1. LEARNER PERFORMANCE IN MATHS AND SCIENCE AT FET LEVEL Reflections on models for supporting learners

2. No of children wrote grade 12 in 2014: 532 860
Number who take Maths:
We are not producing the numbers of Maths and science quality passes for the technical skills for growth and competiveness to grow the economy
Source:
Number who pass Maths at 30%:
Number who pass Maths with score above 70%: 10359
Number of African learners who pass Maths with score above 70%: 4274
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

3. How can we add to the pool of quality passes while systemic change is addressed?
Proposition:
Learner with potential
Placement at school
with good Maths
& Science results
Quality Grade 12 pass
in MSL above 60%
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

4. Learners: Disadvantaged Learners
Schools: High Performing Maths and Science schools
Duration: Grade 10 to 12 and Grade 8 to 12
Inputs: School fees (tuition), resources, uniforms, school excursions, school resources
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

5. However, more ingredients were required:
Additional ingredient 1
Additional ingredient 2
Additional ingredient 3
Additional ingredient 4
Academic support
Required due to backlogs in
foundational concepts and skills
Camps, Extra Classes, Individual tutors
Psycho-social support
Required due to new environment and no experience of maths and science in the home environment
Mentors, peer groups, Individual counselling
Tertiary access support
Implications of success at Grade 12 – getting learner into a tertiary institution and programme
Applications to university
Applications for funding
Bridging loans
Support to schools
While good schools were selected, this is a fragile and tenuous state
School leadership
Bursaries for study
Teacher support
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.
Number of those who pass at 60%, are African

6. Learner with potential Academic support Psycho-social support
Placement at school
with good Maths
& Science results
Learner with potential
Academic support
Psycho-social support
Tertiary access support
Support to schools
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

7. Learner Programme Impact: Results from 10 years of experience
Total invested over 10 years: R120 million
Costs per learner R58,088 – R74,782
Number of learners that participated in the programme: 1,615
Number that achieved Bachelor passes and over 60% in Maths, Science & English: 1,183
Number that went to tertiary institutions: 828
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

8. Lessons Learnt Learner selection:
The school of the learner must be considered as a proxy of education disadvantaged
Selection instruments must be fair, reliable and valid to test for potential
Academic support:
Targeted support must be based on diagnostic assessment, remediation and academic extension
Value-Add Acitivites
Olympiads
Maths and Science Clubs
Implementation:
Not a quick fix – complex set of issues in current educational environment
Constant reflection on the the Theory of Change
Need for courageous decision making in project implementation
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

9. Partnerships : Funding Partners: Implementation
BankSeta and Michael and Susan Dell Foundation
Implementing Partners
CASME Wendy Heard ISASA TEN
Evaluators & Researchers
Paul Hobden Angela Schaffer Sally Hobden Nosise Feza-Piyose
Bursary Partners
Moshal Foundation BankSeta Thutuka
Sector Partners
NSFAS Grahamstown Foundation
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

10. Focus on the school as a unit of intervention
Future Direction – from a learner placement model to a school focus
Focus on the school as a unit of intervention
Within the school: focus on school leadership and management, teachers and learners
Integration of all our lessons on the necessary conditions for success
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.

11. “All the lessons from our programmes feed into our knowledge base which improves our own capacity to deliver
- Gail Campbell, CEO, Zenex Foundation
In the Learner Placement Programme, that was implemented over a period of 10 years, this involved supporting cohorts of learners, formative evaluations which were fed into the interventions, which evolved over time. It deepened understanding of the factors that impact on learners from disadvantaged schools and homes.