2006 Senior Certificate Results; Framework for National Strategy for Learner Attainment
NCOP Education, Sciences and Creative Industries
28 March 2007
Meeting Summary
A summary of this committee meeting is not yet available.
Meeting report
EDUCATION AND RECREATION SELECT COMMITTEE
28 March 2007
2006 SENIOR CERTIFICATE RESULTS; FRAMEWORK FOR NATIONAL STRATEGY FOR LEARNER
ATTAINMENT
Chairperson: Mr B Tolo (ANC)
Documents handed out:
Framework for
the National Strategy for Learner Attainment
Powerpoint
presentation: 2006 Senior Certificate Results
Powerpoint
presentation: National Strategy
for Learner Attainment
Audio Recording
of the Meeting
SUMMARY
The Director General and the Chief Examinations Officer from the Department
of Education briefed the Committee, partly on the matric results, but mostly on
plans for 2007.
MINUTES
The Chair welcomed all to the last meeting of the session. It had been
intended that representatives from the education departments of Limpopo and the
Eastern Cape should attend because less than 50% of learners in these provinces
passed the Senior Certificate, but they had not been invited because of a
‘technical error’. There was a delay in beginning the meeting because the
audio-visual equipment was not working.
Mr Duncan Hindle, Director-General of the Department of Education, said that
new Superintendents-General had been appointed in the provinces in question. As
it was quite advanced in the year, the presentation would focus on future plans
as well as the matric results.
2006 Senior Certificate Results
Mr Nkosi Sishi, Chief Director: Measurement, Assessment and Public
Examinations, presented. The Department was happy with the improved matric
results and with Umalusi and Higher Education South Africa (HESA) findings that
the examinations were fair, valid and reliable. HESA said that the cognitive
and conceptual demands of the papers should be increased and that these should
be reflected in teaching practice. Only 13 out of 6500 schools nationally have
more than 100 learners who passed mathematics and science (they are members of
the Deputy President’s 100 Club.) Sixteen per cent of matriculants progress to
higher education (20% is the international ideal.)
National Strategy for Learner Attainment
The National Strategy for Learner Attainment (NSLA) is an over-arching
programme to integrate nine provincially driven complementary strategies to
improve learner attainment. The overall priority is to increase access to
quality education at all levels. Its systemic priorities are teacher
recruitment and retention and training and support; Learning and Teaching
support Materials (LTSM) and time spent teaching.
The national Department of Education manages the following special projects:
- The NSLA
- Dinaledi schools (disadvantaged but better resourced and performing schools
which focus on maths and science)
- Examinations
- Improved communication and understanding of policy
- Evidence-based policy-making.
The NSLA’s strategic targets deal with increasing the numbers of passes in
gateway subjects; the lowest 20% of schools and districts in the Senior
Certificate (SC) exams; schools with performance decline above 10%; new matric
teachers and first matric classes; more endorsements and better subject
combinations in better-resourced schools; and pushing historically
disadvantaged learners in top schools to compete nationally. The NSLA rests on
five pillars (school development, teacher development, learner support,
community involvement and youth development). All of these are integrated and
educator and school development plans are informed by exams and other credible
data to monitor and improve performance. The plans should be matched with
budgets. The NSLA is based on local and international research, for instance an
average of 16 hours of a teacher’s time is spent teaching in a 41-hour week. An
integrated database for tracking learner progress is envisaged.
Discussion
The Chair commented that the strategy was excellent but the challenge
lay in its implementation.
Mr J Thlagale (UCDP) asked to what extent the Department had prepared teachers
who were ‘groping in the dark with the new systems’ and how well did the 16% of
learners who progressed to Higher Education, fare there?
Ms N Madlala-Magubane (ANC) said that teachers did not know how to teach and to
attract learners. She had recently met with a very disillusioned principal of a
school where a whole class had failed the new subject of mathematical literacy.
The teacher had not come forward to say that he or she was not able to teach
the subject. Teachers were at schools for their salaries, and not to teach.
They pushed learners up to the next grade when they failed. Child-headed
households were a personal burden to teachers and increasing – did the
Department talk to Social Services about them. The decline in Higher Grade (HG)
mathematics and science passes was worrying as these were necessities to access
Higher Education.
Mr M Sulliman (ANC) said that there should be a special focus on the Northern
Cape pass rate and principals also needed attention. Was the Department
engaging with unions on this matter?
Mr Hindle said that the Department’s focus was the three Ts: teachers,
textbooks and time on task. The newly released framework document for teacher
development would make a difference. The National primary Diploma in Education
and the Advanced Certificate in Education bursaries had and would make a
difference, as would SABC educational broadcasts. Teachers, however, needed to
be receptive. He was not sure where the saying ‘pass one, pass all’ originated
and he likewise questioned the reality of low morale among teachers. Diagnostic
tests were available to inform teachers’ practice and showed that South African
learners listened well, probably because theirs was an oral culture. The matter
of time on task (teacher contact time) was in hand. The Department was also
considering using biometric scanners for teachers to clock in and out of work,
a lamentable but possibly necessary measure for professional people. The auditors
KPMG had recently conducted an audit of learner enrolments at 1400 schools.
Fifteen of the 1400 were closed on a normal school day. The survey had shown
that principals over-reported their enrolments by between 10 and 15%. District
officials had signed reports of enrolments that were obviously inaccurate. The
Western Cape and another province had a database of learners, which made it
impossible for schools to over-represent their enrolments and this system would
be extended to other provinces. Child-headed households were a Social Cluster
problem. Gauteng was the only Provincial Education Department (PED) to work
well with its Department of Social Services. The pass rate in HG maths and
science was disappointing. Schools were given a R1000 bonus for every learner
who passed these subjects in matric. The throughput rate in Higher Education
was low, but Higher Education institutions should also address the problem with
bridging programmes etc.
The Minister wanted Academies (better equipped schools focusing on excellent
performance in gateway subjects) to be nationally controlled but this was a
politically sensitive issue. Teachers were given a tool kit to teach reading
because some of them were unable to teach literacy.
Mr Sishi, in answer to the Chair’s question about implementation, said that
progress in meeting the targets was good.
The Chair said that the teacher appraisal part of the Integrated Quality
Management System (IQMS) was subjective, as teachers could choose an aspect of
their work to be evaluated. Mr Hindle acknowledged the truth of this but said
that it had been 30 years since school inspections had been allowed. In 2006,
most teachers got a satisfactory review. The Minister would set up external
moderation for appraisal and this would ‘send the message’ that unwarranted
high appraisal would not be condoned. 10% of teachers were rated unsatisfactory
but the bar was set low. He felt that the system had functioned reasonably for
its first implementation. All teachers rated satisfactory got a 1% increase.
The Department was about to introduce rewards for the top 10% of teachers in a
system that would be far more rigorous and include external evaluation.
The Chair said that Learning and Teaching Support Materials (LTSM)
were always late. PEDs were responsible for their delivery.
Mr Sulliman said that PEDs could not be blamed as suppliers and binders were
the cause of non-delivery.
Mr Hindle said that the problem was worst in the Northern Cape, Mr Sulliman’s
province, because they were the smallest. Suppliers would fulfil bigger orders
first. The Department spent R3 billion on books in 2006 but there were ‘none on
desks’. In some cases they had been delivered but left in the storeroom. In
some cases this was because the teacher felt threatened by the textbook, which
contained more subject knowledge than he or she knew. Another problem was that
publishers were monopoly suppliers. Overall, ‘the market let us down’ and some
publishers were now very rich and some learners had nothing. The Department
would now print and publish a guidebook for each learner in all seven core
subjects. The system had functioned best in the Western Cape, where each school
secured its own supplies.
The meeting was adjourned.
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