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PRESENTATION TO THE NCOP
Briefing on the 2015 NSC Grade 12 Results and Strategies to Improve Performance.
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Presentation Outline Purpose Introduction Mandate Objective
Learner Performance-2015 Analysis of Grade 12 results Factors affecting Learner Performance Interventions to improve Learner Performance and Action Plan
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Purpose To present the analysis of Limpopo 2015 NSC results
To present the strategies and action plan to improve performance in the 2016 NSC results
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Introduction The Government of South Africa has declared that Education is a key priority of government, taking into consideration the fact that it is a pre-condition for a developmental state. Therefore equipping our people with knowledge and skills is a prerequisite for development and will allow them to fulfill a productive role in society. Quality education depends not only on educators, but also on LTSM, on libraries and science laboratories, on conducive classrooms with good furniture, on clean toilets, on water, on scholar transport, on good nutrition for learners, sports field and on protection from sexual violence against learners as well as on good administration and support.
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The Department derives its mandate from:
The Constitution of the Republic of South Africa National Development Plan Limpopo Development Plan Medium Term Strategic Framework Sector Plan ‘Action Plan to 2019, Towards the Realization of Schooling 2030” Delivery Agreement between the MEC and the Minister for Basic Education State of the Nation Address State of the Province Address
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Objectives Improve Early Childhood Development
Improve the quality of teaching and learning Provision of Learner Teacher Support Materials (LTSM) Strengthened School Management and support Provision of school infrastructure Improve access to quality Education
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Analysis of NSC Grade 2015 Grade 12 Results
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Learner Performance-2015 Analysis of Grade 12 results
District 2014 Number wrote in 2015 (FT) 2015 % Decline Sekhukhune 63.9% 21 531 55.0% 8.9% Waterberg 70.5% 9 518 58.1% 12.4% Capricorn 71.6% 24 839 66.7% 4.8% Mopani 74.3% 19 152 68.9% 5.4% Vhembe 81.1% 26 535 74.7% 6.5% Province 72.9% 65.9% 7.0%
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Summary of Circuit Performance
District Total number of circuits Performance in 2014 Underperformance in 2014 Performance in 2015 Underperformance in 2015 Capricorn 32 29 3 23 9 Sekhukhune 33 20 13 11 22 Mopani 24 1 16 8 Vhembe 27 26 Waterberg 18 14 4 10 Province 134 113 21 84 50
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Performance in selected subjects
Wrote Pass L2+ L4 L5 L6 L7 2015 Pass % L2+ 2014 Pass % L2+ Variance Accounting 22 945 12 679 1 719 907 505 447 55.3 69.7 -14.5 Agricultural Sciences 32 106 24 454 3 823 1 353 352 52 76.2 81.6 -5.4 Business Studies 28 300 17 765 2 665 1 151 440 133 62.8 67.1 -4.3 Economics 30 742 21 036 3 590 1 517 580 211 68.4 65.1 3.3 Geography 55 617 42 776 8 521 4 524 1 849 719 76.9 81.7 -4.8 History 18 478 14 301 3 140 1 176 266 33 77.4 74.9 2.5 Life Sciences 62 531 42 817 7 096 4 111 2 061 927 68.5 71.7 -3.2 Mathematics 40 673 21 188 3 522 2 120 1 317 963 52.1 56.9 Mathematical Literacy 61 282 41 807 5 706 2 245 819 245 68.2 83.2 -14.9 Physical Sciences 33 680 20 063 3 273 1 904 989 629 59.6 66.7 -7.1
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Performance of Progressed Learners
Total number of Progressed Number wrote Number passed Pass % 13 227 13 022 3 492 26.8%
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Factors that affected Learner Performance
Poor language skills particularly with regard to interpretation of questions and source materials Lack of basic understanding of concepts which are the prerequisite for higher level of thinking, analytical, evaluative or problem solving questions Unexpected increase in the number of higher order questions in 2015 Poor subject content knowledge of teachers Acute shortage of teachers to teach scarce skills subjects High vacancy rate of subject advisors at all levels
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Factors that affected Learner Performance
Implementation of policy on progressed learners coupled with insufficient support provided to same learners Disruptions of teaching and learning due to service delivery protests Teacher and learner absenteeism Lack of funding for programmes to support teachers and learners Poor Curriculum Management by SMTs Inadequate utilisation of available resources at school level Insufficient and under-pitched lessons and assessment tasks
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Factors that affected Learner Performance
Small and non-viable schools Shortage of classrooms Storm damaged schools Curriculum coverage
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Interventions to improve Learner Performance
Mediation of the 2015 diagnostic report by Curriculum Advisors Train teachers on subject content focusing on the 11 selected subjects in line with the diagnostic report and with special focus on handling of high cognitive level questions Hold Winter and Spring camps for grade 12 MST learners. Conduct Radio lesson broadcast and learner/teacher guides for grade 12 learners in selected subjects (insufficient funding). Set standardized question papers . Facilitate the filling of subject advisors’ vacancies at provincial, districts and circuits levels. Provide assistive devices to learners in special schools.
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Interventions to improve Learner Performance
Utilise Teacher Centres to intensify teacher development programmes and learner enrichment programmes Improve monitoring and support of schools with a specific focus on curriculum management Develop and provide subject question banks to both teachers and learners Monitor the quality of informal assessment tasks Strengthen moderation of School Based Assessment at school, circuit and district level Track the performance of progressed learners quarterly using the SA-SAMS and provide differentiated support Use assessment results to improve teaching and learning
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Interventions to improve Learner Performance
Strengthen the implementation of policy to limit the number of streams that schools can offer. Merge small and non-viable schools. Reduction of vacancy rate in management and MST. Provide mobile classrooms to deal with infrastructure challenges. Strengthening monitoring and support at all levels. Promote performance through provision of LTSM, NSNP and scholar transport.
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Action Plan : Curriculum Development
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Action Plan to Improve 2016 NSC Results
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Action Plan to Improve 2016 NSC Results
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Action Plan to Improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan : District Co-ordination
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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Action Plan to improve 2016 NSC Results
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CORPORATE SERVICES
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 1 Turning around poor performing schools Profiling of poor performing schools Profiling of principals of the poor performing schools (Qualifications, Experience) PED 29 February 2016 Report to DBE 04 March 2016 Profiles of Principals in Poor performing schools available and submitted to Teacher development to identify gaps and provide relevant training. Identification of vacant Principal posts in Poor Performing schools and duration of vacancies PED/DBE List of vacant principal posts and duration of vacancy available for analysis to inform the filling of these vacancies Identification and profiling of all existing teaching vacancies in poor performing schools Vacancies in poor performing schools identified and profiled. Profiling and analysis of foreign educators Profiles of foreign educators available
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 1 Turning around poor performing schools Profiling of poor performing schools Identification and filling of critical District posts PED 30 June 2016 Report to DBE 8 July 2016 List of vacant critical district posts available. Management plan available to fill vacancies. Identification and formulation of a management plan for the closure of outstanding PILIR cases PED/DBE 29 February 2016 04 March 2016 Management plan for the closure of all outstanding PILIR cases available Profiling of teachers who resigned from the sector (April 2015-January 2016) 31 March 2016 8 April 2016 List of teachers who resigned and retired in the last financial year available. 2 Preparation and implementation of post provisioning (PPN) Implementation of PPN for 2016 Updating PERSAL establishments Report to DBE 4 July 2016 Establishments updated on PERSAL Identification of small schools 28 February 2016 Report to DBE4 March 2016 All small schools identified
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 2 Preparation and implementation of post provisioning (PPN) Implementation of PPN for 2016 Analysis of the utilisation of Ad Hoc posts PED/DBE 29 February 2016 Report to DBE4 March 2016 Allocation of ad hoc posts finalised Identifying Vacant Posts: (compare current establishment to new establishment) Posts currently occupied by temporary educators New Posts Created by New Establishment Posts that have no warm body PED 30 April 2016 Report to DBE4 May 2016 Vacant posts identified and categorised according to whether it is a new post, filled by a teacher in a temporary capacity or vacant (no warm body). Profile all vacant posts (Vacancy List for Excess Educators) 30 June 2016 Report to DBE4 July 2016 All vacant posts profiled according to subject and phase. Identify Educators in Addition to the Staff Establishment (update PERSAL to reflect excess status) Excess educators identified and excess status updated on PERSAL
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 2 Preparation and implementation of post provisioning (PPN) Implementation of PPN for 2016 Profile Excess Educators PED 31 July 2016 Report to DBE4 Aug 2016 Excess educators profiled Training of Labour on PPN PED/DBE 30 June 2016 Report to DBE8 July 2016 Training completed Redeployment of excess educators 31 August 2016 Report to DBE4 Sep 2016 Excess educators deployed and PERSAL updated Create list of posts that don’t match excess educators 15 September 2016 Report to DBE19 Sep 2016 Lists available Placement of Funza Lushaka graduates Report to DBE weekly FL graduates placed and captured on PERSAL
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 2 Preparation and implementation of post provisioning (PPN) Preparation and implementation of PPN for 2017 Schools Complete and Submit Learner enrolment Data (SASAMS, ASS, SNAP) PED 28 February Report to DBE4 Mar 2016 Data available EMIS Unit Develops PPN tables 30 April Report to DBE4 May 2016 Data captured and PPN tables available HR Unit receives PPN tables and No. of Posts and runs model based on various scenarios 30 June Report to DBE4 July 2016 PED runs the model and generates various scenarios Finance Unit determines: Average Monthly payroll Average salary per post Total salary budget Potential posts Learner Educator Ratio All financial information is available Approval of MEC for posts 31 July Report to HEDCOM August 2016 MEC approves and declares the basket of posts Consultation with trade unions concluded 31 August Consultations completed and report is available
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 2 Preparation and implementation of post provisioning (PPN) Preparation and implementation of PPN for 2017 Preliminary staff establishment letters to schools 15 September Report to HEDCOM August 2016 Preliminary staff establishments reach schools and verification completed Final staff establishment letters to schools 30 September Final staff establishments sent to schools Updating PERSAL establishments PED 15 December 2016 Report to DBE 4 Jan 2017 Establishments updated and available on PERSAL Identifying Vacant Posts: (compare current establishment to new establishment) Posts currently occupied by temporary educators New Posts Created by New Establishment Posts that are empty 15 October 2016 Report to DBE19 Oct 2016 Vacant posts identified and categorised according to whether it is a new post, filled by a teacher in a temporary capacity or vacant (no warm body).
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 2 Preparation and implementation of post provisioning (PPN) Preparation and implementation of PPN for 2017 Profile all vacant posts (Vacancy List for Excess Educators) PED 30 November 2016 Report to DBE 4 Dec 2016 All vacant posts profiled according to subject and phase and vacancy lists made available to excess educators. Identify Educators in Addition to the Staff Establishment (update PERSAL to reflect excess status) 15 October 2016 Report to DBE 19 Oct 2016 Excess educators identified and excess status captured on PERSAL Profile Excess Educators Excess educators profiled Match Excess profiles to Vacancy List (offers of employment sent to educators) 15 December 2016 4 Jan 2017 Matching and placement of excess educators completed Create list of posts that don’t match excess educators 4 January 2017 List of posts that cannot be filled by excess educators collated
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 3 Improving HRM information Persal Data integrity Develop a Provincial and District work-plan to continuously audit and improve PERSAL data. The plan should include: Appointed working teams Standard Operating procedures and Manuals Monthly targets, Audits and Reports Risk and Risk Mitigation PED 29 February 2016 Report to DBE 4 March 2016 Correct all current exceptions PED/DBE Report to DBE 4 March 2016 4 Implementation of HR Plan High vacancy rate of management posts in schools Principals : 834 Dep Principals : 540 HODs : 948 Shortage of Mathematics and Physical Science educators Advertisement of management posts in schools Director HRM EEA 15 March 2016 Posts are advertised and appointments made.
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Action Plan to improve 2016 NSC Results
NO OBJECTIVE AREA OF CHALLENGE REMEDIAL ACTION RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATOR 4 Implementation of HR Plan High vacancy rate of management posts in schools Principals : 834 Dep Principals : 540 HODs : 948 Shortage of Mathematics and Physical Science educators Placement of Funza Lushaka bursars Director HRM EEA 26 February 2016 80% placement is achieved. Appointment of foreign educators All qualifying foreign educators to be appointed. Appointment of Teach SA ambassadors 31 March 2016 100% placement rate is achieved.
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THANK YOU
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