WCED on unplaced learners, school readiness & Matric Results

Education (WCPP)

25 January 2022
Chairperson: Ms L Botha (DA)
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Meeting Summary

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The Western Cape Education Department (WCED) with the collective efforts of all officials, learners, stakeholders and parents managed an improved pass rate and access rate to Bachelor’s degree programmes.

MEC for Education, Debbie Schafer, in her introductory remarks, stated the placement of learners was still an outstanding matter but so far it has been done better than last year. She thanked the department for its team effort to ensure learners are placed under these difficult conditions. Concerning matric results, she stated no leaks have been reported. Work was done very well and the performance of the department has been splendid. It is continuing to move up the ladder and the Western Cape has the highest percentage in the country, moving up by 1.8%.

WCED reported 59 823 full-time candidates registered for the 2021 NSC examinations. The turnout rate was 96.5% with 57 709 who wrote. The overall pass rate increased from 79.9% in 2020 to 81.2% in 2021. There was an increase in access to a Bachelor’s degree from 43.8% in 2020 to 45.3% in 2021. Six districts achieved pass rates over 80%. Metro North achieved the highest Bachelor’s degree access of 51.9%, including independent schools. The overall pass rate in the thirteen ELSEN (Education for Learners with Special Education Needs) schools decreased from 93.8% in 2020 to 90.0% in 2021. 44.6% of their candidates passed with access to a Bachelor’s degree programme which is 1.7 percentage points higher than in 2020. 71 of the 454 schools (16%) in the Western Cape achieved a 100% pass rate. 93 schools maintained a pass rate of 95% and above for the past five years (2017-2021) indicating the ability to sustain excellent learner performance and functionality at these schools.

The Department enlightened the Committee about school readiness and unplaced learners. All schools who have achieved less than 60% in the NSC examinations are required to develop an intervention plan. 40 schools have performed under 60% in the 2021 NSC examinations. 98 schools have achieved less than 70% in the 2021 NSC examinations.

On Learning and Teaching Support Material (LTSM), WCED said 488 176 textbooks were ordered and delivered to schools by 3 December 2021. Stationery items were delivered to schools by 10 December 2021. Orders have been received for new schools and curriculum changes and these were delivered to schools by 10 December 2021. R157 million has been budgeted for the 2021/22 financial year. Expenditure at 31 December 2021 was standing at R92 647 million.

In trying to deal with the accommodation of learners, 173 mobile units were approved for implementation by the Department of Public Works. An undertaking was that 105 would have been completed by Dec/Jan 2022 and remaining 68 by April 2022. By 17 January 2022, only 34 units had been completed. 97 vacant classrooms have been identified at schools in the province for learner placement. Some of these classrooms would have to be repaired for use. Funds were approved to be transferred for repairs to 32 vandalised classrooms over the summer school holidays.

The learner transport budget for 2021/22 was R456 million. R347 million was spent already by 31 December. All targeted learners are transported. 11 new Learner Transport Scheme (LTS) route applications were received and processed for January 2022. A total of 455 LTS applications were received and processed for January 2022, representing 6656 learners. WCED said that learner transport risks were around availability of sufficient funding; petrol price hikes; unpredictability of bid prices; road conditions; and safety and roadworthiness of vehicles. Innovations and efficiency programmes would focus on the GIS system with GPS coordinates and the Centralised Educational Management Information System (CEMIS) database for learners and approved LTS vehicles. The Department was looking to forge a closer working relationship with the Department of Transport and Public Works.

WCED reported on its wellness and psycho-social support strategy, which was adapted especially for use during Covid-19, to be responsive to the increased need for psycho-social support. A provincial psycho-social task team has been established. Cooperation was established between the Departments of Health and Social Development. Learners received psycho-social interventions which included bereavement counselling, interventions for depression and suicidal ideation, trauma, mental health screening, and wellness promotion sessions. Training on emotional first aid/trauma-informed schools was provided to teachers. Grade 12 learners were found to be particularly vulnerable due to the high-stakes examination they would be writing at the end of the year and were a particular focus for psycho-social interventions.

Members asked if the in-depth analysis done by WCED has filtered down to the School Governing Bodies (SGBs); the number of 30% passes in subjects; what support would be given to matrics who did not pass so that they could rewrite failed subjects; what consideration has been given to quintile schools as there have been changes in socio-economic conditions in certain communities; the challenges that caused a pass rate decline in West Coast schools; if districts have engaged on improvement plans with schools performing under 60% in 2021; how many schools have under-performed for the second and third time; what deployment method is used to ensure psychologists are deployed in schools and measures to monitor their performance; and synergy between WCED and Department of Social Development about referrals for learners experiencing trauma.

Meeting report

Western Cape Education Department (WCED) briefing
MEC for Education, Debbie Schafer, in her introductory remarks stated the placement of learners was still an outstanding matter but it has so far been done better than last year. She thanked WCED for its team effort to ensure learners are placed under these difficult conditions.

Concerning matric results, she stated no leaks have been reported. Work was done very well and the performance of WCED has been splendid. It is continuing to move up the ladder and Western Cape has the highest percentage in the country, moving up by 1.8%

Western Cape 2021 National Senior Certificate results
Mr Betram Loriston, WCED Chief Director for Assessments & Examinations, took the Committee through the WCED National Senior Certificate (NSC) results of 2021. 59 823 full-time candidates across 454 examination centres registered for the 2021 examinations. The 2021 NSC examinations were written at 485 examinations centres. Examinations were monitored across all districts daily and reports were submitted to DBE and Umalusi. 59 ex-Department officials served as monitors. 

WCED used an invigilator system of 50% teachers and 50% community members and appointed 2 007 community invigilators. Principals / centre managers (chief invigilators), two school Senior Management Team (SMT) members, senior invigilators, district officials were involved in the conduct, administration and management of the NSC, Senior Certificate and Adult Education and Training (AET) Level 4 examinations in 2020/21.

Markers wrote competency tests in 11 subjects. Marking took place from 7 to 24 December 2021 at 11 venues. Some subjects were marked centrally at DBE. COVID-19 protocols were observed at marking centres. Specially trained school teachers were appointed to manage the COVID protocols at the marking centres.

On performance, 59 823 full-time candidates registered for the 2021 NSC examinations. With 57 709 who wrote, the turnout rate was 96.5%. Overall pass rate increased from 79.9% in 2020 to 81.2% in 2021. There was an increase in access to a Bachelor’s degree from 43.8% in 2020 to 45.3% in 2021. Six districts achieved pass rates over 80%. Metro North achieved the highest Bachelor’s degree access of 51.9%, including independent schools. The overall pass rate in the thirteen ELSEN (Education for Learners with Special Education Needs) schools decreased from 93.8% in 2020 to 90.0% in 2021. 44.6% of their candidates passed with access to a Bachelor’s degree programme which is 1.7 percentage points higher than in 2020. 71 of the 454 schools (16%) in the Western Cape achieved a 100% pass rate. 93 schools maintained a pass rate of 95% and above for the past five years (2017-2021) indicating the ability to sustain excellent learner performance and functionality at these schools.

Western Cape achieved a pass rate of 57.1% based on throughput of candidates between Grade 10 and 12 compared to other provinces. On mathematics performance, 72.5% got a pass of 30%, while 54.5% passed at 40%. 39.1% got a pass of 50%, while 8.8% got a pass of 80%. For marine sciences, WCED scored a 100% pass rate; for physical science 77.1%, technical science 82.3%; maths 72.5%; maths literacy 79.0% and life sciences 70.6%.

Mr Loriston noted districts were given feedback on the NSC 2021 results. They were supplied with their overall circuit and school performance as well as detailed analysis of the performance in subjects at the district and school levels. Chief marker and internal moderator reports on the 2021 examination question papers were provided to senior curriculum planners for engagement with curriculum advisors. Subject, district and school data analysis and interpretation of the Examination Publication Report were provided to senior curriculum planners and heads of curriculum and assessment coordinators to be further mediated with circuit managers and subject advisors and be used for planning and target setting.

Registration closes on 4 February 2022 for re-marking and rechecking of NSC exam papers. WCED would notify candidates once re-mark results are approved by Umalusi. Registration for the May/June 2022 examination, including online, closes on 15 February 2022. The May/June examinations are scheduled to start on 9 May 2022.

In conclusion, Mr Loriston stated, given the turbulent context in 2020 and 2021, the WCED with the collective efforts of all officials, learners, stakeholders and parents has managed an improved pass rate and access rate to Bachelor degree programmes. The WCED would once again strive to ensure that the class of 2022 is supported to achieve the best possible outcome.

(Graphs and tables were shown to illustrate marking of the 2021 NSC examinations, WCED NSC 2021 results, overall summary of NSC results 2008 – 2021, quality of WCED NSC results, performance per district and candidates per district, pass rate distribution of schools, 2021 performance comparative to 2020, and performance per subject).

2022 School Readiness and Unplaced Learners
Mr Archie Lewis, WCED Deputy Director-General: Institution Development and Coordination, noted that the schools which achieved less than 60% in the NSC examinations were required to develop an intervention plan. 40 schools have performed under 60% in the 2021 NSC examinations. 98 schools have achieved less than 70% in the 2021 NSC examinations.

The Head of Education issues a letter to the school indicating the unfavourable pass rate. The district director, head of curriculum and circuit manager analyse the results of the schools. The School Management Team (SMT) is called in to explain their results once they have analysed the results. The SMT presents its Intervention Plan in the School Improvement Plan (SIP). Then an agreement is reached between the district and the school on monitoring of the intervention plan. The affected school is included in the District Improvement Plan (DIP). At the quarterly Exco visits to districts, the district responds on the monitoring of the schools below 70%.

The framework for the supply and management of learning and teaching support material (LTSM) has been provided to schools. 488 176 textbooks were ordered and delivered to schools by 3 December 2021. Stationery items were delivered to schools by 10 December 2021. Orders have been received for new schools and curriculum changes and these were delivered to schools by 10 December 2021. R157 million has been budgeted for the 2021/22 financial year. Expenditure at 31 December 2021 was standing at R92 647 million.

The total number of cases of burglary and vandalism have dropped to 34 in all districts during 2021 compared to 59 during 2020. On learner admissions for 2022, WCED received 157 419 applications from Grade R to 12. 123 513 learners have been placed already as confirmed by July 2021. An Admission Team was established at WCED head office. Eight District Admission Teams were established. All Teams focused on placements during the fourth quarter of 2021. Teams have resolved 29 231 placement cases since 7 July 2021. There were three categories of unplaced learners. The in-time applications are steadily dropping, while late applications are increasing. The reason is that applications were made at schools in December 2021, but the applications have only been placed on School Admissions Management Information (SAMI) system this year. New applications would continue to increase.

In trying to deal with accommodation needs, 173 mobile units were approved for implementation by the Department of Public Works. An undertaking was that 105 would be completed by Dec/Jan 2022 and the remaining 68 by April 2022. By 17 January 2022, only 34 units had been completed. 97 vacant classrooms have been identified at schools in the province for learner placement. Some of these classrooms would have to be repaired for use. Funds have been approved to be transferred for repairs to 32 classrooms vandalised over the summer school holidays. 4 628 learners have been accommodated in these classrooms. As there is a need for everybody in districts to be involved in trying to resolve unplaced learners, key district staff are distracted from attending/delivering on other critical educational matters. Platooning poses certain safety risks, and it also impedes on the requisite teaching time for learners.

(Graphs and tables were shown to illustrate unplaced learners, learner applications per grade, efforts to place learners, and burglary and vandalism comparisons 2020/2021)

Learner Transport
Mr Paul Swart, WCED Director: Institutional Resource Support, stated the budget for 2021/22 was R456 million. R347 million was spent already by 31 December. All targeted learners are transported. 11 new LTS route applications were received and processed for January 2022. A total of 455 LTS applications were received and processed for January 2022, representing 6656 learners. He indicated risks were around availability of sufficient funding; petrol price hikes; unpredictability of bid prices; road conditions; and safety and roadworthiness of vehicles. Innovations and efficiency programmes would focus on GIS system with GPS coordinates and CEMIS database for learners and approved LTS vehicles. WCED was looking to forge a closer working relationship with the Department of Transport and Public Works.

Ms Berenice Daniels, WCED Director: Specialised Education Support, talked about learner wellness support and Covid-19 readiness. The district offices requested all schools, teachers and learners to complete questionnaires to determine support needed. A psychologist or social worker supports learners either individually or in groups. School counsellors in schools also provide support to learners. PPE material to the value of R19m has been procured centrally for 873 schools who indicated in a survey the need for top-ups. Delivery started in the fourth quarter and is still in progress. This is an ongoing project to support schools unable to purchase their own stock. Schools have also been advised to budget for PPE material from their Norms and Standards funding. Screening of all learners upon entry to school facilities would continue. Any learner displaying symptoms would be confined to an isolation facility and the parents contacted to collect the child.

WCED has a wellness and psycho-social support strategy, which was adapted especially for use during the Covid-19 period to be responsive to the increased need for psycho-social support. A provincial psycho-social task team has been established. Cooperation was established between the Departments of Health and Social Development.

She reported learners received psycho-social interventions which included bereavement counselling, interventions for depression and suicidal ideation, trauma, mental health screening, and wellness promotion sessions. Training on emotional first aid/trauma-informed schools was provided to teachers. Grade 12 learners were found to be particularly vulnerable due to the high stakes examination they would be writing at the end of the year and were a particular focus for psycho-social interventions.

On Grade 12 support, Specialised Support teams in districts proactively engaged with Grade 12 learners as they prepared for examinations. This included:
- Self-care and mindfulness sessions with groups of matric learners
- Group psycho-social support sessions
- Individual counselling sessions, when required
- Motivational talks
- Study skills sessions
- Psycho-social support sessions with parents focusing on communication, realistic expectations and goal-setting, and supporting a Grade 12 learner at home.

Various partners such as non-governmental organisations and universities provided assistance. WCED placed useful resources on psycho-social support and promotion of well-being on the WCED ePortal. The districts distributed relevant pamphlets and other resources to schools. The Growth Mindset Programme (T2P) was also offered to Grade 12 learners.

Discussion

 

Mr K Sayed (ANC) asked for the number of learners who entered Grade 1 in 2010 to see the stage at which WCED loses learners in the system. He asked if learners were adequately prepared for the geography examination paper because many teachers and learners complained about its difficulty of the paper. He enquired about the number of schools teaching marine science.

Mr Loriston stated the Grade 1 comparison would be done and sent to the Committee. He said the geography examination guidelines were issued for teachers to have an indication of how the paper would look like. He reported 12 candidates from three different schools sat for the marine science paper in the province.

The Chairperson asked if the in-depth analysis done by WCED has filtered down to the SGBs; and enquired about the number of 30% passes in subjects.

Mr Loriston replied that the quality of the passes would be discussed with the district offices. Information on the in-depth analysis report would be shared with all SGBs.

Mr Sayed asked what support would be given to learners who did not pass so that they could rewrite failed subjects. What consideration has been given to changes in quintile schools due to the changes in socio-economic conditions in certain communities? He asked about the kind of challenges that caused a pass rate decline in West Coast schools.

Mr Loriston replied that learners are encouraged to apply for a rewrite. The registration process is very simple and a minimum requirement for registration is stated. He explained that there are many reasons for the decline in pass rate. Districts have to analyse if the problem was with the teachers or learners.

The Chairperson asked if engagements by districts on improvement plans have started with schools that performed under 60% in 2021. What number of these schools have under-performed for the second and third time?

Mr Loriston indicated that he did not have a detailed report on repeaters, but WCED always pushes schools not to perform under 70% so that they do not get comfortable with 60%.

The Chairperson asked if there were new schools which fell under the 60% category.

Mr Loriston replied that there were two new schools in this category. They are red-flagged as a risk and given support to perform better. Teachers in these schools are not new.

Mr Sayed requested the Committee be given a breakdown on maths performance in schools and the declining pass rate in maths literacy.

Mr Loriston replied that the maths information would be given to the Committee, but pointed out there were structural changes in both papers 1 and 2 and there was a lot of reading involved in the maths paper.

The Chairperson informed WCED that the Committee was planning to embark on an oversight visit to the West Coast and Cape Winelands due to their declining pass rate.

Mr Lewis reported that the Cape Winelands was severely affected by Covid-19 last year. That contributed to the decline in the matric results. However, the strange thing is the three top candidates in the country come from this district. So, it is a mixed bag kind of a situation. There has also been a change of language in learning and that might have contributed.

Mr Alan Meyer, WCED Chief Director: Education Districts, stated the bulk of schools from the West Coast had dropped their pass rate. That circuit carries 956 learners for grade 12 compared to other circuits that have fewer numbers. Some circuits have seen improvements in their pass rate because they carry a small numbers of matric learners. The school management teams of these schools were starting to engage with district officials to find solutions to be implemented to get them out of the 60% zone. Detailed plans would be sent to the Committee.

Mr Sayed asked for the total number of unplaced learners, including late applications. He asked if a cost-benefit analysis of mobile classroom rentals had been done.

Mr Lewis replied that by 20 January 2022 more than 2500 learners have not been placed, and WCED would investigate the feasibility of mobile unit rentals. To facilitate the quick delivery of the units, schools and communities should help WCED to secure the mobile rentals. The cost-benefit analysis of these rentals has not yet been done. 173 units were approved for implementation by the Department of Public Works. 105 should have been completed by January 2022, but only 34 units have been delivered compared to the promised number. He said that the Department of Public Works should have a representative in these infrastructure meetings.

Mr R Allen (DA) asked if the Committee would be able to get the figures for psycho-socio support for Grade 12 learners. He wanted to know if any perpetrators of vandalism had been brought to book for vandalism during the 2020/21 period. He asked for comparison of the number of letters sent to schools performing below 60% between 2020 and 2021.

Mr Lewis replied that the information about number of perpetrators brought to book would be sent to the Committee. The Head of the Department has the responsibility for sending the letters to all the schools performing below 60%.

The Chairperson asked how many schools did not meet the deadline set by WCED for learning and teaching support material. She asked for the location of the 97 vacant classrooms identified for accommodation. How was WCED dealing with the matter of large full classrooms in Lambertsbaai Hoerskool and its shortage of teachers. She also wanted to know what the pipeline is for online schools.

Mr Swart reported 99% of the 249 schools participated in the teaching and learning programme. On 1 June 2021, when everything was concluded, WCED made requests to district directors to find out why some schools did not participate and what the plans were for distributing the learning material. The 99% participation was good for WCED and it showed compliance.

Mr Meyer reported the number of unplaced learners from Grades 1 to 12 was plus minus 4000. The number of Grade 2s was standing at 198. In-time applications were dropping while late applications were increasing. He stated the 97 vacant classrooms were a result of vandalism and have not been repaired. That is why they are vacant and would be rehabilitated. Arcadia High School in Bonteheuwel has space but parents are concerned about gangsterism. There are other schools that have space that would be used. Metro South has 122 unplaced learners, while Metro East carries the bulk of unplaced learners. The Department of Public Works has been working around the clock to find space for WCED. Concerning Lambertsbaai Hoerskool, the school needed to inform WCED to see how it could be assisted and look at the legitimacy of the request. The Department has also been trying to find space for learners at this stage, and would see if it could assist the school in terms of e-learning.

Mr Sayed asked what measures are in place to monitor the performance of psychologists in schools seeing that there is a shortage of them, and enquired what method is in use to ensure psychologists are deployed in schools.

The Chairperson wanted to establish what the synergy has been between WCED and the Department of Social Development when it comes to referrals and keeping the school up to date about traumatic experiences faced by learners after school.

Mr Lewis said the responses would be provided in writing to the Committee because of time constraints. He noted the matter of unplaced learners would take some time before it disappears. More early childhood development (ECD) centres were being added to the fold. There is a need to look at education differently. Certain communities are still experiencing the effects of the apartheid system. The education sector is not doing enough to encourage learners who passed Grade 9 to attend TVET colleges in order to become fully qualified artisans so that they can be employed or start their own businesses. Technical and Vocational Education and Training is valuable and there is a need to convince communities and parents. During apartheid many children never reached matric, but today many matriculants were idling at home unemployed.

The Chairperson asked what the set timeline is for placing learners in the classroom. He asked about the catch-up programme for learners who missed lessons, especially those who would be writing matric.

Mr Lewis replied that there is a need to get unplaced learners into school as soon as possible. On the tenth day of school, WCED would have an update from the principals on unplaced learners. As the roll out of mobile units happens, this would give WCED an opportunity to place learners. The platooning system would be the last option.

Resolutions
The Committee resolved to obtain details from WCED on the approved accommodation units; to be updated by WCED on the number of placements of late applications per week; to ask WCED to engage with school principals about the oversight role of MPs because the security personnel do not understand when an MP makes an unannounced visit to a school; obtain a breakdown of maths performance for schools; and school improvement plans in the West Coast and Cape Winelands areas. It further resolved to request a detailed breakdown on the number of schools receiving psycho-socio support and the pipeline for the building of new schools; and to get information on the mechanisms for monitoring the performance of psychologists in schools.

The meeting was adjourned.

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