texts
P2 Literature: Literary essays on the Poems, Novel/Folklore and Drama
P1 Grammar: Comprehension test/comparative questions, Summary, Visual literacy (Advertising techniques and cartoon interpretations) and Language study (Parts of speech: identification and their application). 14

15. Support for African Languages: Example EC: isiXhosa
Revision Material focussing on:
Summary writing (Précis)
Visual Literacy (Cartoons)
Essay Writing Creative writing
Literary Essay
Exemplar tasks: Teaching and assessing cartoons and advertisements
Subject clinics
Summary writing (Précis), essay writing, and literature  
Radio lessons
Literature analysis 15

16. Subject Interventions16

17. Background
Provinces presented targeted subject specific interventions in the high enrolment subjects grounded in the 2015 Diagnostic Report and the 2016 Improvement Plan.
2016 Improvement plan is based on qualitative and quantitative data that is drawn from the subject reports after the marking process.
Serves as a catalyst for improved planning at all levels of the system to elevate quality of teaching and learning. 17

18. Criteria for Subject Interventions
Common criteria used by PEDs to identify and select schools that participated in the intervention programmes, e.g.:
Schools that achieved below 60 / 70% pass in the 2015 results;
All schools that enrolled 100 or more learners in a subject;
Schools that enrolled 50 or more learners in 2016 but performed below 70% in the 2015 NSC examinations;
Schools that enrolled more than 100 learners in high risk subjects
First time (new) Grade 12 teachers/schools;
Schools performing below the provincial subject average and
Schools that had a large number of high risk learners (progressed). 18

19. Summary: Types of Provincial Interventions
Vacation classes;
Broadcasting and Radio lessons;
Additional Support Material / resources;
Differentiated support for Progressed Learners & High Achievers;
Improving Language proficiency;
Teacher content & methodology training;
Quarterly tracking of learner performance; and
Impact assessment. 19

20. Vacation Classes: Provincial Winter Camps
PEDs
No. of Camps/centres
No. of
Learners
Subjects
DBE Reflection EC
556
29 863
Maths; Maths Literacy; BCM, Physical Science, English, History, Geography, Languages, IsiXhosa, Services, Life Orientation, Agricultural Studies, EGD
Wide scope of subjects offered. Topics as identified in the diagnostic report FS
197
29 941
Physical Sciences; Life Sciences; Geography, BCM; Mathematics, Math Lit, Engineering and Technology subjects; History, Arts subjects, Languages, Agricultural Sciences, Services.
Wide scope of subjects
The revision of the June examination papers was done. GP 97
6662
Mathematics, Mathematical Literacy, Physical Sciences, Life Sciences, Geography, BCM subjects
Well organised camps
Competent and experienced tutors
Topics based on the diagnostic analysis of learner performance in Term 1
KZN
689
78 588
English, Maths, Maths Lit, Physics, Geography, History, BCM, Agricultural Sciences, Life Sciences.
Integration of in-year interventions such as radio lessons into the winter camps. LP 3
1 985
English, TshiVenda, Maths, Maths Lit, Physics, Geography, History, BCM, Agricultural and Life Sciences, Services, Life Orientation, Engineering and Technology subjects.
No other Provincially coordinated camps except for the Vuwani camps MP
125
9 312
English, Maths, Maths Lit, Physics, Geography, History, BCM, Agricultural and Life Science; Services.
The camps were well executed by quality tutors, focusing on revision of selected topics .
Attendance was 95% at the walk-in centres. NC 10
4248
English, Maths, Maths Lit, Physics, Geography, History, BCM, Agricultural and Life Sciences; Services
Well-planned and well run camps based on good communication strategy between senior management and middle management.
Focussed on revision of selected topics NW 18
10 174
English, Agricultural Science, BCM, Geography, History, Life Science, Mathematics, Mathematical Literacy, Physical Sciences, Setswana, Tourism
Content challenges identified and materials for each subject developed for lessons at the camps.
Learners sat for both the pre and post- tests to measure the impact WC
110
30 253
Mathematics, Mathematical Literacy, Life Science, Geography, Life Orientation, BCM, CAT, IsiXhosa, Arts subjects,, English HL,, History, Services, Mathematics, Maths Lit, Economics, English,
Wide reach of learners across the province.
Both English and Afrikaans (LoLT) catered for in all subjects; small subjects catered for, e.g. Arts, Dance Studies. 20

21. Vacation Classes : Provincial Spring Camps
PEDs
No. of Camps/centres
No. of
Learners
Subjects EC
244
32768
IsiXhosa FAL, Mathematics, Mathematical Literacy, Physical Sciences, Agricultural Sciences, Accounting, Economics, Tourism, Geography, Life Sciences, Afrikaans FAL, English HL, English FAL, Business Studies, History, FS 73
21 259
Physical Sciences; Life Sciences; Geography, Accounting; Economics, Business Studies; Mathematics, Maths Lit, EGD, Electrical Tech, Mechanical Tech., History, Life Sciences, Dramatic Arts, English HL, CAT, Afrikaans SAL, English, English FAL, Agricultural Sciences, Tourism GP 17
12958
Mathematics, Maths Literacy, Physical Science, Economics, History, Life Science, Accounting, Geography, Business Studies, English FAL.
KZN
706
84670 LP 8
1800
Accounting, Business Studies, Economics P2, Life Sciences P1, History P1, Geography P1, Mathematics P1, Mathematical Literacy P1, Physical Sciences P1. MP
125
5462
Mathematics, Math Literacy, Physical Science, Economics, History, Life Science, Accounting, Geography, Business Studies, English FAL. NC 11
2826 NW
23898 WC
100
30 000
Study skills, Afrikaans, Business Studies, History, Consumer Studies, Tourism, Mathematics, Maths Lit, Life Sciences, Accounting, Geography, Life Orientation, Business Studies, CAT, IsiXhosa, Dramatic Arts, Dance Studies, Accounting, English HL, Afrikaans HL 21

22. Intervention and Support - Accounting Example: NW
Nature of Intervention
Type
Focus/Topic/Aspect
Date/Duration
No. of Learners/Teachers
LTSM
Study Guide
Provisioning of Mind the Gap guide to all schools
All schools
English Across the Curriculum documents
Use of LoLT: Emphasis of subject language and terminology.
Extra or/and Vacation Classes
Autumn camps
Capital Notes
Balance Sheet
Cash Flow Statement
Cash generated by operations
Analysis and Interpretation of Financial Statement
6 days
952 Accounting
progressed learners
Progressed learners
Winter camps
Income Statement
Cash Flow
10 days
2 738 learners
All underperforming schools
First Grade 12 presenters
Schools where the subject is underperforming
Spring camps
Revision
learners from schools performing below 70%
Teacher Content Training
Professional support forums
Cash Budget
Stock System
Bank Reconciliation
2 days
245 teachers 22

23. Intervention and Support - Mathematics (Example: NC)
Nature of Intervention
Type
Focus/Topic/Aspect
Date/Duration
No. of Learners/ Teachers
ICT
HeyMath! workshop
Statistics, Financial Mathematics
3 hours
83 out of 83
Extra or/and Vacation Classes (Progressed, Borderline Learners and Top Achievers)
Autumn school
Trigonometry
30 hours
710 out of 750 50
Winter school
Trigonometry and Functions
304 out of 350 63
Teacher Content Training
Road show
Diagnostic Report, SBA, Subject Improvement Plan
Subject clinic
Functions, Number Patterns and Circle Geometry
3 days
97 out of 106 23

24. Intervention and Support - Physical Sciences (Example: KZN)
Nature of Intervention
Type
Focus/Topic/Aspect
Date/Duration
No. of Learners/Teache rs
Extra or/and Vacation Classes
Winter classes, winter school camps, Saturday revision classes.
Work, energy and power, Chemical equilibrium, Rate and extent of reaction, Acids and Bases, Mechanics, Organic chemistry, Waves, Sound and Light, Chemical Change.
2 hrs x 10 days
4 090 learners
Winter classes
Mechanics, Organic Molecules. Acids and Bases as well as Work Energy and Power
2 hrs x 5 days
out of
Saturday classes
Problematic topics
6 hrs x 10 days
out of
Intensive revision workshops
All topics in the Annual Teaching Plan
1 Sept. until the paper is written
All learners
Spring classes
All sections of the Grade 12
out of
Teacher Content Training
Content and methodology workshop, Orientation, CASME, SBA roll-out workshop, Practicals for learners Term 1 & 2. Enrichment learning
Newton's laws of motion, Momentum and impulse, Vertical Projectile Motion, Physical properties of organic. Heating and Cooling Curves (Grade 10)
DBE moderation form looked into conjunction with pre-moderation form. Momentum conservation, preparation of Esters. Geometric Optics. Ideal Gases & Thermal properties.
6.5 hrs x 9 days
1 153 teachers
JIT content workshops
Mechanics, Organic Molecules, Acids and Bases as well as Work Energy and Power
3 days x 7 hrs = 21 hrs
759 out of 872 teachers
Provision of Physical Sciences kits to all 103 schools; Content software procured to all 103 schools
3 days x 4 sessions x 21.5 hours
1 day training = 3 hours
1 day training = 8 hours
21.5
3 hours8 hours
103 teachers
91 teachers
186 teachers
16 teachers 24

25. Support for Progressed Learners25

26. Support for Progressed Learners
Province
Subject
Support provided EC
Accounting
Saturday, winter & spring schools, Common June Exam, study guides, past exam question papers & memoranda FS
Agricultural Sciences
Differentiated support is provided to all progressed learners and learners who obtained levels 1 and 2 in the previous grade GP
Business Studies
Extra morning and afternoon classes are conducted. Assessment material for progressed learners has been developed. Tailored intervention programmes based on the quarterly diagnostic analysis report on learner performance. Regular parents meetings of the progressed learners are taking place. Team teaching in schools and some of the subject advisors conduct lessons on challenging topics for progressed learners.
KZN
Economics
Provision of subject glossaries, especially in gateway fields;
Special camps for progressed and other struggling learners LP
History
Mind the Gap learner guides
Extra lessons, radio lessons, Answer Series Teachers' Guides, Saturday lessons, provision of previous question papers, exemplars, special camps MP
Geography
Winter vacation classes, SIAS and Saturday classes NW
All learners attended a special camp from March to April.
Learners were provided with the materials developed provincially and designed to link the topics from Grades 10–12 in an attempt to bridge the content gap NC
Life Sciences
Autumn and winter schools; big (content) shows; lock-in sessions; psycho-social support; Mind the Gap resource printed and distributed; Saturday classes WC
Mathematics/ Mathematical Literacy
Calculators, Mind the Gap, revision tutorials Geometry, tutoring.
Winter schools, academic camps 26

27. Information and Communication Technologies (ICT) Provision27

28. Provision of ICT Resources
Provincial initiatives are further supported by DBE electronic aligned curriculum content resources including
study guides;
interactive workbooks;
free core textbooks; and
videos lessons.
The e-resources are provided to PEDs for distribution to schools through their ICT programmes. 28

29. Learning and Teaching Support Material (LTSM)29

30. Learning and Teaching Support Material (LTSM)
The present Grade 12 started Grade 10 in 2014 which was the second year of Grade 10 CAPS implementation.
The Department supplied the following LTSM to benefit the present cohort:
Grades 10 and 11 Mathematics and Physical Sciences Siyavula Textbooks in partnership with Shuttleworth Foundation;
CDs and DVDs with exemplars in all NSC subjects provided to Subject Advisors; and
Mind the Gap Self-study Guides. 30

31. Tracking Learner Performance31

32. Tracking Learner Performance
Provinces track learner performance through various modes to inform interventions and improve learner performance including:
Comparisons with previous cohorts over the same period last year;
Comparing the cohort's performance from Grades 10–12; and
Tracked learner performance by following the performance of the cohort over a number of years. 32

33. Tracking Learner Performance: Comparison 2015 vs 2016 performance per subject (Example FS )33

34. Tracking Learner Performance: 2016 Overall Pass % (Example LP)
Quarter 1
Quarter 2
Quarter 3
Progressed learners: Pass %
31%
37%
34%
Non progressed learners: Pass %
69%
63%
67%
Pass % all learners
56.2%
50%
62.2% 34

35. Tracking Learner Performance: (Example WC)35

36. Impact Assessment 36

37. Impact of interventions: Vacation Classes: Example GP
Prov. Total
Accounting
Bus Stud
Economics
History
Geography
Life Sciences
Mathematics
Maths Literacy
Phys Sciences
Wrote
5 018
569
163
504
165
822
806
525
853
611
5% ≤ improve
3 666
383
124
374
100
692
612
288
639
454
% Improved
73%
67%
76%
74%
61%
84%
55%
75%
Pre-test Pass
2 117
234 53
225 69
339
436
121
375
265
Post-test Pass
3 054
311 86
318 94
547
571
207
552
368
Variance %
44%
33%
62%
41%
36%
31%
71%
47%
39% 37

38. Impact of Winter Classes: Example NC
Life Sciences:
Impact of the winter camp for borderline learners (pre-and post-test results) 38

39. Impact of :‘Just In Time’ Workshops (Example KZN)
Subject(s)
Pre-test
Post-test
Variance
Mathematics
69%
86%
+17
Mathematical Literacy
61%
77%
+16
Life Sciences
56%
78%
+22
Geography
84%
+15
Physical Sciences
79%
90%
+11
Agricultural Sciences
59%
74%
Accounting
68%
88%
+20 39

40. Emerging Trends from the NSLA
A growing number of provinces are utilising ICTs (Telematics; IBP and radio lessons; DBE and PED channels and websites);
Provinces are utilising top achieving current and former learners to support other learners through study groups and homework assistants to assist learners after school hours;
Increase in partnerships with various stakeholders as part of the improvement plans;
Targeted and focused interventions for high achievers to improve the quality of the 2016 performance;
Quarterly tracking of learner performance and early intervention to achieve the desired outcomes; and
Increased focus on intervention impact determination. 40

41. 2. Reflection on the 2016 NSC Examination41

42. NSC Examination
The education enterprise is a highly complex activity and the outcome is based on a multiplicity of factors.
Hence, the quantification of the improvements in the system is an extremely challenging task.
NSC examination is one of the most important barometers to evaluate the success of the sector.
Primary purpose of the NSC examinations is to certify learners, but it can be used to monitor trends in performance, provided we understand the cohort differences. 42

43. NSC Examination
(e) In terms of Action Plan to 2019, the following three key targets are directly measured through the performance in the NSC examinations:
Increase the number of Grade 12 learners who become eligible for a Bachelor’s programme at University’;
Increase the number of Grade 12 learners who pass Mathematics; and
Increase the number of Grade 12 learners who pass Physical Science 43

44. The Class of 2016 44

45. NSC Full Time Enrolments: 2012 - 201645

46. NSC Part Time Enrolments: 2012 - 201646

47. Policy on Progression 47

48. Policy on Progression
In terms of the Regulations pertaining to the National Curriculum Statement Grades R-12, promulgated as Notice No. R1114, in Regulation Gazette No of 28 December 2012, a learner may only be retained once in the Further Education and Training Phase in order to prevent the learner from being retained in this phase for longer than four years.
b) Policy on Progression has been applied in the FET band since But this policy has been applicable in the GET band since Curriculum 2005.
The implementation of the Promotion and Progression Policy in Grades , has attracted considerable attention from various quarters. 48

49. Rationale for Progression
Policy on Progression is intended to minimise the high drop out rate and maximise school retention.
b) The notion of progressed learners is not new in our education system and internationally.
c) Consistent with International best education practice in countries such as Finland, Sweden, Denmark, Japan, Korea, and United Kingdom.
d) These countries however, implement a very strong learner support programme.  49

50. Pre-conditions for Progression
(a) Progression has been limited since (b) Additional criteria for a learner to be progressed: - must pass four of the seven subjects - must pass Language of Learning and Teaching (LoLT) - must have attended school on a regular basis (absent for a minimum of 20 days with a valid reason). - must have complied with the SBA requirements in all subjects (c) DBE developed a Guideline to assist schools in the implementation of the Progression dispensation. 50

51. Multiple Exam Writing
Performance of progressed learners will be monitored in the Grade 12 year, and based on a consultative process with the parent, learners will be advised to write the examination in a limited number of subjects.
The number of subjects learners will be allowed to sit the examination, will be made post the preparatory examination
Progressed learners that demonstrate acceptable level of achievement in all subjects will be allowed to write all six subjects.
The learners that write the limited number of subjects will be allowed to write the remaining subjects in the June examination post the November examination.
June examination in 2017 will offer all subjects to cater for these learners 51

52. Criteria for Multiple Opportunity
To ensure uniformity in the application of the Multiple Opportunity Dispensation, the following conditions must be satisfied by a learner before he/she is allowed to exercise the multiple examination option:
(b) The Learner must:
i. be a progressed learner.
ii. have completed all his/her SBA requirements in all seven subjects.
iii. have attended school regularly (not absent for more than 20 days without a valid reason)
iv. have written the Preparatory examination in all subjects.
v. have failed a minimum of three subjects.
The learner selecting the Multiple Examination Option must write a minimum of three subjects in his first year (excluding LO) and must have written all seven subjects by the second year. 52

53. NSC 2016 Progressed Learners per Province
Difference
Eastern Cape
12 304
14 289
1 985
Free State
8 187
6 990
-1 197
Gauteng
5 198
11 596
6 398
KwaZulu-Natal
10 633
26 046
15 413
Limpopo
13 227
22 256
9 029
Mpumalanga
5 228
14 086
8 858
North West
3 767
7 588
3 821
Northern Cape
2 280
2 506
226
Western Cape
4 847
3 403
-1 444
National
65 671
43 071 53

54. Historical Trends 54

55. The Number of Candidates Passing Matric since 197055

56. NSC Performance: 2010 to 2016 56

57. Youth having completed Grade 12 by province and age (2012-2014)57

58. Overall Performance 58

59. Overall Performance – 2015 & 2016 (Progressed Learners Included)
Province
2015
2016
% Difference
Total Wrote
Total Achieved
% Achieved
Ranking
Eastern Cape
87 090
49 475
56.8 9
82 902
49 168
59.3
2.5
Free State
31 161
25 416
81.6 3
26 786
23 629
88.2 1
6.6
Gauteng
90 327
84.2 2
88 381
85.1
0.9
KwaZulu-Natal
98 761
60.7 8
98 032
66.4 7
5.7
Limpopo
66 946
65.9
63 595
62.5
-3.4
Mpumalanga
54 980
43 229
78.6 5
54 251
41 801
77.1 6
-1.6
North West
33 286
27 118
81.5 4
32 045
26 448
82.5
1.0
Northern Cape
11 623
8 064
69.4
10 041
7 902
78.7
9.3
Western Cape
53 721
45 489
84.7
50 869
43 716
85.9
1.2
NATIONAL
70.7
72.5
1.8 59

60. Progressed Learners Excluded
Province
2015
2016
% Difference
Total Wrote
Total Achieved
% Achieved
Ranking
EASTERN CAPE
75 317
46 829
62.2 8
73 739
46 655
63.3 9
1.1
FREE STATE
26 082
22 876
87.7 2
21 504
20 032
93.2 1
5.5
GAUTENG
89 237
85.9 3
96 425
83 862
87.0
KWAZULU-NATAL
93 997
61.6
93 537
69.5 7
7.9
LIMPOPO
88 524
63 454
71.7
85 858
58 586
68.2
-3.4
MPUMALANGA
49 888
40 939
82.1 5
45 647
37 105
81.3 6
-0.8
NORTH WEST
9 659
7 454
77.2
27 392
23 603
86.2 4
9.0
NORTHERN CAPE
29 743
24 996
84.0
8 811
7 243
82.2
-1.8
WESTERN CAPE
50 119
44 080
88.0
48 627
42 665
-0.2
NATIONAL
74.1
76.2
2.1 60

61. Progressed Learners Only
Province
2015
2016
Difference
Total Wrote
Total Achieved
% Achieved
Ranking
EASTERN CAPE
11 705
2 625
22.4 9
9 163
2 513
27.4
5.0
FREE STATE
5 105
2 600
50.9 2
5 282
3 597
68.1 1
17.2
GAUTENG
4 568
2 149
47.0 4
7 404
4 519
61.0 3
14.0
KWAZULU-NATAL
10 070
4 765
47.3
12 983
4 495
34.6 7
-12.7
LIMPOPO
13 022
3 492
26.8 8
15 949
5 009
31.4
4.6
MPUMALANGA
5 091
2 290
45.0 5
8 604
4 696
54.6
9.6
NORTH WEST
3 543
2 122
59.9
4 653
2 845
61.1
1.3
NORTHERN CAPE
1 963
613
31.2
1 230
659
53.6
22.3
WESTERN CAPE
3 589
1 404
39.1 6
2 242
1 051
46.9
7.8
NATIONAL
58 656
22 060
37.6
67 510
29 384
43.5
5.9 61

62. NSC Passes by Type of Qualification, 2016
Prov.
Total Wrote
Bachelor
Diploma
Higher Certificate
NSC
No. Achieved
% Achieved EC
82 902
15 645
18.9
19 996
24.1
13 520
16.3 5
0.0 FS
26 786
9 596
35.82
10 244
38.2
3 767
14.1 1 GP
37 582
36.2
37 121
35.8
13 615
13.1
KZN
36 139
24.48
39 507
26.8
22 347
15.1 39 LP
18 762
18.43
23 544
23.1
21 281
20.9 7 MP
54 251
12 420
22.89
18 447 34
10 918
20.1 16 NW
32 045
8 820
27.52
11 177
34.9
6 450 NC
10 041
2 606
25.95
3 278
32.6
2 015 WC
50 869
20 804
40.9
16 305
32.1
6 573
12.9
NAT
26.6
29.4
16.5 68 62

63. Bachelor Passes (Numbers) per Province: 201663

64. NSC Passes by Type of Qualification per Quintile: 2016
2015
2016
Quintiles
Q 1-3
Q 4-5
No. of Bachelors
80 381
73 810
78 886
72 952 64

65. Performance based on Gender
Male
Female
Province
Wrote
Achieved
% Achieved
EASTERN CAPE
37 116
22 955
61.8
45 786
26 213
57.3
FREE STATE
12 114
10 875
89.8
14 672
12 754
86.9
GAUTENG
47 016
40 479
86.1
56 813
47 902
84.3
KWAZULU-NATAL
68 028
45 468
66.8
79 620
52 564
66.0
LIMPOPO
46 292
30 580
66.1
55 515
33 015
59.5
MPUMALANGA
24 350
19 442
79.8
29 901
22 359
74.8
NORTH WEST
14 963
12 676
84.7
17 082
13 772
80.6
NORTHERN CAPE
4 552
3 639
79.9
5 489
4 263
77.7
WESTERN CAPE
22 195
19 428
87.5
28 674
24 288
NATIONAL
74.3
71.1 65

66. School Performance within different Percentage Categories66

67. Schools performance within different percentage categories, 2015 - 2016
School Intervals 
2015
2016
Total Number of school
% of schools %
243
3.6
196
2.9 %
775
11.4
671
9.8
40 to 59.9%
1 310
19.3
1 221
17.9
60 to 79.9%
1 813
26.8
1 873
27.5
80 to 100%
2 631
38.9
2 853
41.9
Exactly 0% 22
0.3 18
Exactly 100%
470
6.9
548
8.0 67

68. School Performance by Quintiles68

69. School performance by Quintile - 2016
Quintiles % % % % %
Exactly 0%
Exactly 100%
Quintile 1
106
287
410
504
500 6 48
Quintile 2 41
189
383
536
493 5 47
Quintile 3 31
157
295
486
459 1
Quintile 4 2 10 57
168
365 55
Quintile 5 4 19 83
607
173
Total
180
647
1 164
1 777
2 424 12
354 69

70. Subject Performance 70

71. Candidates’ performance in selected subjects, 2011 – 2016 (at 30% level)
2012
2013
2014
2015
2016
Accounting
65.6
65.7
68.0
59.6
69.5
Agricultural Sciences
73.7
80.7
82.6
76.9
75.4
Business Studies
77.4
81.9
77.9
75.7
Economics
72.8
73.9
68.9
68.2
65.3
Geography
75.8
80.0
81.3
77.0
76.5
History
86.0
87.1
86.3
84.0
Life Orientation
99.7
99.8
99.6
Life Sciences
73.8
70.4
70.5
Mathematical Literacy
87.4
84.1
71.4
71.3
Mathematics
54.0
59.1
53.5
49.1
51.1
Physical Sciences
61.3
67.4
61.5
58.6
62.0 71

72. Candidates’ performance in selected subjects, 2011 – 2016 (at 40% level)
2012
2013
2014
2015
2016
Accounting
42.7
41.5
44.3
36.2
44.9
Agricultural Sciences
41.0
49.9
52.9
45.0
44.5
Business Studies
58.2
53.8
51.4
49.5
Economics
45.8
45.2
38.8
39.1
36.4
Geography
46.7
53.4
54.0
50.4
48.1
History
65.0
67.1
66.5
63.2
64.3
English FAL
98.8
99.0
97.8
96.9
96.0
Life Sciences
43.4
47.8
48.9
46.0
Mathematical Literacy
61.4
62.4
59.5
46.4
Mathematics
35.7
40.5
35.1
31.9
33.5
Physical Sciences
36.9
36.1
39.5 72

73. Mathematics achieved at 30% & 40% level, 2010 - 201673

74. Physical Sciences achieved at 30% & 40% level, 2010 - 201674

75. Candidates Performance in Home Languages (at 40% & above) 2014 - 201675

76. District Performance 76

77. District performance by achievement interval and province: 2016
Total number of Districts
2016
Below 50%
50% to 59.9%
60% to 69.9%
70% to 79.9%
80% and above EC 23 5 4 10 3 1 FS GP 15 2 13
KZN 12 6 LP MP NW NC WC 8
Total (2016) 81 19 17 32
Total (2015) 14 29 77

78. Significant Gains 78

79. Significant Gains
(a) Increase in the number of candidates that wrote Mathematics ( to ).
The percentage of candidates that passed Mathematics increased from 49.1% to 51.1%.
The number of candidates that passed Mathematics at 40% increased by , from 2014.
(d) In Mathematics learners achieved a mark of 60% or more in the 2016 examinations. Of the increase of 1700 from 2015, 1308 are black African learners.
(e) The percentage of candidates that passed Physical Science increased from 58.6% to 62%
(f) The number of candidates that passed Physical Science at 40% increased by , from 2014. 79

80. Significant Gains
(g) 2853 (41.9%) of the schools attained a pass percentage of 80% and above. (h) 1452 (59.9%) of the schools from quintile 1-3 attained a pass percentage of 80% and above. (i) learners from quintiles 1-3 schools qualified for admission to Bachelor Studies. This is more than the number of learners from quintiles 4 and 5. (j) 32 of the 82 districts achieved a pass rate of 80% and above. (k) The number of districts attaining a pass rate of below 50% decreased from 8 to 5. 80

81. Inclusive Basket of Criteria81

82. Inclusive Basket of Criteria
Overall pass percentage
Mathematics pass percentage
Physical Sciences pass percentage
Bachelor attainment percentage
Distinction percentage
Mathematics Participation rate
Throughput rate 82

83. Weighting Indicator Weighting Factor Max Score
1. Overall Pass Percentage
35%
0.35 35
2. Percentage Passed Maths
10%
0.1 10
3. Percentage Passed Physical Sciences
4. Percentage Attained Bachelor Passes
15%
0.15 15
5. Percentage attained Distinctions
6. Mathematics Participation rate
7. Throughput rate
Total
100% 1
100 83

84. Inclusive Basket of Criteria - 2016
Province
Overall Pass Percentage
% Mathematics Passes
% Physical Sciences Passes
% Bachelor Passes
% Distinctions
% Mathematics Participation Rate
% Throughput Rate
Inclusive Basket Score
WESTERN CAPE
85.9
77.2
73.5
40.9
7.1
30.6
56.1
60.7
FREE STATE
88.2
71.4
75.5
35.8
4.2
38.6
42.0
59.4
GAUTENG
85.1
68.7
68.5
36.2
4.6
37.2
48.1
57.9
NORTH WEST
82.5
62.7
69.8
27.5
3.0
33.1
39.7
53.8
NORTHERN CAPE
78.7
61.1
57.2
26.0
2.1
27.6
44.7
50.7
LIMPOPO
62.5
54.0
62.3
18.4
42.8
33.3
44.1
MPUMALANGA
77.1
53.6
63.6
22.9
1.9
43.0
51.0
KWAZULU-NATAL
66.4
38.2
57.8
24.5
3.8
54.6
37.7
46.1
EASTERN CAPE
59.3
37.6
49.7
18.9
47.7
31.8
40.5
NATIONAL
72.5
51.3
62.0
26.6
3.5
43.4
40.1
49.4 84

85. Mathematics Pass Percentage85

86. Physical Sciences Pass Percentage86

87. Bachelor Pass Percentage87

88. Distinction Percentage88

89. Mathematics Participation Rate89

90. Throughput Rate (Number that wrote in Grade 12 compared to number that enrolled in Grade 10)90

91. Kwazulu-Natal DISTRICT NAME Overall Pass Percentage
% Mathematics Passes
% Physical Sciences Passes
% Bachelor Passes
% Distinctions
% Mathematics Participation Rate
% Throughput Rate
Basket_Score
Achieved Rank
Basket Score Rank
AMAJUBA
77.2
58.1
64.6
31.3
3.5
29.3
38.4
51.1 39 32
HARRY GWALA
64.0
35.8
57.2
20.4
2.5
16.6
49.7
41.6 60 62
ILEMBE
52.4
22.0
45.0
15.6
2.7
13.4
29.4
31.9 74 75
PINETOWN
66.4
44.5
63.0
26.3
4.9
18.5
39.6
44.2 54 51
UGU
65.4
36.1
60.4
23.6
3.3
17.0
35.4 56 61
UMGUNGUNDLOVU
76.3
50.1
71.2
32.3
5.2
41.3
50.7 40 35
UMKHANYAKUDE
69.2
37.1
59.0
21.2
2.1
17.1
38.8
42.8 50 58
UMLAZI
74.4
48.1
65.6
32.8
7.2
25.4
46.8
50.3 45
UMZINYATHI
58.0
32.4
54.0
19.3
2.4
23.2
24.8
36.9 70 69
UTHUKELA
67.7
39.3
65.0
23.1
34.7
43.7 53
UTHUNGULU
63.4
31.2
21.0
2.6
20.5
39.8
39.9 64
ZULULAND
47.8
19.6
21.9
32.1 71
Good stories
Light shades of green 91

92. KwaZulu-Natal Schools
District Name
EMIS no
Centre No
Centre Name
Overall_Pass_Percentage
Perc_Maths Passed
Perc_Physics_Passed
Perc Bachelor_Passes
Perc_Distinctions
Perc_MathsParticipation
Throughput_Rate
Basket_Score
%Achieved Rank
Basket Score Rank
UMLAZI
AL-FALAAH COLLEGE
100 58
94.1 1
PINETOWN
STAR COLLEGE 53
93.1 5
ZULULAND
INKAMANA S 40
90.625 6
EDEN COLLEGE DURBAN 49 88
92.0 11
MOUNT EDGECOMBE PRIVATE 78
91.5 15
AMAJUBA
ISLAMIC COLLEGE NEWCASTLE
83.3 36
90.9 21
UMGUNGUNDLOVU
MARITZBURG COLLEGE 94 27
97.318
89.7 33
WESTVILLE GIRLS H
98.7 96 37
89.6 34
PIETERMARITZBURG GIRLS` H 30
89.4
MARITZBURG MUSLIM 95
89.0
DANVILLE PARK GIRLS` H
99.1
98.6 99 41
DURBAN GIRLS` H 98
88.9 42
ORIENT ISLAMIC
92.7 92 43
WESTVILLE BOYS H
98.4
92.1 90 32
88.0
684
CRESCENT GIRLS` H 85 26 75
87.6 62
INANDA SEMINARY S
97.8 25
86.9 71
NORTHLANDS GIRLS` H
92.5
97.1 93
86.0 80
UTHUNGULU
ST CATHERINES H 60
85.6 89
BLUFF CHRISTIAN ACADEMY 13
GLENWOOD H
92.3
97.3 84 22
85.3 97
BIRDSVIEW ACADEMY 18 70
UGU
PORT SHEPSTONE H
95.1
93.6
85.1
103
ESHOWE H
93.7 79 16
84.6
112
HOWICK H 83
83.7
128
KLOOF H
88.8
93.4 17
83.6
632
132
UTHUKELA
LADYSMITH H
99.4
94.8 82
583
133
MARTHA BEYERS ACADEMY
87.5 63 29
83.4
140
DURBAN H
91.3 19
793
141 92

93. Inclusive Basket of Criteria provides a more comprehensive account of the performance at provincial and district levels, since this score is a multi-indicator approach – (critical national indicators).
This approach will re-direct the focus from the overall pass percentage to six other important criteria.
This approach will ensure that schools and districts now focus on improving their performance in Mathematics, Physical Sciences, Bachelor passes, distinctions, Mathematics participation rate and the throughput rate. 93

94. Diagnostic Analysis of learner Performance in Selected subjects94

95. National Diagnostic Analysis
Purpose of the National Diagnostic Analysis:
Provide feedback to learning and teaching.
Provides teachers, subject advisors and education planners with the common areas of weakness
Ensure that these areas are constructively addressed in the teaching programme planned for 2017
Assists in school based diagnostic assessment and intervention. 95

96. Scope of the National Diagnostic Analysis
(a) Covers 11 of the subjects with high enrolments namely: Accounting, Agricultural Science, Business Studies, Economics, English First Additional Language, Geography, History, Life Sciences, Mathematics, Mathematical Literacy and Physical Science.
(b) Attempts to track progress made in the subject and content areas that were highlighted as problematic in the previous years.
(c) For each subject the following are included
general overview of learner performance
analysis of performance on individual questions
aspects of the curriculum identified as problematic
suggestions for improvement. 96

97. Scope of the National Diagnostic Analysis
(d) The National Diagnostic Report also includes an improvement framework for the FET phase (for all subjects)
Covers grades 10 to 12
Focuses on remedial measures indicating the responsibility at each level of the sector (DBE, PED, district and school)
Also includes resources to be utilised
Suggests time frames for the implementation of these remedial measures 97

98. Generic Key Findings
Improvement in the quality of responses was noted amongst a large group of candidates across all subjects.
Poor language skills remains a challenge and continues to impact on the ability of candidates to interpret questions and source material, and to frame appropriate responses to questions.
Deficiencies in the use of Mathematical or calculation skills remains a challenge
Deficiencies in understanding specific subject content areas.
Syllabus coverage – poor or no responses in low order questions
Misconceptions
Teacher deficiencies in content areas. 98

99. Generic Key Findings
Learners inability to deal with problem solving, higher order questions that required independent thought or creative thinking.
lack of thorough understanding of basic concepts.
teacher proficiency in dealing with analytical, evaluative or problem-solving questions
lack of practical exposure and application to everyday life 99

100. Subject Specific Analysis
100

101. Performance Distribution Curves in Life Sciences
101

102. Life Sciences P1: Average marks per question expressed as a percentage Paper 1
Multiple Choice, Terminology, Matching, Meiosis and Fertilisation Q2
Human Reproduction, Scientific investigation on Temperature and Pulse rate, Glucose level and Investigation on Auxin Q3
Neuron, Visual defect, GMO, Human Impact (gasohol) and Thermal Pollution Q4
Hearing and the role of Adrenalin on muscles
102

103. Life Sciences P1: Average performance per sub-question
103

104. School Based Assessment
104

105. Current Status
Improvements in the implementation of School based assessment noted in 2016 especially at the Grade 12 level
Grade 10 and 11 still lagging behind in quality and standard.
(c) In 2016 the focus was on the following:
Mediating the NSC Exam and SBA Comparative Analysis
Finalisation of the national SBA Policy
An audit if the SBA systems in all provinces
Moderation of SBA tasks and Learner Evidence
Development of a Guideline for the Conduct of Internal Examinations.
Moderation of Practical Assessment Tasks and Oral Assessment.
Setting of Common Assessment Tasks for Life Orientation
105

106. Key Challenges in 2016 and Proposed Interventions in 2017
Poor quality of some SBA tasks, or tasks of low cognitive level
Over-dependence on past question papers or provincially/district based tasks.
Training of subject advisors on development of assessment tasks
Training of provincial chief markers on setting of question papers (Prep exams)
Provision of SBA exemplars
Variations in moderation systems at school, district, provincial and national levels.
Report on audit of SBA systems to shared with PEDs.
Mediate the Policy on quality assurance of SBA
Assessment systems to support the implementation of PATs at provincial and district levels
Conduct audit of PAT moderation system.
Draft Guidelines for the moderation of PATs
Monitor and moderate the implementation of PATs
Computation and Capturing of SBA marks
Audit of PEDS systems relating to computing and capturing SBA marks
Evaluation of mark sheets/tools utilised
Streamlining of processes across PEDs via circular/directives/norms
Ensuring that SASAMS is CAPS compliant
106

107. Comparative analysis of 2016 School Based and Exam marks for 2016 NSC
107

108. Provincial Comparative Analysis – 2016 (SBA and Examination)
ALL
Rejected
%Rejected
>15%
% >15%
<5%
%<5% EC
10942
420
3.8
1457
13.3
5297
48.4 FS
4190 63
1.5
181
4.3
2654
63.3 GP
12510
104
0.8
682
5.5
8613
68.8
KZN
19325
540
2.8
2581
13.4
9500
49.2 LP
14818
913
6.2
1845
12.5
6804
45.9 MP
6799
209
3.1
712
10.5
3523
51.8 NC
1602 34
2.1
171
10.7
886
55.3 NW
4481
163
3.6
315
7.0
2594
57.9 WC
6042 28
0.5
228
3933
65.1
NATIONAL
80690
2474
8172
10.1
43804
54.3
108

109. Provincial Comparative Analysis – 2015 & 2016
109
Year
ALL
Rejected
%Rejected
>15%
% >15%
<5%
%<5% EC
2015
10848
462
4.3
1852
17.1
4747
43.8
2016
10942
420
3.8
1457
13.3
5297
48.4 FS
4243 60
1.4
177
4.2
2806
66.1
4190 63
1.5
181
2654
63.3 GP
12288
113
0.9
1107
9.0
7928
64.5
12510
104
0.8
682
5.5
8613
68.8
KZN
19454
679
3.5
5311
27.3
6955
35.8
19325
540
2.8
2581
13.4
9500
49.2 LP
15019
1055
7.0
2533
16.9
6083
40.5
14818
913
6.2
1845
12.5
6804
45.9 MP
6828
225
3.3
959
14.0
3453
50.6
6799
209
3.1
712
10.5
3523
51.8 NC
1593 38
2.4
247
15.5
774
48.6
1602 34
2.1
171
10.7
886
55.3 NW
4373
163
3.7
509
11.6
2358
53.9
4481
3.6
315
2594
57.9 WC
6095 24
0.4
234
4282
70.3
6042 28
0.5
228
3933
65.1
NATIONAL
80741
2819
12929
16.0
39386
48.8
80690
2474
8172
10.1
43804
54.3

110. Comparative Analysis between SBA and Examination Marks: 2015 and 2016
The quality of internal assessment at schools is improving
There has been a national decline of 0.4% (345 moderation records) of rejected marks from 2015 to 2016
In the category of >15 there has also been an improvement as the data shows a decline of 5.9% (4 757 moderation records) nationally
110

111. Plans for 2017 For 2017, DBE will also prioritise the following:
Provide Comparative Analysis Report to all schools
Identify schools with SBA marks rejected by Umalusi for focused support
training of subject advisors and SBA managers
provision of SBA exemplars.
mediate the policy on the quality assurance of SBA.
111

112. Conclusion
112

113. Conclusion
All provinces provided evidence of improvement plans, linked to the implementation of the NSLA, meant to enhance the quality of the 2016 NSC results.
The 2016 Evidence-based Report presented the systemic programmes and interventions besides the normal teaching and learning programmes to bring about improvements in learner performance.
113

114. Conclusion
Despite the criticisms against the NSC examinations, it remains a reliable indicator of performance of the system.
There is a gradual increase in the cognitive demand of question papers and through the benchmarking process, our question papers are becoming internationally comparable.
Closer working relationship with State Security Agencies to improve the security of the examination system.
Exploring various options to improve the quality of marking, including E-marking.
Strengthen SBA through exemplification.
114

115. Thank You
115