Media statement by Free State Education MEC, Tate Makgoe on the release of 2010 National Senior Certificate (NSC) examination results

1. Understanding learner attainment in the National Senior Certificate (NSC) examinations

The Grade 12 class of 2010 was the third cohort of learners to experience the new National Senior Certificate (NSC) examinations based on the National Curriculum Statement (NCS) which was introduced in Grade 12 in 2008. With the release of the 2010 NSC results, we would like to welcome the high levels of interest in the results as this is a matter that continues to occupy a prominent place in public discourse on education.

This is understandable given the importance of this event, not only to the future prospects of learners, but to the development of our country. However, the performance of schools in the 2010 NSC examinations must be understood within the context of the timelines in relation to the implementation of the NCS. The NCS has now reached the thirdyear of implementation in Grade 12. Teachers, learners, and learning facilitators (subject advisors) have come to grips with the national curriculum and its associated learning outcomes and assessment standards.

It is therefore important to recognise that the NCS has established itself for the last three years in relation to the teaching and learning situation in the classroom. The results are showing steady progress and teachers and learners understand better of what is expected of them in relation to the delivery of the national curriculum in the classroom. With a national curriculum that is settling in quite well, learner attainment in the NSC examinations can only get better from here onwards.

2. Number of learners who wrote the 2010 NSC examinations

The Free State presented 27 586 candidates that wrote the second NSC examinations. This figure represents a decline of 2 222 learners in comparison to 29 808 learners that wrote the 2009 NSC examinations.

3. Provincial Pass Rate: 2010

Learner attainment in the National Senior Certificate (NSC) examinations continues to serve as an important indicator of the successes of the efforts of teachers, learners, parents and education officials to improve the culture of learning, teaching and service in our schools. The pass rate in 2010 has reached 70.7% in contrast to 69.4% in

2009. The 2010 pass rate represents an improvement of 1.3% in contrast to the decline of 2.4% when the results went down from 71.8% in 2008 to 69.4% in 2009.

Accordingly, we are encouraged by the performance of many of our schools in the 2010 NSC examinations. We salute the hard work of teachers and learners in relation to improved teaching and learning as many of our schools continue to demonstrate excellence in learner attainment in the new NSC examinations.

On the one hand, the pass rate represents some continuity in excellence in relation to the performance of many schools. On the other, the pass rate provides a good baseline that can be used as an important measure for continuous improvement in learner attainment in the NSC examinations from 2011 onwards.

An analysis of the reports of both the Internal Moderators and Chief Examiners has demonstrated continued improvements in the cognitive challenge in relation to the 2010 question papers. With the higher cognitive demand of the examination papers in the NSC examinations, the quality, integrity and currency of the new NSC certificate remains undiminished.

4. Improved performance in relation to 2010 Grade 12 interventions

The improvement in the pass rate is a positive sign and must be understood within the context of interventions undertaken during the course of 2010 under the auspices of the Provincial Strategy on Learner Attainment (PSLA). It is important to recognise that

these interventions were undertaken within the context of the longer than usual winter school holidays of 2010 as a result of the FIFA Soccer World Cup as well as the public service strike that affected many disadvantaged schools.

In view of this context, 2010 was thus a very unique school year in relation to the teaching and learning experience of the Grade 12 cohort of 2010. However, the improvement in performance demonstrates that the 2010 interventions have to a large extent mitigated the contextual factors that confronted the class of 2010.

For purposes of clarity and understanding, it must be recognised that the approach to the interventions was informed by the need to focus the attention of the whole system on the development of effective schools to create an enabling environment for all learners to perform to their full potential and achieve the desired outcomes in the NSC examinations. In a nutshell, the key focus areas of the interventions in the implementation of the PSLA included the following:

• Continuity with target setting by way of acknowledging the performance of all secondary schools in the 2009 NSC examinations.
• Development and implementation of school improvement plans by all the underperforming schools with a focus on improved learner attainment in the National Senior Certificate examinations.
• Curriculum support for teacher development by way of ongoing NCS training for Grade 12 teachers with a focus on the conduct of assessment, subject content.
• Subject specific interventions in relation to all schools performing below 60%.

Assessment and examinations with a focus on sharing of exemplary assessment practices amongst schools as well as provincial Grade 10 to 12 quarterly common examinations during 2010 up to and including the Grade 12 Preparatory examinations.

• Learner development with a focus on motivational talks and the pass requirements for the new National Senior Certificate.
• Supplementary tuition during the March, June and September 2010 school holidays with a focus on Grade 12 learners from all underperforming schools.
• A specialised supplementary tuition programme in support of all schools with a pass rate of below 40% (schools at risk). It is importance to note is that this programme also included schools that experienced disruptions during the course of 2010. This activity was delivered during weekends on Saturdays and Sundays in the timeline of 18 September 2010 until 16 October 2010. More importantly, this initiative was thus delivered in 12 days with 2 hours of tuition per subject.
• The initiative of Saturday classes took the form of supplementary tuition in Mathematics, Physical Science, Life Sciences, Accounting and English FAL, and was delivered within the context of partnership projects with a view to provide specialised and targeted support to schools in the different districts within a range of 28 to 40 Saturdays.
• In an effort to support the Grade 12 class of 2010 with preparations for the NSC examinations, the department purchased and supplied schools with study guides (the answer series) in the high enrolment subjects.

5. Performance of Districts

The overall picture in relation to the performance of Districts is as follows:

 6. Number of schools with 100% pass rate

In 2009 the number of schools with a 100% pass rate was 38. With the 2010 NSC results, the number has increased to 40 with 15 new entrants in the category of 100% schools. The following table provides some insight in relation to a comparative analysis of 2009 and 2010.

 7. Levels of Attainment in the NSC

Unlike in the past, there are three levels of attainment for the award of the new National Senior Certificate. The performance of learners who have qualified for the new NSC must be understood within the context of the three levels as follows:

7.1. NSC for admission into Bachelor’s Degree (endorsement)

This level of attainment for the award of the NSC is the equivalent of the endorsement (for university entry) in relation to the old Senior Certificate. For this level, candidates are required to obtain an achievement rating of 4, which is adequate achievement of 50 to 59% or higher in four designated subjects (see Addendum A). In 2010 there are 5 890 candidates who have met the requirements for the award of the NSC as endorsement. This gives the Free State an endorsement rate of 21.35% in contrast to 20, 2% in 2009. This is indeed a significant achievement as the requirements for endorsement in the new NSC are much higher and harder to attain in comparison to the requirements of the old (previous) Senior Certificate.

7.2. NSC for admission into Diploma

For this level of attainment, candidates are required to obtain an achievement rating of three, which is moderate achievement of 40 –49% or higher in four subjects. There are eight 180 candidates who have met the requirements for the award of the NSC for admission into Diploma studies. This gives the Free State 29.65% passes for Diploma Studies in contrast to 29.16% in 2009.

7.3. NSC for admission into Higher Certificate Programs

This is an ordinary NSC pass. For this level of attainment, candidates are required to meet the minimum pass requirements for the award of the NSC (see Addendum A). There are 5 429 candidates who have met the minimum pass requirements for the award of the new National Senior Certificate (NSC). This gives the Free State 19.68% passes for Higher Certificate Studies in contrast to 19.83% in 2009.

8. Underperforming schools of 2009: Improved performance in 2010 NSC

During the course of 2010 the Free State Department of Education implemented the PSLA with a view to improve learner attainment in the National Senior Certificate examination in all identified underperforming schools (with a pass rate of below 60%).

With the release of the 2010 NSC results, we are very pleased to announce considerable gains in relation to schools that have made significant improvements in their pass rates. The picture in relation to the Districts is as follows:

 9. Some gains for the education system in relation to 2010 NSC examination results

Alongside the comments that normally follow the release of the NSC results, we need to recognise some gains that the system is making in relation to the following:

• Continued improvements in the cognitive standard of the curriculum and assessment system. Research has over the years demonstrated that this is the most valid indicator of school quality. Thus the necessary strides are being made in improving school quality which remains a major challenge that confronts the education system in South Africa.
• Increase in the number of schools achieving a 100% pass rate with 15 new entrants in the category of 100% schools.
• Four schools from previously disadvantaged communities achieving a 100% pass rate (Glenash, Itokisetseng, Kagisano, and Panorama)
• Two of the underperforming schools of 2009 achieving a 100% pass rate, Kagisano Combined and Glenash
• Twenty-five schools managed to sustain a 100% pass rate in relation to performance in the 2009 and 2010 NSC examinations.
• The majority of schools in the Free State continue to demonstrate excellence in learner attainment in the NSC examinations.
• Improvement in Bachelor’s passes (endorsement) from 20,2% in 2009 to 21.35% in 2010.
• Sustaining a good pass rate in relation to the number of learners who have qualified for entry into both diploma and bachelor’s degree studies in higher education.
• An increase in the number of schools performing above the benchmark of 60% from 227 to 231.
• Total elimination of schools performing below 20%.

10. Recognising excellence in learner attainment in the NSC examinations

With the release of the 2010 NSC results, the Department will adopt a new approach in the recognition of schools that have done well in the NSC examinations. This approach represents a significant departure from the previous recognition of Top 50 schools. With this approach, 117 deserving schools will be recognised in three categories as follows:

1. Gold
2. Bronze
3. Silver

11. Grade 12 learners who have been unsuccessful in the 2010 NSC examinations

The new NSC provides an opportunity for unsuccessful learners to register for supplementary examinations to be administered during the course of February 2011. Such learners are also encouraged to apply for remarking by 21 January 2011 and at the same time register for the supplementary examinations by 24 January 2011.

More information will be available at schools upon re-opening from 10 January 2011.

12. Conclusion and way forward

This overview will be followed by an in-depth analysis that will focus on performance in the various subjects in all schools with a view to devise intervention strategies for 2011. More importantly, special attention will be given to poor management and leadership in all the underperforming schools.

Ladies and Gentlemen I thank you.

Enquiries:
Howard Ndaba
Cell: 0795035485

Source: Free State Department of Education