FREE STATE DEPARTMENT OF EDUCATION

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• FREE STATE DEPARTMENT OF EDUCATION
• ANALYSIS OF THE 2004 SENIOR CERTIFICATE RESULTS
• (STRENGTHS, WEAKNESSES AND THE WAY FORWARD)
• FEBRUARY 2005

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OUTCOMES FOR PRESENTATION

• The presentation should promote understanding of
  the following
• The overall results
• The quality of the results
• Equity (including performance of the girl child)
• Subject performances
• The mentor project
• Challenges and solutions
• Language issues
• The way forward

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OVERALL RESULTS The results this year were below
our target of 85 but this needs to be seen in
the context of the national drop from 73.3 to
70.7, a drop of 2.6. The drop has caused
national media speculation that the national
papers were more difficult than in previous
years. Whatever the case may be, Free State has
risen from fourth province to third on the
national rankings. The 79.90 pass rate of 2003
dropped to 78.7, a drop of 1.2. The 2003
endorsement rate of 22.8 also fell slightly to
22.2, still 3.5 above the national figure of
18.7.
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It is very important to note in the context of
the results that the number of grade 12 learners
writing the examination increased from 23 631
learners (2003) to 24 717 learners (2004). This
suggests that the incidence of gate-keeping has
been reduced, in line with our efforts in that
regard. It also means that although the
percentage pass was down, from 79.9 to 78.7,
more learners actually passed 19 452 in 2004 as
contrasted with 18 881 in 2003. This is an
indicator of success as we as a provincial
education department should be striving to
successfully educate as many learners as possible
and not be blinded only by statistical aspects.
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POSITIVE INTERVENTIONS Once again we can be proud
of an extremely professionally run, leak-free
examination. Systems in our province are
producing a great measure of stability. We
continued with Common Grade 12 exams in June (and
in some districts in September as well), coupled
with improved management of Continuous Assessment
and this helped the stable performance. Easter,
Winter and Spring schools continued in all
districts, also contributing to the stable
performance in relation to national results.
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The innovative Holistic Intervention Programme
continued, concentrating on schools with a pass
rate below 40 - this has resulted in the
province moving from 71 failing schools to only
11 in a period of three years. The mentors
continued to bring stability and improved
management and results to the schools they worked
with. National interventions in the form of
special attention given to Mathematics, the
Sciences and History as well as various incentive
schemes for teachers and scholars were successful
in the Free State where we performed above
average for these subjects.
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• Other successful interventions were
• Retraining of teachers in key subjects
  (e.g.Mathematics)
• Donor-funded interventions supported in terms of
  finances and human resources by the Flemish,
  Cuban, Canadian, US, Danish and German
  governments.
• Continued support from Teacher Unions and local
  NGOs.
• Splitting of teacher support into FET and GET
  sectors and increased numbers of LFs. This has
  enabled very concentrated and focused LF support,
  which shows in the continuous improvement in most
  subject averages.

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• Continued involvement of parents through SGBs
• Ongoing contributions from Whole School
  Evaluation.
• Improved communication with schools.
• Improved levels of dedication by thousands of
  teachers.
• Continued improvement in logistical support to
  the system and more rigorous standards and
  processes in the appointment of new staff.
• Quarterly reports to Umalusi, keeping them
  informed as to our interventions. As a result of
  this, they could understand and accept various
  subject improvements.

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RESULTS OF ALL NINE PROVINCES
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THE OVERALL RESULTS Improvement shown by
Free State Grade 12s since 1999
The important aspect to note is the steady
improvement against the national average from
6 below in 1999 to 6.6 above in 2003 to 8.0
above in 2004. This is the true measure of the
improvement. Not only have we improved the pass
rate steadily but we have improved to such a
point where we have progressed from a well below
average province to an above average province.
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OVERALL RESULTS con

• The maintenance of sound Free State results,
  exceeding the national pass rate by more and more
  each year, shows that our overall interventions
  are being successful as mentioned at the start of
  this presentation.
• The number of schools under 40 was 71 in 2001,
  33 in 2002, 14 in 2003 and 11 in 2004 a vast
  improvement indeed.
• It is also noteworthy that even our lowest
  performing district is above the national bench
  mark of 70.

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WORST PERFORMING SCHOOLS
The large number of schools falling between 36
and 39 in 2002 and 2003 targeted a great
improvement has been brought about.
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DISTRICT PERFORMANCES
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QUALITY OF THE RESULTS
The most important indicator of quality results
is of course the endorsement rate. This is has
dropped from 22.8 in 2003 to 22.2 in 2004.
This is not a good sign the figure is too low
for a stabilisation at this point to be healthy.
The national figure also dropped from 19.2 to
18.7. However, Umalusi have conceded that the
national papers could have been more difficult
this year moderators and examiners were given
such instructions. Only thorough research will
indicate if this is so.
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EQUITY - Girl Child Mathematics(participation
rate)
Girls increased from 48 in 2002, 49.4 in
2003, to 51 in 2004
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GIRL CHILD IN PHYSICAL SCIENCE
(participation rate)
Girls have increased from 41 in 2002 to 43.9 in
2003 and up to 47.2 in 2004
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GIRL CHILD IN BIOLOGY (participation rate)
Girls have decreased from 52 (in 2002 and 2003)
to 50.3 in 2004.
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EQUITY PERFORMANCE OF TOWNSHIP SCHOOLS
An exciting development in 2003 and 2004 has been
the vastly improved performance of township
schools. In 2003, of the 49 schools in the
province that obtained a 100 pass rate (up from
23 in 2001), 9 were from the townships (3 in
2002). In 2004, 45 schools obtained 100, with 8
from the townships. In 2003, of the 126 schools
which obtained 90 or more (up from 72 in 2002),
54 were from the townships (up from 8 in 2002).
In 2004, 129 schools obtained more than 90, with
47 from the townships. This situation has
stabilised.
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SCHOOLS ABOVE 90
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This graph shows the subject averages of the
three important commercial subjects, taken by a
large proportion of the learners (12280 sat for
Business Economics, 10967 for Accounting and
8694 for Economics both grades). These
subjects showed a phenomenal 20 average growth
rate from 2003.
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History showed a marked improvement from 2002 to
2003. It has stabilised at the high 40
level. Geography continued with a somewhat
disappointing average. A concentrated effort by
all is required here as Geography remains an
important subject for endorsement as it is found
in two groups. Thus an improvement in this
average and pass rate will see a further increase
in the endorsement rate of the province.

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MORE SUBJECT DETAILS Average Mathematics,
Phys. Science, Biology
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THE MENTORS

• The province continues to be grateful to these 22
  principals who took 49 schools under their wing,
  while still guiding their 22 schools to excellent
  results.
• They assisted 40 of these 71 schools (including
  their own schools) to continue to improve.
• The schools they assisted achieved an average
  pass rate of 67.8 - up from the low forty
  percents when the initiative started.

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MENTORS continued

• Of the 49 schools, 40 were above 50 and those
  below 50 mostly showed sound improvement.
• Some schools e.g. Libertas Combined, Masopha SS,
  Lekgulo SS and Thapelong SS improved by more
  than 40.
• The province is truly proud of the improvement in
  these schools which started below 40 in 2001.

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GRADE 12 NUMBERS MENTOR SCHOOLS

• It should be noted however that although the
  general tendency in Free State schools was a 4.6
  increase in numbers, 38 mentor schools decreased
  in Grade 12 numbers while only 29 increased and 4
  stayed constant. This could be as a result of
  learners naturally migrating to more successful
  schools, but could also be a perpetuation of
  gate-keeping. This will have to be carefully
  monitored over the next few years.

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AFTER THE MENTORS

• It is of vital importance that the good work done
  by the mentors is perpetuated as part of the
  system.
• It is thus essential that a skills transfer takes
  place and that the principals of the schools
  being assisted develop the skills to carry on
  once the mentors have left.
• That this is taking place needs to be carefully
  monitored during the course of 2005.
• If it is established that principals who have
  been guided for two or three years have not
  developed the necessary skills, firm action will
  need to be taken to ensure that the relevant
  learning community does not suffer once the
  mentors have been withdrawn.

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CHALLENGES AND SOLUTIONS

• The number of Grade 12 learners increased in
  2004. The 7.5 drop of 2002 decreased to 4.4 in
  2003 which turned into a 4.6 increase in 2004.
  This is an encouraging sign.
• It would appear that the efforts to curb
  gate-keeping in Grades 11 and 10 which began in
  2002 are starting to bear fruits.
• However the drop out rates in grades 10 and 11
  are still unacceptably high and much work needs
  to be done here to ensure that the system does
  not create a social problem in the striving for
  statistical improvements.

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FLOW THROUGH RATE

• Although the number of grade 12 learners passing
  has increased, it is alarming to note, from the
  EMIS Pass Rate per Grade survey that there are 62
  424 learners at the start of Grade 10 but only 19
  452 who pass Grade 12.
• This indicates a flow through rate of only 31,
  or a drop out rate of 69 from Grade 10 to the
  end of Grade 12.

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CHALLENGES AND SOLUTIONS

• The subjects taken by more than 1 000 learners
  where the average is less than 40 are as
  follows
• Agricultural Science HG / SG Biology SG
  Economics HG / SG Geography HG / SG Physical
  Science SG and Physiology SG.
• These subjects will need very special inputs and
  interventions by all concerned, particularly
  Biology SG (7 500 learners), Economics (8 600
  learners) and Geography (7 700 learners).

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• Mathematics and the Sciences seem to be
  stabilising as a result of ongoing interventions.
  
• This however has not been the case with
  Geography. As this is an important subject for
  endorsement, we must come with innovative and
  creative solutions in 2005 as almost a third of
  our learners take Geography.
• Biology and Physiology SG also need concerted
  attention during 2005 as these are popular
  choices.
• Economics too needs special attention as the
  average dropped and the commercial subjects are
  growing in popularity.

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LANGUAGE OF LEARNING

• There was a significant drop in both the average
  (48 down to 42) and the pass rate (98.7 down
  to 93.8) in English Second Language.
• This means that 93.8 of the learners got above
  75 / 300 in other words, 6.2 of the learners
  failed English SL outright in 2004 in comparison
  with 1.3 in 2003. This had a negative effect on
  the overall pass rate of the province.

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LoLT continued

• It is clear from research that stricter standards
  were applied in the national memorandum
• Also the approach to CASS has played a major role
  the mark allowed for the school by the LF is
  often based on the June common exam instead of on
  a school profile for that subject calculated over
  the last few years.
• Concerted attention must be paid to English as a
  subject this year as a big drop in its pass rate
  will negatively affect the provincial pass rate.

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LANGUAGE OF LEARNING con

• English remains a provincial and a national
  problem in that the vast majority of learners do
  not have the language skills to deal adequately
  with writing examinations in their second or
  third language.
• The improvement of English for the purpose of
  teaching and learning is not just the
  responsibility of the language teachers but of
  every Grade 12 teacher. This needs to be
  re-iterated on an annual basis.

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• English across the curriculum needs drastic
  attention in all schools.
• It is recommended that schools draw up vocabulary
  lists for all subjects and that subject teachers
  test this vocabulary on a regular basis.
• Regular longer pieces of writing in English need
  to be given in all subjects and marked for
  language proficiency.
• The context of English teaching should be
  cross-curricular.
• The vocabulary and style of questions used in
  examination papers must be studied during the FET
  years (e.g. what exactly is meant by words such
  as explain, compare, describe etc.)

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THE WAY FORWARD

• It is clear that the improvement we experienced
  during 2003 and the stabilisation in 2004 is the
  result of outstanding teamwork with participation
  by all sectors of the system.
• The stable results around 80 show that we now
  have the systemic capability and enough person
  power to produce quality results.
• The question is what should the Department do
  to maintain the momentum?

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WAY FORWARD continued

• Continue giving subject and management support to
  all schools with the necessary curriculum
  guidance.
• The problem subjects are being analysed and
  action plans developed.
• Ensure that all school timetables are according
  to national policy (this was identified as a
  problem area during the investigation into
  Section 21 schools).
• The necessary support in terms of textbooks
  ordered and delivered timeously. Continued high
  level of logistical support.
• The CASS Improvement Plan will sharpen and focus
  the application of CASS in all our schools.

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Way Forward continued

• Continued focused support in terms of the
  Holistic Intervention Programme.
• Continued successful District interventions.
• Constant streamlining and improvement of subject
  packages offered.
• Move Grade 12 in an OBE direction by stressing
  insight.
• Constant linkage with and support for national
  and international interventions.
• Particular support for those schools identified
  as being at risk.
• Continue to run a quality assessment system with
  a secure Grade 12 examination of a high standard
  as was the case in 2004.

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The End

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