Grade 12 Results: briefing by Umalusi & Department of Basic Education; with Deputy Minister

Meeting report

The Chairperson said the Department was about improving the quality of education in the country as it was a societal issue. There was a downward spiral of performance in the Department. The points raised by the Portfolio Committee the day before were those that the Select Committee would have raised. A lot of issues arose from the committee oversight visits such as teachers’ development, teachers that were qualified but not able to cope with the content, learners’ transport and school nutrition. She had hoped the Department would be able to implement the issues raised in the committee oversight reports. She asked if the standard of the NSC was declining and questioned the terms of the appointment and the credibility of markers. She questioned if the examiners were able to align the questions with the requirements of CAPS and if there were national criteria for the selection of markers. She said some principals were complaining that progressed learners had contributed to the downward spiral of the results.

The Deputy Minister, Mr Enver Surty, gave apologies for the Minister, Ms Angie Motshekga, who was attending a Cabinet meeting. He had the privilege the previous day of being part of the Portfolio Committee meeting where the Department had made a similar presentation. Amongst the issues raised about the National Senior Certificate was the reality that in KwaZulu-Natal and Eastern Cape, the language of teaching was isiXhosa and isiZulu. This imposed a huge burden on the learners and educators. The second element raised was whether the progressed learners should be separated from those who entered Matric on merit. Given the reality of the provinces, uniformity in framework should be adopted for incentives in the rural areas. Those that had performed very well have adopted a data-driven approach system. He said attention to school based assessment (SBA) should be seriously considered as it was a critical instrument.

Umalusi briefing on the quality assurance of the National Senior Certificate (NSC) 2015
Ms Faith Ramotlhale, Umalusi Senior Manager: Quality Assurance of Assessment (QAA), said a number of question papers required more than three external moderations: isiXhosa FAL P1, P2, P3 and Sesotho FAL P3. High levels of non-compliance were found in technical aspects, text selection and marking guidelines at the first moderation. Umalusi conducted the audit of marker selection and appointment in the nine Provincial Education Departments (PEDs). PEDs used PAM as the basis for selection of markers. Enhanced criteria were observed in some PEDs with the school pass rate in the subjects ranging from 50%-80%. Areas of good practice were general adherence to PAM by most PEDs except in Limpopo; transparent and explicit criteria, in addition to PAM, by most provinces in marker selection was commendable with the exception of Limpopo and KZN. Areas of concern were lack of clear and transparent national criteria on marker selection in addition to the PAM, deviation from the set of criteria due to shortage of markers and some markers did not attend training but were allowed to mark. Training of markers had improved the marking in most subjects but lack of nationally approved textbooks in Dance studies and Music hampered marking. The number of novice and inexperienced markers in some subjects exceeded the 10% norm due to the increase in the number of Grade12 learners. There were poor performances in Accounting, Business Studies, Economics, Geography and History. SBA moderation included adequate content coverage in most of the verified subjects but there were poor quality tasks in about 50% of the subjects verified. It was found that textbooks, recycled DBE question papers and exemplars were used without adjustments as tasks. Factors that contributed to inflated SBA marks were standard and quality of SBA tasks and inability to interpret and use rubrics to distinguish different levels of learner performance. Recommendations included training of teachers in the development of good quality assessment tasks, marking guidelines and marking/interpretation of learner responses. Some of the 2016 priorities were that DBE should implement a comprehensive intervention program for progressed learners from an earlier stage than Grade 12 to ensure positive results of these interventions, as well as consistency in the appointment of markers across provinces.

Mr Hubert Mweli, DBE Director General, spoke on the 2015 NSC and plans for 2016. He said the number of candidates passing Matric since 1970 had increased from 43 000 in 1970 to 455 825 in 2015. NSC performance since 2008 to 2015 ranged from 60.6% to 70.7%. The NSC passes in 2015 were as follows: 25.8 % achieved Bachelor; 28.5% achieved Diploma, and 16.4% Higher Certificate. 65 671 entered as Progressed Learners, 58 656 wrote the examinations, 7 015 were incomplete, and 22 060 passed (37,6%). There was a significant increase of 117 798 candidates in the 2015 enrollment. Number of learners passing Mathematics had increased from 120 523 in 2014 to 129 481 in 2015. 166 263 learners qualified for Bachelor studies and 183 720 qualified for Diploma studies at Higher Education Institutions (HEIs). 90 027 female learners qualified for Bachelor Studies at HEIs. 2631 schools attained 80% and above pass rate, while 470 schools attained a 100% pass rate. 463 schools from quintile 1 attained 80% and above,80 038 learners from quintile 1, 2 and 3 schools qualified for Bachelor Studies at HEIs. 59 of the 81 districts attained a pass rate of 60% and above and 29 achieved 80% and above. R347 million was provided to resource schools, in supporting teaching and learning for the improvement of Mathematics, Science, and Technology (MST) teaching and learning at 1 000 schools with a focus on ICT resources, workshop equipment, machinery and tools, and laboratories. 595 schools were supplied with ICT resources such as laptops, tablets and software. 802 workshops were supplied with equipment, tools and machinery. 136 physical science laboratories in Mpumalanga were supplied with consumables and subject related apparatus. 17 824 learners were funded to participate in Maths and Science Olympiads. 153 959 manuals, 548 800 strategies and 616 925 flyers were distributed on Language Proficiency English Across Curriculum (EAC). The number of Siyavula Mathematics and Physical Science textbooks that were distributed in 2013 from which the present cohort benefited were 471 810 (mathematics ) and 336 600 (Physical Science). A DBE educational TV channel was established and currently 830 schools have access to the channel. The 2014 NCS Examination question papers and memos of the 12 subjects were uploaded on the Thutong Portal for access by Grade12 learners. Provinces presented targeted subject-specific interventions to improve learner performance in the eleven key subjects. The standard of 2015 NSC question papers ranged from high to astronomically high as cognitive levels had radically shifted in some of the subjects. The new types of questions introduced were just too many per subject and the phrasing of questions had been either too ambiguous or difficult. The 2016 National Strategy for Learner Attainment included heightening accountability across all levels and improving the quality of teacher training with more emphasis on curriculum differentiation and inclusion. The way forward on curriculum delivery and teacher provisioning was for DBE to conduct regular follow-up visits to the provinces to track progress, to report on the Action Plan to be submitted to DBE by provinces on a monthly basis and DBE to submit progress reports to the Committee on a monthly basis.

Discussion
Ms L Dlamini (ANC, Mpumalanga) appreciated the large number of learners who passed the NSC Examinations. It was not easy to deal with young people of that age. She had hoped that the communication and work relationship between the provinces and districts would improve. There was a need to foster closer relationships with certain district officials in KwaZulu-Natal as it was obvious the relationship had broken down.

The Deputy Minister replied that for the past seven years, DBE met quarterly with all District Directors to ensure they were central to the execution of the tasks within the districts.

Ms Dlamini said she was concerned about the rationalisation and the number of teachers who were leaving. The number of teachers should be proportional to students. She noted the case of three teachers teaching Grades 1 to 7 at a school in the Eastern Cape. She questioned how three teachers could be responsible for seven grades, plus there were no classroom boards. Scholar transport was worrisome in Eastern Cape as learners had to walk 20 kilometers to get to school. The province was not taking responsibility. Management of the districts had to be standardised. She added that the payment of teachers’ salaries after three months would have to be addressed.

The Deputy Minister replied that DBE was working on the rationalisation. It was not a mechanical exercise but one that had to be carefully considered. Incentives to retain the teachers in the rural areas were to be finalised. The problem with Eastern Cape was the very frequent changing of MECs and HODs. Eastern Cape had more than a 1 000 schools. Multi-grade schools could not be wished away but DBE would provide an appropriate classroom environment.

Ms Dlamini said the question of the short three-month contracts for teachers should be addressed in the Eastern Cape as the teachers were leaving for the Free State where there were yearly contracts.

The Deputy Minister replied that the norm was to have more than a three-month contract and DBE would enquire into that.

Ms P Mququ (ANC; Eastern Cape) said the focus of the Department was on the Matric examinations and DBE had neglected the foundational phase. There were shortages of Education Development Officers (EDOs). It was not possible to have schools without a management team. How is it possible to appoint a principal, who is an embarrassment to the Department, to run a school?

The Deputy Minister replied that the approach would change as a candidate would have to have experience and competence before being appointed a principal.

Ms Mququ said there was a lot of work to be done in the Eastern Cape as the officials sat in their offices and only went to the schools when DBE officials were visiting. There was no support from the district officials. The changes in the curriculum affected the teachers because they were not qualified to be there. There were schools performing well in the Eastern Cape but the school infrastructure was not there. The DBE should not relax as much needed to be done.

The Deputy Minister replied that there 99 state of the art schools in the Eastern Cape and for the past 18 months DBE had been delivering every week. Three primary schools were recently built in Atlantis.

Mr D Stock, (ANC, Northern Cape) said the presentation was comprehensive. There was a memorandum of understanding between DBE and the Department of Sport and Recreation three years ago on the inclusion of sports in the curriculum. Some teachers were willing to teach sports but they were not paid for this.

The Deputy Minister replied that there was a relationship with the Department of Sports and Recreation. 10 800 schools participated in football and a similar number in netball. The DBE would do more. The money for sports goes to a municipal recreation.

Mr M Khawula (IFP, KwaZulu-Natal) said in KZN, MEC and district managers confessed that what was on ground was a true reflection as it was the first time they were strict in their monitoring. He said this spoke a lot about the quality of what was approved before 2015. He said the DG should give both the good and bad figures as he was giving only the good figures.  

Ms T Mpambo-Sibhukwana (DA, Western Cape) said the release of funds was not done efficiently as DBE was not monitoring the use of funds. There were no security and computer teachers in certain places. How could Funza Lushaka graduates with no experience teach a Matric class? DBE was the cause of the failure as English Teachers taught mathematics and learners were given "magwinya" calculators instead of scientific ones. Teacher development can precipitate a better result. The infrastructure in some of the schools they visited was a cause for concern. The teachers were paid on the 20th of each month and on and pay day, they knock off by 11 am. She have an example of a place in KZN which was a disaster as there is no water. The DBE should address this. Learners must be taught how to plant vegetables and trees and not only depend on the Government, thereby teaching themselves how to be responsible.

The Deputy Minister replied that it was not true that educators with no experience taught Matric learners. A candidate had to have experience and a footprint in terms of record; otherwise there would be no appointment.

Mr C Hattingh (DA: North West) said three and one half month after appointment as a Member of the Select Committee, the Secretary did not have his email address and phone numbers. This had to be addressed so that he can participate and do his work. The trade union had made a presentation which stated that on the average there were four memorial services in a month. That is 20% of teaching time wasted. There is respect for the deceased but this had gone too far.

The Chairperson replied that all Members were treated equally. The Chairperson apologised to Mr Hattingh for not being invited for the KZN oversight visit. She said the register would be corrected.

Ms L Mathys (EFF, Gauteng) said DBE had such a critical role to play in the development of the youth and the report from Umalusi on how assessments were marked was very depressing. There were no quality markers. The DBE should work with the Department of Higher Education on this. The third year students in the universities should be official markers. It should be a course and credits awarded. Changing the curriculum destabilises the system. The Department should make teaching exciting; get teachers from other countries to tell us how to do it better. The Second Chance Matric Programme did not address the over 500 000 youths that were enrolled in Grade 1 but who did not write Matric. They were not accounted for.

The Deputy Minister replied that for the first time there was stability in terms of a curriculum that had been embraced by all. The issue was to enhance the capacity of learners to embrace changes in the curriculum. He said more than 10 000 learners were recipients of Funza Lushaka bursaries. The practical element must be included. There were many foreign based teachers who were teaching in schools as there was an agreement with the Department of Home Affairs where DBE was entitled to appoint 1 000 teachers with scarce skills.

Dr Mafu Rakometsi, CEO, Umalusi said despite the challenges the quality of the NSC examinations in 2015 was great. The principals who cheated the system had been caught up with.

The Chairperson said as their time had elapsed the DG should send an email to answer the questions.

The Deputy Minister said the Department would give a written response to all other unanswered questions.

The Chairperson said it was a short and comprehensive meeting. She thanked Umalusi and DBE for their Presentations. It had put a focus not only on Grade 12 but Grade 1 which was equally important. She appreciated the DG for addressing the PPN, learners’ transport and the feeding scheme. The Committee was proud that although the percentage of passes was not as high, the credibility of the results had improved as those who were cheating could no longer do so. There was a need for constant liaison with the universities in bringing up the standard. Language proficiency of teachers was a conveyor belt. She congratulated the Department as LTSM had done well in two provinces . In Eastern Cape, there were no textbook for Grade 12. Lukhayanzo should be assisted with textbooks. The matter of those school principals who were not effective should be addressed. She asked the DG to stamp his foot on the issue otherwise the Department would be taken for granted. She would await the DG’s responses by email. She thanked the Deputy Minister and expressed unhappiness that the Minister had never attended the Committee’s meetings due to cabinet meetings that took place simultaneously every Wednesday.

The meeting was adjourned.