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BRIEFING OF THE NATIONAL SENIOR CERTIFICATE OUTCOMES
Portfolio Committee on Basic Education12 February 2019
PRESENTATION OUTLINE (a) Introduction
(b) Strategic Direction
(c) Size and Shape of the Sector
(d) Progress of the Performance of
the Sector
(e) Class of 2018
(f) Standardisation
(g) Summary of 2018 Interventions
(h) Historical Trends
(i) Overall National Results
(j) NSC Passes by Qualification
Type
(k) School Performance by Quintile
2
(l) Subject Performance
(m) District Performance
(n) Special Needs Education
(o) Performance of Part Time Candidates
(p) Distinctions
(q) Social Grants
(r) Correctional Services
(s) Conclusion
INTRODUCTION“By 2030, South Africans should have access toeducation and training of the highest quality,leading to significantly improved learningoutcomes. The performance of South Africanlearners in international standardised testsshould be comparable to the performance oflearners from countries at a similar level ofdevelopment and with similar levels of access.”
National Planning Commission: National Development Plan, November 2011)
3
STRATEGIC DIRECTION
4
STRATEGIC DIRECTION
5
How the sector plan relates to SDGs and other plans (and reports)
Sector plan
Action Plan to 2019: Towards the
realisation of Schooling 2030
(access, redress, equity,
inclusivity, quality, & efficiency)
Medium Term Strategic
Framework (MTSF)
NATIONAL
DEVELOPMENT
PLAN (NDP)
DBE and PED
five-year
strategic plans
DBE and PED
annual
performance
plans
Periodic reports on
progress in the sector
(see e.g., 2011 and 2013
reports on DBE website)
DBE and PED
annual reports
Presidency
Independent
analysis
conducted by
DBE
PED quarterly
sector reports
UNESCO 2030
AGENDA & CESA
2016-25 on the
AFRICAN AGENDA
2063
External
evaluations
of key
programmes
5
SIZE & SHAPE OF THE BASIC EDUCATION SECTOR
6
Provincial Education
Departments (9)
Education Districts (75)Circuit Offices (889)
Schools (25 762)
Public schools (23 796)Independent (Private)
schools (1 966)
Section 20
Public schools
Section 21 Public Schools
(former Model C)
Registered
independent schools
Unregistered independent
schools (illegal)
Non-subsidised
independent schools
Subsidised
independent schoolsGreater financial autonomy
Department of Basic
Education (national)
BASIC EDUCATION SECTOR
7
7
NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN
THE ORDINARY SCHOOL SECTOR BY PROVINCE IN 2017
8
EDUCATION STATISTICS AT A GLANCE, 2017
Size of the Schooling System:
Learners: 12 892 273
Educators: 433 320
Schools: 25 762
Official languages
English, isiZulu, isiXhosa, isiNdebele,
Afrikaans, siSwati, Sepedi, Sesotho,
Setswana, Tshivenda, Xitsonga
Sector Learners Educators Schools
Public 12 490 132 399 156 23 796
Independent 402 141 34 164 1 966
Total 12 892 273 433 320 25 762
Learners
Public Independent
Educators
Public Independent
Schools
Public Independent
9
10
SOCIAL JUSTICE PRINCIPLES USED TO MEASURE EDUCATION PERFORMANCE
(a) Access
(b) Redress
(c) Equity
(d) Efficiency
(e) Quality
(f) Inclusivity
11
PROGRESS OF THE PERFORMANCE OF THE
SECTOR
ACCESS
13
ACCESS TO SCHOOL
14
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
5 year old 39.6 48.7 52.2 59.2 61.7 60.4 63.9 78.6 83.6 84.9 84.6 85.3 87.2 85.8 88.1 88.0
6 year old 69.3 75.8 83.2 86.1 84.6 87.7 86.8 95.2 96.2 95.6 95.8 95.5 95.9 98.2 97.3 96.6
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Pe
rce
nta
ge
Percentage of 5 & 6-year-olds attending an educational institution, 2002-2017
ACCESS TO SCHOOL
15
National Primary and Secondary completion rates
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Gr 7 Completion 84.9 87.1 87.9 88.8 89.2 90.3 90.3 90.9 92.2 92.8 93.4 94.2 94.4 94.4 94.1 95.2
Gr 12 Completion 40.3 40.6 41.6 40.1 41.8 41.7 43.4 44.9 45.6 47.1 47.4 47.9 51.4 50.1 50.0 50.7
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Pe
rce
nta
ge
Gr 7 Completion Gr 12 Completion
ACCESS TO SCHOOL
16
Secondary completion rates
0
10
20
30
40
50
60
70
80
90
100
Nig
er
Mo
zam
biq
ue
Ch
ad
Hai
ti
Eth
iop
ia
Uga
nd
a
Gu
inea
Sud
an
Ban
glad
esh
Cam
bo
dia
Nep
al
Zam
bia
Gam
bia
Nam
ibia
Egyp
t
Tun
isia
Sou
th A
fric
a
Mo
nte
neg
ro
Gu
yan
a
Par
agu
ay
Do
min
ican
Rep
ub
lic
Ecu
ado
r
Co
lom
bia
Bo
livia
(P
luri
nat
ion
al S
tate
of)
Sain
t Lu
cia
Cu
ba
Kaz
akh
stan
Turk
men
ista
n
THE NUMBER OF STUDENTS OBTAINING THE ‘MATRIC’, 1994 – 2016
17
REDRESS
18
INFRASTRUCTURE FUNCTIONALITY BY PROVINCE 2017
Province
Running
water
Perimeter
fence Electricity Internet
Adequate
toilets
EC 74.2% 81.8% 79.6% 43.9% 69.9%
FS 78.4% 78.4% 96.3% 77.4% 71.9%
GT 95.9% 97.6% 95.0% 88.7% 97.8%
KZ 54.6% 89.9% 86.9% 28.8% 77.2%
LP 87.4% 86.2% 98.2% 55.5% 76.8%
MP 80.2% 78.5% 94.2% 66.0% 91.7%
NC 91.0% 92.7% 99.4% 76.5% 89.1%
NW 77.0% 93.5% 87.3% 71.7% 81.5%
WC 94.3% 92.7% 98.8% 98.4% 96.3%
SA 75.9% 87.2% 89.9% 55.3% 79.9%19
19
SCHOOL PERFORMANCE BY QUINTILE - 2017
Quintiles0 -
19.9%
20 -
39.9%
40 -
59.9%
60 -
79.9%
80 -
100%
Exactly
0%
Exactly
100%
Quintile 1 53 207 412 568 570 3 63
Quintile 2 34 144 356 602 579 3 57
Quintile 3 16 109 286 517 476 0 33
Quintile 4 1 5 55 207 327 1 32
Quintile 5 0 2 18 107 595 0 129
Total 104 467 1127 2001 2547 7 314
20
TYPE OF PASSES PER QUINTILE
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
1 2 3 4 5
quintile 1 2 3 4 5
A/BACH - Achieved - Bachelors 23039 25121 28140 19837 48030
A/DIP - Achieved - Diploma 30477 34042 36572 23351 29547
A/HC - Achieved - Higher Certificate 21706 22469 21694 9885 7875
2016 2017
Quintile Q1-3 Q4-5 Q1-3 Q4-5
No of
Bachelors
78 886
(52%)
73 810
(48%)
76 300
(53%)
67 867
(47%)
21
EFFICIENCY
22
EFFICIENCY
23
Proportion of children having completed grade 1 by age
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
7 year olds 35.2 33.5 35.3 39.3 50.9 49.7 50.4 54.3 58.3 57.5 53.9 61.7 61.7 64.9 65.8 63.8
8 year olds 79.9 76.8 78.2 78.3 81.4 83.0 81.3 86.3 90.4 89.4 90.1 92.7 91.5 90.9 93.5 93.9
9 year olds 91.1 91.7 92.3 90.8 93.2 94.2 93.5 95.4 96.6 98.3 97.6 97.4 96.6 97.6 98.8 97.6
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Pe
rce
nta
ge23
EFFICIENCY
24
Percentage of repeaters by grade and gender, 2017
Grade1
Grade2
Grade3
Grade4
Grade5
Grade6
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12/
Primary Level Secondary Level
Male 6.3 9.6 8.1 10.5 6.6 8.7 5.8 13.1 14.2 26.5 21.0 9.7
Female 5.2 5.4 5.3 7.1 4.9 4.3 3.5 7.7 8.2 18.2 20.0 10.6
0.0
5.0
10.0
15.0
20.0
25.0
30.0
Pe
rce
nta
ge24
EFFICIENCYOUT OF SCHOOL YOUTH (AGE 7-18)
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
No. 819 754 701 710 749 654 695 636 649 582 548 543 530 565 571 495
% 6.9 6.3 5.8 5.8 6.1 5.3 5.6 5.2 5.3 4.8 4.5 4.5 4.3 4.6 4.6 4.0
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
0
100
200
300
400
500
600
700
800
900
Per
cen
tage
Nu
mb
er (
Tho
usa
nd
)
43
25
QUALITY
26
QUALITY OF LEARNING
27
1994 to 2016 increase in ‘Bachelors-level’ attainment
60
80
100
120
140
160
180
1993199419951996199719981999200020012002200320042005200620072008200920102011201220132014201520162017
Thou
sand
s of
lear
ners
INCLUSIVITY
28
INCLUSIVITY
29
Percentage of 7 to 15 year old with disabilities and those without disabilities attending educational institutions by province, 2014-2017
EC FS GP KZN LP MP NW NC WC
Disabled 89.7 86.4 95.1 85.2 93.8 91.7 93.3 91.4 90.7
Not Disabled 99.0 98.9 99.3 99.3 99.8 99.2 97.9 98.7 98.7
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Pe
rce
nta
ge29
COMPLAINTS ABOUT EDUCATION, 2002 –2017
30
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Lack of books 20.3 18.0 14.0 15.0 12.9 10.0 9.7 6.3 6.2 6.1 6.3 6.5 3.7 4.3 3.5 4.0
Poor quality of teaching 4.4 3.5 2.8 3.7 3.4 6.0 3.5 2.3 2.3 2.9 2.1 1.9 1.7 1.7 1.4 1.5
Lack of teachers 5.1 4.2 3.8 4.5 4.0 8.4 3.7 2.7 2.1 2.6 2.8 2.1 2.0 2.7 2.4 2.1
Facilities in bad conditions 10.2 9.7 7.7 7.4 7.7 5.4 5.4 3.4 3.9 4.2 3.8 3.6 2.9 3.6 3.2 2.6
Fees to high 17.7 16.7 14.1 13.4 11.7 7.1 7.8 5.2 5.4 6.0 3.7 4.4 4.2 4.3 4.2 3.4
Classes too large 6.6 6.7 6.9 6.6 7.4 4.9 4.8 3.8 4.8 4.9 4.4 4.1 3.2 4.3 4.0 3.5
0.0
5.0
10.0
15.0
20.0
25.0
Pe
rce
nta
ge
Cognitive Flexibility
Emotional Intelligence Quality
control
Active listening
NIR: FUTURE OF JOBSWORLD ECONOMIC FORUM
31
BREADTH OF SKILLS
Brookings Institution32
SKILLS EMBEDDED IN THE CURRICULUM
Innovation and
CreativityCommunication
and Collaboration
Problem Solving
Team WorkCritical
Thinking
Human Rights and
Social Justice
Computational Skills
33
34
THE CLASS OF
2018
NSC EXAMINATION
(a) The National Senior Certificate (NSC) examination
results is one of the most important barometers to
evaluate the success of the sector.
(b) Progress in the sector has also been confirmed in
the international and regional assessment
programmes.
(c) TIMSS (2015) has confirmed that South Africa has
shown the largest improvement since 2003 –
87 points in Maths and 90 points in Science
36
PROFILE OF THE 2018 CLASS(a) Fifth cohort to be exposed to the CAPS curriculum.
(b) Teacher confidence and teacher output has improved.
(c) Increased resource material developed over the last five years
(d) Standard and quality of Public Examinations is maturing and higher
standards are being phased in.
(e) 12 new subjects.
(f) Outputs of this cohort is predicated on the following policy imperatives:
• Policy on Progression
• Policy on Multiple Examination Opportunity (MEO)
• Introduction of Sign Language (Home Language)
• Introduction of Specialisation in the Technology Subjects
• Abolishment of the designated list of subjects37
South African Sign Language (SASL) Home Language 52
NEW SUBJECTS ENROLMENTS
38
Technical Mathematics 11 221
11 534
Civil Technology (Construction)
Civil Technology (Woodworking)
Civil Technology (Civil Services)
Technical Sciences
4 459
929
2 658
NEW SUBJECTS
ENROLMENTS…cont.
39
Electrical Technology (Digital Systems) 435
1 116
Electrical Technology (Power Systems)
Mechanical Technology (Fitting &
Machining)
Mechanical Technology (Automotive)
Electrical Technology (Electronics)
5 496
3 173
2 168
Mechanical Technology (Welding & Metal
Work)2 032
NEW SUBJECTS
ENROLMENTS…CONT.
40
THE SCOPE AND SIZE OF THE 2018
NSC EXAMINATION 41
NSC FULL TIME ENROLMENTS: 2014 - 2018
42
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
2014 2015 2016 2017 2018
548,239
667,925 674,652629,155 624,733
FULL-TIME ENROLMENTS: 2014 TO 2018
ProvincesEntered 2014 Entered 2015 Entered 2016 Entered 2017 Entered 2018
Difference
2018 - 2017
Eastern Cape 69 306 89 740 92 755 82 257 81 842 -415
Free State 26 756 35 209 28 901 27 723 29 209 1 486
Gauteng 101 212 112 064 112 164 108 522 107 166 -1 356
KwaZulu-Natal 147 355 169 769 169 023 153 125 151 166 -1 959
Limpopo 73 543 102 618 110 639 100 041 96 840 -3 201
Mpumalanga 45 900 55 945 60 794 59 500 57 867 -1 633
North West 26 382 33 845 35 403 35 733 34 718 -1 015
Northern Cape 8 950 12 173 11 821 10 519 12 157 1 638
Western Cape 48 835 56 562 53 152 51 735 53 768 2 033
NATIONAL 548 239 667 925 674 652 629 155 624 733 -4 42243
NSC PART-TIME ENROLMENT (2011 – 2018)
44
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
2011 2012 2013 2014 2015 2016 2017 2018
114,471120,352
130,646138,533
131,381
153,368
173,276 176110
ENROLMENT IN TERMS OF GENDER
Provinces Male Female Male % Female %
E Cape 36 867 44 975 45.0 55.0
Free State 13 513 15 696 46.3 53.7
Gauteng 48 673 58 493 45.4 54.6
KwaZulu-Natal 68 345 82 821 45.2 54.8
Limpopo 44 078 52 762 45.5 54.5
Mpumalanga 25 828 32 039 44.6 55.4
N West 15 987 18 731 46.0 54.0
N Cape 5 406 6 751 44.5 55.5
Western Cape 23 483 30 285 43.7 56.3
National 282 180 342 553 45.2 54.8
45
NSC SUBJECT ENROLMENT (2014 – 2018)
46
Subjects Entered 2014 Entered 2015 Entered 2016 Entered 2017 Entered 2018Difference
2018-2017
Accounting 128 779 143 962 137 808 116 149 104 553 -11 596
Agricultural Sciences 80 194 106 183 113 119 108 756 108 794 38
Business Studies 212 147 254 188 248 730 225 100 216 217 -8 883
Economics 140 860 169 937 165 782 144 793 133 198 -11 595
English FAL 443 145 554 565 564 814 521 306 515 937 -5 369
Geography 241 321 310 300 321 829 306 474 308 014 1 540
History 118 575 158 451 165 294 159 108 167 289 8 181
Life Sciences 290 580 355 614 368 191 352 594 351 377 -1 217
Mathematical Literacy 318 994 398 632 389 163 353 019 342 976 -10 043
Mathematics 229 888 269 253 285 406 276 084 270 516 -5 568
Physical Sciences 171 549 197 047 204 695 197 960 193 869 -4 091
NSC 2017/18 PROGRESSED LEARNERS
47
Province
2017 2018
Dif
fere
nce
Tota
l En
tere
d
No
Pro
gre
ssed
% P
rog
ress
ed
Tota
l En
tere
d
No
Pro
gre
ssed
% P
rog
ress
ed
Eastern Cape 82 257 10 937 13.3 81 842 16 708 20.4 5 771
Free State 27 723 5 288 19.1 29 209 6 588 22.6 1 300
Gauteng 108 522 13 574 12.5 107 166 15 692 14.6 2 118
KwaZulu-Natal 153 125 27 653 18.1 151 166 36 186 23.9 8 533
Limpopo 100 041 23 254 23.2 96 840 24 858 25.7 1 604
Mpumalanga 59 500 13 698 23.0 57 867 14 409 24.9 711
North West 35 733 7 432 20.8 34 718 8 162 23.5 730
Northern Cape 10 519 2 314 22.0 12 157 2 647 21.8 333
Western Cape 51 735 3 280 6.3 53 768 3 384 6.3 104
National 629 155 107 430 17.1 624 733 128 634 20.6 21 204
47
DataYear Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
2004 1 294 975
%
2005 1 233 581 1 118 690
% -13.6
2006 1 186 011 1 082 501 1 100 150
% -12.2 -1.7
2007 1 171 323 1 050 103 1 066 796 1 090 762
% -11.5 1/*- -0.9
2008 1 031 821 1 017 656 1 050 860 1 043 012
% -11.9 -3.1 -1.5 -4.4
2009 1 004 585 1 019 886 1 009 370 1 012 619
% -2.6 0.2 -3.9 -2.9
2010 1 002 645 978 983 978 016 980 747
% -0.2 -4.0 -3.1 -3.1
2011 957 203 946 427 941 291 1 008 110
% -4.5 -3.3 -3.8 2.8
2012 935 446 912 528 971 509 1 096 113
% -2.3 -3.6 3.2 8.7
2013 902 099 942 345 1 073 060 1 146 285
% -3.6 3.3 10.5 4.6
2014 935 624 1 048 823 1 139 872 897 342
% 3.7 11.3 6.2 -21.7
2015 950 512 1 112 604 928 983 687 230
% 1.6 6.1 -18.5 -23.4
2016 1 104 749 901 697 657 447
% 16.2 -19.0 -29.2
2017 892 784 629 155
% -19.2 -30.2
2018 643 802
% -27.9
SUMMARY OF 2018
INTERVENTIONS
2018 EVIDENCE BASED REPORTAims to:
•Provide a holistic account of the learner support whichhas been the focus of the Basic Education Sector in itsattempt to improve learner performance across thesystem in 2018;
• Include only extraordinary, high impact interventions,over and above school or classroom based support; and
•Supports standardisation by providing qualitative inputsinto the process.
50
NATIONAL LEARNER SUPPORT MODEL
All Learners : Minimum prescripts / Basic
* Teacher
* Text
* Time
In School / Teacher led Support
Additional Support:
* In Class, Teacher
led support; Often
Individualised /
small group
support
* Re-teaching / additional
exercises to close
identified gaps.
District / Provincial
Intensive Support:
* Differentiated;
* Based on
Needs;
* Data Driven
Support
E
B
R
51
LEARNER SUPPORT: KEY LEVERS
Direct Instruction
•Vacation Classes
•Weekend Classes
•Exam Schools
•Learner camps
Indirect Instruction
•Telematics
•Internet Broadcast
•Radio lessons
•Video Lessons
•Web lessons
•Teacher training
Resources / LTSM
•Study Guides
•Exam Tips
•Past Question Papers
52
LEARNER SUPPORT : RATIONALE
•Socio-economic factors make it difficult for poor or/unemployed parents to afford extra tuition for theirchildren
•The width, scope and cognitive demand of thecurriculum requires more time for learners with variedcognitive levels
•Ever increasing demands placed on both learners andteachers by the National Senior Certificate
•Subject content deficits brought to the process ofteaching and learning
53
LEARNER SUPPORT: RATIONALE …CONT.
• The desire to go beyond the norm in meeting the increasinggoals and the targets
• Mitigate the negative ramifications of the disruptions of theservice delivery protests on learning
• Learner support is one way of creating optimum conditions for success and enhancing the quality of educational provision
54
FOCUS AREAS
Dir
ect
le
arn
er
sup
po
rt
Effective Monitoring and
Support
Teac
he
r D
eve
lop
me
nt
Partnerships Improve
d
Learning
Outcom
es
55
NATIONAL STRATEGY
FOR LEARNER
ATTAINMENT (NSLA)
56
NATIONAL STRATEGY FOR LEARNER
ATTAINMENT (NSLA)•NSLA endeavours to meet the targets set out in theAction Plan to 2019: Towards the Realisation ofSchooling 2030 and the goals indicated in the NationalDevelopment Plan (NDP).
•NSLA drives strategic interventions at both nationaland provincial levels.
•The aim of the strategy is to align key interventionsacross the sector.
57
NSLA IMPLEMENTATION AND
REPORTING
DBE
Provincial Office
District/ Circuit
Classroom Teachers Learners
• TDCM
• HEDCOM
• CEM
• Portfolio
Committe
e
+ UMALUSI
58
NSLA: QUARTER 1 OVERSIGHT & MONITORING –PURPOSE
• Ensure system-wide functionality(quantitative and qualitative) geared towardsstrengthening efforts to improve learningoutcomes
• Ensure a seamless delivery of qualitylearning and teaching across the entire basiceducation system in a multi-disciplinaryapproach
• Ensure alignment between the province,districts and schools in respect of monitoringand supporting the learning outcomes
59
NSLA QUARTER 3 OVERSIGHT
OVERSIGHT & MONITORING –PURPOSE
Monitor the State of Learner Readiness for the 2018 National Senior Certificate examinations and to monitor progress made on the interventions activities implemented to improve learning outcomes
• Verify progress reports made in the of the plans presentedduring the first visit based on evidence
• Monitor the implementation of Last Push Plans and
• Receive feedback from the Province on progress in implementingrecommendations made during the first visit
• NW: Determine the impact of protest actions on curriculumcoverage per subject and the progress in the implementation ofrecovery plans in schools
60
SUPPORT FOR NEW
SUBJECTS
•South African Sign Language (SASL) as Home Language
•2018 Full Implementation of CAPS 2 for Technical Subjects with specialisation including:
•Technical Mathematics
•Technical Sciences
61
SASL CURRICULUM SUPPORT
PROGRAMME
•Established a FET teacher support team for SASL to develop teacher guides and supporting documents – first meeting conducted on 20 and 21 June 2018
•Extra Tuition Support:•Lesson plans for three subjects: SASL (HL), MATHS LIT and EFAL, were developed to support teachers
•10 hours of lesson plans are available per subject Focus of the lesson plans is on challenging content
62
TECHNICAL SUBJECTS CURRICULUM SUPPORT
PROGRAMME
• Grades 10 – 12 Exemplars question papers and PracticalAssessment Tasks (PATs) were delivered in schools in July2017.
• All PATs for Grade 12 were distributed to provinces anduploaded on DBE website.
• Examination Guidelines (Grade 12) have been developedand distributed to provinces in 2018.
• All Grade10 - 12 Textbooks have been developed inpartnership with Sasol-Inzalo (Technical Maths/Sciences),and Publishers (Specialisations).
63
Learner Support: Additional LTSM
MATHEMATICS WORKBOOKS : GRADE 8 2014 - 1 966 020
GRADE 9 2015 - 1 955 450
2012 - Grade 6 HL and FAL: 2
600 890
SIYAVULA TEXTBOOKS : MATHEMATICS -
471 810
: PHYSICAL
SCIENCES - 336 600
64
LEARNER SUPPORT: ICT UTILISATION
Telematics /
IBP
Winter /
Spring /
Exam school
Exam Revision
programme
65
Subject Specific Learner Support
• Extra Tuition (Residential and Walk-in) – morning and / afternoon classes; weekend classes;
• Vacation Schools: Autumn, Winter and Spring classes;
• LTSM: E-books, Study Guides; Exam Practice guides; Practice Question Papers;
• ICT Utilisation (IBP lessons / Telematics, Broadcast lessons, Video lessons);
• Common Examinations: High enrolment subjects;
• Monitoring Curriculum Coverage: Monthly monitoring at underperforming schools;
• Teacher Development: Pedagogy and Content; and
• Psychosocial Support: Career guidance; Motivational talks; Study methods etc
66
VACATION SCHOOLS: TARGET
PARTICIPANTS
•Progressed Learners/Learners at risk;
•Learners achieving at levels 1 to 3 in identifiedsubjects;
•Moderate and High Achievers;
•Teachers from underperforming schools
•Schools with new Grade 12 Teachers;
• ‘First timers’’ New Grade12 schools; and
•Serial under-performing schools
67
WINTER SCHOOLS : SCOPE AND
SIZE
PEDs No. of Camps
and Centres
No. of
Learners
EC 138 46 263
FS 195 20 179
GP 128 43 404
KZN 40 11401
LP 265 55 405
MP 121 14049
NC 15 3307
NW 83 28751
WC 112 14463
NAT 1097 237 222
69
SPRING SCHOOLS : SCOPE AND SIZE
Province No. of Camps and
Centres
No. of
Learners
EC 121 32957
FS 214 20719
GP 162 52748
KZN 41 11179
LP 277 87000
MP 115 17961
NC 17 3526
NW 78 27156
WC 85 19870
NAT 1 110 273 11670
EXAMPLE: SPRING CLASSES: SUBJECTS OFFERED
50%
1%
20%
49%
2…7%8%
44%
2%3%
53%
33%
1%5%
55%55% 57%
2%
52%
4%3%
16%
71
EXAMPLE: SPRING CLASSES -HOURS PER SUBJECT
1-2 hours per subject
3-4 hours per subject
5-6 hours per subject
7-8 hours per subject
9-10 hours per subject
>10 hours per subject
5.9%
11.7%
16.2%
14.7%
32.4%
19.1%
72
DG’S ENGAGEMENTS
• DG visited 9 provinces to assess the State ofReadiness.
• The meetings were attended by Provincial andDistrict officials.
• Provinces made presentations on the following:• Quarter 1 & Quarter 2 Learner Performance
• Reading Activities per Province
• Progress on Implementation of IIAL
• State of Readiness for the Administration of Exams
73
16
SUBJECT-SPECIFIC
INTERVENTIONS
75
EXAMPLE - ACCOUNTING: NORTH WEST
Nature of
Intervention
/ support
Type of
Interventio
n
Target
Audience &
Criteria
Focus / Topic / Aspect
Number Of
Hours/
Duration
Beneficiaries: No. Of
Learners/Teachers
Teacher
Support
Content
workshop
All Subject
Advisors
- Creditors Reconciliation,
-Inventory valuation,
-Analysis and Reconciliation
3 days 10 Subject Advisors
Content
Workshop
All teachers Developmental workshop focusing on the
change in the style of 2017 question paper and
formation and format of Questions compared to
previous papers
3 hours
fortnightly
( Jan to Feb)
185 teachers
Learner
intervention
s
Autumn
vacation
classes
Progressed
learners
Rent income adjustment ; Tangible Asset
note
Retained income Balance sheet ; Cash
flow notes ; Ratio analysis; Interpretation
of ratio.
7 days X
8hours = 56
hours
1083 of 3855
Winter
vacation
camps
Underperforming
learners
Reconciliations; Inventory.; Financial
statement; Income statement.
Notes for cashflow statement. ; General
calculations in respect of the balance
sheet
2 hours x10
days = 20 hours
2079 of 3855
Thuthuka
camps
Learners with A
potential in Maths
Science and
Accounting
Retained income Balance sheet
Cash flow notes
Ratio analysis
4 hours x 5
days = 20 hours
200 learners
Spring
revision
camps
Learners from
underperforming
schools,
Progressed
learners
Cost Accounting
Cash Budget
Balance Sheet
Analysis and Interpretation of the
financial bank statement
2 hours X 5
days = 10 hours
1798 of 3855
76
EXAMPLE - AGRICULTURAL SCIENCES:
GAUTENGNature of
Interventi
on /
support
Type of
Interventi
on
Target Audience
& CriteriaFocus / Topic / Aspect
Number Of
Hours/
Duration
Beneficiaries: No. Of
Learners/Teachers
Teacher
Training &
Skills
developm
ent
TUT:
Content &
Methodolo
gy
Identified
Agricultural
Sciences
Teachers
Animal Pests & Diseases
Genetics
6 hours plus
4 hours
Total: 10 hours
18/31 teachers
15/15 teachers
Teacher
training
Grade 12
Educators
Teaching Methodology of
Genetics1X4 Hours 12 Educators & 2 SES’s
Developm
ent and
training of
district
SES’s
Training @
TUTSES’s
Animal Pests and diseases1X 7 hours 12 District SES’s
Aquaponi
cs
training
SES’s Aquaponics and Horticulture 1x 7 hours 10 District SES’s
Learner
support
Learner
clinics
Grade 12
Learners
Revision of challenging content,
calculations and genetics7x 4 hours
Gr 12 Learners at
selected schools
( 380 learners)
Learner
support
Revision
resources &
Question
bank
Gr 12 Teachers
and learnersAll Grade 12 content
All gr 12 learners and
teachers presenting the
subject
77
EXAMPLE - BUSINESS STUDIES: EASTERN CAPE
Nature of
Intervention
/ support
Type of
Interventio
n
Target
Audience &
Criteria
Focus / Topic / Aspect
Number
Of Hours/
Duration
Beneficiaries: No. Of
Learners/Teachers
Learner
Intervention
Winter
classes
All Grade 12
candidates
from
underperformin
g schools
Investment
Insurance
Business Ventures
Business Operations
Forms of ownership
Investments – test
Presentation
5x 2 hours
=10 hours
926 learners
Commerce
Week: Extra
classes
Grade 12 at
risk learners
Business Environments
Business Operations
5 hours 500 learners
ICT Telematics
Lessons
All categories
of learners in
560 centres
Problematic content Four
main Topics:
Business Environment,
Business roles
Business ventures Business
Operations
1 hour x 7
days = 7
hours
560 telematics
centres (schools)
78
PRIOR INTERVENTIONS AND SUPPORT TO
THE CLASS OF 2018 ( 2016 AND 2017)Province Key Interventions ( 2016)
Grade 10 Key Interventions ( 2017)Grade 11
Free State • The Excellence program ( Mathematics and Science ) for highflyers in 77 township schools ;• Eskom Foundation Maths
Support • Language and Heritage
Festival;• IBP broad cast lessons for high
enrolment subjects;• Resource utilisation sessions
• Dinaledi camped for 10 days (Maths (compulsory), Accounting Physical Sciences; Life Sciences; Business Studies ; Economics; Life Orientation );
• EMSTA camp in Townships with 5 of more Secondary Schools in Winter and Spring Camps;
• Talent Development program in partnership with the Stellenbosch University focusing on Maths and Physical Sciences.
• IBP Broadcast lessons
79
PRIOR INTERVENTIONS AND SUPPORT TO
THE CLASS OF 2018 ( 2016 AND 2017)Province Key Interventions ( 2016)
Grade 10 Key Interventions ( 2017)Grade 11
Gauteng • Secondary Schools Intervention
Programme (SSIP) focusing on
Mathematics; Technical Maths,
Physical Science ; Technical
Science.
• Talent Development Programme
(TDP for Mathematics and
Physical Sciences
• MST Development Camp for 145
MST Schools;
• MST Conditional Grant Development
Camp;
• Teacher development : Content and
Methodology Training with ICT
Integration ( schools achieving below 60
% in Mathematics; Physical Sciences
and Accounting
• ‘Just in Time Workshop’ for schools
achieving Less than 70%
• In Life Sciences, Geography,
Mathematical Literacy, Business Studies,
History, Economics
80
PRIOR INTERVENTIONS AND SUPPORT TO
THE CLASS OF 2018 ( 2016 AND 2017)
Province Key Interventions ( 2016)Grade 10
Key Interventions ( 2017)Grade 11
Mpumalanga • Teacher Content knowledge
workshops for high enrolment
subjects, Technical Subjects
and Home Languages.
• Conduct 1+4 intervention for
Mathematics teachers.
• Utilize e-learning platforms
Siyavula programmes;
• SBA moderation workshops
• Teacher Content knowledge workshops
for high enrolment subjects, Technical
Subjects and Home Languages.
• Conduct 1+4 intervention for
Mathematics teachers.
• Utilize e-learning platforms Siyavula
programmes;
• SBA moderation workshops
81
IMPACT - NORTH WEST: PRE AND POST TEST
RESULTS OF VACATION CAMPS
0
10
20
30
40
50
60
70
80
90
100
Pre test
Post test
82
IMPACT - NORTH WEST: PRE AND POST TEST
RESULTS OF TALENT DEVELOPMENT CAMP
0
10
20
30
40
50
60
70
80
Mathematics Physical Science
Pre test
Post tests
83
HISTORICAL
TRENDS
THE NUMBER OF CANDIDATES
PASSING MATRIC SINCE 1970
85
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
1970 1990 2000 2009 2018
43,000
191,000
283,294
343,718
400,761
NSC PERFORMANCE 2012 - 2018
86
40.0
45.0
50.0
55.0
60.0
65.0
70.0
75.0
80.0
2012 2013 2014 2015 2016 2017 2018
73.9
78.275.8
70.772.5
75.1
78.2
OVERALL NATIONAL
RESULTS
POLICY ON PROGRESSIONa) The Policy on Progression is based on the principle that a learner
should not spend more than four years in a phase.
b) The notion of progressed learners is not new in our education systemand internationally.
c) Policy on Progression is intended to minimise the high drop out rateand maximise school through-put.
d) Policy on progression is based on strict criteria.
e) Consistent with international best education practice in countriessuch as Finland, Sweden, Denmark, Japan, Korea, and the UnitedKingdom.
f) A very strong learner support programme based on addressingindividual learner’s needs must accompany Progression.
88
MULTIPLE EXAMINATION OPPORTUNITY
(MEO)
a) Performance of progressed learners is monitored in the
Grade 12 year.
b) Progressed learners that demonstrate an acceptable level of
achievement in all subjects will be allowed to write all six
subjects.
(c) Learners that perform poorly in the Preparatory
Examination, will write a minimum of three subjects in the
November examination and the remaining subjects in the
ensuing June examination (modularisation).
89
PERFORMANCE OF THE CLASS OF 2018
Province
2017 2018
% D
iffe
ren
ce
Tota
l Wro
te
Tota
l Ach
ieve
d
% A
chie
ved
Ran
kin
g
Tota
l Wro
te
Tota
l Ach
ieve
d
% A
chie
ved
Ran
kin
g
EASTERN CAPE 67 648 43 981 65.0 9 65 733 46 393 70.6 8 5.6
FREE STATE 25 130 21 631 86.1 1 24 914 21 806 87.5 2 1.4
GAUTENG 97 284 82 826 85.1 2 94 870 83 406 87.9 1 2.8
KWAZULU-NATAL 124 317 90 589 72.9 7 116 152 88 485 76.2 6 3.3
LIMPOPO 83 228 54 625 65.6 8 76 730 53 254 69.4 9 3.8
MPUMALANGA 48 483 36 273 74.8 6 44 612 35 225 79.0 5 4.2
NORTH WEST 30 792 24 462 79.4 4 29 061 23 578 81.1 4 1.7
NORTHERN CAPE 8 735 6 608 75.6 5 9 909 7 264 73.3 7 -2.3
WESTERN CAPE 48 867 40 440 82.8 3 50 754 41 350 81.5 3 -1.3
NATIONAL 534 484 401 435 75.1 512 735 400 761 78.2 3.1
90
PERFORMANCE OF THE CLASS OF 2018
(PROGRESSED LEARNERS EXCLUDED)
Province
2017 2018
% DifferenceTo
tal W
rote
Tota
l Ach
ieve
d
% A
chie
ved
Tota
l Wro
te
Tota
l Ach
ieve
d
% A
chie
ved
EASTERN CAPE 64 795 42 608 65.8 61 958 44 262 71.4 5.6
FREE STATE 21 628 19 418 89.8 21 448 19 546 91.1 1.3
GAUTENG 92 383 79 459 86.0 89 276 79 471 89.0 3.0
KWAZULU-NATAL 118 961 87 563 73.6 111 055 85 256 76.8 3.2
LIMPOPO 75 547 50 955 67.4 70 451 49 747 70.6 3.2
MPUMALANGA 44 168 33 840 76.6 40 538 32 590 80.4 3.8
NORTH WEST 27 942 22 946 82.1 26 191 21 946 83.8 1.7
NORTHERN CAPE 8 044 6 243 77.6 9 377 7 050 75.2 -2.4
WESTERN CAPE 47 005 39 652 84.4 49 029 40 771 83.2 -1.2
NATIONAL 500 473 382 684 76.5 479 323 380 639 79.4 2.9
91
PROGRESSED LEARNERS EXCLUDED
92
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
71.4
91.1 89.0
76.870.6
80.483.8
75.283.2
PERFORMANCE OF PROGRESSED
CANDIDATES ONLY
ProvincesProgressed Candidates
EnteredWrote
(all 7 subjects) Achieved % Achieved
Eastern Cape 16 708 3 775 2 131 56.5
Free State 6 588 3 466 2 260 65.2
Gauteng 15 692 5 594 3 935 70.3
Kwazulu-Natal 36 186 5 097 3 229 63.4
Limpopo 24 858 6 279 3 507 55.9
Mpumalanga 14 409 4 074 2 635 64.7
North West 8 162 2 870 1 632 56.9
Northern Cape 2 647 532 214 40.2
Western Cape 3 384 1 725 579 33.6
National 128 634 33 412 20 122 60.2 93
% ACHIEVED PROGRESSED ONLY
94
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
GAUTENG FREESTATE
MPUMALANGA
KWAZULU-NATAL
NORTHWEST
EASTERNCAPE
LIMPOPO NORTHERN CAPE
WESTERNCAPE
% Achieved 70.3 65.2 64.7 63.4 56.9 56.5 55.9 40.2 33.6
70.3
65.2 64.763.4
56.9 56.5 55.9
40.2
33.6
NSC PASSES BY
QUALIFICATION TYPE
PASS AND HIGHER EDUCATION ADMISSION REQUIREMENTS
ACHIEVEMENT LEVEL SUBJECT
National Senior Certificate • Home Language at a minimum of 40%
• 2 other subjects at a minimum of 40%
• 3 subjects at a minimum of 30%
Higher Certificate • Home Language at a minimum of 40%
• First Additional Language at a minimum of 30%
• Two other subjects at a minimum of 40%
• Two Subjects at a minimum of 30%
Diploma • Home Language at a minimum of 40%
• First Additional Language at a minimum of 30%
• Three subjects at a minimum of 40%
• One other Subject at 30%
Bachelors Degree • Home Language at a minimum of 40%
• First Additional Language at a minimum of 30%
• Four subjects at a minimum of 50%
NB. Each candidate must offer 7 subjects
96
NSC PASSES BY TYPE OF
QUALIFICATION, 2018 P
rovi
nce
Tota
l Wro
teBachelor Diploma Higher Certificate NSC
Tota
l Ach
ieve
d
% A
chie
ved
Ach
ieve
d
%
Ach
ieve
d
Ach
ieve
d
%
Ach
ieve
d
Ach
ieve
d
%
Ach
ieve
d
Ach
ieve
d
%
Ach
ieve
d
EC 65 733 18 001 27.4 17 163 26.1 11 204 17.0 25 0.0 46 393 70.6
FS 24 914 9 333 37.5 8 272 33.2 4 176 16.8 2 0.0 21 806 87.5
GP 94 870 41 410 43.6 28 775 30.3 13 161 13.9 0 0.0 83 406 87.9
KZN 116 152 38 571 33.2 31 225 26.9 18 647 16.1 41 0.0 88 485 76.2
LP 76 730 17 999 23.5 18 892 24.6 16 350 21.3 11 0.0 53 254 69.4
MP 44 612 13 199 29.6 13 262 29.7 8 737 19.6 19 0.0 35 225 79.0
NW 29 061 9 449 32.5 8 516 29.3 5 613 19.3 0 0.0 23 578 81.1
NC 9 909 2 589 26.1 2 684 27.1 1 989 20.1 0 0.0 7 264 73.3
WC 50 754 21 492 42.3 12 911 25.4 6 913 13.6 1 0.0 41 350 81.5
NAT 512 735 172 043 33.6 141 700 27.6 86 790 16.9 99 0.0 400 761 78.297
BACHELOR PASS TREND (PERCENTAGE): 2011 - 2018
98
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
2011 2012 2013 2014 2015 2016 2017 2018
24.3
26.6
30.6
28.3
25.8 26.628.7
33.6
BACHELOR PASS TREND (NUMBERS): 2012 - 2018
99
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
2012 2013 2014 2015 2016 2017 2018
136,047
171,755
150,752
166,263 162,374153,610
172,043
BACHELOR PASS (NUMBERS)
PER PROVINCE 2018
100
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000 41,410
38,571
21,492
18,001 17,999
13,199
9,449 9,333
2,589
BACHELOR PASS (PERCENTAGES) PER
PROVINCE 2018
101
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.043.6 42.3
37.5
33.2 32.529.6
27.4 26.123.5
BACHELOR ACHIEVEMENTS: 2017 AND 2018
24
Province
2017 2018
Number
Wrote
Number
Achieved
with
Bachelor
%
Achieved
with
Bachelor
Number
Wrote
Number
Achieved
with Bachelor
%
Achieved
with Bachelor
Eastern Cape67 648 15 523 22.7 65 733 18 001 27.4
Free State 25 130 8 822 35.1 24 914 9 333 37.5
Gauteng 97 284 35 012 36.0 94 870 41 410 43.6
Kwazulu-Natal 124 317 35 687 28.7 116 152 38 571 33.2
Limpopo 83 228 17 790 21.4 76 730 17 999 23.5
Mpumalanga 48 483 11 335 23.4 44 612 13 199 29.6
North West 30 792 8 278 26.9 29 061 9 449 32.5
Northern Cape 8 735 2 205 25.2 9 909 2 589 26.1
Western Cape 48 867 19 101 39.1 50 754 21 492 42.3
National 534 484 153 753 28.7 512 735 172 043 33.6
102
TYPE OF PASSES PER QUINTILE
103
0
10,000
20,000
30,000
40,000
50,000
60,000
Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
Achieved - Bachelors 25,025 27,861 31,814 23,492 53,107
Achieved - Diploma 29,004 30,312 32,090 20,267 23,956
Achieved - High Certificate 22,112 21,624 21,392 10,232 8,915
2017 2018
Quntiles Q 1-3 Q 4-5 Q 1-3 Q 4-5
No of Bachelors 76 300 67 867 84 700 76 599
ACHIEVEMENT TYPES OF PROGRESSED LEARNERS
Pro
vin
ce N
ame
Tota
l Wro
te
Ach
ieve
d B
ach
elo
r
% A
chie
ved
Bac
hel
or
Ach
ieve
d D
iplo
ma
% A
chie
ved
Dip
lom
a
Ach
ieve
d H
-Cer
t
% A
chie
ved
H-C
ert
Ach
ieve
d N
SC
% A
chie
ved
NS
C
Tota
l Ach
ieve
d
% A
chie
ved
EASTERN CAPE 3 775 269 7.1 934 24.7 926 24.5 2 0.1 2 131 56.5
FREE STATE 3 466 229 6.6 988 28.5 1 035 29.9 0 0.0 2 252 65.0
GAUTENG 5 594 557 10.0 1 838 32.9 1 537 27.5 0 0.0 3 932 70.3
KWAZULU-NATAL 5 097 561 11.0 1 471 28.9 1 190 23.3 7 0.1 3 229 63.4
LIMPOPO 6 279 448 7.1 1 385 22.1 1 674 26.7 0 0.0 3 507 55.9
MPUMALANGA 4 074 369 9.1 1 145 28.1 1 120 27.5 1 0.0 2 635 64.7
NORTH WEST 2 870 185 6.4 606 21.1 841 29.3 0 0.0 1 632 56.9
NORTHERN CAPE 532 14 2.6 82 15.4 118 22.2 0 0.0 214 40.2
WESTERN CAPE 1 725 44 2.6 236 13.7 298 17.3 0 0.0 578 33.5
NATIONAL 33 412 2 676 8.0 8 685 26.0 8 739 26.2 10 0.0 20 110 60.2104
SCHOOL
PERFORMANCE BY
QUINTILES
SCHOOL PERFORMANCE BY QUINTILE - 2017
Quintiles0 -
19.9%
20 -
39.9%
40 -
59.9%
60 -
79.9%
80 -
100%
Exactly
0%
Exactly
100%
Quintile 1 53 207 412 568 570 3 63
Quintile 2 34 144 356 602 579 3 57
Quintile 3 16 109 286 517 476 0 33
Quintile 4 1 5 55 207 327 1 32
Quintile 5 0 2 18 107 595 0 129
Total 104 467 1127 2001 2547 7 314
106
SCHOOL PERFORMANCE BY QUINTILE - 2018
Quintiles0 -
19.9%
20 -
39.9%
40 -
59.9%
60 -
79.9%
80 -
100%
Exactly
0%
Exactly
100%
Quintile 1 37 112 382 612 682 8 85
Quintile 2 28 104 321 555 708 3 70
Quintile 3 16 88 248 508 571 0 41
Quintile 4 2 6 36 198 375 0 38
Quintile 5 0 4 16 105 598 0 117
Total 83 314 1 003 1 978 2 934 11 351
107
SUBJECT
PERFORMANCE
CANDIDATES’ PERFORMANCE IN SELECTED
SUBJECTS, 2014 – 2018 (AT 30% LEVEL)
Subjects 2014 2015 2016 2017 2018
Accounting 68.0 59.6 69.5 66.1 72.5
Agricultural Sciences 82.6 76.9 75.470.4 69.9
Business Studies 77.9 75.7 73.7 68.0 64.9
Economics 68.9 68.2 65.3 71.0 73.3
Geography 81.3 77.0 76.5 76.9 74.2
History 86.3 84.0 84.0 86.0 89.7
Life Orientation 99.6 99.7 99.7 99.8 99.7
Life Sciences 73.8 70.4 70.5 74.4 76.3
Mathematical Literacy 84.1 71.4 71.373.9 72.5
Mathematics 53.5 49.1 51.1 51.9 58.0
Physical Sciences 61.5 58.6 62.0
65.1 74.2109
CANDIDATES’ PERFORMANCE IN SELECTED
SUBJECTS, 2014 – 2018 (AT 40% LEVEL)
Subjects 2014 2015 2016 2017 2018
Accounting 44.3 36.2 44.9 42.6 48.6
Agricultural Sciences 52.9 45.0 44.5 39.9 41.8
Business Studies 53.8 51.4 49.5 42.7 40.1
Economics 38.8 39.1 36.4 42.7 44.8
English FAL 82.8 81.5 82.5 83.1 82.1
Geography 54.0 50.4 48.1 50.1 46.7
History 66.5 63.2 64.3 67.5 72.6
Life Sciences 48.9 46.0 45.2 52.1 51.7
Mathematical Literacy 59.5 44.3 46.4 45.0 45.4
Mathematics 35.1 31.9 33.5 35.1 37.1
Physical Sciences 36.9 36.1 39.5 42.2 48.7
110
CANDIDATES’ PERFORMANCE IN
HOME LANGUAGES @ 40% LEVEL
111
2015 2016 2017 2018
Afrikaans 97.3 96.6 94.5 96.4
English 93.8 94.1 93.1 92.7
IsiNdebele 99.8 99.8 99.6 99.7
IsiXhosa 99.6 99.8 99.8 99.7
IsiZulu 99.4 98.8 98.9 98.8
Sepedi 99.4 98.9 98.6 98.6
Sesotho 99.4 99.4 99.4 99.4
Setswana 99.6 99.7 99.7 99.6
SiSwati 99.4 99.2 99.2 99.3
SA Sign Language - - - 96.2
Tshivenda 99.9 99.9 99.8 99.9
Xitsonga 99.5 99.5 99.0 98.9
FIRST ADDITIONAL LANGUAGE @ 30%
LEVEL (2014 – 2018)
First Additional Language 2015 2016 2017 2018
Afrikaans First Additional Language 92.0 90.0 93.0 93.9
English First Additional Language 97.0 97.0 97.0 97.2
112
DISTRICT
PERFORMANCE
DISTRICT PERFORMANCE BY ACHIEVEMENT
INTERVAL AND PROVINCE: 2017
Province
Total
number
of
Districts
2017
Below 50% 50% to 59.9% 60% to 69.9% 70% to 79.9%80% & above
EC 12 0 2 8 2 0
FS 5 0 0 0 0 5
GP 15 0 0 0 1 14
KZN 12 0 0 4 6 2
LP 5 0 2 2 1 0
MP 4 0 0 0 4 0
NW 4 0 0 0 2 2
NC 5 0 0 0 4 1
WC 8 0 0 0 1 7
Total 70 0 4 14 21 31
114
DISTRICT PERFORMANCE BY ACHIEVEMENT
INTERVAL AND PROVINCE: 2018
Province
Total
number of
Districts
2018
Below 50% 50% to
59.9%
60% to
69.9%
70% to
79.9%
80% and
above
EC 12 0 1 4 7 0
FS 5 0 0 0 0 5
GP 15 0 0 0 0 15
KZN 12 0 0 0 11 1
LP 10 0 0 6 3 1
MP 4 0 0 0 3 1
NW 4 0 0 0 1 3
NC 5 0 0 0 4 1
WC 8 0 0 0 1 7
Total 75 0 1 10 30 34
115
SPECIAL NEEDS
EDUCATION
SOUTH AFRICAN SIGN LANGUAGE (SASL)
a) Implemented at Home Language (HL) in Grade 10 in 2016 as part of NCS
b) First SASL HL examination offered as part of the NSC Examinations in 2018. This was
a ground breaking initiative.
c) Fifty eight (58) deaf learners, located in ten schools across five (5) PEDs registered for
SASL HL
d) Examination for SASL HL was conducted in signed format, and had to ascribe to the
general principles of fairness, reliability and validity.
e) Resources : SASL Curriculum Statements, Teacher Guides, LTSM, literature texts for
the FET phase, Guidelines for the analysis of poems and short stories were provided to
all schools, lesson plans
f) Training: Language subject advisors (SAs), teachers and Deaf teaching assistants
(DTAs).
g) Marking of SASHL was centralised.
117
SPECIAL NEEDS EDUCATION (SNE) LEARNERS BY PROVINCE
118
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ce N
ame
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Sp
eech
,Co
mm
un
icat
ion
Vis
ual
Imp
aire
d
Tota
l
Eastern Cape 9 16 6 10 62 1 3 107
Free State 10 8 14 175 8 215
Gauteng 9 4 10 1 24 116 223 33 7 52 19 498
Kwazulu-Natal 21 29 2 27 8 41 85 10 16 18 257
Limpopo 24 2 2 43 114 2 4 6 197
Mpumalanga 4 4 46 5 59
Northern Cape 1 1 15 15 4 1 4 41
North-West 1 1 5 2 2 11
Western Cape 234 48 277 11 22 1 257 47 45 53 440 37 2 471
National 287 134 291 61 65 1 431 696 217 83 507 84 3 856
ACHIEVEMENT OF SNE LEARNERS
93
Qualification Total AS
D,A
D A
ND
AD
D
BE
HA
VIO
UR
.AN
D.P
SY
CH
O
Dis
lexi
a
DY
SC
AL
CU
LIA
HE
AR
ING
LO
SS
LE
AR
NIN
G D
IFF
ICU
LTIE
S
Oth
er
PH
YS
ICA
L IM
PA
IRM
EN
T
SP
EC
IAL
ME
DIC
AL
CO
ND
ITIO
N
SP
EE
CH
AN
D C
OM
MU
NIC
AT
ION
VIS
UA
L IM
PA
IRE
D
Achieved - Bachelors 1 669 193 57 125 17 17 601 289 67 62 210 31
Achieved - Diploma 861 47 28 64 19 15 360 158 37 9 105 19
Achieved - Higher Certificate 402 15 12 28 5 8 173 60 28 5 59 9
Achieved - SNE NSC 119 7 2 1 1 5 96 1 6
Total 3 051 262 99 218 41 41 1 139 603 132 76 375 65
119
ProvinceA
SD
,AD
.AN
D.A
DD
BE
HA
VIO
UR
.AN
D.P
..
Dis
lexi
a
DY
SC
AL
CU
LIA
HE
AR
ING
.LO
SS
LE
AR
NIN
G.D
IFF
ICU
..
Oth
er
PH
YS
ICA
L.IM
PA
IRM
..
SP
EC
IAL
.ME
DIC
AL
...
SP
EE
CH
.AN
D.C
OM
..
VIS
UA
L.IM
PA
IRE
D
Gra
nd
Tota
l
EASTERN CAPE 0 3 0 0 29 0 0 32
FREE STATE 5 0 3 52 0 60
GAUTENG 3 2 0 0 5 15 87 8 5 12 10 147
KWAZULU-NATAL 10 3 0 6 3 12 57 11 21 7 130
LIMPOPO 4 0 16 14 0 1 1 36
MPUMALANGA 0 0 36 0 36
NORTH-WEST 0 0 0 1 0 1
NORTHERN
CAPE
0 4 4 3 0 0 0 11
WESTERN CAPE 271 81 124 2 13 648 22 52 92 134 27 1 466
NATIONAL 289 93 128 11 21 679 302 85 119 147 45 1 919
SNE DISTINCTIONS BY PROVINCE & DISABILITY120
PERFORMANCE OF
PART-TIME
CANDIDATES
CANDIDATES ENROLLED/WROTE (PART TIME): 2015 - 2018
2015 2016 2017 2018
Province NameTotal
EnteredTotal Wrote
Total
Entered
Total
Wrote
Total
Entered
Total
Wrote
Total
EnteredTotal Wrote
Eastern Cape19 312 12 618 20 847 13 819 22 754 14 335 22 263 13 314
Free State3 470 2 118 3 775 2 430 4 653 3 150 5 792 3 558
Gauteng39 181 28 837 42 025 32 675 42 066 32 060 44 057 33 191
KwaZulu-Natal31 176 21 247 37 915 25 862 44 198 27 677 40 992 25 343
Limpopo16 137 11 951 21 124 15 421 27 853 20 251 29 483 21 118
Mpumalanga5 569 3 871 7 189 4 996 9 462 6 363 13 177 8 451
North West3 386 2 711 3 884 3 164 4 597 3 655 5 651 4 232
Northern Cape1 838 1 157 1 988 1 132 3 678 1 912 2 203 1 448
Western Cape11 312 6 553 12 633 7 162 14 015 7 820 12 492 7 006
National 131 381 91 063 151 380 106 661 173 276 117 223 176 110 117 661122
PERFORMANCE IN SELECTED SUBJECTS (PT): 2017 - 2018
Subjects (Part-Time)
2017 2018
Wrote
Achieved
30% &
Above
%
AchievedWrote
Achieved
30% & Above
%
Achieved
Accounting 14 899 4 373 29.4 14 261 5 121 35.9
Agricultural Sciences 8 135 3 276 40.3 9 965 4 466 44.8
Business Studies 20 735 6 603 31.8 23 446 7 479 31.9
Economics 19 650 6 938 35.3 17 946 6 502 36.2
Geography 25 782 10 671 41.4 26 866 10 556 39.3
History 6 195 2 767 44.7 5 921 3 393 57.3
Life Orientation 1 029 1 014 98.5 910 902 99.1
Life Sciences 46 098 22 755 49.4 44 351 21 226 47.9
Mathematical Literacy 32 018 12 960 40.5 34 097 13 487 39.6
Mathematics 54 138 18 228 33.7 53 530 21 721 40.6
Physical Sciences 41 337 15 562 37.6 40 639 20 241 49.8
123
DISTINCTIONS
NUMBER AND PERCENTAGE OF DISTINCTIONS IN THE 12 KEY
SUBJECTS: 2017 AND 20182017 2018
Subject Wrote
Achieved
with
distinction
(80% - 100%)
% with
Distinction Wrote
Achieved
with
distinction
(80% -100%)
% with
Distinction
Accounting 103 427 5 040 4.9 90 278 5 169 5.7
Afrikaans First Add Language 82 017 6 406 7.8 82 525 6 013 7.3
Agricultural Sciences 98 522 272 0.3 95 291 577 0.6
Business Studies 204 849 2 343 1.1 192 139 2 660 1.4
Economics 128 796 1 683 1.3 115 169 1 306 1.1
English First Add Language 503 151 8 829 1.8 498 959 7 064 1.4
Geography 276 771 3 608 1.3 269 621 2 934 1.1
History 147 668 6 696 4.5 154 536 7 656 5.0
Life Sciences 318 474 10 102 3.2 310 041 7 507 2.4
Mathematical Literacy 313 030 1 882 0.6 294 204 3 957 1.3
Mathematics 245 103 6 726 2.7 233 858 5 828 2.5
Physical Sciences 179 561 7 861 4.4 172 319 8 135 4.7
125
PERCENTAGE OF DISTINCTIONS IN THE 12 KEY SUBJECTS: 2016, 2017 AND 2018
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
Accounting AfrikaansFAL
AgriculturalSciences
BusinessStudies
Economics English FAL Geography History LifeSciences
Mathematical Literacy
Mathematics
PhysicalSciences
2016 5.1 7.4 0.3 2.1 1.0 1.2 1.4 3.8 2.6 1.2 3.0 3.7
2017 4.9 7.8 0.3 1.1 1.3 1.8 1.3 4.5 3.2 0.6 2.7 4.4
2018 5.7 7.3 0.6 1.4 1.1 1.4 1.1 5.0 2.4 1.3 2.5 4.7
126
PROGRESSED CANDIDATES DISTINCTIONSSubject Total Wrote Distinctions % Distinctions
Accounting 7 979 7 0.1
Afrikaans First Additional Language 3 745 4 0.1
Afrikaans Second Additional Language 3 326 0 0.0
Business Studies 23 849 9 0.0
Computer Applications Technology 2 162 0 0.0
Dramatic Arts 1 432 0 0.0
Economics 16 668 3 0.0
English First Additional Language 111 701 22 0.0
French Second Additional Language 6 0 0.0
Geography 37 428 10 0.0
Engineering Graphics and Design 3 022 1 0.0
History 28 543 72 0.3
Information Technology 79 0 0.0
Life Sciences 34 603 17 0.0
Life Orientation 126 150 1 371 1.1
Mathematics 14 325 13 0.1
Mathematical Literacy 38 553 9 0.0
IsiNdebele Home Language 1 560 11 0.7
Physical Sciences 12 258 21 0.2
Sepedi Home Language 17 955 18 0.1
Sesotho Home Language 8 047 13 0.2
Setswana Home Language 11 766 5 0.0
SiSwati Home Language 4 485 4 0.1
Tourism 23 577 22 0.1
Tshivenda Home Language 5 689 82 1.4
Visual Arts 313 1 0.3
IsiXhosa Home Language 16 388 153 0.9
Xitsonga Home Language 5 396 21 0.4
IsiZulu First Additional Language 900 171 19.0
IsiZulu Home Language 38 992 55 0.1
Total 2 115
127
AGE ANALYSIS
0.2
5
8.9
2
18
.72
11
.12
7.2
5
4.3
5
2.3
4
1.1
8
0.5
6
0.2
7
0.1
4
0.1
4.2
6
12
.59
9.7
4
7.3
5
5.1
9
2.9
3
1.5
0.6
5
0.2
7
0.1
0
2
4
6
8
10
12
14
16
18
20
16 17 18 19 20 21 22 23 24 25 26
Pe
rce
nta
ges
Ages
Female Male
GRADE 12 LEARNERS BY AGE AND GENDER
129
Performance as per age (FT)
Age To
tal
En
tere
d
To
tal
Wro
te
Ach
ieve
d B
ach
elo
r
Ac
hie
ve
d D
iplo
ma
Ach
ieve
d H
igh
er
Cert
ific
ate
Ach
ieve
d N
SC
Ach
ieve
d E
nd
ors
ed
To
tal A
ch
ieved
% A
ch
ieved
15 167 153 74 48 15 0 0 137 89.5%
16 2 316 2 177 1 159 501 264 0 0 1 924 88.4%
17 82 748 79 335 38 799 22 050 9 759 3 1 70 612 89.0%
18 200 302 187 369 88 474 51 044 24 170 7 16 163 711 87.4%
19 131 345 108 631 26 285 34 236 21 750 14 48 82 333 75.8%
20 87 632 62 971 9 545 17 550 14 463 17 42 41 617 66.1%
21 57 388 36 514 3 961 8 994 8 578 27 13 21 573 59.1%
22 33 060 19 178 1 877 4 064 4 433 11 7 10 392 54.2%
23 16 026 8 618 824 1 655 1 846 9 1 4 335 50.3%
24 7 500 3 998 430 749 784 8 0 1 971 49.3%
25 3 062 1 685 214 334 332 3 0 883 52.4%
26 1 426 848 152 181 148 0 0 481 56.7%
27 667 433 69 93 89 0 0 251 58.0%
28 386 272 55 58 49 0 0 162 59.6%
29 219 169 40 41 30 0 1 112 66.3%
30 151 117 22 35 25 0 0 82 70.1%
130
SOCIAL GRANTS
132
Social Grant Active Recipient Achievement
Province Name
Active
Tota
l Wro
te
Tota
l Ach
ieve
d
% A
chie
ved
EASTERN CAPE 9 502 6 825 64.3%
FREE STATE 3 259 2 889 81.2%
GAUTENG 12 472 10 672 77.2%
KWAZULU-NATAL 21 309 17 164 67.7%
LIMPOPO 10 236 7 737 67.1%
MPUMALANGA 6 848 5 594 70.9%
NORTH WEST 4 075 3 499 77.5%
NORTHERN CAPE 1 216 894 65.3%
WESTERN CAPE 5 070 4 033 73.1%
NATIONAL 73 987 59 307 70.3%
132
133
Active Social Grant Learner performance by
Qualification Type
PROVINCE NAME
Tota
l Wro
te
Tota
l Ach
ieve
d
% A
chie
ved
Ach
ieve
d B
ach
elo
r
Ach
ieve
d D
iplo
ma
Ach
ieve
d H
iger
Cer
tifi
cate
Ach
ieve
d N
SC
Ach
ieve
d E
nd
ors
ed
EASTERN CAPE 9 502 6 825 64.3 3 033 2 353 1 438 1 0
FREE STATE 3 259 2 889 81.2 1 372 1 070 446 1 0
GAUTENG 12 472 10 672 77.2 5 639 3 569 1 458 0 6
KWAZULU-NATAL 21 309 17 164 67.7 8 279 5 830 3 051 4 0
LIMPOPO 10 236 7 737 67.1 3 338 2 568 1 831 0 0
MPUMALANGA 6 848 5 594 70.9 2 385 2 045 1 162 2 0
NORTH-WEST 4 075 3 499 77.5 1 574 1 218 707 0 0
NORTHERN CAPE 1 216 894 65.3 258 359 276 0 1
WESTERN CAPE 5 070 4 033 73.1 1 777 1 488 766 0 2
NATIONAL 73 987 59 307 70.3 27 655 20 500 11 135 8 9
133
CORRECTIONAL
SERVICES
Correctional Services (FT & PT)E
xam
Dat
e
Tota
l En
tere
d
Tota
l Wro
te
Ad
mis
sio
n t
o B
ach
elo
r
Ad
mis
sio
n t
o D
iplo
ma
Ad
mis
sio
n t
o H
-Cer
t
Ach
ieve
d N
SC
Tota
l Ach
ieve
d
% A
chie
ved
Tota
l No
t A
chie
ved
2017 272 237 44 59 39 0 142 59.9 43
2018 235 204 67 46 29 0 142 69.6 42
135
Correctional Services – Provincial Performance
2018P
rovi
nce
Tota
l En
tere
d
Tota
l Wro
te
Ach
ieve
d B
ach
elo
r
Ach
ieve
d D
iplo
ma
Ach
ieve
d H
-Cer
t
Ach
ieve
d N
SC
Ach
ieve
d E
nd
ors
ed
Tota
l Ach
ieve
d
% A
chie
ved
Tota
l No
t Ach
ieve
d
EASTERN CAPE 22 17 5 7 2 0 0 14 82.4 3
GAUTENG 32 28 10 3 0 0 0 13 46.4 15
KWAZULU-NATAL 71 55 21 12 3 0 0 36 65.5 5
LIMPOPO 30 30 6 3 8 0 0 17 56.7 13
MPUMALANGA 32 27 6 9 6 0 0 21 77.8 2
NORTH WEST 11 11 4 4 2 0 0 10 90.9 0
NORTHERN CAPE 21 21 8 5 6 0 0 19 90.5 1
WESTERN CAPE 16 15 7 3 2 0 0 12 80.0 3
NATIONAL 235 204 67 46 29 0 0 142 69.6 42
136
IMPROVEMENT PLAN IN RESPONSE TO
UMALUSI DIRECTIVES
Umalusi Directivesa) The DBE has developed an improvement plan to address the directives
for compliance and improvement issued by Umalusi.
b) The directives are in the main administrative, and professional as it
relates to question paper development and School Based Assessment.
c) An improvement strategy which is four pronged in its approach will be
implemented:
• Intensive collaborative review of all national and provincial examination and
assessment processes.
• Review of question papers that presented challenges.
• Standard setting and planning meetings at national and provincial levels.
• Training sessions for examiners, subject advisors, SBA moderators, markers and
other professionals involved in examinations and assessment.
• Intensive monitoring of the entire examination cycle
138
QUESTION PAPER
DEVELOPMENT
Moderation of Question Papers
DIRECTIVE INTERVENTION STRATEGY
(a) Conduct workshops to
capacitate examiners and
internal moderators to improve
levels of compliance with i.r.o. :
(i) Technical Details
(ii) Internal Moderation
(iii) Quality of questions
(iv) Cognitive skills assessed
• Comprehensive Review sessions will be held with
the examining panels.
• Facilitate joint professional development workshops
with Umalusi to enhance capacity to set higher order
questions, balance the distribution of cognitive levels
and ensure the alignment of the English and
Afrikaans and adapted marking guidelines.
• Mediation sessions between the examining panel
and Umalusi moderators will be strengthened;
• The subject/ paper specific technical criteria,
cognitive weighting will be mediated with each panel
before the setting commences.
• Adherence to the technical criteria and cognitive
weighting will be closely monitored during the
setting and internal moderation processes.
• Introduce and Integrate Item Banking to augment
the manual setting process.
140
140
EXAM ADMINISTRATION
Exam Administration
DIRECTIVE INTERVENTION STRATEGY
(a) PEDs to address the
shortages of examination
personnel prior to the
commencement of
examinations.
• PEDs to conduct an audit of examination personnel at Head
office and in districts to inform (re) deployment of staff and
identify shortages so that vacancies can be filled within the
2019/2020 financial year.
(b) PEDS to expedite the
installation of automated
packing systems to avoid
manual handling of QPs.
• PEDs to upgrade packing systems within the 2019/2020
financial year .
• PEDS to improve CCTV surveillance and security and
monitoring where manual packing systems are in use until
phased out.
(c) PEDS to ensure print
quality of all maps,
illustrations, diagrams
during print runs and at
regular intervals during
printing.
• DBE to host Standard setting meeting for Printing Managers
to ensure compliance with minimum norms and standards.
• PEDS to submit Printing Plans to DBE to enable monitoring,
support and feedback prior to and during printing of QPs.
• PEDs/DBE to monitor printing and audit QA systems.
142
142
Exam AdministrationDIRECTIVE INTERVENTION STRATEGY
(d) PEDs to appoint
independent scribes and
readers for the
examinations
• PEDS will be requested to consider recruiting scribes and
readers on short term/ fixed term contracts for deployment
by the PED during the conduct of the examination.
• PEDs to compile a database of all scribes and readers for
planning and deployment purposes.
• PED Monitoring strategies to incorporate close monitoring
of schools and candidates with accommodations.
• DBE to audit PED database of scribes / readers during
2019 NSC SOR.
(e) Appoint adequate
markers in all identified
subjects
• DBE to issue a Circular to guide marker selection processes
in 2019 and to prevent shortages of markers. Selection to be
completed by end July 2019 to identify additional selection
needs and be able to act prior to appointments at end
September 2019.
• PEDs to develop a Marker Recruitment Plan that sets out
the selection strategy to ensure adequate markers, novices,
Reserves are appointed to alleviate shortages.
143
143
Exam Administration
DIRECTIVE INTERVENTION STRATEGY
(f) PEDS to conduct SOR
verification of all examination
centres prior to the start of the
examination; Copies of audit
reports must be available at the
centres
• DBE will issue a clear directives to all PEDs on the
audit of all examination centres, completion of audit
tools/ reports and evidence of follow up and
monitoring by PEDs.
• As part of the DBE’s monitoring strategy, a sample
verification of exam centres and audit findings will be
conducted to ensure PED compliance.
(g) Ensure proper packaging ,
dissemination of examination
scripts and safekeeping of
examination material
• The DBE will host a standard setting meeting with
responsible PED Managers to ensure implementation
of minimum norms and standards for printing,
packing, storage and distribution of examination
material.
• Printing , storage, nodal and distribution sites will be
audited by PEDs and DBE to identify gaps and
improve compliance.
144
144
Exam Administration
DIRECTIVE INTERVENTION STRATEGY
(h) Administer LO CAT in line
with the Regulations on the
conduct of the NSC
examination.
• DBE to issue clear directives via Circular on the
administration, conduct, marking and rewrite of the 2019
NSC LO CAT.
• PEDS to strengthen monitoring of the writing of the LO
CAT
• PEDS to monitor marking of the LO CAT to ensure
adherence to the approved marking guideline.
145
145
SCHOOL BASED
ASSESSMENT
14
6
School Based AssessmentDIRECTIVE INTERVENTION STRATEGY
(a) Strengthen adherence to
subject assessment policies in
all subjects in all provinces
• Gazette Policy on Quality Assurance of SBA in Grades 10-12
• Implementation and QA of SBA Implementation to be a standing item
on all national Subject Committee Meetings.
• DBE to quality assure PED implementation of SBA and PATs in
sampled districts in July and October 2019.
• PEDS to ensure that all schools compile and implement the ATP and
POA . PEDS to monitor implementation on an ongoing basis.
(b) Ensure that internal
moderation is conducted
efficiently and effectively at all
levels of the system.
• All PEDS will be required to develop and submit to the DBE an SBA
Improvement Plan for 2019 that includes interventions i.r.o. : o the moderation system and sampling approach ( SBA,
o Oral Assessment, PATs) at all levels of the system
o the monitoring and support of schools and teachers;
o the mediation of the 2019 NSC PAT Guidelines
o Monitoring and support of the administration of the PATs at schools
o Verification of marks at all levels of the system
o Subject workshops on moderation of assessment tasks before
o administration and post moderation requirements at schools.
o Quarterly monitoring and support of schools with rejected / inflated SBA
records
o QA of grade 12 SASL HL SBA
o QA of ICG SBA portfolios
147
147
School Based Assessment
DIRECTIVE INTERVENTION STRATEGY
(c) Ensure that sufficient and
focused support is given to SASL
HL for internal moderation
• PEDS to monitor and quality assure SASL HL SBA
moderation conducted by schools.
• PEDS to conduct full orientation of HL subject
advisors to support SASLHL teachers and schools.
• PEDs to ensure regular monitoring, support and
feedback is given HL Subject Advisors.
• To improve compliance and standards, DBE to include
sample of SASL HL in DBE’s QA of SBA moderation
in participating schools in June and October and
provide feedback to those schools.
148
148
MARKING
Marking DIRECTIVE INTERVENTION STRATEGY
(a) Provide PEDS with
common, explicit criteria to
follow in the appointment of
CMs and IMs
• Publish amendments to PAM ( with enhanced marker selection criteria) for
public comment
• Host National standardisation meeting with all PED marking managers to
ensure agreement and compliance with selection criteria for CMs/ and IMs
• PEDs to indicate additional selection criteria used on Circular inviting marker
applications in 2019.
• DBE to ensure standardised marker application forms are used by PEDS.
• DBE to ensure PED compliance with minimum norms and standards for
marker selection and appointments during all monitoring, support visits.
• DBE to conduct annual audit of marker selection to ensure compliance in
appointment of CMs/ IMs.
(b) Ensure marker selection
panels consider
recommendations by principals/
district officials
• PEDs to tighten verification processes at schools, circuits and districts.
• Evidence of school verification meetings must be available to the district, PED
and for audit purposes by DBE .
• Minutes must be available from all Marker Selection, Nomination Committee/
Ranking Meetings to ensure accountability for appointment of suitably
qualified markers.
150
150
Marking DIRECTIVE INTERVENTION STRATEGY
( c) Ensure all subjects have
adequate time for Pre- Meetings
in preparation for their Marking
Standardisation Meetings
(MSMs)
• DBE will factor in Pre- Meeting for all subjects and ensure that
MSMs are not crammed or don’t coincide in 2019 SC and NSC
MSM Schedules.
(d) CMs are provided with the
requisite no. of scripts for pre-
marking
• The DBE will issue this directive via the annual Circular on the
Hosting of the SC/ NSC MSMs.
• PEDS must ensure that scripts are sampled as requested on the
Circular.
(e) PEDS to improve logistical
arrangements to ensure that
CMs/ IMs arrive punctually for
MSMs
• PEDS to ensure that adequate budgets are availed for the travel
and accommodation of CMs/ IMS so they arrive the night before
the MSM. This will prevent late arrivals and early departures
which compromises the participation of the PEDs in the marking
guideline standardisation and training processes.
(f) Ensure timeous arrival of
marking guidelines and dummy
scripts prior to arrival of marking
personnel.
• The DBE will enhance the automation of the dissemination of
marking guidelines and dummies to PEDS. This will be done in
weekly consignments to assist printing prior to marking session.
• PEDs to provide printing and dissemination plans to prevent
delays experienced previously.
151
151
Marking
DIRECTIVE INTERVENTION STRATEGY
(g) Implement stricter measures
in selection of EFAL P3 markers
to ensure reliability of marking
• PEDs to strengthen rigor of selection process for P3
markers to ensure applicants have adequate
experience and technical marking skill to apply rubrics
correctly to the marking of this paper out of 100 marks.
• DBE audit of marker selection will monitor PED
adherence to ( PAM) selection criteria.
(h) Ensure uniform security
measures are implemented at all
marking centres
• The DBE’s Protocol for Security at Marking Centres will
be mediated with all PEDS during the standard setting
meeting.
• PEDs to ensure all security personnel (school based
and private hire) are trained to carry out their respective
duties rigorously, throughout the marking session.
• Marking Centre Managers to conduct daily briefing
sessions with Security personnel to ensure consistency
in access control, vehicular and personnel checks and
script safety.
152
152
CONCLUSION
SUMMARY
a) The results from the 2018 NSC examination confirms that the “The System is
on a Rise”
b) This is confirmed by the overall improvement in access, redress, equity,
efficiency and quality
Access
a) A total of 800 843 candidates enrolled to write this examination
b) Increase in part-time enrollment from 2013, an increase of 45 464 to 176
110.
c) 400 761 candidates attained a NSC, an increase of 3.1% from 2017
d) Increase in the percentage of learners achieving admission to Bachelor
studies from 28.7% to 33.6% (18 433 more candidates compared to
2017)
154
SUMMARY
Redress
a) 241 340 candidates from “no-fee” schools obtained an NSC compared to140 036 from “Fee paying” schools.
b) 1 961 of the “no-fee” schools achieved above 80% pass rate.
c) 196 of the “no fee” schools attained a 100% pass rate.
d) 84 700 of the admission to Bachelor studies come from “no-fee” schools,compared to 76 599 from “fee-paying” schools.
e) 20 122 (60.2%) of the progressed learners that wrote all seven subjectsobtained the NSC.
155
SUMMARY
Equity
a) 342 553 girls, compared to 282 180 boys entered the NSC examination
(60 373 more girls than boys)
b) 218 838 girls, compared 181 923 boys, passed the 2018 NSC
examinations
c) 95 512 girls attained admission to Bachelor Studies compared to 76 531
boys.
d) 63.4% of the distinctions were attained by girl, including distinctions in
critical subjects such as Accounting, Business Studies, Economics,
Mathematics, and Physical Science.
156
SUMMARY
Quality
a) Improvement in the performance of key subjects at the 30% level –
Accounting, Mathematics, Physical Science, Life Sciences and
Economics.
b) Improvement in Physical Science from 42.2% to 48.7% and an
improvement in Mathematics from 35.1% to 37.1%, at the 40% level.
c) 172 043 learners achieved admission to Bachelor studies, which is
equivalent to 33.6%
d) 313 743 candidates (61.2%), who achieved admission to Bachelor and
Diploma studies, are eligible to register for studies at higher education
institutions.
e) All of the 75 districts performing above 50%.
f) 34 of the 75 districts performing above 80%
157
SUMMARY Efficiency
a) 20 122 (60.2%) of the progressed learners that wrote all seven subjects
obtained the NSC.
b) Progressed learners attained 2 131 of the distinctions, even in gateway
subjects.
c) 79.1% of the learners with special education needs, who wrote the 2018
NSC examinations, passed.
d) 1 927 distinctions were achieved by the learners with special education
needs.
e) 1 669 learners with special needs attained admission to Bachelor
Studies, 861 achieved admission to Diploma Studies and 402 achieved
admission to Higher Certificate Studies.
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SUMMARY Inclusivity
a) Offered the first examination in Sign language to 52 learners.
b) A total of 3 856 learners with special needs wrote the NSC examination
and 3 051 learners attained the NSC.
c) 1 669 learners with special needs attained admission to Bachelor
Studies, 861 achieved admission to Diploma Studies and 402 achieved
admission to Higher Certificate Studies.
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