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PORTFOLIO COMMITTEE ON BASIC EDUCATION OUTCOMES OF THE 2017 NSC EXAMINATION 13 February 2018 PURPOSE To present to Portfolio Committee on Basic Education (a) the report on the outcomes of the 2017 NSC Examinations; (b) the Systemic Evaluation Model PRESENTATION OUTLINE PART 1: National Senior Certificate Outcomes 1. Introduction 2. The Class of 2017 3. Historical Trends 4. Overall National Results 5. School Performance 6. Subject Performance 7. District Performance 8. Performance in terms of gender 9. Performance of progressed candidates 10. Age analysis 11. Special Needs Education 12. Performance of Part-Time candidates 2 13. 14. 15. 16. 17. 18. 19. 20 21. 22. PRESENTATION OUTLINE Performance of repeat candidates Immigrant Candidates Distinctions Social Grants Correctional Grants Summary Inclusive Basket of indicators Diagnostic Analysis Improvement Plan in response to Umalusi Directives Conclusion Part 2: Systemic Evaluation Recommendation 2 PART 1 NATIONAL SENIOR CERTIFICATE

OUTCOMES 1. Introduction 2 NATIONAL DEVELOPMENT PLAN By 2030, South Africans should have access to education and training of the highest quality, leading to significantly improved learning outcomes. The performance of South African learners in international standardised tests should be comparable to the performance of learners from countries at a similar level of development and with similar levels of access. National Planning Commission: National Development Plan, November 2011) 3 STRATEGIC DIRECTION How the sector plan relates to SDGs and other plans (and reports): NATIONAL DEVELOPMENT PLAN Medium Term Strategic Framework Presidency UNESCO 2030 AGENDA & AFRICAN AGENDA 2063 External evaluations of key programmes Sector plan Action Plan to 2019: Towards the realisation of Schooling 2030 Independent analysis conducted by DBE DBE and PED five-year strategic plans Periodic reports on progress in the sector (see e.g. 2011 and 2013 reports on DBE website) DBE and PED annual

performance plans DBE and PED annual reports 4 PED quarterly sector reports 8 SHAPE AND SIZE OF THE SECTOR National Department of Basic Education Provincial Education Department (9) Education Districts (70) Circuit Offices Schools (25 574) Public schools (23 719) Section 20 Public schools Independent (Private) schools (1 855) Section 21 Public Schools (former Model C) Greater financial autonomy Registered independent schools Non-subsidised independent schools 5 Unregistered independent schools (illegal) Subsidised independent schools 7 EDUCATION STATISTICS AT A GLANCE, 2017 Size of the Schooling System: Learners: 12 892 273 Educators: 433 320 Schools: 25 762 Official languages Sector

Learners Public Independent Total English, isiZulu, isiXhosa, isiNdebele, Afrikaans, siSwati, Sepedi, Sesotho, Setswana, Tshivenda, Xitsonga 6 Educators Schools 12 490 132 399 156 23 796 402 141 34 164 1 966 12 892 273 433 320 25 762 NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN THE ORDINARY SCHOOL SECTOR BY PROVINCE IN 2017 Public Independent Public and Independent Province Schools As % of National Total 14,6 5 569 21,6

23 590 5,4 1 255 4,9 18,7 88 599 20,4 3 067 11,9 2 863 316 22,2 93 340 21,5 6 099 23,7 159 1 776 467 13,8 53 736 12,4 4 025 15,6 1 252 110 1 096 428 8,5 34 546 8, 1 836 7,1

2 050 142 29 292 377 2,3 10 233 2,4 579 2,2 1 487 18 513 1 178 69 825 776 6,4 28 232 6,5 1 556 6,0 33 143 1 508 36 152 4 442 268 1 127 634 8,7 37 585 8,7 1 776

6,9 12 490 132 399 156 23 796 402 141 34 164 1 966 12 892 273 100,0 433 320 100, 25 762 100,0 Learners Educators Schools 1 742 817 60 324 5 389 52 746 683 762 22 601 1 184 Gauteng 2 261 935 71 263 KwaZulu-Natal 2 818 213 Limpopo As % of As % of National Educators National

Total Total Schools Learners 3 135 180 1 795 563 13,9 63 459 17 725 989 71 701 487 5,4 2 207 151 290 17 336 860 2 413 225 90 561 5 879 45 103 2 779 220 1 717 779 50 825 3 866 58 688 2 911 Mpumalanga

1 076 554 33 294 1 726 19 874 Norther Cape 290 327 10 091 550 North West 807 263 27 054 Western Cape 1 091 482 South Africa Eastern Cape Free State Learners Educators A SYSTEM ON THE RISE TIMSS 2015 9 a) THE CENTRALITY OF THE NSC EXAMINATIONS The National Curriculum Statement (NCS) embodies the key goals and objectives of the South African schooling system. b) Every learner is exposed to twelve years of teaching and learning which targets the achievement of the goals and objectives of the NCS. c) School Based Assessment (SBA) and the standardised examinations evaluate the achievement of the curriculum objectives. d) The NSC examinations written after 12 years of teaching and learning serves as the most reliable measure of the success of the education enterprise. e) The DBE also engages in International (TIMSS and PIRLS) and Regional Assessment (SACMEQ) to evaluate the effectiveness of teaching and learning. 10

2. The Class of 2017 11 BACKGROUND AND CONTEXT The 2017 NSC examination is the fourth examination based on the CAPS curriculum. There has been a high degree of stability in the system and the National Strategy for Learner Attainment (NSLA) has also taken firm root. DBE has improved its data collection, data feedback processes. analysis and data Provinces, districts and schools have heightened their efforts in implementing differentiated Learner Support programmes. The effect and impact of major learner support programmes are measured and monitored. Selected group of progressed learners based on the introduction of preconditions to progression. New set-works in Languages has impacted on performance 12 THE 2017 NSC EXAMINATIONS MARKERS MARKING CENTRES 44 911 140 INVIGILATORS 65 000 EXAMINATION CENTRES 6 826 FULL TIME PART TIME 629 155 173 276 SCRIPTS 7,4 million QUESTION PAPERS 132 13 PRINTED QUESTION

PAPERS 7,8 million PROFILE OF THE CLASS OF 2017 Affected by Curriculum reform Large % of learners exposed to ECD programmes 14 CURRICULUM CHANGE AND THE CLASS OF 2017 GRADE 1 2006 NCS (CAPS) GRADE 10 2015 2012 15 Class of 2017 RNCS 2004 NSC FULL TIME ENROLMENTS: 2013 - 2017 700 667,925 674,652 629,155 600 500 400 300 200 100 0 575,508 548,239 FULL-TIME ENROLMENTS: 2014 TO 2017 Provinces Difference 2016 Entered 2014 Entered 2015 Entered 2016 Entered 2017 - 2017

Eastern Cape 69 306 89 740 92 755 82 257 -10 498 Free State 26 756 35 209 28 901 27 723 -1 178 Gauteng 101 212 112 064 112 164 108 522 -3 642 KwaZulu-Natal 147 355 169 769 169 023 153 125 -15 898 Limpopo 73 543 102 618 110 639 100 041

-10 598 Mpumalanga 45 900 55 945 60 794 59 500 -1 294 North West 26 382 33 845 35 403 35 733 330 Northern Cape 8 950 12 173 11 821 10 519 -1 302 Western Cape 48 835 56 562 53 152 51 735 -1 417 NATIONAL 548 239 667 925 674 652 629 155

-45 497 17 2017 NSC FULL TIME COHORT Provinces Entered (seven or more) Absent/MEO candidates Eastern Cape 82 257 67 648 14 609 Free State 27 723 25 130 2 593 Gauteng 108 522 97 284 11 238 KwaZulu-Natal 153 125 124 317 28 808 Limpopo 100 041 83 228 16 813 Mpumalanga 59 500

48 483 11 017 North West 35 733 30 792 4 941 Northern Cape 10 519 8 735 1 784 Western Cape 51 735 48 867 2 868 NATIONAL 629 155 534 484 94 671 18 Wrote Eastern Cape % Absent Absent % MEO MEO Absent/MEO Province % Absent/MEO LEARNERS ABSENT/MULTIPLE EXAM OPPORTUNITY (MEO) 14 609

17.7% 6 767 8.2% 7 842 9.60% 2 593 9.4% 891 3.2% 1 702 6.1% Gauteng 11 238 10.4% 8 058 7.4% 3 180 2.9% KwaZulu-Natal 28 808 18.8% 21 521 14.1% 7 287 4.8% Limpopo 16 813 16.8% 15 866

15.9% 947 0.9% Mpumalanga 11 017 18.5% 9 001 15.1% 2 016 3.4% North West 4 941 13.8% 4 680 13.1% 261 0.7% Northern Cape 1 784 17.0% 1 539 14.6% 245 2.3% Western Cape 2 868 5.5% 1 252 2.4% 1 616

3.1% 94 671 15.0% 69 575 11.00% 25 096 4.0% Free State Total CANDIDATES WHO WROTE 7 OR MORE IN 2016 & 2017 NSC EXAMINATIONS Province Eastern Cape Free State Gauteng Kwazulu-Natal Limpopo Mpumalanga North West Northern Cape Western Cape National 2016 Total Wrote 2017 Total Wrote 82 902 26 786 103 829 147 648 101 807 54 251 32 045 10 041 50 869 610 178 67 648 25 130 97 284 124 317 83 228 48 483 30 792 8 735 48 867 534 484

20 NSC PART-TIME ENROLMENT (2011 2017) 173,276 180,000 153,368 160,000 130,646 140,000 120,000 138,533 114,471 131,381 120,352 100,000 80,000 60,000 40,000 20,000 0 2011 2012 2013 2014 21 2015 2016 2017 ENROLMENT IN TERMS OF GENDER Provinces Male Female Male % Female % Eastern Cape 36 603

45 654 44.5 55.5 Free State 12 647 15 076 45.6 54.4 Gauteng 49 057 59 465 45.2 54.8 KwaZulu-Natal 68 187 84 938 44.5 55.5 Limpopo 45 142 54 899 45.1 54.9 Mpumalanga 26 737 32 763 44.9 55.1 North West

16 427 19 306 46.0 54.0 Northern Cape 4 696 5 823 44.6 55.4 Western Cape 22 563 29 172 43.6 56.4 National 282 059 347 096 44.8 55.2 22 NSC SUBJECT ENROLMENT (2011 2017) Subjects Entered Entered Entered Entered Entered Entered Entered 2011 2012 2013 2014 2015 2016 2017 Accounting 140 849 137 587 147 950

128 779 143 962 137 808 116 149 -21 659 Agricultural Sciences 79 680 79 963 85 234 80 194 106 183 113 119 108 756 -4 363 Business Studies 191 850 199 506 222 928 212 147 254 188 248 730 225 100 -23 630 Economics 136 652 137 645 153 340 140 860 169 937

165 782 144 793 -20 989 English FAL 424 346 430 897 464 377 443 145 554 565 564 814 521 306 -43 508 Geography 203 805 218 048 244 121 241 321 310 300 321 829 306 474 -15 355 History 88 290 96 550 111 459 118 575 158 451 165 294 159 108 -6 186

Life Sciences 270 540 283 811 307 062 290 580 355 614 368 191 352 594 -15 597 Mathematical Literacy 281 613 297 514 330 329 318 994 398 632 389 163 353 019 -36 144 Mathematics 229 371 230 022 245 344 229 888 269 253 285 406 276 084 -9 322 Physical Sciences 184 052

182 126 187 109 171 549 197 047 204 695 197 960 -6 735 23 Diff NSC 2016/17 PROGRESSED LEARNERS Difference % Progressed Total Entered No Progressed 2017 % Progressed Total Entered Province No Progressed 2016 Eastern Cape 14 289 92 755 15.4% 10 937 82 257 13.3% -3 352 Free State 6 990

28 901 24.2% 5 288 27 723 19.1% -1 702 Gauteng 11 596 112 164 10.3% 13 574 108 522 12.5% 1 978 KwaZulu-Natal 26 046 169 023 15.4% 27 653 153 125 18.1% 1 607 Limpopo 22 256 110 639 20.1% 23 254 100 041 23.2% 998

Mpumalanga 14 068 60 794 23.1% 13 698 59 500 23.0% -370 North West 7 588 35 403 21.4% 7 432 35 733 20.8% -156 Northern Cape 2 506 11 821 21.2% 2 314 10 519 22.0% -192 Western Cape 3 403 53 152 6.4% 3 280

51 735 6.3% -123 108 742 674 652 16.1% 107 430 629 155 17.1% -1 312 National 24 TRACKING THE CLASS OF 2017 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 1 294 975 2004 % 1 233 581 1 118 690 2005 -13.6 % 1 186 011 1 082 501 1 100 150 2006 -12.2 -1.7 % 1 050 103 1 066 796 1 090 762 2007 -11.5 -1.5 -0.9 % 1 017 656 1 050 860 1 043 012 2008 -3.1 -1.5 -4.4 % 1 019 886 1 009 370 1 012 619 2009 0.2 -3.9 -2.9 % 978 983 978 016 980 747 2010

-4.0 -3.1 -3.1 % 946 427 941 291 1 008 110 2011 -3.3 -3.8 2.8 % 912 528 971 509 1 096 113 2012 -3.6 3.2 8.7 % 942 345 1 073 060 1 146 285 2013 3.3 10.5 4.6 % 1 048 823 1 139 872 897 342 2014 11.3 6.2 -21.7 % 1 112 604 928 983 667 925 2015 6.1 -18.5 -25.6 % 901 697 674 652 2016 -19.0 -27.4 % 2017 629 155 % -29.8 25 3. Historical Trends 26 THE NUMBER OF CANDIDATES PASSING MATRIC SINCE 1970 450,000 401,435 400,000 343,718 350,000 283,294 300,000

250,000 191,000 200,000 150,000 100,000 43,000 50,000 0 1970 1990 2000 2009 2017 31 Pecentage NSC PERFORMANCE: 2011 TO 2017 100 90 80 70 60 50 40 30 20 10 0 70.2 2011 73.9 2012 78.24 2013 75.8 2014 28 70.7 72.5 75.1

2015 2016 2017 4. Overall National Results 29 33 Performance of the Class of 2017 (All) % Difference Ranking % Achieved Total Achieved Total Wrote Ranking 2017 % Achieved Total Achieved Province Total Wrote 2016 EASTERN CAPE 82 902 49 168 59.3% 9 67 648 43 981 65.0% 9 5.7% FREE STATE

26 786 23 629 88.2% 1 25 130 21 631 86.0% 1 -2.1% GAUTENG 103 829 88 381 85.1% 3 97 284 82 826 85.1% 2 0.0% KWAZULU-NATAL 147 648 98 032 66.4% 7 124 317 90 589 72.8% 7 6.4%

LIMPOPO 101 807 63 595 62.5% 8 83 228 54 625 65.6% 8 3.1% MPUMALANGA 54 251 41 801 77.1% 6 48 483 36 273 74.8% 6 -2.2% NORTH WEST 32 045 26 448 82.5% 4 30 792 24 462 79.4% 4 -3.0%

NORTHERN CAPE 10 041 7 902 78.7% 5 8 735 6 608 75.6% 5 -3.0% WESTERN CAPE 50 869 43 716 85.9% 2 48 867 40 440 82.7% 3 -3.1% NATIONAL 610 178 442 672 72.5% 534 484 401 435 75.1% 342.6% Performance of the Class of 2017 (Progressed Learners Excluded) % Achieved

Total Wrote Total Achieved 2017 % Achieved Total Achieved Province Total Wrote 2016 % Difference EASTERN CAPE 73 739 46 655 63.3% 64 795 42 608 65.8% 2.5 FREE STATE 21 504 20 032 93.2% 21 628 19 418 89.8% -3.4 GAUTENG 96 425 83 862 87.0% 92 383

79 459 86.0% -1.0 KWAZULU-NATAL 134 665 93 537 69.5% 118 961 87 563 73.6% 4.1 LIMPOPO 85 858 58 586 68.2% 75 547 50 955 67.4% -0.8 MPUMALANGA 45 647 37 105 81.3% 44 168 33 840 76.6% -4.7 NORTH WEST 27 392 23 603

86.2% 27 942 22 946 82.1% -4.1 NORTHERN CAPE 8 811 7 243 82.2% 8 044 6 243 77.6% -4.6 WESTERN CAPE 48 627 42 665 87.7% 47 005 39 652 84.4% -3.3 NATIONAL 542 668 413 288 76.2% 500 473 382 684 76.5% 35 0.3

Performance of Progressed Candidates Only Progressed Candidates Provinces Wrote Entered (all 7 subjects) Achieved % Achieved Eastern Cape 10 937 2 853 1 373 48.1 Free State 5 288 3 502 2 213 63.2 Gauteng 13 574 4 901 3 367 68.7 KwaZulu-Natal 27 653 5 356 3 026 56.5 Limpopo 23 254

7 681 3 670 47.8 Mpumalanga 13 698 4 315 2 433 56.4 North West 7 432 2 850 1 516 53.2 Northern Cape 2 314 691 365 52.8 Western Cape 3 280 1 862 788 42.3 107 430 34 011 18 751 55.136 National % Achieved

% Achieved NSC Achieved % Achieved Higher Certificate Achieved % Achieved Diploma Achieved % Achieved Achieved Total Wrote Province Bachelor Total Achieved NSC PASSES BY TYPE OF QUALIFICATION, 2017 (ALL) Eastern Cape 67 648 15 380 22.7 17 908 26.5 10 672 15.8 18 0.0 43 978 65.0 Free State 25 130 8 822

35.1 9 076 36.1 3 713 14.8 2 0.0 21 613 86.0 Gauteng 97 284 35 012 36.0 34 444 35.4 13 296 13.7 1 0.0 82 753 85.1 KZN 124 317 35 687 28.7 36 453 29.3 18 400 14.8 47 0.0

90 587 72.9 Limpopo 83 228 17 790 21.4 20 011 24.0 16 809 20.2 11 0.0 54 621 65.6 Mpumalanga 48 483 11 335 23.4 15 628 32.2 9 291 19.2 19 0.0 36 273 74.8 North West 30 792 8 278 26.9 9 968 32.4 6 216 20.2

0 0.0 24 462 79.4 N Cape 8 735 2 205 25.2 2 815 32.2 1 587 18.2 0 0.0 6 607 W Cape 48 867 19 101 39.1 15 030 30.8 6 281 12.9 1 0.0 NATIONAL 534 484 153 610 28.7 161 333

30.2 86 265 16.1 99 0.0 40 413 82.7 401 37 307 75.1 75.6 BACHELOR PASS TREND (PERCENTAGE): 2010 - 2017 38 BACHELOR PASS TREND (NUMBERS): 2009 - 2017 No. of Bachelors 171755 180... 150752 160... 140... 166263 162374 153610 136047 126371 120767 120... 109697 100... 80 60 40 20 39 BACHELOR PASS (NUMBERS) PER PROVINCE 2017 40,000 35,687 35,012 35,000 30,000

25,000 19,101 20,000 17,790 15,380 15,000 11,335 8,822 10,000 8,278 5,000 2,205 0 az w K u ul a at N - l u Ga t g en e W st n er pe a C p m i L

o op Ea st n er pe a C Mp al m u a a ng e Fr t ta S e e r No th es W t r No t r he n p Ca e 40 PERCENTAGE OF BACHELOR PASSES PER PROVINCE 2016 - 2017

45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0 m Li p po o Ea st n er p Ca e Mp um a g lan a az w K u ul t Na al No r th n er p Ca

34 e r th o N W es t e Fr e e at t S u Ga n te g W e e st rn p Ca e TYPE OF PASSES PER QUINTILE 50000 45000 40000 35000 30000 25000 20000 15000 10000 5000 0 1 2

3 4 2016 Quintile No of Bachelors 5 2017 Q1-3 Q4-5 Q1-3 Q4-5 78 886 (52%) 73 810 (48%) 76 300 (53%) 67 867 (47%) 35 5. School Performance 36 43 SCHOOLS PERFORMANCE WITHIN DIFFERENT PERCENTAGE CATEGORIES, 2016 - 2017 2016 Total Number of school 0 - 19.9% 2017 % of schools Total Number of school

% of schools 196 2.9 109 1.6 20 - 39.9% 671 9.8 488 7.2 40 to 59.9% 1 221 17.9 1 166 17.1 60 to 79.9% 1 873 27.5 2 083 30.6 80 to 100% 2 853 41.9 2 959 43.5 Exactly 0% 18 0.3 9

0.1 Exactly 100% 548 8.0 497 7.3 School Intervals 37 SCHOOLS PERFORMANCE WITHIN DIFFERENT PERCENTAGE CATEGORIES, 2016 - 2017 43.5 41.9 45.0 40.0 35.0 30.6 27.5 30.0 25.0 2016 2017 17.917.1 20.0 15.0 9.8 10.0 5.0 0.0 8.0 7.3 7.2 2.9 0.3 0.1 Exactly 0% 1.6 0 - 19.9% 20 - 39.9% 40 to 59.9% 60 to 79.9% 80 to 100% Exactly 100% 38

SCHOOL PERFORMANCE BY QUINTILE - 2016 Quintiles Exactly 0 20 40 60 Exactly 0% 19.9% 39.9% 59.9% 79.9% 80 - 100% 100% Quintile 1 6 68 183 367 530 520 48 Quintile 2 5 51 119 291 545 570 47 Quintile 3 1 18 108 212 413 384 31 Quintile 4 0 5

14 68 171 277 55 Quintile 5 0 0 10 22 105 438 173 Total 12 142 434 960 1 764 2 189 354 39 SCHOOL PERFORMANCE BY QUINTILE - 2017 Quintiles Exactly 0 20 0% 19.9% 39.9% 40 59.9% 60 79.9% 80 - Exactly 100% 100% Quintile 1

3 53 207 412 568 570 63 Quintile 2 3 34 144 356 602 579 57 Quintile 3 0 16 109 286 517 476 33 Quintile 4 1 1 5 55 207

327 32 Quintile 5 0 0 2 18 107 595 129 Total 7 104 467 1 127 2 001 2 547 314 47 SCHOOLS THAT ACHIEVED A 100% PASS RATE (5 YEAR PERIOD Province Name No of Schools EASTERN CAPE 8 FREE STATE 13 GAUTENG 35 KWAZULU-NATAL 17 LIMPOPO

2 MPUMALANGA 2 NORTH WEST 4 NORTHERN CAPE 2 WESTERN CAPE 32 NATIONAL 115 41 6. Subject Performance 42 49 CANDIDATES PERFORMANCE IN SELECTED SUBJECTS, 2012 2017 (AT 30% LEVEL) Subjects 2012 2013 2014 2015 2016 2017 Accounting Agricultural Sciences 65.6 73.7 65.7 80.7 68 82.6 59.6

76.9 69.5 75.4 66.1 70.4 Business Studies 77.4 81.9 77.9 75.7 73.7 68.0 Economics 72.8 73.9 68.9 68.2 65.3 71.0 Geography 75.8 80 81.3 77 76.5 76.9 86 87.1 86.3 84 84

86.0 Life Orientation 99.7 99.8 99.6 99.7 99.7 99.8 Life Sciences 69.5 73.7 73.8 70.4 70.5 74.4 Mathematical Literacy 87.4 87.1 84.1 71.4 71.3 73.9 54 59.1 53.5 49.1 51.1 51.9 61.3

67.4 61.5 58.6 62 65.1 History Mathematics Physical Sciences 43 CANDIDATES PERFORMANCE IN SELECTED SUBJECTS, 2012 2017 (AT 40% LEVEL) 2012 2013 2014 2015 2016 2017 Accounting 42.7 41.5 44.3 59.6 44.9 42.6 Agricultural Sciences 41.0 49.9 52.9 45.0 44.5 39.9

Business Studies 52.9 58.2 53.8 51.4 49.5 42.7 Economics 45.8 45.2 38.8 39.1 36.4 42.7 Geography 46.7 53.4 54.0 50.4 48.1 50.1 History 65.0 67.1 66.5 63.2 64.3 67.5 English FAL 82.9

88.7 82.8 81.5 82.5 83.1 Life Sciences 43.4 47.8 48.9 46.0 45.2 52.1 Mathematical Literacy 61.4 62.4 59.5 44.3 46.4 45.0 Mathematics 35.7 40.5 35.1 31.9 33.5 35.1 Physical Sciences 39.1 42.7

36.9 36.1 39.5 42.2 44 CANDIDATES PERFORMANCE IN HOME LANGUAGES @ 40% LEVEL Home Languages 2014 2015 2016 2017 Afrikaans Home Language 96.9% 97.3% 96.6% 94.5% English Home Language 95.1% 93.8% 94.1% 93.1% IsiNdebele Home Language 99.9% 99.8% 99.8% 99.6% IsiXhosa Home Language 99.8% 99.6% 99.8%

99.8% IsiZulu Home Language 99.4% 99.4% 98.8% 98.9% Sepedi Home Language 99.3% 99.4% 98.8% 98.6% Sesotho Home Language 99.5% 99.4% 99.4% 99.4% Setswana Home Language 99.8% 99.6% 99.7% 99.7% SiSwati Home Language 99.6% 99.4% 99.2% 99.2% Tshivenda Home Language 100.0% 99.9%

99.9% 99.8% Xitsonga Home Language 99.0% 99.5% 99.5% 99.0% CANDIDATES PERFORMANCE IN HOME LANGUAGES (AT 40% & ABOVE) 2015 - 2017 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 Afrikaans English IsiNdebele IsiXhosa IsiZulu 46 Sepedi Sesotho Setswana SiSwati Tshivenda Xitsonga CANDIDATES PERFORMANCE IN FIRST ADDITIONAL LANGUAGE @ 30% LEVEL (2014 2017) First Additional Language 2014 2015

2016 2017 Afrikaans First Additional Language 93 92 90 93 English First Additional Language 98 97 97 97 47 MATHEMATICS ACHIEVED AT 30% & 40% LEVEL, 2012 - 2017 300,000 250,000 200,000 150,000 100,000 50,000 0 2012 2013 2014 48 2015 2016 2017 55 PHYSICAL SCIENCES ACHIEVED AT 30% & 40% LEVEL, 2012 - 2017 200,000 180,000

160,000 140,000 120,000 100,000 80,000 60,000 40,000 20,000 0 2012 2013 49 2014 2015 2016 2017 SUBJECT PERFORMANCE AT 50% AND ABOVE PER PROVINCE (MATHEMATICS) Provinces Total Entered Total Wrote Achieved 50 - 100% % Achieved 50 - 100% Eastern Cape 41 539 35 994 5 548 15.4 Free State 10 817 10 134 3 177 31.3 Gauteng 39 360 36 937 12 325 33.4

KwaZulu-Natal 80 445 68 463 11 447 16.7 Limpopo 45 515 40 723 7 629 18.7 Mpumalanga 28 404 24 327 4 583 18.8 North West 11 304 10 232 2 468 24.1 Northern Cape 3 021 2 796 692 24.7 Western Cape Website: www.education.gov.za 15 679 15 497 6 490

National 41.9 Call Centre: 0800 202 933 | [email protected] witter: 276 084 @DBE_SA 245 103 | Facebook: 54 359 DBE SA 22.2 SUBJECT PERFORMANCE AT 50% AND ABOVE PER PROVINCE (PHYSICAL SCIENCES) Provinces Total Entered Total Wrote Achieved 50 - 100% % Achieved 50 - 100% Eastern Cape 27 650 24 805 4 944 19.9 Free State 8 507 8 031 2 767 34.5 Gauteng 31 270 29 178 9 973 34.2 KwaZulu-Natal 48 232 43 005 11 491

26.7 Limpopo 37 247 33 584 7 304 21.7 Mpumalanga 22 201 19 306 4 502 23.3 North West 9 297 8 451 2 048 24.2 Northern Cape 2 535 2 344 523 22.3 Website: www.education.gov.za Western CapeCall Centre: 11 021 0800 10202 857933 | [email protected] 4 708 43.4 witter: National 197 960 @DBE_SA 179 561 | Facebook: 48 260 DBE SA 26.9 7. District Performance

50 59 DISTRICT PERFORMANCE BY ACHIEVEMENT INTERVAL AND PROVINCE: 2016 Province Total number of Below 50% Districts WC 23 5 15 12 5 4 4 5 8 Total 81 EC FS GP KZN LP MP NW NC 5 0 0 0 0 0 0 0 0 5 50% to 59.9% 2016 60% to 69.9% 70% to 79.9%

80% and above 4 0 0 3 1 0 0 0 0 8 10 0 0 6 3 0 0 0 0 19 3 0 2 3 1 4 1 3 0 17 1 5 13 0 0 0 3 2 8 32 45 DISTRICT PERFORMANCE BY ACHIEVEMENT INTERVAL AND PROVINCE: 2017 2017 Total number Province of Below 50% 50% to 59.9% 60% to 69.9% 70% to 79.9% 80% & above Districts 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 TOP 10 DISTRICTS Province Name District Name Total Entered Total Wrote % Rank Achieved Free State Fezile Dabi 4 631 3 990 90.2 1 Free State Thabo Mofutsanyana 7 494 6 541 90.0 2

Gauteng Tshwane South 10 757 9 669 89.8 3 Gauteng Ekurhuleni North 9 807 8 712 89.0 4 Gauteng Tshwane North 6 087 5 491 88.9 5 Gauteng Gauteng West 6 877 6 577 88.6 6 Gauteng Johannesburg West 5 171 4 596 88.6

7 Gauteng Sedibeng East 2 938 2 543 87.8 8 Gauteng Johannesburg East 7 345 6 838 87.8 9 Western Cape Overberg 1 807 1 769 87.7 10 32 8. Performance in terms of Gender 54 Performance in Terms of Gender 60,000 100.0 87.4 84.9 50,000 74.8 71.4 67.3

69.4 77.1 73.0 81.7 77.5 76.9 74.7 84.3 81.6 80.0 70.0 62.5 63.2 60.0 30,000 Numbers 90.0 50.0 40.0 20,000 30.0 20.0 10,000 10.0 0 s Ea n ter Ca pe Fr e e tat S e ng

tal a N lu- ute a G Website: Zu a Kw po ga t es pe pe po W Ca Ca lan a m h n n i rt L www.education.gov.za er ter um s No tr h p e W No 202 933M | [email protected] Call Centre: 0800 witter: @DBE_SA | Facebook: DBE SA 0.0 Percentages 40,000

86.3 84.2 9. Performance Progressed Candidates 54 % Achieved Total Achieved % Achieved NSC Achieved NSC % Achieved H-Cert Achieved H-Cert % Achieved Diploma Achieved Diploma % Achieved Bachelor Achieved Bachelor Total Wrote Province Name Achievement Types Per Province- Progressed Candidates EASTERN CAPE 2 853 128 4.5 611 21.4 633 22.2 1 0.0 1 373 48.1 FREE STATE 3 502 256

7.3 1 053 30.1 899 25.7 2 0.1 2 213 63.2 GAUTENG 4 901 348 7.1 1 747 35.6 1 271 25.9 0 0.0 3 367 68.7 KWAZULU-NATAL 5 356 400 7.5 1 544 28.8 1 076 20.1 6 0.1 3 026 56.5 LIMPOPO 7 681 359 4.7 1 390 18.1 1 920 25.0 1 0.0 3 670 47.8 MPUMALANGA 4 315 253 5.9 1 129 26.2 1 051 24.4

0 0.0 2 433 56.4 NORTH WEST 2 850 124 4.4 0 0.0 1 516 53.2 www.education.gov.za 3.2 145 21.0 198 28.7 0 0.0 Call Centre: 0800 | [email protected] 1 862 25 202 1.3933332 17.8 430 23.1 0 0.0 witter: @DBE_SA Facebook: 34 011 1 915 5.6 8| 572 25.2 8 249DBE 24.3 SA 10 0.0 365 52.8 NORTHERN CAPE WESTERN CAPE NATIONAL 691Website: 22 621 21.8 771 27.1 788 42.3

18 751 55.1 PROGRESSED CANDIDATES DISTINCTIONS Subject Accounting Afrikaans First Additional Language Afrikaans Second Additional Language Business Studies Computer Applications Technology Dramatic Arts Economics Engineering Graphics and Design English First Additional Language French Second Additional Language Geography History Information Technology IsiNdebele Home Language IsiXhosa Home Language IsiZulu First Additional Language IsiZulu Home Language Life Orientation Life Sciences Mathematical Literacy Mathematics Mechanical Technology Physical Sciences Sepedi Home Language Sesotho Home Language Setswana Home Language SiSwati Home Language Tourism Tshivenda Home Language Visual Arts Xitsonga Home Language Total Total Wrote 9 472 3 088 3 576 23 277 1 964 738 16 671 2 936 92 312 12 34 419 22 241 44 1 287 11 268 965 31 105 104 485 30 826 38 568 12 901

853 10 804 17 061 6 968 10 080 4 061 19 029 5 388 247 3 899 Distinctions 6 7 1 12 2 1 5 2 20 2 5 38 2 5 86 199 37 1 216 15 2 8 1 15 25 24 1 3 8 26 1 26 1801 % Distinctions 0.1 0.2 0.0 0.1 0.1 0.1 0.0 0.1 0.0 16.7 0.0 0.2 4.5

0.4 0.8 20.6 0.1 1.2 0.0 0.0 0.1 0.1 0.1 0.1 0.3 0.0 0.1 0.0 0.5 0.4 0.7 10. Age Analysis 54 Age Analysis Achievements 200,000 180,000 160,000 140,000 120,000 100,000 80,000 60,000 40,000 20,000 0 Website: s s www.education.gov.za s s s s s s s r r a a ar ar ar ar ar ar ar e e

e e e e e e e e e 0800 202 933 Y CallYCentre: Y Y Y Y Y Y | [email protected] 6 4Y 7 8 9 0 1 2Y 3Y 5 6 1 1 1 1 2 2 2 2 2 2 2 witter: @DBE_SA | Facebook: DBE SA s ar s ar 27 a Ye rs Age Analysis - Performance Qualification Type 16.0 14.0

12.0 10.0 8.0 6.0 4.0 2.0 0.0 16 years Website: www.education.gov.za 17 years 18 years 19 years 20 years 21 years 23 years 24 years 25 years 26 years Call Centre: 0800 202 93322|years [email protected] witter: @DBE_SA | Facebook: DBE SA 27 years 11. Special Needs Education 54 SPECIAL NEEDS EDUCATION LEARNERS BY PROVINCE Province Name Aphasic/Dyslectic Blind Deaf Other Total Eastern Cape 13 24

10 61 108 Free State 10 - - 81 91 Gauteng 12 22 5 210 249 KwaZulu-Natal 27 50 28 75 180 Limpopo - 24 - 40 64 Mpumalanga 4 -

- 72 76 Northern Cape 4 - 1 16 21 North-West - - - 5 5 Western Cape 220 69 73 1 621 1 983 National 290 189 117 2 181 2 777 55 SNE LEARNERS BY QUALIFICATION TYPE Qualification

Aphasic / Dyslectic Blind Bachelors 150 54 17 685 906 Diploma 90 42 41 616 789 Higher Certificate 20 22 16 249 307 Achieved NSC - - 1 1 2 Endorsed NSC 3 6

7 105 121 56 Deaf Other Total SNE Learner Performance by Qualification Type per Province Qualification Type Province SNE Type Achieved Achieved Achieved Higher Achieved Achieved Bachelors Diploma Certificate NSC SNE NSC 5 1 2 Aphasic/Dyslectic 4 4 4 Blind Eastern Cape Deaf 1 1 3 20 19 12 Other 30 24 19 3 Total 6 2 2 Aphasic/Dyslectic Free State 16 16 5 18 Other 22 18 7 18 Total 3 4 2

1 Aphasic/Dyslectic 5 8 2 Blind Gauteng 3 1 1 Deaf 31 55 13 71 Other 39 70 18 73 Total 14 6 2 Aphasic/Dyslectic 9 10 7 Blind KwaZulu-Natal Deaf 5 7 2 1 2 Website: www.education.gov.za 26 19 3 Other Call Centre:540800 20242933 | [email protected] 14 1 2 Total witter: @DBE_SA | Facebook: DBE SA Total 8 12 5 51 76 10 55 65 10

15 5 170 200 22 26 17 48 113 SNE Learner Performance by Qualification Type per Province Province Limpopo SNE Type Achieved Bachelors Blind 5 9 3 Other 11 9 4 Total 16 18 7 Aphasic/Dyslectic Mpumalanga Qualification Type Achieved Achieved Higher Achieved Achieved Total Diploma Certificate NSC SNE NSC 4 21 24

4 2 45 2 Other 40 25 3 68 Total 40 27 3 70 2 1 3 Aphasic/Dyslectic Northern Cape Other 4 9 1 1 15 Total 4 11 2 1 18

Other 1 2 3 Total 1 2 3 North-West Aphasic/Dyslectic 122 73 11 2 208 Blind 31 11 6 2 50 Western Cape Deaf 11 31 12 1 55 537 463 206

15 1 222 Other Website: 701 www.education.gov.za 578 235 1 20 Call Centre: 0800 Grand Total 906 202 933 789| [email protected] 307 2 121 witter: @DBE_SA | Facebook: DBE SA Total National 1 1 535 2 125 12. Performance of Part-Time Candidates 57 CANDIDATES ENROLLED/WROTE (PART TIME): 2014 - 2017 2014 2015 2016 2017 Total Total Total Total Total Total Total Total Province Name Entered Wrote Entered Wrote Entered Wrote Entered Wrote Eastern Cape 21 503 11 909 19 312 12 618

20 847 13 819 22 754 14 335 Free State 3 101 2 023 3 470 2 118 3 775 2 430 4 653 3 150 Gauteng 42 538 32 491 39 181 28 837 42 025 32 675 42 066 32 060 KwaZulu-Natal 26 666 18 181 31 176 21 247 37 915 25 862

44 198 27 677 Limpopo 19 673 14 373 16 137 11 951 21 124 15 421 27 853 20 251 Mpumalanga 8 008 5 142 5 569 3 871 7 189 4 996 9 462 6 363 North West 3 794 2 802 3 386 2 711 3 884 3 164 4 597 3 655 Northern Cape

2 583 1 335 1 838 1 157 3 976 2 264 3 678 1 912 Western Cape 11 842 6 628 11 312 6 553 12 633 7 162 14 015 7 820 National 139 708 94 884 131 381 91 063 153 368 107 793 173 276 117 223 PERFORMANCE IN SELECTED SUBJECTS (PART TIME): 2016 - 2017 2016 2017 Wrote Achieved 30% & Above

% Achieved Wrote Accounting 15 328 6 142 40.1 14 899 4 373 29.4 Agricultural Sciences 6 713 3 596 53.6 8 135 3 276 40.3 Business Studies Economics Geography History Life Orientation Life Sciences 17 942 17 257 21 245 5 459 1 879 39 008 8 016 6 293 10 404 3 122 1 860 20 092 44.7 36.5 49.0 57.2

99.0 51.5 20 735 19 650 25 782 6 195 1 029 46 098 6 603 6 938 10 671 2 767 1 014 22 755 31.8 35.3 41.4 44.7 98.5 49.4 Mathematical Literacy Mathematics 27 575 50 925 13 083 19 273 47.4 37.8 32 018 54 138 12 960 18 228 40.5 33.7 Physical Sciences 39 801 17 315 43.5 41 337 15 562 37.6

Subjects (Part-Time) 59 Achieved % 30% & Above Achieved EASTERN CAPE % Achieved Total Achieved % Achieved Endorsed Achieved Endorsed % Achieved NSC Achieved NSC % Achieved H-Cert Achieved H-Cert % Achieved Diploma Achieved Diploma % Achieved Bachelor Achieved Bachelor Total Wrote Province Name PARTTIME ACHIEVEMENT BY QUALIFICATION TYPE 14 335 1 0.0 1 0.0 1 0.0 0 0.0 0

0.0 3 0.0 3 150 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 GAUTENG 32 060 24 0.1 45 0.1 23 0.1 0 0.0 0 0.0 92 0.3

KWAZULU-NATAL 27 677 105 0.4 138 0.5 91 0.3 0 0.0 0 0.0 334 1.2 LIMPOPO 20 251 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 MPUMALANGA 6 363 0

0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 NORTH WEST 3 655 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 NORTHERN CAPE 1 912 11 0.6 19

1.0 2 0.1 0 0.0 0 0.0 32 1.7 WESTERN CAPE 7 Website: 820 1 0.0www.education.gov.za 2 0.0 0 0.0 0 0.0 0 0.0 3 0.0 464 0.4 FREE STATE NATIONAL 117 223 0800 142 0.1 117 0.1 0 0.0 0 0.0 Call Centre: 202205 9330.2| [email protected] witter: @DBE_SA | Facebook: DBE SA 13. Performance of Repeater

Candidates 57 Full-Time Repeaters 14,000 12094 12,000 10,000 7342 8,000 6,000 5777 4055 4021 3120 4,000 3402 2741 2,000 2 0 EC 0FS 0 GP 39 31 1 KZN LP MP NW 2 NC 0 0 Website: www.education.gov.za Call Centre: 0800 | [email protected] Total 202 Wrote933Total Achieved witter: @DBE_SA | Facebook: DBE SA WC

2 Part-Time Repeaters 35,000 31,647 30,000 25,571 25,000 20,211 20,000 15,000 14,311 10,000 3,637 3,143 5,000 0 7,802 6,345 259 3 EC FS0 1,868 GP0 KZN LP0 MP0 NW0 NC0 Website: www.education.gov.za Total Wrote Total Achieved Call Centre: 0800 202 933 | [email protected] witter: @DBE_SA | Facebook: DBE SA 2 WC 14. Immigrant Candidates 57

Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga Northern Cape North-West Western Cape National 102 8 2 493 398 11 693 30 6 1 130 4 871 101 8 2 453 390 11 687 29 6 1 112 4 797 52 4 1 064 190 8 323 17 2 546 2 206 23 3 749 90 1 183 7 4 286 1 346 7 233 38

1 65 4 113 461 1 1 1 1 1 3 82 7 2 048 319 10 571 28 6 946 4 017 % Achieved Total Achieved Achieved - SNE NSC Achieved - NSC Achieved - Higher Certificate Achieved - Diploma Achieved - Bachelors Total Wrote Total Entered Province Name IMMIGRANT CANDIDATE PERFORMANCE 81.2 87.5 83.5 81.8 90.9 83.1 96.6 100.0 85.1 83.7

15. Distinctions 60 NUMBER AND PERCENTAGE OF DISTINCTIONS IN THE 12 KEY SUBJECTS: 2016 AND 2017 2016 Subject Wrote 2017 Achieved with % with distinction Distinction (80% - 100%) Wrote Achieved with % with distinction Distinction (80% -100%) Accounting 128 853 6 576 5.1 103 427 5 040 4.9 Afrikaans First Add Language 83 883 6 167 7.4 82 017 6 406 7.8 Agricultural Sciences 106 386

326 0.3 98 522 272 0.3 Business Studies 234 894 4 999 2.1 204 849 2 343 1.1 Economics 155 907 1 586 1.0 128 796 1 683 1.3 English First Add Language 547 292 6 664 1.2 503 151 8 829 1.8 Geography 302 600 4 183

1.4 276 771 3 608 1.3 History 157 594 5 973 3.8 147 668 6 696 4.5 Life Sciences 347 662 9 203 2.6 318 474 10 102 3.2 Mathematical Literacy 361 865 4 364 1.2 313 030 1 882 0.6 Mathematics Physical Sciences 265 810 8 070 3.0

245 103 6 726 2.7 192 618 7 043 3.7 179 561 7 861 4.4 DISTINCTIONS PER PROVINCE Province Name Total Wrote Distinctions EASTERN CAPE 535 422 14 492 FREE STATE 189 706 7 937 GAUTENG 729 346 36 044 1 006 170 45 032 LIMPOPO 652 771 15 260 MPUMALANGA 403 584 8 941

NORTH WEST 239 125 6 872 NORTHERN CAPE 69 362 1 538 KWAZULU-NATAL WESTERN CAPE NATIONAL Website: www.education.gov.za 352 954 24 965 Call Centre: 0800 202 933 | [email protected] 4 178 440 161 081 witter: @DBE_SA | Facebook: DBE SA 16. Social Grants 63 SOCIAL GRANT RECIPIENT PERFORMANCE Province Achieved Achieved Bachelors Diploma Achieved - Achieved Higher Endorsed Certificate NSC Did not achieve Total Wrote Eastern Cape 238 357 184 323 1102 Free State 345

318 124 55 842 Gauteng 142 159 68 72 441 1 304 1 472 619 927 4322 Limpopo 612 690 476 683 2461 Mpumalanga 375 431 225 225 1256 North West 509

451 234 199 1393 Northern Cape 65 111 64 71 311 Western Cape 1426 2 008 869 2 988 5 293 NATIONAL 5 016 5 997 2 863 2 3 543 17 421 Kwazulu-Natal SOCIAL GRANT RECIPIENT DISTINCTIONS Province Total Distinctions Eastern Cape 34

Free State 15 Gauteng 6 Kwazulu-Natal 132 Limpopo 127 Mpumalanga 58 North West 28 Northern Cape 2 Western Cape 98 Total 500 65 17. Correctional Services Schools 63 Correctional Services Schools Performance Province Name District Name Centre Name Total Entered Total Wrote Total % Achieved Achieved

EASTERN CAPE CHRIS HANI WEST CRADOCK PRISON 1 0 0 EASTERN CAPE CHRIS HANI WEST SADA SCHOOL OF EXCELLENCE 14 14 8 57.1 EASTERN CAPE NELSON MANDELA METRO ST ALBANS PRISON 9 6 4 66.7 GAUTENG GAUTENG NORTH BAVIAANSPOORT EMTHONJENI YOUTH CEN 5 5 5 100.0 GAUTENG JOHANNESBURG CENTRAL JOHANNESBURG CORRECTIONAL CENTRE

26 14 4 28.6 GAUTENG EKURHULENI NORTH TSWELOPELE SECONDARY SCHOOL 146 135 114 84.4 KWAZULU-NATAL AMAJUBA EKUSENI SEC SCHOOL 21 20 17 85.0 KWAZULU-NATAL KING CETSHWAYO QALAKABUSHA SECONDARY SCHOOL 14 14 6 42.9 KWAZULU-NATAL PINETOWN USETHUBENI YOUTH 29

28 28 100.0 LIMPOPO VHEMBE THUSANO REPEAT PART-TIME 39 36 0 0.0 MPUMALANGA EHLANZENI DISTRICT UMLALATI LEARNING CENTRE 8 8 8 100.0 MPUMALANGA EHLANZENI DISTRICT VUSELELA LEARNING CENTRE 18 15 13 86.7 NORTH WEST BOJANALA PLATINUM THUTO-KITSO RUSTENBURG CORR SERVICE 24 23 16 Website: www.education.gov.za

CAPE WINELANDS BRANDVLEI CENTRE 13 12 11 Call Centre: 0800YOUTH 202 933 | [email protected] witter: @DBE_SA | Facebook: DBE SA 69.6 WESTERN CAPE 91.7 18. Summary 66 SUMMARY a) The results from the 2017 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 c) A total of 803 431 candidates enrolled to write this examination d) Increase in part-time enrollment from 2011, an increase of 58 805 to 173 276. e) 401 435 candidates attained a NSC, an increase of 2.6% from 2016 f) Increase in the percentage of learners achieving admission to Bachelor studies from 26.6% to 28.7%. 67 SUMMARY Redress a) 243 260 candidates from no-fee schools obtained an NSC compared to 138 525 from Fee paying schools. b) 1 626 of the no-fee schools achieved above 80% pass rate. c) 126 of the no fee schools attained a 100% pass rate. d) 76 300 of the admission to Bachelor studies come from no-fee schools, compared to 67 867 from fee-paying schools. 67 SUMMARY Equity a) 296 201 girls, compared to 238 283 boys wrote the NSC examination (57 918 more girls than boys) b) 217 387 girls, compared 184 048 boys, passed the 2017 NSC examinations c) 84 516 girls attained admission to Bachelor Studies compared to 69 094 boys. d) 62.6% of the distinctions were attained by girl, including distinctions in critical subjects such as Accounting, Business Studies, Economics,

Mathematics, and Physical Science. 67 SUMMARY Quality a) Improvement in the performance of key subjects at the 30% level Mathematics, Physical Science, Life Sciences, Mathematical Literacy, Economics. b) Improvement in Physical Science from 39.5% to 42.2% and an improvement in Mathematics from 33.5% to 35.1%, at the 40% level. c) 153 610 learners achieved admission to Bachelor studies, which is equivalent to 28.7% d) 314 943 candidates (59%), who achieved admission to Bachelor and Diploma studies, are eligible to register for studies at higher education institutions. e) All of the 70 districts performing above 50%. f) 31 of the 70 districts performing above 80% 67 SUMMARY Efficiency a) 18 751 (55.1%) of the progressed learners that wrote all seven subjects obtained the NSC. b) Progressed learners attained 1 801 of the distinctions, even in gateway subjects. c) 76.5% of the learners with special education needs, who wrote the 2017 NSC examinations, passed. d) 1 956 distinctions were achieved by the learners with special education needs. e) 906 learners with special needs attained admission to Bachelor Studies, 789 achieved admission to Diploma Studies and 307 achieved admission to Higher Certificate Studies. 67 19. Inclusive Basket of Indicators Inclusive Basket Inclusive Basket of Criteria provides a more comprehensive account of the performance at provincial, district and school levels, since this score is a multi-indicator approach. This approach re-directs the focus from the overall pass percentage to six other important criteria. This will ensure that schools and districts now focus on improving their performance in Mathematics, Physical Sciences, Bachelor passes, distinctions, Mathematics participation rate and the Secondary Throughput rate. Inclusive Basket of Criteria a) b) c) d) Overall pass percentage Mathematics pass percentage

Physical Sciences pass percentage Bachelor attainment percentage e) Distinction percentage f) Mathematics Participation rate g) Secondary Throughput rate Indicators & Weighting Indicator 1. Overall Pass Percentage 2. Percentage Passed Maths 3. Percentage Passed Physical Sciences 4. Percentage Attained Bachelor Passes Weighting 35% 10% Factor Max Score 0.35 35 0.1 10 10% 0.1 10 15% 0.15 15 5. Percentage attained Distinctions 10% 0.1 10 6. Mathematics Participation rate 10% 0.1 10 7. Secondary Throughput rate Total 10% 100%

0.1 1 10 100 Provincial/National Performance EASTERN CAPE FREE STATE GAUTENG KWAZULU-NATAL LIMPOPO MPUMALANGA NORTH WEST NORTHERN CAPE WESTERN CAPE NATIONAL 46.24% 58.76% 58.61% 51.45% 47.09% 51.01% 52.69% 49.60% 59.98% 50.00% 22.76% 30.13% 29.80% 25.50% 22.97% 26.19% 27.80% 26.48% 28.96% 26.29% 4.23% 7.06% 6.76% 4.16% 5.00% 4.78% 6.12% 5.73% 7.38% 5.19% 5.73% 7.70% 6.99% 6.50% 6.30%

6.16% 6.43% 5.67% 7.35% 6.49% 3.41% 5.27% 5.40% 4.31% 3.21% 3.51% 4.03% 3.79% 5.86% 4.31% 0.27% 0.42% 0.49% 0.45% 0.23% 0.22% 0.29% 0.22% 0.71% 0.39% 5.32% 4.03% 3.81% 5.51% 4.90% 5.02% 3.32% 3.20% 3.18% 2.38% 4.52% 4.16% 5.35% 5.02% 4.47% 5.14% 4.69% 4.51% 6.54% 4.95% Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) Distinctions(10%)

% Bachelor Passed(15%) %Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Province Name Basket Score Provincial Performance 9 1 2 7 8 6 4 5 3 9 2 3 5 8 6 4 7 1 District Performance Overall Pass %(35%) % Maths Passed(10%) % Physics Passed(10%) % Bachelor Passed(15%) % Distinctions(10%) % Maths Participation(10%) Secondary Throughput Rate(10%) 43.29% 41.50% 38.69% 35.97% 46.68% 43.06% 45.61% 41.91%

49.22% 40.17% 46.00% 47.02% 21.85% 23.57% 19.86% 18.78% 23.18% 21.75% 23.76% 23.46% 25.41% 21.59% 24.23% 25.14% 4.81% 3.32% 3.15% 3.41% 5.21% 4.28% 4.87% 4.21% 5.62% 3.86% 4.29% 5.79% 6.16% 5.33% 5.12% 4.20% 6.06% 5.67% 6.33% 5.13% 6.40% 5.61% 6.19% 6.23% 3.27% 3.06% 2.60% 1.93% 4.10% 3.16% 3.79% 3.07% 4.30% 2.96% 3.99% 3.94% 0.16% 0.23%

0.16% 0.11% 0.39% 0.23% 0.28% 0.17% 0.45% 0.21% 0.34% 0.34% 2.87% 1.86% 2.12% 1.09% 2.28% 3.12% 1.84% 2.11% 2.02% 2.42% 3.13% 1.50% 4.16% 4.12% 5.67% 6.45% 5.46% 4.84% 4.74% 3.76% 5.02% 3.52% 3.83% 4.06% Basket Score Rank Basket Score ALFRED NZO EAST ALFRED NZO WEST AMATHOLE EAST AMATHOLE WEST BUFFALO CITY CHRIS HANI EAST CHRIS HANI WEST JOE GQABI NELSON MANDELA METRO OR TAMBO COASTAL OR TAMBO INLAND SARAH BAARTMAN %Achieved Rank District Name Eastern Cape

64 57 69 70 60 65 55 58 48 66 54 50 58 65 69 70 49 59 55 64 43 67 51 47 Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score District Name Free State Fezile Dabi 58.94% 31.56% 7.42% 7.67% 5.10% 0.33% 2.83% 4.02% 1 12

Lejweleputswa 55.65% 29.59% 6.67% 7.85% 4.79% 0.36% 2.82% 3.56% 13 19 Motheo 56.48% 28.86% 6.95% 7.17% 5.15% 0.44% 2.69% 5.23% 23 18 Thabo Mofutsanyana 60.69% 31.51% 7.44% 8.22% 6.02% 0.51% 3.22% 3.78% 2 8 Xhariep 52.40% 28.96% 5.62% 7.62% 4.30% 0.28% 1.94% 3.68% 21 31 EKURHULENI NORTH EKURHULENI SOUTH GAUTENG EAST GAUTENG NORTH GAUTENG WEST JOHANNESBURG CENTRAL JOHANNESBURG EAST JOHANNESBURG NORTH JOHANNESBURG SOUTH JOHANNESBURG WEST SEDIBENG EAST SEDIBENG WEST DISTRICT TSHWANE NORTH TSHWANE SOUTH TSHWANE WEST 60.97% 53.86% 53.01% 49.28% 58.83% 52.96% 60.74% 59.44% 55.48% 57.91% 58.31%

50.32% 60.51% 66.21% 54.22% 31.17% 7.34% 28.25% 6.16% 29.01% 6.28% 26.38% 5.88% 31.02% 7.33% 28.01% 5.92% 30.73% 7.17% 29.40% 6.93% 29.51% 5.98% 31.01% 6.60% 30.75% 7.54% 28.67% 5.09% 31.12% 7.43% 31.43% 8.02% 29.17% 6.16% 7.47% 6.88% 6.60% 5.10% 6.72% 6.37% 7.17% 7.46% 6.94% 7.29% 6.96% 5.44% 7.56% 8.03% 6.62% 5.90% 4.41% 4.21% 3.88% 5.84% 4.58% 6.43% 6.09% 5.39% 5.52% 5.08% 4.08% 6.17% 7.40% 4.35% 0.46% 0.32% 0.27% 0.25% 0.54% 0.45%

0.56% 0.68% 0.51% 0.41% 0.48% 0.30% 0.51% 1.04% 0.30% 3.17% 2.12% 1.97% 2.24% 2.39% 2.04% 3.00% 2.86% 2.21% 2.08% 2.66% 1.81% 2.89% 3.96% 2.36% Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score District Name Gauteng 5.47% 5.73% 4.68% 5.55% 4.98% 5.59% 5.69% 6.02% 4.93%

5.00% 4.83% 4.92% 4.82% 6.33% 5.25% 4 29 20 42 6 31 9 16 14 7 8 25 5 3 17 6 23 27 42 13 28 7 11 20 16 15 38 9 1 22 % Maths Participation(10%) Secondary Throughput Rate(10%) 7.04% 6.11% 5.49% 6.19% 7.28% 7.13% 7.47% 6.90% 6.71% 6.05% 6.78% 5.52% 4.91% 3.35% 3.20%

3.78% 4.73% 4.37% 5.76% 3.74% 5.20% 3.62% 4.24% 3.65% 0.45% 0.31% 0.36% 0.28% 0.60% 0.38% 0.65% 0.22% 0.82% 0.26% 0.34% 0.31% 2.97% 1.70% 1.69% 2.26% 2.17% 1.97% 2.57% 2.06% 2.53% 2.48% 2.61% 2.33% 4.77% 4.40% 4.65% 5.78% 5.06% 4.74% 4.58% 5.31% 6.13% 4.19% 4.52% 4.79% Basket Score Rank % Distinctions(10%) 5.51% 3.57% 2.71% 3.48% 4.97% 4.22%

5.19% 4.71% 4.74% 3.36% 4.20% 3.53% %Achieved Rank % Bachelor Passed(15%) 28.18% 23.39% 22.72% 25.07% 26.43% 25.58% 28.53% 26.95% 26.42% 22.75% 25.50% 22.69% % Physics Passed(10%) Overall Pass %(35%) 53.84% 42.82% 40.82% 46.85% 51.23% 48.40% 54.75% 49.88% 52.54% 42.71% 48.19% 42.82% % Maths Passed(10%) AMAJUBA HARRY GWALA ILEMBE KING CETSHWAYO PINETOWN UGU UMGUNGUNDLOVU UMKHANYAKUDE UMLAZI UMZINYATHI UTHUKELA ZULULAND Basket Score District Name

Kwa Zulu Natal 30 59 62 51 40 46 28 35 41 61 47 63 24 60 66 48 34 44 21 39 30 62 45 61 CAPRICORN Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score District Name Limpopo 42.05% 20.91% 4.46% 5.54% 2.86% 0.20% 2.35% 5.74% 67 63

GREATER SEKHUKHUNE 39.41% 20.06% 4.43% 5.97% 2.43% 0.12% 2.40% 4.00% 68 68 MOPANI 45.86% 23.70% 5.60% 6.44% 3.35% 0.24% 2.07% 4.45% 56 53 VHEMBE 51.60% 26.82% 5.72% 7.49% 4.11% 0.38% 2.91% 4.16% 37 33 WATERBERG 45.14% 24.31% 5.24% 6.02% 3.33% 0.18% 2.54% 3.53% 53 56 Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score District Name Mpumalanga BOHLABELA DISTRICT 45.72% 25.34% 3.54% 5.54% 2.82% 0.19% 1.85% 6.44% 49 54 EHLANZENI DISTRICT 49.58% 26.89% 4.65% 6.26% 3.98% 0.20% 2.37% 5.24% 36 40 GERT SIBANDE DISTRICT

50.63% 26.77% 5.53% 6.61% 4.00% 0.23% 2.82% 4.67% 38 35 NKANGALA DISTRICT 48.10% 25.71% 5.54% 6.24% 3.20% 0.27% 2.57% 4.57% 44 46 Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score District Name North West BOJANALA PLATINUM DISTRICT 53.81 28.58 6.37 6.48 4.25 0.31 2.16 5.65 % % % % % % % % 27 25 DR. K. KAUNDA DISTRICT 50.54 27.03 5.88 6.07 4.22 0.40 2.05 4.89 % % % % % % % % 34

37 DR. R.S. MOMPATI DISTRICT 46.24 25.67 6.09 6.43 2.81 1.59 3.55 % % % % %0.11% % % 45 50 NGAKA M. MOLEMA DISTRICT 52.60 28.88 5.93 6.65 4.45 0.29 2.15 4.26 % % % % % % % % 22 29 Frances Baard Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score

District Name Northern Cape 49.42% 26.44% 5.82% 5.88% 4.16% 0.31% 2.12% 4.69% 39 41 John Taolo Gaetsewe 44.90% 24.98% 4.91% 5.08% 3.41% 0.13% 2.18% 4.21% 52 57 Namaqua 52.10% 29.03% 6.34% 6.11% 3.93% 0.25% 1.13% 5.31% 18 32 Pixley Ka Seme 45.88% 25.95% 5.53% 6.24% 3.15% 0.10% 1.13% 3.77% 43 52 Z F MGCAWU 50.60% 27.31% 6.88% 5.89% 3.81% 0.23% 1.70% 4.78% 32 36 Basket Score Rank %Achieved Rank Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) Basket Score % Maths Passed(10%) District Name

Overall Pass %(35%) Western Cape CAPE WINELANDS 61.65% 28.83% 8.15% 8.71% 6.01% 0.96% 2.42% 6.58% 24 4 EDEN & CENTRAL KAROO 57.26% 28.61% 7.61% 7.72% 5.10% 0.57% 1.78% 5.87% 26 17 METRO CENTRAL 63.04% 29.43% 7.43% 7.87% 7.06% 1.01% 3.00% 7.25% 15 2 METRO EAST 53.43% 27.20% 6.70% 6.31% 4.60% 0.44% 2.06% 6.11% 33 26 METRO NORTH 61.10% 30.03% 7.59% 6.93% 6.47% 0.77% 2.61% 6.70% 12 5 METRO SOUTH 58.36% 29.01% 6.91% 7.00% 6.00% 0.56% 2.33% 6.56% 19 14 OVERBERG 59.98% 30.71% 7.75% 8.09% 4.93% 0.59% 1.58% 6.33% 10

10 WEST COAST 62.26% 30.06% 8.09% 8.63% 5.87% 0.60% 1.93% 7.08% 11 3 Sample School Performance Secondary Throughput Rate(10%) % Maths Participation(10%) % Distinctions(10%) % Bachelor Passed(15%) % Physics Passed(10%) % Maths Passed(10%) Overall Pass %(35%) Basket Score Quintile Centre Name District Name Province Name Sample School Data - 2017 11.54 % 1.54% 4.97% 10.00% 12.46 9.66% 10.00% % 1.11% 10.00% 6.94% WESTERN CAPE CAPE WINELANDS KWAZULUNATAL UGU HUGENOTE HS. 5 81.66% 34.38% WESBURY COLLEGE OF SCIENCE

9 81.61% 31.44% WESTERN CAPE EDEN & CENTRAL KAROO SHALOM AKADEMIE 1 81.61% FREE STATE SASOLBURG SS 5 81.56% WESTERN CAPE METRO NORTH CBC ST JOHN'S PARKLANDS 5 81.55% WESTERN CAPE METRO CENTRAL KWAZULUNATAL UGU JAN VAN RIEBEECK HS. 5 81.49% PORT SHEPSTONE H 5 81.43% GAUTENG GREENSIDE HIGH SCHOOL 5 81.41% EASTERN CAPE NELSON MANDELA METRO KWAZULUNATAL UMLAZI HOERSKOOL FRAMESBY

5 81.41% QUEENSBURGH GIRLS H 5 81.41% 35.00% 10.00% 10.00% 7.50% 1.61% 10.24 34.76% 9.78% 9.70% % 1.41% 10.91 34.20% 9.12% 8.89% % 3.12% 11.25 34.17% 10.00% 10.00% % 2.38% 11.55 34.27% 8.75% 9.26% % 1.56% 12.12 35.00% 8.88% 9.66% % 1.22% 11.03 35.00% 9.68% 10.00% % 1.36% 12.83 34.60% 7.82% 9.65% % 1.80% GAUTENG HOERSKOOL RANDBURG 5 81.39% 34.71% 10.00% 10.00% 9.38% 2.30% 5.17% 9.84% Fezile Dabi JOHANNESBURG NORTH JOHANNESBURG NORTH 9.64% 9.58% 7.50% 10.00% 6.14% 9.54% 7.73% 7.59% 4.76% 8.94% 6.36% 9.68%

6.22% 8.31% 5.03% 9.31% 6.36% 8.36% 20. Diagnostic Subject Analysis National Diagnostic Analysis Purpose of the National Diagnostic Analysis: a) Provide feedback to learning and teaching. b) Provides teachers, subject advisors and education planners with the common areas of weakness c) Ensure that these areas are constructively addressed in the teaching programme planned for 2018 d) Assists in school based diagnostic assessment and intervention. 118 Subject Specific Analysis 21. IMPROVEMENT PLAN IN RESPONSE TO UMALUSI DIRECTIVES Umalusi Directives a) 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 review of all national and provincial examination and assessment processes Mediation of the Standards through national and provincial workshops. Training workshops for examiners, subject advisors, SBA moderators and other professionals involved in examinations and assessment. Intensive monitoring of the entire examination cycle Quality of Question Papers DIRECTIVE 127 INTERVENTION STRATEGY (a) Improvement in the Review sessions with the examining panel. development of Life Science and Dedicated training sessions for these panels. Mediation sessions between examining panel and Mathematical Literacy Papers

Umalusi moderators Findings from the Cambridge (2017) and USAf (2016) reports will be considered in the drafting of the 2018 question papers. (b) Improve the technical details of the question papers. . Technical criteria will be mediated with each panel before the setting commences. Technical criteria to be closely monitored during internal moderation. Establish a team to review question papers for technical compliance. Quality of Question Papers DIRECTIVE 128 INTERVENTION STRATEGY (c) Improve the development of the marking guidelines at the time of setting (d) Train examining panels to identify and set higher order questions, balance the distribution of the cognitive levels and determine the difficulty of questions Establish a standard with regard to what is expected of a marking guideline at setting. Closer monitoring of panels to ensure compliance to the standard. Internal moderators will be held accountable for the quality of the marking guidelines Joint training of Umalusi moderators and DBE examiners planned for 2018. Subjective interpretation of cognitive levels to be addressed at the training session. Introduce the setting of high quality items through an item development process Quality of Question Papers DIRECTIVE 129 INTERVENTION STRATEGY (e) Question papers to be ready

atleast six months prior to the date of examination Finalise the procurement of a the computer system for an Item Banking System. Appointment of a pool of item writers in selected subjects to develop items, while the current examining panels continue with the setting of question papers. Examining panels will draw from the pool of items in the setting of question papers for future years. IMPROVING EXAM ADMINISTRATION Exam Administration DIRECTIVE 131 INTERVENTION STRATEGY (a) Security of the Storage, Nodal and distribution points and examination centres. DBE and PEDs will review security at all storage, nodal and distribution in the context of previous reports. DBE to issue a clear directive to all PEDs on the audit of all examination centres together with the criteria and the procedure to be followed. DBE to conduct a sample verification of exam centres to ensure compliance. Peer evaluation of the flow of question papers from origination to the desk of the learner (c) Improved Invigilator Training and monitoring of writing. DBE to review the Invigilator training programmes of all the PEDs. DBE to explore alternative training approaches. PED and DBE to ensure closer monitoring of all invigilator training. DBE to conduct a more intense review of the monitoring plans of all PEDs. Exam Administration DIRECTIVE (c) Credibility of Examination Centres 132 INTERVENTION STRATEGY Exam centres with previous record of irregularities and all independent centres will not be allowed to administer examinations. Strengthen the monitoring of all public and independent

centres. Placement of a resident monitor at centres that are at risk. SCHOOL BASED ASSESSMENT School Based Assessment DIRECTIVE 134 INTERVENTION STRATEGY (a) Develop a generic/standardised Finalise an gazette Policy on the Quality Assurance of framework for developing and School Based Assessment (SBA) Conduct national and provincial workshops on the internally moderating SBA practices Quality Assurance of SBA, using the SBA Policy as the basis of the engagement. (b) Compatability of SA-SAMS with CAPS. Continue and consolidate the audit of SA-SAMS to ensure compliance with CAPS Chapter 4. Conduct a national workshop with Curriculum, Assessment and EMIS representatives from each of the PEDs to address all SA-SAMS related matters. Continuous monitoring of the computation of SBA marks at school level and capture of SBA marks using SA-SAMS School Based Assessment DIRECTIVE 135 INTERVENTION STRATEGY (c) Standardisation of evidence and supporting documentation in learner files Reiterate requirements at SBA National planning meetings, and subject committee meetings; Send out a circular and guidelines to PEDs to standardise learner evidence required for moderation On going professional development and training of subject advisors who will assist schools PEDs to strengthen monitoring of SBA implementation at schools via onsite moderation and monitoring routine visits to schools. (d) Quality assurance of subjects with a practical component for both PAT and practical examinations offered.

DBE to develop a guideline for the moderation of subjects with a practical component. Conduct a national workshop on the moderation of subjects with a practical component. PEDs to conduct audit of all subjects with practical component DBE to conduct QA of PED moderation of subjects with practical components to establish reliability of process and marks awarded. MARKING 137 Marking CONCERN INTERVENTION STRATEGY (a) Standardise interpretation, implementation of marker selection criteria and evaluation of markers in all PEDs Publish amendments to PAM ( with enhanced marker selection criteria) for public comment National Planning Meeting with all PED marking managers to ensure compliance with PAM criteria. Review PED 2018 marker application forms to ensure standardisation and alignment with minimum PAM criteria. DBE to ensure PED compliance with minimum norms and standards for marker selection and appointments during all monitoring visits. (b) Develop strategy to host National Marking Standardisation Meetings for subjects with practical components (e.g. Music, Visual Arts P2) DBE will pilot in 2018 NSC National Marking Standardisation meeting for Visual Arts P2, and Design P2. DBE to develop guidelines for moderation of subjects with practical component to be utilised across all PEDs to ensure common standards. Marking CONCERN (c) Consider creation of centralised database of qualified markers that can be shared across PEDs 138 INTERVENTION STRATEGY

Pilot the structured training and registration of markers in two selected subjects in 2018. Registered markers retain their status for a period of three years. Pilot the national appointment of internal moderators and chief markers in selected subjects. 22. Conclusion 66 Conclusion (a) The DBE will utilise the outcomes of the NSC examination to identify specific areas of weakness at national, provincial, district and school level. (b) The DBE has also developed a Diagnostic Report, which analyses learner performance in key subjects and makes suggestions for remedial action at the classroom level. (c) All of this data will serve as the basis of the improvement plans that will be developed at national, provincial, district and school level. (d) Together with all stakeholders, we will ensure that the upward momentum of the system is enhanced. 67 PART 2 SYSTEMIC EVALUATION MODEL INTRODUCTION a) In September 2017, the National Curriculum and Assessment Task Team (NCATT) finalised the Systemic Evaluation (SE) model for the South African Schooling System.. b) In November 2017, the proposed model was submitted to the Council of Education Ministers for approval. OBJECTIVES OF SYSTEMIC EVALUATION Systemic Evaluation will be used to: a) Monitor system-level performance trends in local and national contexts. b) Monitor learner performance at Grades 3, 6 and 9. c) Strengthen the implementation of policies directed at improving learner performance. d) Inform educational policies and programmes. e) Identify any areas and factors that enable or constrain performance. f) Obtain important information about the system and school contexts. COMPONENTS OF SYSTEMIC EVALUATION The model is an evaluation of the schooling system comprising three inter-related components: a) Testing learners, b) Evaluating schools c) Evaluating the level of system support offered by the district and provincial office.

TESTING LEARNERS a) b) c) d) Administered in the beginning of October. A representative sample of learners will be tested. Phase-based focusing on Grades 3, 6 and 9. Questions from each of the Grades in the phase will be included in the test. The weighting of the questions from the different grades in a phase will be according to the ratio of 70:20:10 in favour of the target grade (i.e. in the Grade 3 assessment, 70% of questions will come from Grade 3, 20% from Grade 2, and 10% from Grade 1). e) Two subjects will be assessed (Mathematics and Languages) in the Language of Teaching and Learning (LoLT). EVALUATING SCHOOLS Evaluation of schools will be based on the 8 focus areas extrapolated from the policy on Whole-School Evaluation (DoE, 2001). These include: a) Basic Functionality of schools b) Leadership, management and communication c) Governance and relationships d) Quality of teaching and learning, and educator development e) Curriculum and Assessment provision and resources f) School safety, security and discipline g) School infrastructure h) Parents and community EVALUATING SYSTEM SUPPORT The level of support offered by the district/provincial office will include an analysis of key national programmes on: a) Strengthening curriculum implementation (CAPS), b) Support provided to progressed learners, c) Improving the level of Reading in the early years of schooling. d) Improving Mathematics and Science levels. e) Provision of Workbooks and relevant LTSM. f) Digitising curriculum content and information to assist teachers. KEY DESIGN FEATURES a) The evaluation will be conducted every 3 years. b) Subjects tested will be Mathematics and Language. c) A representative sample of Grade 3, 6 and 9 learners and schools will participate in the evaluation. d) The assessment will focus on the phase. e) Contextual questionnaires will be informed by a set of criteria from the two indicator frameworks i.e. school context factors and system support factors. f) Tests will be designed to monitor learner trends and will allow for international benchmarking with confidential items that will be independently administered. IMPLEMENTATION PLAN

YEAR ACTIVITY 2018 (a) Invite experts to assist in the design features of the Systemic Evaluation (b) Appoint an Independent service provider (c) Establish Advisory Committee to exercise oversight over the Systemic Evaluation Project. (d) Conduct a field test on test items and in a sample of schools in Grades 3, 6 and 9. (c) Conduct a field test of contextual questionnaires at school and system support levels. (d) Conduct a pilot study on a purposeful sample of schools in October. 2019 (a) Conduct main study in October (b) Analyse data and compile highlights report. 2020 (a) Completion of systemic evaluation reports. THE NEXT STEPS a) Relevant experts or international institutions (e.g. ACER (Australian Council for Education Research or the OECD (Organisation for Economic Cooperation and Development)) would be invited to provide expert inputs and further information on suitable models on: The synchronization of two contextual frameworks. Analysis and reporting of learners assessment according to international benchmarks. Setting up an advisory committee. b) The DBE will initiate the process of formalising the SE model into a formal policy. CONCLUSION The envisioned goal of the systemic evaluation is to be a responsive study that seeks to provide reliable and valid information on pressing policy concerns and the desired delivery of quality education to our primary clients the learners in school. RECOMMENDATION It is recommended that the Portfolio Committee on Basic Education discusses the report on: (a) the outcomes of the 2017 NSC examinations. (b) the Systemic Evaluation Model IT IS IN OUR HANDS TO CREATE A BETTER WORLD FOR ALL WHO LIVE IN IT Website: www.education.gov.za Call Centre: 0800 202 933 | [email protected] witter: @DBE_SA | Facebook: DBE SA

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