1. PORTFOLIO COMMITTEE ON BASIC EDUCATION National Strategy for Learner Attainment 14 February 2017

2. Presentation Outline The Evidence Based Report (2016) NSLA Conclusion
Design Features
Key Areas
Improving Language Proficiency
Subject-Specific Interventions
ICT Provisioning & Support
Learning and Teaching Support Material
Tracking Learner Performance
Impact
NSLA
Scope
NSLA Objectives
NSLA Pillars
NSLA Business Processes
NSLA Implementation and Reporting
Areas of Improvement in the 2017 NSLA
NSLA Plans for 2017
Conclusion 2

3. The Evidence Based Report (EBR)

4. 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.

5. 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.

6. 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

7. 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).

8. 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

9. 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

10. NW: Intervention and Support - Accounting
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

11. ICT Provisioning & Support
DBE Website
Mindset Broadcasting
Thutong Resource Downloads
DBE developed a repository of electronic aligned curriculum content resources including
study guides;
interactive workbooks;
free core textbooks; and
videos lessons.
DBE established an educational TV channel
Available on:
Open View Higher Definition;
DSTV ; and
StarSat platforms.
Months
Resources available
Number of Users
Number of Resources Downloaded
Apr-16
9 807
May-16
9 815
Jun-16
9 816
Jul-16
9 818

12. LTSM: Distribution of Textbooks (Grade 12)
Subjects
Eastern Cape
Free State
Gauteng
KwaZulu-Natal
Limpopo
Mpumalanga
North West
Northern Cape
Western Cape
No. of Learners
No. of Books
Accounting
18 584
36 861
6 811
10 590
22 538
20 540
41 101
43 436
22 408
22 994
10 329
245
5 608
15 626
1 474
5 854
9 606
1 316
Afrikaans FAL
6 704
3 847
3 017
3 276
33 023
31 472
13 325
98 533
1 515
1 010
4 272
1 702
3 207
3 200
1 456
1 957
18 317
1 040
English FAL
86 993
25 670
34 390
75 063
6 4761
97 008
56 033
357
31 888
34 544
8 098
12 341
32 728
2 558
Agricultural Sciences
25 486
27 427
1 980
2 359
1 203
976
23 940
15 788
31 850
34 685
18 235
208
6 859
9 466
770
1 652
800
106
Business Studies
31 034
34 729
11 988
15 573
47 812
43 523
71 559
42 682
26 631
28 240
21 538
237
11 380
15 292
3 357
5 427
22 290
2 424
Economics
24 538
30 218
7 479
10 203
27 684
24 710
42 198
33 134
30 572
32 033
14 175
103
7 019
10 858
1 463
2 816
9 541
1 244
Geography
38 744
40 079
10 969
14 080
52 716
47 076
83 905
40 764
56 375
60 251
28 363
100
20 434
23 679
4 914
8 148
20 907
2 619
History
25 651
25 578
4 811
6 043
31 757
28 440
44 833
25 917
19 247
20 300
8 418 35
8 260
10 728
3 126
5 028
18 308
2 639
Life Sciences
55 623
52 574
13 698
18 140
53 163
47 203
93 540
51 107
62 707
67 394
33 336
448
19 034
7 527
5 588
8 439
27 274
2 819
Mathematical Literacy
50 607
46 826
18 041
21 305
71 902
63 850
79 113
42 912
56 212
63 054
35 471
320
23 975
26 799
6 715
10 412
37 123
3 621
Mathematics
45 152
47 593
11 071
17 287
40 507
36 391
92 164
48 293
44 323
44 661
25 274
439
11 423
18 311
2 729
2 981
15 977
2 010
Physical Sciences
30 546
34 157
9 039
13 183
33 466
30 166
53 147
33 799
34 243
35 428
341
9 231
15 420
2 315
4 242
11 357
1 479

13. Example North West: Support for Progressed Learners
SUBJECT
TYPE OF SUPPORT PROVIDED
Accounting
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.
The materials also provide for questions and answers on the same content.
The term 2 schools results were used to assess the performance of these learners and identify the subjects of great challenge, which are provided for in the spring revision camps.
Developed answering skills that will assist the learners to respond with ease to most of the questions.
Assist learners to maximise their performance in the low order questions.
Special materials designed to assist the learners during the spring camps and revision classes.
Agricultural Sciences
Business Studies
Economics
Mathematics
Mathematical Literacy
Geography
History
Life Sciences

14. Example WC: 2016 Subject Performance

15. Example GP: Impact of Holiday Programme (Pre- and Post Tests)
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%

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

17. Emerging Trends: 2016 Evidence Based Report
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.

18. National Strategy For Learner Attainment (NSLA)

19. THE NSLA SCOPE
The NSLA is both an overarching Integrated Framework meant to manage all indicators that contribute to school functionality and a reporting tool on provincial, district and school programmes and activities in order to improve overall learner performance in line with Action Plan to 2019 – Towards Schooling 2030. 19

20. THE NSLA OBJECTIVES
Sustained improvement in the learning outcomes or performance from Grade R - 12;
Greater focus on basic functionality of schools;
Enhanced accountability at all levels of the system;
Protecting time for teaching and learning;
Improved support for teaching and learning;
Increased efforts on time on task; and
Resource provisioning. 20

21. THE NSLA PILLARS
Section 1: Management and Leadership; District Co-ordination Section 2: Early Childhood Development Section 3: Primary/GET Schools: Foundation Phase; Intermediate Phase; Senior Phase; Rural Education; Reading and Career Guidance. Section 4: High/FET Schools Section 5: Mathematics, Science and Technology Section 6: Comprehensive Teacher Development Programme Section 7: Resource provisioning Section 8: Inclusive Education: Special Schools; Full-service schools; Home Education Section 9: ICT Support to Curriculum 21

22. THE NSLA BUSINESS PROCESSES: INCREASED ACCOUNTABILITY
DBE
Province
District
School
Review and strengthen the NSLA framework and indicators
Develop FET and GET Improvement Plans
Analyse quarterly reports from provinces
Develop provincial PSLA plan.
Compare results with set targets quarterly
Implement recommendations
Provide support
Develop revision programmes
Identify and manage gaps
Develop district DSLA plan.
Offer differentiated support to Districts and Teachers
Develop school improvement plan and subject improvement plans.
Manage gaps
Provide feedback within 14 days to PEDs
Analyse results and develop plans for improvement.
Highlight weakness and strengths.
Provide steps to achieve intended goals and targets
Compile quarterly reports for DBE
Analyse results and compile plans for improvement.
Provide steps to achieve intended goals and targets.
Compile reports for PDEs
Analyse and suggest plans for improvement. Highlight weakness and strengths.
Provide steps to achieve intended goals.
Compile reports for districts
Develop the Evidence based Reports (Midyear and Final) for UMALUSI
Provide verifiable information on seven key areas for the Provincial EBR report
Districts to provide data on interventions. Track learner progress and report quarterly
Schools to provide data on interventions. Track learner progress and report quarterly

23. NSLA IMPLEMENTATION AND REPORTING
DBE
Provincial Office
District/ Circuit
Classroom Teachers Learners
TDCM
HEDCOM
CEM
Portfolio Committee
+ UMALUSI 23

24. FOCUS OF 2017 QUARTERLY REPORTS
Firming up 2017 plans (results analysis, target setting, moderators’ reports, etc.)
Tracking learner performance
Implementation of intervention plans
Measuring the impact
Tracking learner performance.
Preparation for End of Year Examinations (Internal exams, ANA & NSC)
Implementing “Last Push” interventions
Tracking learner performance;
Planning for subsequent year.
Strengthen the reporting framework.
Analyse GET results 24

25. AREAS OF IMPROVEMENT Coordination of NSLA management;
Targeted support and Oversight Visits to PEDs, District & Schools;
Improvement in Quality and Efficiency of Learning Outcomes;
Alignment of Reporting Structures
Strengthened Accountability at all levels
Improvement of data utilisation
Evidence based reporting across the system
Institutionalise the measuring of impact 25

26. 2017 NSLA PLAN
Monitoring the implementation of Circular on the regularisation of progressed learners;
In-depth profiling of progressed and repeating learners throughout the system;
Focus on cognitive levels to improve the quality of School Based Assessment;
Strengthening systems to tracking learner performance per subject per grade;
Mainstream item analysis and the utilisation thereof;
Alignment of PSLA and DSLA to NSLA;
Reflect and set targets according to the inclusive basket criteria; 26

27. CONCLUSION
The NSLA remains the tool to drive improvement of school functionality and learning outcomes in the sector from Grades R - 12;
It’s value as a key driver of sustainable improvement of learner performance has been firmly established in the system; and
The next steps should include the institutionalisation of the NSLA at all levels of the system and the digitisation of reporting to improve accuracy of reporting and early intervention. 27