MEC Maphefo Matsemela: Release of the 2014 Matric results

Programme Director,
Honourable Premier,
Colleagues in EXCO,
Members  of Parliament and of the Provincial Legislature,
Leaders of political parties,
The Executive Mayor of the Ngaka Modiri Molema District Municipality and Councillors,
Archbishop Zondo,
Bishop Matebesi,
Leadership of the National Interfaith Council of South Africa (NICSA),
Teacher Unions, the Vice Chancellor of North West University,
Prof Dan Kgwadi,
Prof. Davannah Maselesele,
Rector of the North West University, Mafikeng Campus,
The Association of Governing Bodies,
Superintendent-General, 
Senior Managers of the Department,
Officials and Members of the Administrative Corps,
The Academia,
The media,
Learners and parents,
Comrades and friends:

Greetings from Team Education. We meet here today to release the results of a very special cohort of Grade 12 learners. This cohort started their schooling in Grade 1 in 2003  and completed Grade 12 in 2014. This is the first cohort to write the adjusted Curriculum Assessment Policy Statement, better known as CAPS

In the words of our late former President Tata Mandela: “We have not taken the final step of our journey, but the first step on a longer and an even more difficult road”. We always manage to get strength and power from his words in order to continue with the mammoth educating task. We can now agree that in 1994, the task may have looked rather complex and confusing but it was only the first steps on the democratic education road. Now in 2015, when we celebrate our maturity in democracy, the task still remains challenging. Remember maturing means that you realise your dependence on others but you can also be happy on your own.

In his State of the Nation address on 17 June 2014, President Zuma said: “We will continue to invest in education and skills development as that is the key to economic growth and development. We need engineers, electricians, plumbers, doctors, teachers and many other professionals to build the country’s economy.

Education therefore remains an apex priority for this government. We will continue to promote universal access to education by ensuring that all children between ages 7 and 15 are in school. We will increase the number of Grade 12 learners who can gain entrance to university.”

In the State of the Province address on 27 June 2014, our honourable Premier Mr Supra Ramoeletsi Mahumapelo said: “The North West supports the President and we will focus our energies on implementing intervention measures to ensure that the North West Province achieves (a number one position) in the grade 12 results for 2014.  We have also taken note of the Annual National Assessment and the need for better outcomes in the lower grades of 3, 6 and 9.”

In my 2014/15 budget speech I said that: “Our Department fully supports the new outlook of the North West province which seeks to rally all and sundry in the spirit of saamwerk - saamtrek for the rebranding, repositioning and renewing of our beautiful province."

In our 21st year of democracy, the majority of the 2014 Grade 12 learners are the so called ‘Freedom Children’ or ‘born-frees’ as they were born in 1996 and it is indeed a privilege and an honour to be granted the opportunity to announce these historic results of the THIRD ‘born free’ group: the first group to write the CAPS curriculum.  

As Education is not only a societal issue, but also the central feature of democracy. The premier in the State of the Province address also applauded the collective effort of parents, learners, teachers and all involved in the education sector for putting the North West 2013 cohort of Grade 12 learners at the number two and number one position respectively after the supplementary examinations .

The 2014 academic year commenced with the monitoring of the re-opening of schools, aimed at checking system readiness. In this regard, many of our schools were geared to provide lessons on the very first day of schooling and we look forward to the same trend next week when schools re-open for 2015.   

In 2014 the department has procured 100 152 books for primary schools as part of the intervention to make reading fun and exciting for learners as well as ensuring that there is enough material for learners to read during the 30 minute reading for pleasure period, as prescribed in CAPS. In the 2015/16 financial year the department intends to buy 100 152 reading books and multimedia resources for 104 schools and for the operation of the two mobile library buses as well as for the promotion of reading during World Book Day, Literacy Week and Library Week.   

In an article by Lesley Satchel, published in the Independent Education Volume 17 No. 4 Summer 17, she said that the Swiss Early Childhood facilities promote communication skills at all times. “Literacy is informally acquired via constant vocabulary enrichment, books, story-telling and songs, and games promoting the dominant language of each area (there are four official languages in Switzerland).”

Let us acknowledge that education is one of the priorities of government, we must not politicise it. It is at the centre of social cohesion. The President, in the State of the Nation address, also requested all to continue to fight drug and substance abuse in our schools and communities. The Premier also said in his State of the Province Address that we as a caring government will be implementing and extending safety nets to orphans and vulnerable children infected and affected by HIV and AIDS. In my budget speech I indicated that all schools were supplied with First Aid Kits top-ups and that 843 teachers were trained as Peer Educators and 3 108 learners were reached through Alcohol and Drug Abuse prevention activities.

The North West Education Department has often emphasized that our province is a mining and agricultural province which relies heavily on the production of more Mathematics, Science, Technology and Commerce learners. Special efforts need to be channeled to improve the quality of the Gr. 12 Mathematics and Physical Sciences results. We are also compelled to bring other Sciences, Technology as well as Commerce, to the stable of pure Mathematics and Physical Sciences. In analysing the two subjects in 2014 the following came to light:

During 2014, the overall entries dropped with 3 074 from 29 140 to 26 066 candidates.

The table below shows the comparison of the Mathematics and Physical Sciences results since 2011.

 

		Mathematics		Physical Sciences
Year		No. of learners	% of learners	No. of learners	% of learners
Nov. 2011	Wrote	9818		8624
	Pass at 30%	5282	53.79%	4853	56.27%
	Pass at 40%	3361	34.23%	3104	35.99%
Nov. 2012	Wrote	10344		9255
	Pass at 30%	6160	59.55%	5769	62.33%
	Pass at 40%	3901	37.71%	3593	38.82%
Difference Nov. 2011 & Nov. 2012	Wrote	+526		+631
	Pass at 30%	+878	+5.76%	+916	+6.06%
	Pass at 40%	+540	+3.48%	+489	+2.83%
Nov. 2013	Wrote	10906		8978
	Pass at 30%	7350	67.39%	6686	74.47%
	Pass at 40%	4889	44.83%	4182	46.58%
Difference Nov. 2012 & Nov. 2013	Wrote	+562		-277
	Pass at 30%	+1190	+7.84%	+917	+12.14%
	Pass at 40%	+988	+7.12%	+589	+7.76%
Nov. 2014	Wrote	9 478		8 191
	Pass at 30%	5 846	61.68%	5 243	64.01%
	Pass at 40%	3 819	40.29%	3 012	36.77%
Difference Nov. 2013 & Nov. 2014	Wrote	-1 428		-787
	Pass at 30%	-1 504	-5.71%	-1 443	-10.46%
	Pass at 40%	-1 070	-4.54%	-1 170	-9.81%

 

The quantity passes is determined by the number of candidates who made the  

30%+ pass percentage and the quality passes are determined by the candidates who achieved 40%+ pass percentage.  In both, Mathematics and Physical Sciences the drop at the Quality criteria is smaller than the drop of the quantity passes.

During 2014, 1 428 less candidates wrote Mathematics, 1 504 less candidates met the 30% criteria and 1 070 less candidates met the 40% criteria. In Physical Sciences 787 less candidates wrote the subject, 1 443 less candidates met the 30% criteria and 1 170 less candidates met the 40% criteria. The drop at 30% and at 40% pass rates is a clear indication that special interventions are needed to change the situation around as Mathematics and Physical Sciences are two of the priority subjects.

Let me now present to you a short version of the North West Annual National Assessment results for 2014. A full analysis can be found in Annexure G.

The following is an extract of the North West Annual National Assessment (ANA) analysis of results in 2014, 2013 and 2012 as compared to DBE 2012, 2013 and 2014.

1. Analysis

From the analysis in Annexure G it is interesting to note that on the average marks category, from the 18 subjects written:

• NW dropped in 1 subject with 3 positions,
• NW dropped in 3 subjects with 2 positions,
• NW dropped in 2 subjects with 1 position,
• In 3 subjects NW maintained the same position,
• 2014 in 7 subjects NW improved with 1 position,

• 2014 in 2 subjects NW improved with 2 positions,

• 2014 in 1 subject NW improved with 4 positions,

In the 50% pass rate category (This is used for target setting),:

• NW dropped in 1 subject with 5 positions,
• NW dropped in 4 subjects with 2 position,
• NW dropped in 2 subjects with 1 position,
• In 4 subjects the 2013 positions were maintained,

• In 4 subjects NW improved with 1 position,

• In 1 subject NW improved with 2 positions,

• In 1 subject NW improved with 3 positions and  

• In 1 subject NW improved with 4 positions.

In Grade 4 Mathematics NW improved 0.4% on average and 0.2% at 50% pass more than DBE, and in Grade 5 Mathematics NW increased 1.4% on average more than DBE and at 50% pass DBE increased 1.2% more than NW.  In Grade 6 DBE increased 1.8% on average marks and 8.8% more than NW. Grade 9 Maths is still very low although NW dropped 0.5% on average and at 50% 0.4% less than DBE.

It is clear that from Grade 4 to Grade 9 Mathematics is still a problematic area in NW as well as in the country

In the light of the above we need the support of all education stakeholders. It should be business unusual for the whole education team from the top right down to grass root level. Ngwana Sejo o a tlhakanelwa. A re tshwaraganeng bagaetsho re kgone go tswelela go tiisa boleng jwa thuto le serodumo sa Bokone Bophirima.

2. District ANA Analysis

                                           GRADE 3

District	Maths			Home Language
	2012	2013	2014	2012	2013	2014
Bojanala	36.5	50.7	50	49.3	48	54.2
Dr K Kaunda	38	50	52.2	49.8	47	53.9
Dr RS Mompati	30.4	45.3	43.9	41.8	43.5	47
Ngaka M Molema	31.1	49.4	50	43.9	48.1	53.8

 

GRADE 6

District	Maths			Home Language			FAL
	2012	2013	2014	2012	2013	2014	2012	2013	2014
Bojanala	24.4	38.2	39.6	36.7	63.3	66.3	38.7	49.7	48.2
Dr K Kaunda	23.3	34	38	35.6	60.5	63.9	35	43.5	40.7
Dr RS Mompati	21.3	33.8	35	27.2	43.8	47.8	32	42.8	37.9

                                     

GRADE 9

District	Maths			Home Language			FAL
	2012	2013	2014	2012	2013	2014	2012	2013	2014
Bojanala	11.5	14.5	11.3	41.6	50.4	57.2	41.1	38.8	39.9
Dr K Kaunda	13.1	13.2	11.6	44.5	51.3	55.9	39.5	34.9	34.9
Dr RS Mompati	8.9	10.5	8.6	34	38.8	42.1	34.2	32.5	32.7
Ngaka M Molema	11.6	14.4	10.4	38.2	46.6	45.7	40	38	36.9

The Setswana Home Language in the Foundation Phase improved remarkably as can be seen in the next table. Where Setswana, the pre-dominant Language in North West, was in the 11th position of the 11 official languages in Grades 1, 2 and 3, the picture changed in 2013 with Grades 1 and 3 improving with 6 positions and Grade 2 improving with 4 positions, but in 2014 grades 1 and 3 dropped in average percentage while Grade 2 improved on average percentage compared to 2013. Grade 1 dropped with 3 positions, Grade 2 maintained position 7 and Grade 3 dropped with 2 positions.

SETSWANA HOME  LANGUAGE : AVERAGE PERCENTAGE MARKS
	2012	POSITION	2013	POSITION
					2014	POSITION
Grade 1	51.2	11	59.5	5
					57.9	8
Grade 2	45.0	11	54.2	7
					56.5	7
Grade 3	44.3	11	52.9	5
					51	7

On the average percentage category, NW dropped in 6 subjects on positions and improved positions in 9 subjects and remained in 3 subjects in the same position.   

In the 50% achievement category, NW dropped positions in 7 subjects, remained in the same position in 4 subjects and improved positions in 7 subjects. The small upward movement in the ANA results can be attributed to a combination of strategies, but in the main the following can be highlighted:

• The full implementation of the Lit/Num (Literacy and Numeracy) Strategy
• Greater emphasis on the GET LAIP

• Accountability sessions with school principals

• Introduction of pre-ANA in Grades 3, 6 and 9

• Mandatory utilisation and monitoring of the workbooks and exemplars.

Considering the small improvement and in some cases a drop in performance the interventions in the GET sector need to be intensified and new plans need to be developed and implemented in order to improve the teaching and learning in the GET phase. The Minister of Education will soon announce interventions for all provinces, particularly for grades 8 and 9 Mathematics.

Honourable Premier, my approach as MEC for Education in the North West province is to create space for the Senior Management of the department to work, and I am humbled by their commitment and the support they have demonstrated. These results are the product of grit, guts and unity of purpose from the leadership of the department. It should also be noted that for the 2013/14 financial year we managed to obtain an unqualified audit report.

I also embarked on road shows where I met school principals and Departmental Officials at Corporate and at Districts. In all these meetings I reassured officials of my support and I was convinced that men and women were hard at work to improve service delivery in the department.

Now, as we are looking at the results, I am very honoured and excited about the performance of the 2014 cohort. The analysis of the June results did not show the desired improvement at that time. The Learner Attainment Improvement (LAIP) interventions continued and winter and spring camps were held. The analysis of the Preparatory Examination indicated marginal improvement. We then embarked on the

‘La s t Pus h’ campaign and I am now delighted to present to you the final 2014 results.

3. Analysis of the National Senior Certificate

3.1 Validity and Credibility

Allow me, in the first place, to put on record that on 30 December 2014 the Umalusi Council declared the results valid and credible. I would further like to draw your attention to the fact that the Chairperson of the Umalusi Council announced that in 35 (60.34%) subjects, the raw scores of candidates were accepted and in 10 subjects the results were standardised  slightly downwards. In 13 subjects upward adjustments were made.   

Although there is a drop of 2.6% in the overall pass rate it should be seen in the bigger picture of the country. Professor Volmink, chairperson of Umalusi Council, the Quality Assurance Body in South Africa, said that the CAPS curriculum was phased in as follows:  

The following is an extract from the Umalusi Media statement on 30 December 2014 by Prof John Volmink.

So the 2014 NSC examination represents the first year that the new CAPS curriculum is being assessed at the Gr 12 level. While many subjects have not experienced dramatic content changes from the previous curriculum, a number of subjects have undergone significant changes in content, or shifts in format.

The following subjects have undergone major changes:

Subject	Impact
Agricultural Management Practices	Major changes in cognitive demand
Agricultural Technology	Major changes in cognitive demand
Economics	Major     changes      in     format      and structure of question papers
Geography	Major changes in cognitive demand, format and structure of question papers
History	Major     changes      in     format      and structure of question papers
Electrical Technology	Major changes in curriculum
Mechanical Technology	Major changes in curriculum
Mathematics	Major changes in format and structure of question papers as well as curriculum
Physical Sciences	Major changes in depth of content
Life Sciences	Major  changes  in  cognitive  demand and curriculum

Umalusi was very vigilant in the standardisation process to ensure that 2014 candidates are not unfairly disadvantaged because of the introduction of an amended curriculum.

Other factors that were taken into  account, is the fact that  the  language compensation for certain learners was decreased from 5% to 4% this year and that this will be reduced by a further percentage point each year for the next four years until it has been phased out.

Umalusi is tasked with quality assuring the new Curriculum and Assessment Policy Statements (CAPS) and making recommendations to the Minister of Basic Education where necessary.

It is important that we pay attention not only to the so-called gateway subjects but to all the subjects in order to see learners emerging out of our schooling system “who are literate, numerate and multi-skilled, but who are also creative and confident, resilient and independent, compassionate, environmentally respectful and able to participate in society as critical and active citizens”.

• Mathematics: had undergone major changes in content. The inclusion of Euclidean geometry and probability together with increase in statistics and data handling and algebra means that the CAPS Mathematics curriculum would prove a challenge to the majority of learners. This was shown in the learner performance in that there is a significant increase in the failure rate compared with 2013. However the learners at the top experienced the Mathematics examination much easier. Thus there was no adjustment at the bottom end and a slight downward adjustment at the top end.
• Mathematical Literacy: Learners performed significantly worse in 2014 than in any previous year. Although there were changes in the format and structure of the examination there was a shift towards exploring and understanding diverse authentic contexts. Paper 2 was particularly challenging for the learners. An upward adjustment was made at all levels and still the performance was lower than the 2013 cohort.

• Physical Sciences: The CAPs curriculum represents a slight change in format and structure but a significant increase in the depth (not scope) of the content. The learners performed worse than 2013 at all levels and so an upward adjustment became necessary.

• Life Sciences: the format and structure in this subject was not affected by CAPS in any significant way. There were however fairly major changes in depth of the content.

• Economics: There was a major change in the format and structure of the examination since it was the first year when two papers were written. There was also a major change in the curriculum since 8 new topics have been added in CAPS.

• History: There were major changes in format and structure but not in content. Students were given more flexibility to make choices according to their own strengths

• Business Studies: Although there were no changes in format and structure and only slight changes in content, the learners really struggled with the 2014 examination. There were too many questions aimed at the top performers. The performance was the worst compared to any other year and so an upward adjustment was done and still the performance was lower than the 2013 cohort.

The above statement by Umalusi and the fact that NW has a curriculum budget of R43 million compared to better resourced provinces that have a Curriculum budget far bigger in relation to North West, shows that, by maintaining  the second position in the country and only dropped by 2.6%, North West has performed against all odds. For the stability in the Department, the Curriculum Directorate and all District and Area Curriculum Officials need to be applauded for making wonders with minimum resources, human and capital. Parents, communities  and all  other  stakeholders  played  a  major  role  in  the  province maintaining the 2nd position.  The emphasis should be placed on the parents who supported the candidates and created opportunities for them to perform and make the province proud. The philosophy of “saamtrek – saamwerk” introduced by our Premier, Hon. Supra Mahumapelo, also had a major impact in working together to support our learners.

Dr. I.S. Molale, The Superintendent General, will ensure that very early in the year the 2015 Gr. 12 learners and their parents will sign a pledge committing themselves to do their best, work hard, grab all opportunities and their parents to support to create opportunities for their children to perform to the best of their abilities.

As a province and as the Department of Education and Sport Development we are exceptionally proud and impressed that the external examinations were once again conducted well and error free in the North West province.   

The examination took place from 27 October to 28 November and marking was finalised by 13 December 2014. Officials were under tremendous pressure and extraordinary hours had to be worked to ensure that the results were ready for release today.

3.2. Pass Percentage

In 2012 the pass rate of 79.5% was the highest ever, but in 2013 the hard work paid dividends and therefore the 2013 pass rate was the highest ever in the North West Province. In 2014 the hard work continued and it is my pleasure to announce  that despite all the challenges, we have obtained 84.64% and maintained the 2nd  position in the country.   Gauteng replaced

Free State at the number 1 position and Free State dropped to the 3rd position.

The increase of the pass percentage for 2013 was a massive 7.7% which was indeed the all-time high of 87.2%. We dropped from the 3rd position in 2011 to the 4th position in 2012. In 2013 we improved the 2nd position in the country and even in 2014 with a drop in the pass rate, North West maintained the 2nd position in the country.  The Departmental slogan of reaching for gold is still applicable. We will settle for silver for now, but the target of 90% still remains.

We are convinced that the intervention strategies put in place in the province for the past couple of years as well as the special efforts in 2014 together  

with the “Last Push” Campaign are bearing fruits. It is a well-known fact that the higher the pass percentage becomes, the smaller the increases are and sometimes may lead to a small drop.

NATIONAL PASS RATE 2006 – 2014

	NW	(WC)	(Gau)	(NC)	(Lim)	(MP)	(KZN)	(EC)	(FS)	National
2006	67.02	83.7	78.3	76.8	56.7	66.3	66.7	59.3	72.2	66
2007	67.2	80.8	74.6	70.3	57.9	60.7	63.8	58.9	70.4	65
2008	68	78.4	76.4	72.7	54.3	51.8	57.6	50.6	71.8	63
2009	67.5	75.6	71.8	61.3	48.6	47.9	61.1	51	69.6	60
2010	75.7	76.1	78.6	72.3	57.9	56.8	70.7	58.3	70.6	67.8
2011	77.8	82.9	81.1	68.8	63.9	64.8	68.1	58.1	75.7	70.2
2012	79.5	82.8	83.9	74.6	66.9	70.0	73.1	61.6	81.1	73.9
2013	87.2	85.1	87.0	74.5	71.8	77.6	77.4	64.9	87.4	78.2
2014	84.6

 

In comparing with the past 15 years, the picture looks as follows:   

2000 2001 2002 2003 2004 2005 2006 2007 58.3% 62,5% 67,8% 70,5% 64.9% 63,0% 67,0% 67.2% 2008 2009 2010 2011 2012 2013 2014   68.0% 67.5% 75.7% 77.8% 79.5% 87.21 84.63

3.3. Admission to Higher Education

In 2008 with the NSC the terminology changed from “Endorsement” to: “admission to Higher Education for Degree Studies.” An achievement as far as quality is concerned, is the percentage of candidates qualifying for admission into Higher Education. In 2013 we had 10 166 candidates and 2 721 more that qualified for Degree studies. Taking into consideration that we had an increase of 2 007 candidates that wrote in 2013 compared to 2012, the number that qualified for degree studies exceeds the overall increase in numbers by 359 candidates. The percentage qualifying increased with 7.49% (34.89%), a clear indication that the overall increase of 7.7% is based on quality passes.

In 2014 we had a decrease of 3 074 candidates and an overall drop in the pass rate of 2.6% and the percentage of candidates who achieved degree studies dropped with 2.25% to 32.64%.  The number qualifying dropped with 1 657 candidates. Interesting to note is that when the pass rate increased in 2013 with 7.7%, the degree studies increased with 7.49% and in 2014 when the pass rate dropped with 2.6% the degree studies achievement dropped with 2.25%, This is clear indication that the province is getting quality passes and the degree studies fluctuate with the same percentage as the overall pass rate.  

For entrance to Higher Education: Diploma studies, 776 less candidates qualified for Diploma Studies, but the percentage qualifying increased with 0.17% to 36.34%. These two categories confirmed that North West really had QUALITY passes.

Admission to Higher Education: Degree Studies

 

YEAR	No. of candidates qualified	Percentage Qualified
2008	6 436	19.4%
2009	6 356	20.7%
2010	8 020	27.74%
2011	7 187	28.34%
2012	7 445	27.40%
2013	10 166	34.89% (+7.49%)
2014	8 509	32.64% (-2.25%)

Admission to Higher Education: Diploma Studies

YEAR	No. of candidates qualified	Percentage Qualified
2008	8 673	26.47%
2009	8 161	26.61%
2010	8 937	30.91%
2011	8 373	33.01%
2012	9 151	33.68%
2013	10 249	35.17% (+1.49%)
2014	9 473	36.34% (+0.17%)

This represents the total number of candidates who obtained admission to Higher Education; Degree Studies and Diploma Studies out of the total number of candidates who WROTE the examination. It implies that 68.98% of all the learners who wrote qualify for University Studies, either Diploma or Degree. This is an extraordinary achievement as far as quality is concerned.  

Schools, where 50% or more of the candidates achieved admission to Higher Education:  Degree studies,  will  receive  a  certificate  today.    In  2012,  36 schools  managed  the  50%  of  the  candidates  in  a  school  qualifying  for  admission to degree studies.  This number grew to 64 schools in 2013, an increase  of  28  schools  but  again  decreased  to  51  schools  in  2014,  a decrease of 13 schools.  See the full list in Annexure C.

3.4. Subjects Distinctions (80 – 100%)

The following figures illustrate the subject distinctions in the province. The first figure is the subject distinctions including Life Orientation, a 100% school based subject. A decision was taken that the distinction rate per school will be calculated excluding Life Orientation. The same applied with determining the top candidates. 

2005	2006	2007		2008	2009	2010	2011	2012	2013	2014
4 192	4158	3909	Including  Life Orientation:	6 322	5 865	6 669	6 913	6 622	7 951	5 970
			Excluding  Life Orientation:	3 922	3 116	4 098	4 016	3 807	4 571 2.57%	3 955 2.50%

The subject distinctions decreased with 616 compared to 2013 (excluding Life Orientation). It should be noted that the number of candidates dropped with 3 074,  which translates into 18 444 less subjects where distinctions could be obtained.

This year as the trend in the past, I have decided to acknowledge the top achievers in 10 subjects which were prioritised for the majority  of interventions. These subjects are: Accounting, Agricultural Sciences, Geography, History, Life Sciences, Business Studies, Economics, Mathematics, Mathematical Literacy and Physical Sciences.

These subjects were identified as problematic after the analysis of the 2013 results. The content areas which presented great challenges to learners were identified. The training of teachers focused on specific problem areas as was informed by the diagnostic subject report in 2013. Special attention was also given to these subjects during the “Last Push” Campaign.

Interesting to note is that 5 of the 10 learners who performed the best in subjects are from rural schools and performed against all expectations.

These candidates will receive certificates.

Subject	Candidate	Marks	School	District
Accounting	Kwena Abram Mosenye	294	Kgaphamadi School	Bojanala Platinum Moretele AO
Agricultural Sciences	Hilda Elizabeth Schutte	266	Sannieshof High School	Dr. K.K. Kaunda Maquassie Hills AO
Business Studies	Kedidimetse Jessica Motseathebe	292	Tiger Kloof Combined School	Dr. R.S. Mompati; Taledi AO
Economics	Thato Felicia Ramagogodi	282	J.M. Ntsime School	Bojanala Platinum Moses Kotane East AO
Geography	Carina Verster	281	Potchefstroom Gimnasium	Dr. K.K. Kaunda Tlokwe AO
History	Thabang Pholo	294	Zinniaville Secondary	Bojanala Platinum Rustenburg AO
Life Sciences	Zandré Calitz	285	Hartbeespoort High School	Bojanala Platinum Madibeng AO
Mathematics	Sanele Macamo	300	Thuto-Tsebo Secondary School	Dr. K.K. Kaunda Matlosana AO
Mathematical Literacy	Folane Makututsa	300	Lephatshimile High School	Dr. R.S. Mompati Greater Taung AO
Physical Sciences	Preethi Ann John	296	Mafikeng High School	Ngaka Modiri Molema Mafikeng AO

To promote Mathematics and Physical Sciences in girl learners I have also decided to acknowledge the top girl achiever in Mathematics and Physical Science.

Top Girl in Mathematics and Physical Sciences.

Preethi Ann John

Maths: 97.29% Physical Sciences:98.7% Average: 97.99%

Mafikeng High School

Ngaka Modiri Molema

3.5. Schools that obtained a pass percentage of 80% and above (See Annexure A)

In 2012, 202 schools managed to achieve an 80%+ pass rate. In 2013, 288 schools managed to obtain 80%+ pass percentage and in 2014 the number dropped to 245, 43 less than in 2013.           

See table for schools with 80%+ pass rates from 2002.

2002	2003	2004	2005	2006	2007	2008	2009	2010	2011	2012	2013	2014
124	133	112	105	135	128	126	120	175	204	202	288	245

Note: The 245 schools represent 65.5% of the schools which wrote the Grade 12 examination in 2014. Nearly two thirds of the schools achieved at 80% or higher which is a good achievement

3.6. Schools with a 100% Pass Rate. (See Annexure A)

2001	2002	2003	2004	2005	2006	2007
22 schools	22 schools	21 schools	20 schools	18 schools	26 schools	21 schools
2008	2009	2010	2011	2012	2013	2014
34	30	41	45	31	48	48
schools	schools	schools	schools	schools	schools	schools
					12.66%	12.83%

Note: The number of schools that performed above 80% (245) still remains the second highest number and the number of schools with 100 percent pass (48) are as in 2013 the highest ever. The achievement is that 5 less centres presented Gr. 12 in 2014. The 48 schools represent 12.83% the highest percentage ever because 5 less schools offered Gr. 12 in 2014 and we still have 48 schools with a 100% pass rate.

3.7. Results per District

The top performing District is Ngaka Modiri Molema with a pass rate of 86.99%, followed by Bojanala Platinum with a pass rate of 86.16% and  

Dr Kenneth Kaunda with an 83.82% pass rate.   

Although all 4 districts dropped in pass rate, Bojanala Platinum only dropped with 1.15%. Dr.Ruth Segomotsi Mompati had the biggest drop, 3.65% and is the only District below 80% at 79.14%

3.8. Results per Area Office

The three best performing Area offices are:

• Rustenburg Area Office in the Bojanala Platinum District is the top performing Area office with a pass percentage of 90.96% with only 3 schools performing below 70%. Rustenburg AO is one of three Area offices that improved the pass rate compared to 2013. Rustenburg had an improvement in pass rate of 2.43%, the highest improvement in the province.
• The second best performing Area Office in 2014 is the Lichtenburg Area Office in the Ngaka Modiri Molema District with 90.24% only 0.72% behind Rustenburg with no school performing below 70%.

• These two are followed by the Rekopantswe Area Office in the Ngaka Modiri Molema District with 89.24% and with only one school below 70% pass.

• Two of the eighteen Area Offices had a pass rate of beyond 90% and 12 between 80% and 89%. The last 4 are all above 70% with Kagisano Molopo being the lowest at 76.06%.   

• Only 3 Area Offices managed to improve the pass rate. Maquassi Hills improved with 0.34%, Moses Kotane East improved with 0.87% and Rustenburg AO improved with 2.43%.

• A drop of 11.72% was registered by Kagisano Molopo AO

I will at this point in time turn to the results pertaining to some of our top performing candidates in the province.

Note: This category for the top positions is calculated from the highest total of the two Languages, plus four other subjects. Life Orientation is 100% school based assessment and therefore has been excluded in the calculation. Also significant to note is the fact that, from the top 23 candidates for 2014, 9 are males and 14 females. Well done girls, you have well reflected the statistics as revealed by Census 2011 and you are indeed exemplary in breaking the gender barriers.

3.9. The list of the top 20 positions with 23 candidates is as follows:

Pos	Surname	First Names	School	R	G	Tot 6 best Subjects
20	Wallis	Brandon	Rustenburg High School	W	M	1592
19	Geyser	Pierre Reinhardt	Rustenburg High School	W	M	1597
19	Schutte	Rouxné	Rustenburg High School	W	F	1597
18	Robin	Amal Kurian	H T S Klerksdorp	I	M	1598
17	De Jager	Mischan Michael	Klerksdorp High School	W	M	1599
16	Swanepoel	Cherise	Brits High School	W	F	1600
15	Venter	Heinrich	Vryburg High School	W	M	1601
14	Terblanche	Corne	Vryburg High School	W	F	1604
14	Strauss	Carmen	Wesvalia High School	W	F	1604
13	John	Deepthi Susan	Mafikeng High School	I	F	1608
13	Van Heerden	Frederik Johannes	Vryburg High School	W	M	1608
12	Du Plessis	René	Hoër Volkskool	W	F	1610
11	Coetzee	Annelde	Schoonspruit High School	W	F	1615
10	Calitz	Zandré	Hartbeespoort High School	W	F	1626
9	Van Der Merwe	Liezaan	Schoonspruit High School	W	F	1632
8	Du Preez	Jennifer Christina	Lichtenburg High School	W	F	1635
7	Van Heerden	Zander	Rustenburg High School	W	M	1637
6	Beumer	Jan Martinus	Rustenburg High School	W	M	1639
5	Kooij	Monique	Klerksdorp High School	W	F	1640
4	Cronje	Line	Wagpos High School	W	F	1643
3. A special word of congratulations to Preethi Ann John from Mafikeng High School who obtained the 3rd highest total of 1 657 marks, an average of 92.10%. She wrote 7 subjects and obtained in the nineties in 5 of the subjects and in the eighties for the remaining two.  She achieved also the highest mark in the province for Physical Sciences at 99%.
2. A special word of congratulations to Ashim Bin Asharaph from Sol Plaatje Secondary School who obtained the 2nd highest total of 1 658, average of 92.11% . He wrote 7 subjects and achieved in the nineties in four of the subjects and in the eighties in the remaining three, with Mathematics being the highest at 97%.
1. I would like to congratulate Anri Hattingh from Vryburg High School as the top candidate in the North West Province for the year 2014. She obtained 1 701 marks, an average of 94.5%. She wrote 7 subjects and achieved between 91% and 98% in all 7 subjects . Ba o ba reng tsa etelelwa pele ke e tshegadi tsa wela ka lengope ba tla ja phure ba sala ba akabetse.

Before turning to the Top Schools, I would like to mention an extraordinary achievement. For the past six years we have presented a Meritorious Award to an individual learner who has excelled despite challenges that he/she faced. This year’s candidate overcame all challenges to achieve outstanding results. She  grew  up  without a farther and her mother is only earning R2 500,00 per month. Staying in Magong Village, 57 km from the school, she had to stay with an aunt in Mogwase during the week and go home over

weekends where her grandmother looked after her and two younger siblings. As the year 2015 is the 21st year of democracy she also qualifies as the “freedom” candidate. I award a candidate from a rural area who performed outstandingly and is an example to others of what can be achieved when the opportunities are grabbed and developed to achieve goals in life.

In her seven subjects she managed to obtain 3 eighties and 4 nineties with Accounting being the highest at 98%, the 3rd highest performance in the province in Accounting. Her Economics result at 94%, the best performance in the province for Economics.

This year we would like to present this prestigious award to Thato Felicia Ramagogodi, from J.M. Ntsime Secondary School, in Moses Kotane East Area Office, Bojanala Platinum District.

3.10. Top Schools

We have three categories of top schools, two on quality (Subject Distinctions and candidates  qualifying for admission into Higher Education – Degree Studies) and one in the quantity category. To accommodate the smaller schools, the quality categories have been split into two categories, one with the percentages and one with actual numbers.

In the category of top schools – quantity category, Klerksdorp High School  is the number 1 school for 2014 with the most learners (169 wrote) with a 100% pass rate, followed by Schoonspruit High School (129 wrote) and Wesvalia High School (122 wrote), all with a 100% pass rate.

In the second category of top schools, quality – Admission into Higher Education – Degree Studies, the top three schools with the highest percentage of candidates who achieved admission into Higher Education for Degree studies are Al-Huda Muslim School (100%), Potchefstroom High School for Girls (92.79%) and St. Anne’s High School (86.44%).   

Even though Mogawane High School achieved a 100%, only one candidate wrote and achieved Admission to Higher Education: Degree Studies.

Furthermore, I would like to announce that we have invited the 51 schools where 50% or more of the candidates qualified for admission into Higher Education – Degree Studies. (See annexure C).

In the same category, and more importantly, are the schools with the highest number of candidates who qualified for Degree Studies.  As in 2011, 2012 and 2013, Rustenburg High School is number 1 and obtained the highest number with 193 candidates achieving ‘Admission for Degree Studies’, followed by Lichtenburg High School as in 2013,  that had 192 candidates and also as in 2013 Potchefstroom Gimnasium with 146 candidates who met the requirements for admission into Higher Education – Degree studies.  

I have also decided to award the school with the biggest improvement in learners qualify for Degree studies.  In this category we are comparing the number increased as well as the percentage increased from 2013 to 2014.  The school that improved the most in the numbers and percentage will be awarded.  For the first time in 2014, this award goes to Zeerust High School. 44 Candidates qualified for degree studies in 2013 and they improved with 29

candidates to 73 in 2014. The school improved in percentage with 18.13% from 40.74% to 58.87% in 2014.

The third category for top performing schools is schools that achieved the most subject distinctions (80-100%). The percentage distinctions achieved, is calculated  out  of  the  total  of possible  subjects  of  the  school.    Al-Huda Muslim School achieved 38.89% distinctions, followed by Wesvalia High School  with  24.39%  distinctions  and  Potchefstroom  Gimnasium  with 22.69% distinctions.

In the second part of this category Rustenburg High School is the number one school with 264 subject distinctions, followed by Potchefstroom Gimnasium with 236 subject distinctions followed by Lichtenburg High School with 227 subject distinctions.  

Please note that the distinctions obtained in Life Orientation were excluded.  (See annexure D for a list of schools with 10 or more subject distinctions)

The following schools registered a 100% pass percentage.  (Annexure A

– Schools with pass rate of between 70% and 100%.

No	AO_no	Centre_name	Wrote	Achieved	Pass %
1	21	Klerksdorp High School	169	169	100.00%
2	21	Schoonspruit High School	129	129	100.00%
3	21	Wesvalia High School	122	122	100.00%
4	22	Potchefstroom Girls High	111	111	100.00%
5	33	Vryburg High School	106	106	100.00%
6	22	Ferdinand Postma	83	83	100.00%
7	15	Fields College	81	81	100.00%
8	22	B A Seobi Secondary School	78	78	100.00%
9	14	St Anne`S High School	59	59	100.00%
10	43	Z M Seatlholo High School	48	48	100.00%
11	40	Koster High School	44	44	100.00%
12	43	Mogakolodi-Masibi Compr School	44	44	100.00%
13	41	J M Lekgetha Commercial High	43	43	100.00%
14	41	Coligny High School	40	40	100.00%
15	22	Potchefstroom Secondary	38	38	100.00%
16	20	Sannieshof High School	35	35	100.00%
17	11	Acadamy For Christian Education	30	30	100.00%
18	10	Maruatona Dikobe High School	27	27	100.00%

 

19	33	Kismet Secondary	27	27	100.00%
20	43	Mothibinyane High School	27	27	100.00%
21	21	Alabama Combined School	26	26	100.00%
22	33	Stella High School	25	25	100.00%
23	40	Gabonewe Secondary School	25	25	100.00%
24	10	Thomas Makgatho High School	24	24	100.00%
25	14	Batleng High School	24	24	100.00%
26	41	F M Ramaboea Techn And Comm High Scho	24	24	100.00%
27	15	Naauwpoort High School	22	22	100.00%
28	13	Nkobong High School	21	21	100.00%
29	20	Mamoratwa Middle F A	20	20	100.00%
30	43	Seleje Secondary School	19	19	100.00%
31	21	Letlhasedi Combined School	18	18	100.00%
32	21	Phakela Combined School	18	18	100.00%
33	22	Ventersdorp High School	18	18	100.00%
34	40	Swartruggens Combined	18	18	100.00%
35	44	Matthews Mangope High School	17	17	100.00%
36	31	Reivilo High School	16	16	100.00%
37	42	Madiba High School	15	15	100.00%
38	11	Meerhof School	14	14	100.00%
39	15	Nural-Iman-Muslim School	14	14	100.00%
40	21	Al-Huda Muslim School	12	12	100.00%
41	40	Thuto-Ke-Matla Secondary School	11	11	100.00%
42	13	Mphela Middle School	9	9	100.00%
43	40	Kutlwano Combined School	9	9	100.00%
44	20	Boskuil Combined School	7	7	100.00%
45	21	Educators High School	7	7	100.00%
46	21	Lofdal Christian School	5	5	100.00%
47	43	Tlamelang Special School	5	5	100.00%
48	30	Mogawane High School	1	1	100.00%

Schools that need special acknowledgement: We are following the performance of these schools over years as an example of what can happen if the school management team, teachers, community and parents are committed.

• B.A. Seobi Secondary School in Dr. Kenneth  Kaunda  District.  What makes their achievement so special is the fact that B.A.Seobi is situated in a informal settlement but for the principal and the Management of the school each learner is very important. 

YEAR	WROTE	ACHIEVED	PASS %
2010 (First time Gr. 12)	28	27	96.4%
2011	54	52	96.49%
2012	57	55	96.49%
2013	87	87	100%
2014	78	78	100%
This is an excellent example of where success can be linked to good leadership and discipline.

• At Onkgopotse Tiro Comprehensive School in Ngaka Modiri Molema a similar picture unfolded. This school is the first mega farm school that was established in the province. Needless to say, they serve learners from rural areas and neighbouring farms, thus affording children from farming communities also an opportunity to receive quality education.

YEAR	WROTE	ACHIEVED	PASS %
2008	35	15	42.86%
2009	33	18	54.55%
2010	26	22	84.62%
2011	22	21	95.45%
2012	34	34	100%
2013	33	33	100%
2014	47	43	93.48%
This is an excellent example of where success can be linked to good leadership and discipline.

• Kgononyane High School, a rural school in Dr. Ruth Segomotsi Mompati, Kagisano Molopo Area, had 12 candidates in 2006 from which only one managed to pass, a pass rate of 19.4%. Special interventions were implemented and in 2007, 12 of the 29 candidates managed to pass, a pass rate of 44.83.  

YEAR	WROTE	ACHIEVED	PASS %
2006	12	1	19.4%
2007	29	12	44.83%
2008	40	29	72.5%
2009	81	56	69.1%
2010	50	44	88.0%
2011	55	42	76.36%
2012	89	48	53.93%
Intensive special interventions were implemented in 2013 together with the “Last Push” Campaign
2013	82	73	89.02%
2014	107	91	85.05%
This is an excellent example of where success can be linked to good leadership and discipline.

Schools that need special acknowledgement: Schools with high enrolment where 160 and more candidates wrote the 2014 NSC examination.

AO_Name	Centre_Name	Wrote	Achieved	Pass %
Rustenburg AO	Rustenburg High School	272	270	99.26%
Lichtenburg AO	Lichtenburg High School	240	239	99.58%
Rustenburg AO	Pres Mangope Tech High School	237	232	97.89%
Moses Kotane East AO	J M Ntsime School	220	185	84.09%
Rekopantswe AO	Barolong High School	220	182	82.73%
Zeerust AO	Motswedi High School	218	195	89.45%
Tlokwe AO	Hoër Volkskool	216	206	95.37%
Rustenburg AO	Tlhabane Tech And Comm High School	199	189	94.97%
Letlhabile AO	Hebron Tech And Comm High School	196	142	72.45%
Rustenburg AO	Rauwane Sepeng Sen Sec School	184	162	88.04%
Rustenburg AO	Bafokeng High School	183	154	84.15%
Rustenburg AO	Boitekong Sec School	181	154	85.08%
Matlosana AO	H T S Klerksdorp	176	163	92.61%
Madibeng AO	St Teresa High School	175	161	92.00%
Madibeng AO	Hartbeespoort High School	172	169	98.26%
Rustenburg AO	Bergsig High School	172	168	97.67%
Rustenburg AO	H F Tlou High School	170	167	98.24%
Matlosana AO	Klerksdorp High School	169	169	100.00%
Tlokwe AO	Potchefstroom Gimnasium	169	168	99.41%