WHEN THE SUN RISES WE WORK HARD TO

WHEN THE SUN RISES WE WORK HARD TO DELIVER DG PROVINCIAL ENGAGEMENT MEETING 1 MARCH 2019 JOHN MDLULI PRIMARY SCHOOL 1

PRESENTATION OUTLINE • Introduction • An overview of NSC performance for the last three years • Interventions which worked in 2018 and why certain things worked in 2018; • Interventions which didn’t work in 2018 and why they didn’t work • What the province will do differently to ensure improvement in 2019 • Summary of the major plans for 2019; ECD; IE; GET; MST; FET. 2

INTRODUCTION The administration of Mpumalanga Department of Education comprises • the Provincial Head Office (Mbombela), • 4 District Offices, 68 Circuit Offices, • 1 735 Public Schools, 18 Special Schools, • 26 Subsidized Independent Schools • 991 000 learners from grades 1 – 12, 33 000 teachers • 13 District Teacher Development Centres, • a Mathematics, Science and Technology Academy (MSTA), • an Early Childhood Development Institute (ECDI) and • the Mpumalanga Regional Training Trust which is a public entity reporting to the department. 3

INTRODUCTION • The MDo. E is committed to the effective management of a comprehensive education system in order to expand education opportunities for all citizens of the province. • The department understands that access to quality education is fundamental to improve the socio-economic position of the people of Mpumalanga. • In this regard, citizens can expect the department to: o provide effective teaching in all schools; o ensure effective and efficient management at all educational institutions and offices; o ensure professional and ethical conduct by all educators, support staff and managers; o progressively provide learners with relevant school resources to create a conducive learning environment o improve participation and performance in all subjects offered by schools in the province 4

GRADE 1 – 11 PERFORMANCE GRADE 1 2 3 4 5 6 7 8 9 10 11 2016 PASS 91 92 92 2017 PASS 92 92 92 2018 PASS 93 93 93 88 91 92 84 68 67 69 74 90 92 93 87 69 67 68 71 90 92 93 87 71 68 68 70 5

Overall learner performance per grade 100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 2016 PASS 6 7 2017 PASS 2018 PASS 6 8 9 10 11

GRADE 3 Subject 2016 % Above 50% 2017 % Above 50% 2018 % Above 50% English First Additional Language 78. 71 76. 93 77. 17 Isi. Ndebele Home Language 88. 43 87. 78 87. 73 Life Skills 93. 16 94. 56 96. 2 Mathematics 82. 14 82. 08 83. 06 Sepedi Home Language 85. 88 86. 25 87. 37 Si. Swati Home Language 86. 16 86. 43 86. 92 Xitsonga Home Language 86. 43 87. 86 90. 41 7

GRADE 3 Grade 3, 2018 results 100 90 80 70 60 50 40 30 20 10 0 English First Additional Language Isi. Ndebele Home Language Life Skills 2016 % Above 50% Mathematics Sepedi Home Language 2017 % Above 50% 8 2018 % Above 50% Si. Swati Home Language Xitsonga Home Language

GRADE 6 Subject English First Additional Language Isi. Ndebele Home Language Life Skills Mathematics Natural Sciences and Technology Sepedi Home Language Si. Swati Home Language Social Sciences Xitsonga Home Language 2016 % Above 50% 73. 14 93. 52 95. 61 54. 52 63. 61 91. 49 93. 16 61. 51 93. 86 9 2017 % Above 50% 76. 91 94. 36 97. 04 57. 61 70. 48 93. 49 93. 92 62. 65 95. 7 2018 % Above 50% 74. 67 93. 21 97. 73 64. 31 72. 93 92. 32 93. 54 56. 57 95. 59

GRADE 6 Grade 6, 2018 results 100 90 80 70 60 50 40 30 20 10 0 English First Isi. Ndebele Home Additional Language Life Skills Mathematics Natural Sciences Sepedi Home and Technology Language 2016 % Above 50% 2017 % Above 50% 10 Si. Swati Home Social Sciences Xitsonga Home Language 2018 % Above 50%

GRADE 9 Subject Creative Arts Economic Management Sciences English First Additional Language Isi. Ndebele Home Language Life Orientation Mathematics Natural Sciences Sepedi Home Language Si. Swati Home Language Social Sciences Technology Xitsonga Home Language 2016 2017 2018 % Above 50% 78. 6 69. 19 72. 8 15. 05 10. 8 15. 94 68. 68 66. 8 63. 55 90. 81 87. 61 88. 91 69. 29 63. 44 58. 11 12. 19 14. 03 14. 09 18. 1 18. 93 15. 35 88. 13 88. 03 90. 52 88. 91 89. 31 89. 25 20. 44 20. 46 13. 15 32. 18 27. 35 25. 48 91. 84 90. 99 89. 62 11

2016 % Above 50% 2017 % Above 50% 12 2017 % Above 50% om ga H on ts Xi ua ge ng e La gy lo no ch Te es nc l S cie ge ag e gu La n e cia So om i H ng ua es ics nc cie l S at m he e La om di H at w Si. S pe Se ra tu Na at M n io at nt ie e e ag gu La n e Lif e Or Ho m e ua g ng l L a ts Ar e cie nc es t S en tio na dd i Nd eb el Isi Fi rs t A sh gli En tiv ea Cr ag em an ic M om on Ec GRADE 9 Grade 9 , results 100 90 80 70 60 50 40 30 20 10 0

GRADE 10 Description 2016 2017 2018 Pass % at 30% + English First Additional Language 89. 46 88. 75 89. 00 History 74. 33 57. 56 66. 63 Accounting 49. 00 56. 94 66. 35 Geography 55. 74 54. 15 58. 34 Life Sciences 59. 56 56. 63 56. 06 Agricultural Sciences 67. 80 53. 97 54. 31 Business Studies 47. 28 47. 04 52. 77 Physical Sciences 54. 35 49. 54 49. 38 Economics 46. 63 40. 49 46. 64 Mathematical Literacy 39. 10 52. 25 41. 06 Mathematics 31. 67 29. 89 30. 20 13

Fir h 2016 Pass % at 30% + 2017 Pass % at 30% + 14 at M 2018 Pass % at 30% + at at m he ics cy ics ra l L ite ica M at m he om on Ec es nc es cie l S ica ys Ph di tu s S es sin Bu es nc l S cie ra tu ul nc es ie Lif e Sc ph y og ra Ge g tin un y or st Hi e ua g ng l L a Ac co tio na dd i Ag ric st A GRADE 10 Grade 10, 2018 results 90 80 70 60 50 40 30 20 10 0

GRADE 11 Subject 2016 2017 2018 English First Additional Language 93. 66 91. 73 96. 81 Mathematical Literacy 51. 46 54. 21 80. 34 History 70. 33 67. 56 63. 85 Life Sciences 70. 54 59. 79 60. 23 Geography 54. 66 50. 66 54. 11 Agricultural Sciences 69. 15 50. 87 53. 65 Physical Sciences 55. 82 51. 55 51. 78 Mathematics 34. 73 31. 15 51. 22 Business Studies 54. 05 51. 07 49. 76 Economics 62. 03 65. 71 48. 97 Accounting 49. 38 50. 29 44. 21 15

2016 2017 2018 16 g tin un Ac co ics om on Ec es ics di tu s S at m he es sin Bu at M nc es cie l S ica ys Ph es ph y nc l S cie ra tu ul Ag ric og ra Ge nc es ie y or st Hi cy ra l L ite ica e ua g ng l L a Lif e Sc at m he tio na dd i at M Fi rs t A sh GRADE 11 Grade 11, 2016 - 2018 perfromance trends 100 90 80 70 60 50 40 30 20 10 0

GRADE 12 OVERALL PASS COMPARED TO OTHER PROVINCES AND NATIONAL % Achieved Ranking % Difference 2018 Ranking 2017 % Achieved 2016 GAUTENG 85. 1 3 85. 1 2 87. 9 1 2. 8 FREE STATE 88. 2 1 86. 1 1 87. 5 2 1. 4 WESTERN CAPE 85. 9 2 82. 8 3 81. 5 3 -1. 3 NORTH WEST 82. 5 4 79. 4 4 81. 1 4 1. 7 MPUMALANGA 77. 1 6 74. 8 6 79 5 4. 2 KWAZULU-NATAL 66. 4 7 72. 9 7 76. 2 6 3. 3 NORTHERN CAPE 78. 7 5 75. 6 5 73. 3 7 -2. 3 EASTERN CAPE 59. 3 9 65 9 70. 6 8 5. 6 LIMPOPO 62. 5 8 65. 6 8 69. 4 9 3. 8 NATIONAL 72. 5 75. 1 78. 2 3. 1 Province 17

GRADE 12 OVERALL PASS COMPARED TO OTHER PROVINCES AND NATIONAL 78. 2 70. 6 AL ON NA TI PO 69. 4 PO LIM C AP E ER N 18 73. 3 C AP E AL RT H NO AZ UL U -N AT A AN G KW PU M 76. 2 EA ST 79 M AL W ES T 81. 1 RT H CA PE 81. 5 NO W ES TE R N ST AT E 87. 5 EE FR GA UT EN G 87. 9

GRADE 12 PROGRESSED LEARNERS 80 70. 3 65 70 64. 7 63. 4 56. 9 56. 5 60. 2 55. 9 60 50 40. 2 33. 5 40 30 20 10 KWAZULU-NATAL WESTERN CAPE 19 ON AL NA W MPUMALANGA NORTHERN CAPE TI PE ES T ER RN HE NO RT N CA CA P E PO ST ER LIM PO N CA PE ES T RT H W L NO AZ FREE STATE LIMPOPO EA GAUTENG EASTERN CAPE KW M PU M UL U- AL NA AN TA GA E AT EE ST FR GA UT EN G 0 NORTH WEST NATIONAL

GRADE 12 BACHELOR PASSES 2018 43. 6 45 42. 3 37. 5 40 33. 2 35 32. 5 33. 6 29. 6 27. 4 30 26. 1 23. 5 25 20 15 10 5 0 GP WC FS GP WC KZN FS KZN NW NW MP MP 20 EC EC NC NC LP LP NAT

GRADE 12 BACHELOR PASSES 100 79 78. 8 74. 8 77. 1 90 79 80 70 60 50 40 30 20 10 0 Pass % 2014 Pass % 2015 Pass % 2016 PROVINCE 21 Pass % 2017 Pass% 2018

Pass % 2016 Pass % 2017 Pass% 2018 2017/18 Variance Position 2019 targets EHLANZENI 82. 1 82. 4 79. 5 76. 8 82. 3 5. 5 1 84 NKANGALA 78. 8 81. 7 79. 5 73. 5 78. 7 5. 3 2 82 GERT SIBANDE 77. 1 72. 6 75. 8 76. 5 77. 5 1. 0 3 82 BOHLABELA 76. 8 76. 7 72. 4 76. 9 4. 5 4 80 PROVINCE 79. 0 78. 8 77. 1 74. 8 79. 0 4. 2 DISTRICT Pass % 2014 Pass % 2015 GRADE 12 OVERALL PASS: DISTRICT COMPARISON 22 82

Grade 12 Progressed Learner Passes 80 65. 9 70 60 71. 4 69. 8 56. 7 58. 1 50. 2 59. 4 52. 7 52. 8 56. 8 55. 2 64. 7 61. 4 54. 5 56. 4 50 40 30 20 10 0 BOHLABELA EHLANZENI Pass % 2016 GERT SIBANDE Pass % 2017 23 NKANGALA Pass % 2018 PROVINCE

CIRCUITS PERFORMANCE 24

Pass % 2014 Pass % 2015 Pass % 2016 Pass % 2017 Pass% 2018/17 Varience MEO EHLANZENI DISTRICT 1 Ehlanzeni Mbombela 87. 7 92. 5 92. 0 91. 2 91. 8 0. 6 -99 2 Ehlanzeni Khulangwane 89. 2 92. 8 78. 0 84. 6 90. 5 5. 9 -408 3 Ehlanzeni Nkomazi West 90. 5 87. 5 83. 1 85. 0 90. 2 5. 1 -192 4 Ehlanzeni Nkomazi East 92. 0 82. 2 84. 2 74. 1 88. 1 14. 0 -308 5 Ehlanzeni Malalane 81. 8 90. 9 80. 0 74. 3 87. 4 13. 1 -143 6 Ehlanzeni White River 80. 2 87. 2 82. 3 79. 9 81. 2 1. 4 -361 7 8 9 10 11 Ehlanzeni Ehlanzeni Insikazi Mgwenya White Hazy 1 Lubombo Umjindi 84. 2 71. 9 74. 6 77. 4 67. 6 79. 7 68. 8 77. 0 76. 4 72. 3 81. 9 70. 2 73. 1 76. 6 78. 5 81. 5 73. 6 67. 1 75. 9 69. 7 80. 6 77. 2 76. 5 75. 2 72. 3 -0. 9 3. 6 9. 4 -0. 7 2. 6 -306 -366 -284 -196 -195 12 Ehlanzeni White Hazy 2 84. 4 83. 3 82. 6 71. 3 72. 0 0. 7 -222 13 Ehlanzeni 14 Ehlanzeni Sikhulile 80. 7 78. 2 72. 3 60. 1 Nkululeko 80. 8 81. 2 70. 7 69. 1 TOTAL NUMBER OF LEARNERS WHO OPTED FOR THE MEO 71. 7 70. 5 11. 5 -447 -214 -3741 No District Circuits 25

WHITE HAZY 1 NKOMAZI WEST NKOMAZI EAST WHITE HAZY 1 WHITE RIVER NKOMAZI WEST INSIKAZI MBOMBELA NKOMAZI EAST INSIKAZI NKOMAZI EAST MALALANE KHULANGWANE WHITE HAZY 1 NKOMAZI WEST NKOMAZI EAST 2018/2017 Varience Pass % 2018 Achieved 2018 Wrote 2018 Entered 2018 Pass % 2017 Achieved 2017 Wrote 2017 Entered 2017 Pass % 2016 Achieved 2016 Wrote 2016 Entered 2016 Pass %2015 Achieved 2015 Wrote 2015 H/S Nelspruit 231 H/S Rob Ferreira 159 HAZYVIEW PRIVATE COLLEGE 30 DD Mabuza Compr Sch 73 Mgubho Comb Sch 102 Noah`s Ark Private College 78 THE KING'S Sch Laeveld Akademie 5 Idlangemabala SEC 75 Sikhwahlane SEC 114 Zikodze SEC 42 H/S Bergvlam 195 Lambalati SEC 134 Guduza SEC 78 Mehlobovu SEC 102 BEACON COLLEGE 62 Driekoppies Comb Sch 120 Khetsalwati SEC 72 Shinyukane SEC 63 Mjokwane SEC 200 Entered 2015 MBOMBELA WHITE RIVER Pass % 2014 Centre Name Achieved 2014 Circuit Wrote 2014 Entered 2014 EHLANZENI DISTRICT: TOP 20 230 156 230 100. 0 149 95. 5 252 133 251 100. 0 132 99. 3 229 135 229 131 229 100. 0 130 99. 2 244 134 231 100. 0 132 98. 5 268 128 267 100. 0 128 100. 0 1. 5 30 25 83. 3 42 39 27 69. 2 41 38 38 100. 0 52 42 42 100. 0 89 76 76 100. 0 73 98 58 79. 5 79 80. 6 100 134 99 134 80 80. 8 85 63. 4 115 86 115 61 86 74. 8 57 93. 4 98 147 87 77 64 73. 6 61 79. 2 105 84 69 50 69 100. 0 26. 4 50 100. 0 20. 8 44 5 75 114 42 194 134 77 101 61 45 66. 2 5 100. 0 55 73. 3 114 100. 0 36 85. 7 193 99. 5 123 91. 8 73 94. 8 98 97. 0 50 82. 0 2 171 131 46 187 211 96 171 81 2 170 131 46 186 209 96 169 81 39 90. 7 2 100. 0 102 60. 0 127 97. 0 45 97. 8 186 100. 0 154 73. 7 79 82. 3 164 97. 0 75 92. 6 22 16 3 204 156 57 189 240 105 183 89 21 16 3 181 156 57 189 144 97 166 81 20 95. 2 16 100. 0 3 100. 0 137 75. 7 150 96. 2 57 100. 0 188 99. 5 92 63. 9 93 95. 9 147 88. 6 68 84. 0 43 18 7 139 183 68 197 145 112 148 94 38 18 7 70 176 61 197 111 84 147 89 36 94. 7 18 100. 0 7 100. 0 63 90. 0 164 93. 2 60 98. 4 195 99. 0 79 71. 2 76 90. 5 121 82. 3 82 92. 1 52 14 13 82 141 70 179 95 117 134 95 42 14 13 68 132 65 178 46 85 122 81 42 100. 0 5. 3 14 100. 0 13 100. 0 67 98. 5 130 98. 5 5. 3 64 98. 5 0. 1 175 98. 3 -0. 7 45 97. 8 26. 7 83 97. 6 7. 2 119 97. 5 15. 2 79 97. 5 5. 4 120 72 62 198 113 94. 2 45 62 100. 0 194 98. 0 153 105 107 293 153 104 289 142 73 100 253 161 151 104 242 160 146 103 231 141 83 101 221 159 137 162 283 149 109 155 252 137 82 145 222 135 102 142 243 111 69 127 179 108 67 123 173 68 43 92. 8 70. 2 96. 2 87. 5 26 88. 1 56. 8 98. 1 95. 7 91. 9 75. 2 93. 5 88. 1 97. 3 5. 4 97. 1 21. 9 96. 9 3. 3 96. 6 8. 6

Entered 2014 Wrote 2014 Achieved 2014 Pass % 2014 Entered 2015 Wrote 2015 Achieved 2015 Pass %2015 Entered 2016 Wrote 2016 Achieved 2016 Pass % 2016 Entered 2017 Wrote 2017 Achieved 2017 Pass % 2017 Entered 2018 Wrote 2018 Achieved 2018 Pass % 2018/2017 Varience EHLANZENI DISTRICT: BOTTOM 20 67 52 36 69. 2 75 68 38 55. 9 69 55 34 61. 8 53 42 11 26. 2 44 22 15 68. 2 42. 0 NKULULEKO ELEPHANT PRIVATE Sch Sitfokotile SEC 112 105 78 74. 3 93 92 69 75. 0 197 184 132 71. 7 141 135 93 68. 9 165 138 92 66. 7 -2. 2 NKULULEKO Masitakhe SEC 152 151 128 84. 8 146 143 133 93. 0 211 202 130 64. 4 160 126 63 50. 0 120 78 52 66. 7 16. 7 WHITE HAZY 1 HEROES ACADEMY 39 35 30 49 49 26 53. 1 44 41 27 65. 9 12. 8 WHITE HAZY 1 Inkunzi SEC 81 78 64 82. 1 150 132 88. 0 194 185 130 70. 3 132 112 71 63. 4 109 76 50 65. 8 WHITE RIVER Khumbula SEC 39 38 36 94. 7 71 69 65 94. 2 88 87 59 67. 8 58 39 32 82. 1 85 51 33 64. 7 -17. 3 NKOMAZI EAST MBOMBO Comb Sch 46 45 37 82. 2 68 68 53 77. 9 83 83 64 77. 1 111 107 25 23. 4 94 86 54 62. 8 39. 4 MGWENYA Chief Charles SEC 34 33 20 60. 6 77 74 27 36. 5 96 79 41 51. 9 69 50 31 62. 0 100 75 47 62. 7 WHITE RIVER Phatfwa SEC 78 78 66 84. 6 91 91 65 71. 4 123 116 73 62. 9 79 59 39 66. 1 84 53 31 58. 5 -7. 6 INSIKAZI Siligane SEC 53 50 46 92. 0 132 129 73 56. 6 94 69 46 66. 7 84 46 35 76. 1 77 52 30 57. 7 -18. 4 LUBOMBO Samora Machel SEC 151 148 92 62. 2 199 196 119 60. 7 184 133 96 72. 2 85 62 43 69. 4 172 142 80 56. 3 -13. 0 LUBOMBO Mbhunu SEC 104 79 76. 0 156 155 130 83. 9 198 196 142 72. 4 137 135 99 73. 3 150 148 80 54. 1 -19. 3 WHITE HAZY 2 LUNGISANI SEC 107 105 98 93. 3 169 164 153 93. 3 161 157 131 83. 4 169 150 94 62. 7 254 185 92 49. 7 -12. 9 WHITE RIVER Ngazi Ndhlovu SEC 64 64 46 71. 9 57 57 52 91. 2 118 116 80 82 59 52 88. 1 122 84 41 48. 8 -39. 3 UMJINDI Emjindini SEC 127 126 92 73. 0 214 211 147 69. 7 196 149 121 81. 2 271 163 84 51. 5 144 108 52 48. 1 -3. 4 UMJINDI Chief Funwako SEC 129 128 80 62. 5 99 99 69 69. 7 138 116 69 95 43 28 65. 1 117 45 21 46. 7 -18. 4 NKULULEKO Tikhontele SEC 161 158 123 77. 9 227 221 146 66. 1 266 226 129 57. 1 219 165 87 52. 7 200 88 41 46. 6 -6. 1 SIKHULILE Lihawu SEC 170 168 138 82. 1 175 172 138 80. 2 167 143 104 72. 7 201 169 86 50. 9 171 146 67 45. 9 -5. 0 SIKHULILE Ej Singwane SEC 87 87 68 78. 2 162 159 85 53. 5 144 124 45 36. 3 153 127 37 29. 1 177 49 21 42. 9 13. 7 WHITE HAZY 1 Bhekiswako SEC 109 78 71. 6 125 123 90 73. 2 153 136 103 75. 7 134 118 42 35. 6 159 140 41 29. 3 -6. 3 Circuit WHITE HAZY 1 Centre Name 27 85. 7 69. 0 59. 5 2. 4 0. 7

28 92. 4 83. 7 82. 4 82. 3 82. 2 81. 5 80. 9 79. 7 79. 5 79. 3 79. 0 78. 8 78. 5 78. 0 76. 3 76. 1 74. 1 73. 8 69. 7 63. 2 2. 1 -0. 3 13. 5 12. 2 0. 6 -1. 0 10. 6 -4. 6 3. 6 12. 9 14. 4 9. 9 -3. 4 11. 3 15. 9 12. 4 2. 9 4. 1 -1. 6 -4. 2 MEOs 2018/17 Variance Pass % 2017 Steve Tshwete 3 92. 5 90. 3 Steve Tshwete 2 82. 8 81. 5 84. 2 83. 9 Weltevrede 75. 9 87. 4 83. 8 68. 9 Kwamhlanga NE 80. 2 73. 8 75. 0 70. 1 Emakhazeni 85. 7 87. 0 84. 5 81. 6 Victor Khanye 74. 6 85. 4 82. 1 82. 5 Steve Tshwete 1 84. 8 86. 8 76. 0 70. 3 Emalahleni 2 76. 3 80. 2 89. 3 84. 2 Emalahleni 3 84. 3 82. 9 86. 7 75. 9 Nokaneng 70. 4 77. 3 71. 0 66. 4 T/fontein North 73. 3 71. 5 68. 3 64. 6 Marapyane 63. 6 78. 0 71. 3 68. 9 Emalahleni 1 85. 2 89. 8 87. 8 81. 9 Siyabuswa 74. 0 78. 2 70. 6 66. 7 Mmametlhake 80. 5 85. 0 79. 4 60. 4 K/fontein East 76. 4 90. 9 85. 9 63. 7 K/fontein West 76. 2 73. 1 78. 0 71. 2 Kwamhlanga SW 82. 8 82. 9 78. 2 69. 7 Libangeni 77. 1 75. 5 69. 0 71. 3 T/fontein South 72. 7 78. 2 80. 7 67. 4 TOTAL NUMBER OF LEARNERS WHO OPTED FOR THE MEO Pass% 2018 1 Nkangala 2 Nkangala 3 Nkangala 4 Nkangala 5 Nkangala 6 Nkangala 7 Nkangala 8 Nkangala 9 Nkangala 10 Nkangala 11 Nkangala 12 Nkangala 13 Nkangala 14 Nkangala 15 Nkangala 16 Nkangala 17 Nkangala 18 Nkangala 19 Nkangala 20 Nkangala Circuits Pass % 2016 District Pass % 2015 No Pass % 2014 NKANGALA DISTRICT -48 -150 -266 -228 -69 -142 -65 -389 -183 -44 -127 -40 -185 -462 -88 -163 -161 -156 -228 -147 -3341

Circuit Centre Name Entered 2014 Wrote 2014 Achieved 2014 Pass % 2014 Entered 2015 Wrote 2015 Achieved 2015 Pass %2015 Entered 2016 Wrote 2016 Achieved 2016 Pass % 2016 Entered 2017 Wrote 2017 Achieved 2017 Pass % 2017 Entered 2018 Wrote 2018 Achieved 2018 Pass % 2018/2017 Varience NKANGALA DISTRICT: TOP 20 STEVE TSHWETE 1 EMALAHLENI 2 STEVE TSHWETE 3 EMALAHLENI 3 SIYABUSWA HTS Middelburg H/S Patriot H/S Kanonkop Allendale SEC Vezilwazi SEC 231 184 123 73 61 37 230 182 123 71 61 37 226 174 121 70 59 27 98. 3 232 95. 6 195 98. 4 131 98. 6 86 96. 7 84 73. 0 38 231 193 129 86 84 37 227 192 129 85 79 28 98. 3 99. 5 100. 0 98. 8 94. 1 75. 7 201 226 158 81 83 120 200 226 156 81 77 68 197 225 154 81 74 57 98. 5 99. 6 98. 7 100. 0 96. 1 83. 8 196 205 121 102 123 129 195 205 119 101 99 37 195 205 117 101 77 29 100. 0 98. 3 100. 0 77. 8 78. 4 205 175 156 99 58 77 205 174 155 95 35 20 100. 0 0. 0 1. 7 0. 0 22. 2 21. 6 SIYABUSWA Kwandebele Science 128 Comb Sch 127 114 89. 8 141 140 132 94. 3 148 146 125 85. 6 143 111 88 79. 3 110 82 81 98. 8 19. 5 STEVE TSHWETE 3 Steelcrest HIGH 116 115 112 97. 4 146 146 100. 0 135 134 99. 3 133 131 98. 5 144 142 98. 6 EMAKHAZENI MARAPYANE EMAKHAZENI EMALAHLENI 1 EMALAHLENI 2 NOKANENG KWAGGAFONTEIN WEST EMAKHAZENI Belfast Akademie Seruane SEC Imemeza SEC HTS Witbank Mehlwana SEC Thufane SEC 48 39 57 181 60 69 48 38 56 180 60 69 48 35 36 179 33 52 100. 0 92. 1 64. 3 99. 4 55. 0 75. 4 45 69 52 166 93 69 42 68 52 166 91 67 42 66 40 166 35 57 42 67 59 190 82 80 42 67 59 188 72 62 40 54 42 187 68 46 95. 2 43 80. 6 67 71. 2 56 99. 5 166 94. 4 167 74. 2 60 43 46 50 166 100 56 42 43 40 166 93 47 97. 7 93. 5 80. 0 100. 0 93. 0 83. 9 49 43 39 191 119 41 47 43 32 190 95 27 46 42 31 184 92 26 97. 9 0. 2 97. 7 4. 2 96. 9 16. 9 96. 8 -3. 2 96. 8 3. 8 96. 3 12. 4 Mafu SEC 62 61 46 75. 4 123 121 101 83. 5 151 102 86 84. 3 129 84 73 86. 9 118 75 72 96. 0 44 43 41 95. 4 49 49 48 98. 0 53 53 51 96. 2 42 34 24 70. 6 29 25 24 96. 0 25. 4 63 62 53 85. 5 65 64 58 90. 6 92 90 77 85. 6 91 86 57 66. 3 24 24 23 95. 8 29. 6 45 25 182 44 25 181 41 93. 2 61 20 80. 0 51 171 94. 5 215 61 51 211 56 91. 8 60 22 43. 1 40 198 93. 8 169 53 38 169 48 90. 6 70 28 73. 7 44 169 100. 0 188 47 30 187 37 78. 7 63 21 70. 0 51 187 100. 0 165 45 43 165 43 95. 6 16. 8 41 95. 3 25. 3 157 95. 2 -4. 8 Siyifunile SEC Middelburg Muslim STEVE TSHWETE 2 Sch WELTEVREDE Mokebe SEC EMALAHLENI 3 Makause Comb Sch EMALAHLENI 1 H/S Generaal Hertzog 100. 0 97. 1 76. 9 100. 0 38. 5 85. 1 29 0. 1 9. 1

Circuit Centre Name Entered 2014 Wrote 2014 Achieved 2014 Pass % 2014 Entered 2015 Wrote 2015 Achieved 2015 Pass %2015 Entered 2016 Wrote 2016 Achieved 2016 Pass % 2016 Entered 2017 Wrote 2017 Achieved 2017 Pass % 2017 Entered 2018 Wrote 2018 Achieved 2018 Pass % 2018/2017 Varience NKANGALA DISTRICT: BOTTOM 20 MARAPYANE Sithenjisiwe SEC 45 45 34 75. 6 58 58 30 51. 7 53 53 47 88. 7 62 62 42 67. 7 64 32 19 59. 4 -8. 4 MMAMETLHAKE Manoka SEC 51 51 41 80. 4 52 52 40 76. 9 64 64 56 87. 5 48 48 30 62. 5 64 61 36 59. 0 -3. 5 EMAKHAZENI Morelig Comb Sch 37 37 35 94. 6 93 92 66 71. 7 73 62 44 71. 0 44 41 27 65. 9 51 34 20 58. 8 -7. 0 51 51 34 66. 7 114 113 72 63. 7 90 79 46 58. 2 96 52 37 71. 2 59 39 22 56. 4 -14. 7 152 120 79. 0 137 134 97. 8 291 263 186 70. 7 114 110 79 71. 8 137 130 73 56. 2 -15. 7 63 54 60 52 54 30 90. 0 76 57. 7 104 76 101 57 39 75. 0 64 38. 6 111 62 100 45 39 72. 6 39. 0 63 83 51 64 27 30 52. 9 46. 9 76 81 47 60 26 33 55. 0 2. 4 8. 1 74 74 40 54. 1 104 103 54 52. 4 117 114 58 50. 9 76 68 32 47. 1 56 44 24 54. 5 7. 5 32 14 123 190 24 32 14 120 185 24 28 6 92 115 14 87. 5 83 42. 9 29 76. 7 168 62. 2 174 58. 3 21 81 29 166 170 21 62 19 143 130 18 76. 5 167 65. 5 36 86. 1 315 76. 5 214 85. 7 27 146 31 123 205 27 101 24 113 100 22 69. 2 122 77. 4 34 91. 9 240 48. 8 311 81. 5 42 72 23 66 297 42 41 16 53 91 24 56. 9 224 69. 6 33 80. 3 183 30. 6 124 57. 1 27 93 25 141 102 22 50 13 72 52 11 53. 8 52. 0 51. 1 51. 0 50. 0 -3. 2 -17. 6 -29. 2 20. 3 -7. 1 40 40 13 32. 5 33 32 24 75. 0 85 56 39 69. 6 75 57 29 50. 9 43 36 15 41. 7 -9. 2 80 80 53 66. 3 70 69 60 87. 0 96 94 66 70. 2 92 63 40 63. 5 82 70 29 41. 4 -22. 1 53 51 40 78. 4 95 95 70 73. 7 124 106 62 58. 5 216 206 84 40. 8 -17. 7 97 96 67 69. 8 144 90 62. 5 105 94 73 77. 7 87 83 44 53. 0 117 102 41 40. 2 -12. 8 73 72 45 62. 5 67 65 59 90. 8 63 62 47 75. 8 75 73 36 49. 3 86 68 27 39. 7 -9. 6 62 60 38 63. 3 73 72 46 63. 9 86 56 49 87. 5 81 41 33 80. 5 69 43 17 39. 5 -41. 0 14 14 4 28. 6 29 29 15 51. 7 33 31 16 51. 6 43 38 15 39. 5 -12. 1 SIYABUSWA Bonginhla SEC Ndzundza Mabhoko KWAMHLANGA SW SEC VICTOR KHANYE Swartklip Comb Sch LIBANGENI Malebo SEC TWEEFONTEIN Extension K SEC NORTH SIYABUSWA Ubuhlebethu SEC WELTEVREDE Madlayedwa SEC EMALAHLENI 2 Zacheus Malaza SEC STEVE TSHWETE 1 Sofunda SEC EMALAHLENI 3 Lehlaka Comb Sch TWEEFONTEIN Mzimhlophe SEC SOUTH TWEEFONTEIN Vumabesala SEC SOUTH EMALAHLENI 1 CORONATION SEC TWEEFONTEIN Zidobhele SEC SOUTH LIBANGENI Bingweni SEC KWAGGAFONTEIN Dumeleni SEC WEST STEVE TSHWETE 1 HILLSIDE PRIVATE Sch 30

87. 4 86. 9 82. 2 80. 5 79. 6 79. 3 78. 4 78. 2 78. 1 77. 1 0. 0 18. 3 1. 3 0. 1 -7. 8 -5. 9 4. 3 -8. 2 19. 9 -2. 1 -172 76. 9 76. 0 75. 9 75. 3 71. 4 71. 2 69. 5 60. 4 3. 5 15. 7 -3. 8 6. 1 -15. 6 -3. 3 12. 1 -7. 6 -121 MEOs Pass % 2017 Pass % 2016 31 2018/17 Varience 11 12 13 14 15 16 17 18 Lekwa West 90. 2 90. 9 92. 4 87. 4 Dipaleseng 81. 4 53. 6 65. 2 68. 6 Breyten 85. 1 70. 2 77. 9 80. 9 Dundonald 82. 2 86. 6 82. 5 80. 4 Msukaligwa 1 81. 0 71. 8 85. 1 87. 4 Volksrust 60. 6 57. 4 56. 4 85. 2 Mashishila 77. 5 75. 4 75. 2 74. 0 Mpuluzi 77. 3 79. 3 84. 4 86. 5 Wakkerstroom 75. 9 58. 6 71. 6 58. 2 Bethal 71. 7 74. 5 84. 8 79. 2 H/Veld Ridge West 80. 3 78. 1 83. 1 73. 4 Msukaligwa 2 72. 4 65. 7 59. 5 60. 3 Badplaas 85. 5 78. 8 80. 6 79. 7 H/Veld Ridge East 76. 1 71. 2 68. 4 69. 2 Amsterdam 84. 8 73. 3 55. 3 87. 0 Mkhondo 67. 3 68. 9 69. 7 74. 5 Carolina 89. 0 84. 1 85. 2 57. 4 Lekwa East 55. 7 65. 6 71. 9 67. 9 TOTAL NUMBER OF LEARNERS WHO OPTED FOR THE MEO Pass% 2018 1 2 3 4 5 6 7 8 9 10 Circuits Pass % 2015 No Pass % 2014 GERT SIBANDE DISTRICT -83 -171 -162 -230 -111 -286 -382 -354 -162 -40 -239 -181 -256 -336 -61 -96 -3443

Entered 2017 Wrote 2017 Achieved 2017 Entered 2018 Wrote 2018 Achieved 2018/2017 Varience Achieved 2016 162 100. 0 139 138 137 99. 3 169 169 100. 0 0. 7 78 105 68 78 87. 2 135 74. 3 123 135 120 101 74. 8 82 68. 3 85 98 57 69 53 65 93. 0 97 94. 2 133 63 77 61 67 96. 8 126 87. 0 99 58 54 58 100. 0 3. 2 54 100. 0 13. 0 28 10 35. 7 63 61 45 73. 8 31 30 22 73. 3 63 25 23 92. 0 32 20 20 100. 0 8. 0 10 7 70. 0 17 17 16 94. 1 14 13 9 69. 2 19 19 17 89. 5 17 13 13 100. 0 10. 5 7 7 100. 0 6 6 6 100. 0 8 8 8 100. 0 5 5 5 100. 0 4 4 4 100. 0 3 3 3 100. 0 99. 0 Pass % 2018 Wrote 2016 169 99. 4 162 Pass % 2017 Entered 2016 170 Pass % 2016 Achieved 2015 160 98. 8 170 Pass %2015 Wrote 2015 162 Pass % 2014 Entered 2015 LIGBRON ACADEMY 163 OF TECH BADPLAAS Hlabangemehlo SEC 78 BADPLAAS Mkolishi SEC 107 Esibusisweni Comb AMSTERDAM 28 Sch Perdekop VOLKSRUST 10 Agricultural Sch GEORGE HOFMEYER LEKWA EAST 7 HIGHVELD RIDGE Highveld Muslim EAST Comb Sch MSUKALIGWA 1 H/S Ermelo 127 HIGHVELD RIDGE H/S SECunda 174 WEST LEKWA WEST Thuto-Thebe SEC 61 Gekombineerde DIPALESENG 53 Skool Balfour CAROLINA Carolina Comb Sch 47 DUNDONALD Lusushwana SEC 47 LEKWA WEST H/S Standerton 154 LEKWA WEST Azalea Comb Sch 19 MASHISHILA Ngilandi SEC 68 MSUKALIGWA 1 ERMELO Comb Sch 24 BREYTEN The Gem Comb Sch 34 MASHISHILA Highveld SEC 165 DUNDONALD Chief C J Nkosi SEC 31 MSUKALIGWA 1 Achieved 2014 Centre Name Wrote 2014 Circuit Entered 2014 GERT SIBANDE DISTRICT: TOP 20 125 124 99. 2 133 131 130 99. 2 117 117 100. 0 117 116 113 97. 4 101 100 99 172 168 97. 7 194 190 97. 9 165 164 163 99. 4 200 199 197 99. 0 189 186 184 98. 9 -0. 1 59 52 88. 1 60 59 55 93. 2 61 61 59 96. 7 99 93 68 73. 1 121 89 87 97. 8 24. 6 53 51 96. 2 46 46 40 87. 0 52 52 49 94. 2 54 54 50 92. 6 45 44 43 97. 7 5. 1 47 47 153 19 68 24 34 164 30 42 40 151 17 45 20 31 157 18 89. 4 78 85. 1 61 98. 7 135 89. 5 31 66. 2 78 83. 3 23 91. 2 48 95. 7 131 60. 0 38 77 59 134 31 76 23 47 129 37 54 50 133 26 57 18 41 122 31 70. 1 44 84. 8 71 99. 3 135 83. 9 23 75. 0 75 78. 3 28 87. 2 61 94. 6 147 83. 8 39 31 61 135 23 63 28 57 127 29 25 45 134 22 42 26 47 100 25 80. 6 59 73. 8 60 99. 3 144 95. 7 34 66. 7 46 92. 9 29 82. 5 69 78. 7 149 86. 2 35 42 54 144 29 22 26 47 140 30 21 34 140 25 21 23 42 120 25 50. 0 53 63. 0 42 97. 2 150 86. 2 32 95. 5 60 88. 5 28 89. 4 63 85. 7 176 83. 3 30 34 32 150 28 28 25 48 118 23 33 31 145 27 27 24 46 113 22 97. 1 96. 9 96. 7 96. 4 96. 0 95. 8 95. 7 47. 1 33. 9 -0. 6 10. 2 1. 0 7. 5 6. 5 10. 0 12. 3 32 1. 6

Entered 2017 Wrote 2017 Achieved 2017 Pass % 2017 Entered 2018 Wrote 2018 Achieved 2018 Pass % 2018/2017 Varience 123 112 91. 1 211 204 181 88. 7 214 146 122 83. 6 197 121 66 54. 5 206 164 96 58. 5 4. 0 144 143 112 78. 3 194 189 103 54. 5 162 158 118 74. 7 200 195 100 51. 3 215 172 99 57. 6 6. 3 141 81 42 51 25 513 36 141 77 41 50 25 496 36 130 69 41 40 7 313 9 92. 2 89. 6 100. 0 80. 0 28. 0 63. 1 25. 0 204 107 55 54 25 678 67 202 106 52 52 25 632 63 170 81 41 34 13 382 27 84. 2 289 76. 4 109 78. 9 37 65. 4 83 52. 0 31 60. 4 565 42. 9 51 282 108 37 82 31 467 51 131 76 35 25 12 299 36 46. 5 241 70. 4 131 94. 6 49 30. 5 33 38. 7 23 64. 0 538 70. 6 74 91 110 47 31 20 394 58 87 83 40 21 11 265 32 95. 6 75. 5 85. 1 67. 7 55. 0 67. 3 55. 2 332 114 35 37 21 356 101 155 49 35 35 14 318 45 89 28 20 20 8 179 25 57. 4 57. 1 56. 3 55. 6 -38. 2 -18. 3 -28. 0 -10. 6 2. 1 -11. 0 0. 4 94 94 78 83. 0 117 113 77 68. 1 77 76 64 84. 2 78 78 41 52. 6 92 87 47 54. 0 1. 5 80 76 29 38. 2 62 62 35 56. 5 96 75 34 45. 3 111 60 36 60. 0 81 52 28 53. 8 -6. 2 37 61 35 59 30 33 85. 7 148 55. 9 58 143 51 26 42 18. 2 82. 4 91 63 89 59 24 53 27. 0 89. 8 66 65 32 41 26 29 81. 3 70. 7 64 62 43 34 22 17 51. 2 -30. 1 50. 0 -20. 7 34 34 20 58. 8 56 55 37 67. 3 64 60 26 43. 3 46 28 25 89. 3 47 30 15 50. 0 -39. 3 5 5 2 40. 0 4 4 2 50. 0 3 3 1 33. 3 10 10 5 50. 0 16. 7 161 110 24 138 65 170 157 109 22 135 65 160 128 78 6 74 52 104 199 89 27 189 87 218 154 64 14 98 60 116 77. 4 71. 9 51. 9 69. 0 53. 2 198 107 37 153 107 219 170 105 37 98 87 145 137 68 25 66 40 111 108 109 24 59 78 94 94 44 14 40 61 71 87. 0 187 40. 4 124 58. 3 41 67. 8 67 78. 2 86 75. 5 288 141 112 21 49 67 109 70 55 9 19 22 34 49. 6 49. 1 42. 9 38. 8 32. 8 31. 2 81. 5 204 71. 6 93 27. 3 29 54. 8 191 80. 0 89 65. 0 227 33 Pass % 2016 124 Pass %2015 Achieved 2016 MPULUZI MASHISHILA LEKWA EAST VOLKSRUST MSUKALIGWA 1 Wrote 2016 BETHAL Entered 2016 MKHONDO Achieved 2015 WAKKERSTROOM MPULUZI Wrote 2015 MKHONDO Entered 2015 Zinikeleni SEC Thomas Nhlabathi SEC Nganana SEC Sisukumile SEC Umzimvelo SEC Camden Comb Sch Umfudlana Comb Sch Ndlela SEC Holmdene SEC Thistle Grove Comb Sch Zendelingspost Comb Sch Vukubone SEC Enkhanini SEC Kemp Siding Comb Sch YOUNG HARVEST CHRISTIAN Sch Mayflower SEC Ekulindeni SEC Qondulwazi SEC Elangwane SEC Cebisa SEC Lindile SEC Pass % 2014 CAROLINA HIGHVELD RIDGE WEST AMSTERDAM MASHISHILA BREYTEN MSUKALIGWA 2 MKHONDO LEKWA EAST HIGHVELD RIDGE EAST Achieved 2014 Centre Name Wrote 2014 Circuit Entered 2014 GERT SIBANDE DISTRICT: BOTTOM 20 80. 6 166 64. 8 126 67. 6 34 67. 3 94 46. 0 97 76. 6 246 -37. 4 8. 7 -15. 5 -29. 0 -45. 4 -44. 3

34 89. 2 86 79. 9 79. 8 78. 4 77. 4 76. 6 76. 2 74. 7 74. 4 73. 8 72. 3 72 68. 9 64. 3 3. 5 -2. 8 15. 4 -6. 3 8. 4 -6. 2 2. 3 5. 2 13. 2 2. 7 18. 1 22. 3 8. 7 2. 9 -4. 7 -13. 7 MEOs Pass % 2017 Pass % 2016 Manyeleti 90 81. 9 88. 1 85. 8 Mashishing 95. 1 90. 5 94. 6 88. 8 Mkhuhlu 81. 6 77. 5 64 64. 5 Sabie 72. 6 82. 3 84 86. 2 Arthurseat 59. 4 66. 7 60. 5 70. 1 Thulamahashe 76 79. 8 69. 1 83. 6 Greenvalley 68. 1 72 79. 2 74. 3 Agincourt 74. 5 85. 6 83. 5 70. 9 Shatale 71. 6 72. 3 60 61. 5 Dwarsloop 83. 9 79. 2 76. 8 71. 8 Lehukwe 68. 1 70. 8 62. 9 56. 3 Casteel 83. 8 69. 3 56. 1 51. 5 Ximhungwe 83. 4 76. 7 67. 8 63. 6 Maviljan 63. 7 52. 4 60. 3 69. 1 Cottondale 70. 2 81 81. 9 73. 6 Marite 73. 4 89. 9 76. 3 77. 9 TOTAL NUMBER OF LEARNERS WHO OPTED FOR THE MEO 2018/17 Variance Bohlabela Bohlabela Bohlabela Bohlabela Circuits Pass% 2018 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 District Pass % 2015 No Pass % 2014 BOHLABELA DISTRICT -326 -2 -230 -115 -132 -387 -200 -136 -63 -253 -194 -139 -177 -107 -36 -233 -2730

Achieved 2018 DIWITI SEC BUNNY KHOSA HIGH 20 19 10 52. 6 24 24 5 20. 8 37 21 13 61. 9 24 13 13 100. 0 25 15 15 100. 0 129 125 111 88. 8 124 93 75. 0 161 159 73 45. 9 144 126 66 52. 4 85 55 54 98. 2 45. 8 7 MANYELETI 8 DWARSLOOP 9 XIMHUNGWE DAYIMANI HIGH MASANA SEC BONDZENI HIGH 68 67 67 100. 0 79 78 78 100. 0 73 72 69 95. 8 84 74 74 100. 0 80 49 48 98. 0 -2. 0 134 127 94. 8 153 146 95. 4 221 214 192 89. 7 186 183 164 89. 6 193 187 183 97. 9 8. 2 31 31 26 83. 9 41 41 33 80. 5 75 74 55 74. 3 73 58 40 69. 0 78 41 40 97. 6 28. 6 10 CASTEEL 25 25 22 88. 0 20 20 20 100. 0 71 68 58 85. 3 43 34 26 76. 5 55 39 38 97. 4 21. 0 109 108 96 96 81 48 48 45 36 36 34 200 194 186 16 MANYELETI BEN MATLOSHE HIGH H/S SYBRAND VAN NIEKERK ERIC NXUMALO HIGH MAHUVO SEC MCHAKA HIGH MUGENA HIGH FRANK MAGHINYANA HIGH 17 MARITE BAKUTSWE HIGH 35 35 33 94. 3 47 46 43 93. 5 51 30 30 100. 0 53 38 33 86. 8 82 30 28 93. 3 6. 5 18 GREENVALLEY 19 ARTHURSEAT 20 COTTONDALE WEM Sch - ACCORNHOEK 12 12 11 91. 7 26 26 26 100. 0 40 40 38 95. 0 48 46 41 89. 1 60 59 55 93. 2 4. 1 LEKETE HIGH 78 77 70 90. 9 125 124 100 80. 7 139 137 131 95. 6 89 83 70 84. 3 146 87 81 93. 1 8. 8 MHLANGANA SEC 39 39 33 84. 6 62 61 59 96. 7 96 96 90 93. 8 84 84 71 84. 5 83 83 77 92. 8 8. 2 113 112 100. 0 118 117 161 160 104 65. 0 191 184 97 58 56 45 80. 4 87 87 51 43 43 30 69. 8 39 39 29 243 242 165 68. 2 253 246 208 99. 2 52. 7 58. 6 74. 4 84. 6 99 99 97 157 132 105 87 55 36 55 49 21 225 189 182 98. 0 79. 5 65. 5 42. 9 96. 3 111 108 131 120 115 88 48 46 45 45 43 231 188 177 97. 3 95. 8 95. 6 94. 1 2018/2017 Varience 5 MAVILJAN 6 XIMHUNGWE Pass % 2018 19 19 12 63. 2 34 33 11 33. 3 38 29 20 69. 0 32 32 20 62. 5 31 23 23 100. 0 37. 5 Wrote 2018 MMASEKOBE SEC Pass % 2017 4 SHATALE Wrote 2017 101 99 98. 0 136 133 129 97. 0 65 59 57 96. 6 112 91 85 93. 4 81 62 62 100. 0 6. 6 Pass % 2016 XIMOYI KHOSA HIGH 99. 1 84. 4 93. 8 94. 4 95. 9 Entered 2018 Achieved 2017 Entered 2017 Achieved 2016 3 AGINCOURT Wrote 2016 92 92 91 98. 9 104 103 88 85. 4 105 98 96 98. 0 101 91 91 100. 0 155 112 100. 0 Pass %2015 MANYANGANA HIGH SABIE CIRCUIT THULAMAHASHE LEHUKWE MANYELETI Entered 2016 Achieved 2015 2 MANYELETI Wrote 2015 154 153 100. 0 176 176 100. 0 182 182 100. 0 178 176 175 99. 4 180 180 100. 0 0. 6 11 12 13 14 15 Entered 2015 H/S LYDENBURG Pass % 2014 1 MASHISHING CIRCUIT No Circuit Wrote 2014 Centre Name Entered 2014 Achieved 2014 BOHLABELA DISTRICT: TOP 20 -0. 7 16. 3 30. 4 52. 7 -2. 1 142 135 99 73. 3 156 155 139 89. 7 116 115 82 71. 3 160 141 105 74. 5 186 152 143 94. 1 19. 6 35

Circuit Centre Name 119 SHATALE DITAU SEC 101 55 54. 5 96 96 37 38. 5 164 80 48. 8 135 100 120 MAVILJAN BUSHBUCKRIDGE SEC 122 120 88 73. 3 133 97 72. 9 154 128 90 45 45. 0 83 2018/2017 Varience No Entered 2014 Wrote 2014 Achieved 2014 Pass % 2014 Entered 2015 Wrote 2015 Achieved 2015 Pass %2015 Entered 2016 Wrote 2016 Achieved 2016 Pass % 2016 Entered 2017 Wrote 2017 Achieved 2017 Pass % 2017 Entered 2018 Wrote 2018 Achieved 2018 Pass % 2018 BOHLABELA DISTRICT: BOTTOM 20 72 41 56. 9 11. 9 70. 3 168 101 60. 1 147 118 67 56. 8 -3. 3 121 COTTONDALE THEPANG CHILOANE SEC 44 44 27 61. 4 58 58 43 74. 1 55 51 33 64. 7 65 48 32 66. 7 55 53 30 56. 6 -10. 1 122 MARITE 46 46 40 87. 0 48 48 46 95. 8 78 78 56 71. 8 68 42 37 88. 1 73 59 33 55. 9 -32. 2 123 XIMHUNGWE MADIBA HIGH 46 46 33 71. 7 90 89 63 70. 8 82 81 68 84. 0 103 102 42 41. 2 111 97 54 55. 7 124 SABIE CIRCUIT MEMEZILE SEC 75 75 53 70. 7 48 46 44 95. 7 58 50 27 54. 0 33 19 15 78. 9 57 27 15 55. 6 -23. 4 125 CASTEEL MOSIPA SEC 36 36 36 100. 0 107 91 85. 1 109 89 77 86. 5 103 76 46 60. 5 55 48 26 54. 2 -6. 4 126 LEHUKWE HOBO SEC 31 30 13 43. 3 37 36 21 58. 3 30 29 22 75. 9 27 22 12 54. 5 40 34 18 52. 9 -1. 6 127 GREENVALLEY MAPHUTHADITSHABA SEC 54 53 38 71. 7 40 40 39 97. 5 91 90 73 81. 1 99 97 55 56. 7 98 86 45 52. 3 -4. 4 128 CASTEEL 23 23 23 100. 0 70 69 42 60. 9 107 75 25 33. 3 67 33 19 57. 6 65 25 13 52. 0 -5. 6 RINDZANI SNR SEC KELEDI SNR SEC 129 COTTONDALE MOSES MNISI HIGH 130 LEHUKWE MATHIBELA HIGH SCHOO~L 138 137 130 14. 5 94. 9 122 121 119 98. 4 161 158 100. 0 150 148 147 99. 3 224 223 112 50. 2 -49. 1 37 37 31 83. 8 55 53 40 75. 5 73 72 38 52. 8 123 90 26 28. 9 93 57 28 49. 1 20. 2 131 DWARSLOOP SOSHANGANE HIGH 98 98 89 90. 8 92 89 80 89. 9 131 94 70 74. 5 124 118 59 50. 0 121 74 34 45. 9 -4. 1 132 MARITE 13 13 12 92. 3 13 100. 0 21 16 13 81. 3 37 27 9 33. 3 25 11 5 45. 5 12. 1 133 XIMHUNGWE KHAYIMANI INDEPENDENT COLLEGE 21 19 8 42. 1 37 32 25 78. 1 35 35 24 68. 6 46 45 24 53. 3 30 29 13 44. 8 -8. 5 134 COTTONDALE SEHLAKABJE HIGH 41 40 23 57. 5 35 35 28 80. 0 37 37 26 70. 3 50 50 29 58. 0 38 38 17 44. 7 -13. 3 HALEMELA SEC 135 DWARSLOOP FREDDY SITHOLE HIGH 114 113 102 90. 3 146 126 86. 3 148 139 93. 9 134 103 73 70. 9 190 126 42 33. 3 -37. 5 136 MAVILJAN NGWARITSANE SEC 100 99 49 49. 5 179 176 70 39. 8 144 67 46. 5 108 52 38 73. 1 76 58 19 32. 8 -40. 3 137 MARITE MATHIPE HIGH 41 39 19 48. 7 39 38 32 84. 2 72 72 35 48. 6 62 22 11 50. 0 100 36 11 30. 6 -19. 4 138 AGINCOURT MACHAYE SNR SEC 34 34 26 76. 5 39 39 26 66. 7 82 82 59 72. 0 57 53 32 60. 4 60 51 10 19. 6 -40. 8 139 MARITE LAMULELANI HIGH 59 58 25 43. 1 22 22 19 86. 4 60 45 31 68. 9 37 19 18 94. 7 46 17 2 11. 8 -83. 0 36

ANALYSIS OF SELETED SUBJECT PERFORMANCES 37

GRADE 12 Subject 2014 2015 2016 2017 2018 English First Additional Language History 98. 7 99. 2 98. 9 98. 2 97. 9 92. 1 88. 5 82. 4 81. 0 88. 0 Life Sciences 77. 1 78 72. 9 71. 9 75. 4 Economics 56. 3 71. 1 68. 7 71. 1 72. 9 Geography 83. 5 83. 3 77. 1 75. 2 72. 4 Agricultural Sciences 86. 8 82. 6 80. 2 71. 5 72 Accounting 67. 3 63. 9 73 69. 6 71. 9 Physical Sciences 58. 7 62. 6 63. 6 61. 6 70. 2 Mathematical Literacy 80. 4 74. 8 69. 4 66 66. 5 Business Studies 77. 9 75. 6 71. 8 59. 2 62. 3 Mathematics 56. 6 55. 5 53. 6 47. 8 54. 2 38

39 at ics s ie 66. 5 em at h M ud cy er a 70. 2 s S t es sin Bu es nc g 71. 9 Li t at ica l cie l S tin 72. 0 em at h M ys ica un es 72. 4 Ph Ac co nc 72. 9 cie y ra ph og ra l S tu ric ul Ge 75. 4 Ag ics om on nc es ie e Sc ry 97. 9 Ec Lif st o Hi FA L sh gli En THE 11 HIGH ENROLMENT SUBJECTS 88. 0 62. 3 54. 2

MATHEMATICS 2019 TARGETS DISTRICT 2014 2015 2016 2017 2018 VARIANCE Nkangala 62. 7 65. 8 62. 4 55. 4 61. 1 +5. 7 65 Ehlanzeni 58. 8 57. 8 53. 9 46. 5 54. 6 +8. 1 60 Gert Sibande 62. 1 56. 4 59. 9 55. 3 59. 0 +3. 7 65 Bohlabela 40. 5 40. 3 38. 7 31. 0 42. 0 +11. 6 50 Province 56. 6 55. 5 53. 6 47. 8 54. 2 +6. 4 60 40

MATHEMATICAL LITERACY 2014 2015 2016 2017 2018 VARIANCE 2019 TARGETS Nkangala 88. 7 84. 2 78 71. 3 73. 2 +1. 9 75 Ehlanzeni 82. 7 76 69. 1 68. 7 72. 4 +3. 7 75 Gert Sibande 84. 4 74. 2 74. 9 73. 5 71. 8 -1. 7 75 Bohlabela 63. 2 61. 4 52. 3 48. 4 48. 0 -0. 4 55 Province 80. 4 74. 8 69. 3 66 66. 5 +0. 5 70 DISTRICT 41

TECHNICAL MATHEMATICS DISTRICT 2019 NUMBER OF PASS % TARGET SCHOOLS LEARNERS S EHLANZENI 4 92, 0 95 NKANGALA 8 75, 0 80 GERT SIBANDE 12 68, 4 72 BOHLABELA 2 48, 6 55 PROVINCE 26 72. 9 76 42

PHYSICAL SCIENCES 2014 2015 2016 2017 2018 VARIANCE 2019 TARGET Nkangala 61. 5 68. 2 67. 0 62. 4 72. 5 +10. 1 77 Ehlanzeni 60. 5 63. 8 64. 2 62. 6 72. 0 +9. 4 77 Gert Sibande 61. 7 62. 1 68. 0 66. 1 71. 9 +5. 8 77 Bohlabela 49. 0 55. 4 54. 8 55. 5 61. 6 +9. 1 65 Province 58. 7 62. 6 63. 6 61. 6 70. 2 +8. 6 75 DISTRICT 43

TECHNICAL SCIENCES NUMBER OF LEARNERS 2019 PASS % TARGET S DISTRICT NUMBER OF SCHOOLS EHLANZENI 4 97, 8 100 BOHLABELA 2 96, 2 100 NKANGALA 8 96, 0 100 G SIBANDE 12 85, 4 90 PROVINCE 26 91, 6 97 44

ACCOUNTING DISTRICT 2015 2016 2017 2018 VARIANCE 2019 TARGETS GERT SIBANDE 62. 6 79. 0 73. 2 78. 2 +5. 0 80 EHLANZENI 69. 7 77. 1 71. 1 75. 3 +4. 2 80 NKANGALA 67. 5 73. 6 72. 1 73. 9 +1. 8 80 BOHLABELA 51. 3 60 57. 9 59. 3 +1. 4 65 PROVINCE 62. 8 73. 0 69. 6 71. 9 +2. 3 76 45

BUSINESS STUDIES 2015 2016 2017 2018 VARIANCE 2019 Target EHLANZENI 81, 6 78, 4 68 71, 1 +3, 1 75 GERT SIBANDE 73, 6 72, 6 64, 5 67, 4 +2, 9 75 NKANGALA 81, 7 75, 7 57, 0 63, 2 +6, 2 70 BOHLABELA 63, 7 60, 5 50, 8 50, 5 +0, 3 60 PROVINCE 75, 6 71, 8 59, 2 63, 2 +4, 0 70 DESCRIPTION 46

REFLECTION ON THE 2018 LPIP 47

REFLECTION ON THE 2018 LPIP Strategy What worked Monitoring and support for • Monitoring and support was provided manly to the underperforming schools. • Underperforming subjects were monitored • and supported. Too many categories lead to confusion and poor support. • Differentiated support for learners was implemented only through learner camps for best performing learners. Support for progressed and repeating learners was insufficient. DBSTs and SBSTs functionality is questionable as there are no reports that suggest their intervention and related results. The system could not demonstrate convincingly on the support that was provided to progressed learners and the impact thereof. all categories of schools. Differentiated learner support What did not work • • Differentiated Teacher • support • Content Workshops for teachers were • conducted at the beginning of each term. 1+4 intervention for Mathematics Teachers were conducted for Grades 4 – 12. 48 Not all categories were monitored and supported. The time for workshops for teachers is not enough, thus pre and post tests are compromised.

REFLECTION ON THE 2018 LPIP (CONT. ) Strategy What worked Assessment • Underperforming schools were subjected to compulsory tests. • Feedback on the compulsory tests was not submitted analysed. • Workshops were conducted in the beginning of the first, second and third terms. • The time for the workshop is limited to 2 hours and thus the task is compromised. • Content Intervention Workshops for teachers were conducted at the beginning of the first, second and third terms. • Workshops on teacher induction and capacitating teachers to set quality tasks were compromised due to time constraints. • The 205 underperforming schools were subjected to Winter and Spring Vacation Classes. • The increase in the number of underperforming schools created constraints in recruiting teachers who qualified to teach in the vacation classes. Camps were conducted for best performing learners. • The competing priorities of hosting both camps and vacation classes compromised attendance by both learners and teachers. support Workshops for teachers. Camps, Winter and Spring Vacation Classes • What did not work Lesson broadcast • Limited lesson broadcast was done. • Lesson broadcast through the MSTA was not fully implemented due to capacity constraints by the service providers. E-Learning • There are various e-learning platforms. • There is no dedicated and focussed e-learning platform. 49

REFLECTION ON THE 2018 LPIP (CONT. ) Strategy What worked What did not work 1 +4 Maths • Workshops were conducted. • Performance in Mathematics is still poor despite these workshops. • Learner motivation was conducted. • There is no program and reports on learner motivation. • Senior and middle manager were appointed to adopt underperforming schools and circuits. • The appointment of officials who adopted schools has expired. The Learner Performance Reviews were conducted for the first and second terms. • The Gert Sibande sub-district first term Learner Performance Review Session was disrupted due to labour disengagement. Not all learner results were available by the time the reviews were done. Third term reviews were not conducted. Workshops Learner motivation Adoption of underperforming schools and circuits Quarterly Learner • Performance • Review Sessions • Last Push / • Learner camps, provision of schools with examination guidelines, easy to score marks, study guides and monitoring and support of the revision program. • Some schools embarked on the Last Push programs ill-prepared and very late. • Grade 12 ATP / topics were finished by August prior the trial examination. • Some schools were unable to cover all the topic in the ATP by August. Walking Learners to the Examination Curriculum coverage 50

2019 INTERVENTIONS 51

LEARNER SUPPORT • • • Conduct RCL indaba at Circuit, District and Province to deliberate on how learners can take responsibility for their own learning. Conduct learner motivation sessions in all schools across all grades. Conduct career guidance sessions for learners across all phases. Conduct learner projects and competitions to improve reading, mathematics and other subjects (e. g. . EXPO, EMS, SS etc. ). Conduct radio lessons for grade 12 learners in key subjects. Conduct lesson broadcast through the MST Academy. Conduct dial-a-tutor program for Grade 12 learners. Conduct differentiated learner support across all grades through additional classes. - Schools to submit attendance registers for additional classes to circuit offices quarterly. Conduct Autumn, Winter, Summer and December vacation classes for different categories of Grade 12 learners (progressed, repeating and best performing learners) as follows: - Set selection criteria for teachers to apply to teach during vacation classes - Well resourced schools to be identified and centers (preferably boarding schools). - Identify best performing principals to manage vacation classes centers. • District Based Support Teams (DBSTs)School Based Support team (SBSTs) 52

TEACHER SUPPORT • • Conduct one full day training per term for selected subjects in both GET and FET Phases as follows: - Workshops to take place for 8 hours from 8: 00 to 16: 00. - Training to focus on content and methodology including utilisation of subject specific resources and ICT to enhance learning and teaching. Conduct at least 3 hours afternoon training per term per subject as follows: - Workshops to take place from 13 h 00 – 16 h 00. - Training to focus on induction of new teachers, development of quality assessment tasks, moderation of school based assessment and workshops for Ho. Ds on instructional leadership - The workshops may not target all teachers but selected according to performance Conduct residential teacher training workshops as follows: - Workshops to take place during weekends and school holidays. - Workshops to target underperforming subjects and MST subjects through MSTA. - Selected Grade 1, 4, 7, 10 teachers. Pre and post tests to be conducted during full day workshops. Pre- lists for teachers to be developed and maintained for the entire year to be able to track attendance of teachers in workshops per subject. Develop workshop training manuals and programmes and approved by subject heads. Subject Heads to monitor and support workshop on sample basis and report to districts challenges observed. Workshop reports to be submitted to both district management and subject heads 7 days after the workshop has been conducted. 53

ASSESSMENT AND MODERATION SUPPORT • • • Conduct common assessment in Grade 6 and 9 for all subjects and Grades 10 – 12 for high enrolment subjects in June and November. Conduct preparatory exams for Grade 12 learners in September. Conduct provincial moderation of SBA across all grades. Provide teachers with question banks from past common assessments per subject per grade. Conduct an independent study into the impact of common assessments Conduct workshops for school management teams on the management, monitoring, administration and moderation of SBA. Develop a monitoring schedule for senior and middle management to monitor common assessment in both GET and FET in June, September (Trial exam) and November. Develop assessment protocol for the administration of common assessment in the GET. Develop guidelines for monitoring implementation of progression policy in schools. Set up circuit committees to approve progression schedules at the end of the year. Monitor and support 54

PARENTAL AND COMMUNITY INVOLVEMENT • • • Convene meetings with SGBs , parents and other identified stakeholders on learner performance at school, circuit, district and provincial levels. Train, monitor and support SGBs. Facilitate the Education Izimbizo at district and circuit levels to address educational challenges including matters of undocumented learners. Facilitate the adoption of selected schools by community leaders. Facilitate community leaders to conduct learner motivation sessions. Involve the business and religious community in resolving educational challenges. 55

MONITORING AND SUPPORT • • Conduct subject specific curriculum coverage monitoring and support in line with categories: - Secondary Schools performing at 70% and above in the 2018 NSC results (20%) - Secondary Schools performing between 50 and 69% in the last three years NSC Results (30%). - Secondary Schools performing below 50% in the last three years in NSC results (50%) - Secondary Schools offering Grade 12 for the first time. - Schools under the jurisdiction of CRDP Municipalities (that performed below 70% in the 2018 NSC Results). - High enrolment Subjects with an overall performance below 70% in Grade 12 in the 2018 NSC Results. - MSTA linked primary and secondary schools. - Primary Schools that have less than 70% of their learners performing at 50% and above in Mathematics and Lo. LT in Grade 3 and 6. (70%). - Primary Schools that have more than 70% of their learners performing at 50% and above in Mathematics and Lo. LT in Grade 3 and 6. (30%). Conduct fortnightly meetings with subject advisors and selected circuit managers to reflect on the school visit reports and develop remedial actions. Facilitate the adoption of schools by senior managers and community leaders. Subject all underperforming schools (that performed below 70% in the 2018 NSC Results) to Whole School Evaluation (WSE). 56

MONITORING AND SUPPORT • Conduct quarterly learner performance review sessions across all levels, subjects and grades to track learners performance and assess the impact of the implementation of the Learner Performance Improvement (LPIP) and other interventions as follows: - Conduct Quarterly School Learner Performance Reviews (principals, SMTs, teachers SGBs and identified stakeholders; circuit to play a monitoring and support role through circuit management teams). - Conduct Quarterly Circuit Learner Performance Reviews (principals, SGBs and identified stakeholders; district to play a monitoring and support role). - Conduct Quarterly District Learner Performance Reviews (DMT, Subject Advisors, Circuit Managers and identified stakeholders Head Office to play a monitoring and support role). - Conduct Quarterly Provincial Learner Performance Reviews session with District Management Team (DMT). - Conduct Quarterly Provincial Learner Performance Reviews with Subject Heads and Branch Curriculum Management Team - Conduct Quarterly Provincial Learner Performance Reviews with Grade 12 Mathematics Teachers. 57

CONCLUSION • The province has made a U-turn in the performance of the class of grade 12 and this is evidenced by: – Improvement in the performance of all four districts – Increase in the number and percentage of learners achieving Bachelor passes – Improvement in the performance of key subjects – Mathematics, Physical Sciences, Life Sciences, History, Accounting and Economics. – Increase in the performance of progressed learners • The province has put together a 2019 LPIP which has gone out to schools and stakeholders as Circular 2 of 2019 • The province has also issued circular 1 of 2019 which regulates the implementation of common assessment • The province has held one on one discussions with SMT’s and SGBs of schools that performed below 70% in the 2018 NSC exams in three districts, only one district remains (Ehlanzeni District) • The province has also subjected to a whole school evaluation process all schools that performed below 70% in 2018 NSC results 58

WHEN THE SUN RISES WE WORK HARD TO DELIVER PROVINCIAL EACHER DEVELOPMENT AND GOVERNANCE 2019 – 02 – 04 59

TD&G STRUCTURE TD&G comprises the following units q Teacher Education Development q Teacher Education q Teacher Centres q Education Management Development q Education Governance Development q Institutional Governance q Learner Affairs and Youth Development q Institutional Safety 60

WHAT WORKED Teacher Education Development § DTDC managers and TED officials have consolidated the implementation of CPTD in the province by providing training, monitoring and support on the following: § Electronic reporting by 505 teachers § Institutionalisation of CPTD in 428 schools by establishing coordinating teams that provide on site school based support § Training of CPTD coordinators in 428 schools § Continued collaboration with SACE provincial coordinator has improved CPTD implementation § Ongoing communication and regular training and refresher courses with the District support staff § Availability of funds to train 61

WHAT WORKED § Education Management Development § Monitoring and support § 222 sampled for monitoring and support of SMT members on Curriculum Management. § Induction § 213 newly appointed SMT members inducted on their roles and responsibilities. The programme is still in progress until the end of March. § Building blocks § 200 schools sampled for verification and implementation of Basic Management Documents. Schools without Management Documents were assisted in developing the documents and advised on implementation § 561 principals were trained on Curriculum Management. 62

WHAT WORKED Education Governance Development § Institutional Governance § Capacity building of School Governors modules § Democratic School Governance, Policy Development & School Development Plan § Monitoring and support § 200 schools sampled for monitoring SGB functionality and supported on the spot. Identified challenges will form the basis of the following intervention workshop § Provincial Consultative Forum § Meeting 4 times per anum § A good platform for matters of concern by SGB Associations § Learner Affairs and Youth Development § Institutional Safety 63

WHAT WORKED § Learner Affairs and Youth Development § Capacity building to Teacher Liaison Officers on their Roles and Responsibilities § Capacity Building on Representative Council of Learners § RCL functionality monitoring and support § Institutional Safety § 4 Integrated School Safety Strategy meetings § Training of School Safety Committees on their Roles and Responsibilities in 600 schools § Monitoring of School Safety committees functionality 64

WHAT DID NOT WORK Teacher Education Development q Teacher Education q Teacher Centres q Education Management Development q clash of programmes presented a challenge. Another training is scheduled for the end of the forth term q Induction could not be completed in some districts. 65

WHAT DID NOT WORK q Education Governance Development q Institutional Governance q SGBs could not all be trained on all modules due to staggered budget allocation q. Institutional Safety q schools delay in forwarding documents of school safety committee members as evidence that these committees have been formed. Schools have been urged through a circular to comply promptly 66

WHEN THE SUN RISES WE WORK HARD TO DELIVER REFLECTIONS ON WHAT WORKED/ DID NOT WORK IN 2018/ AND PLANS FOR 2019 DATE: 01 MARCH 2019 VENUE: JOHN MDLULI PRIMARY TIME: 08 H 00 67

PRESENTATION OUTLINE This presentation endeavours to provide • The achievements of ECD to date • The major plans of ECD in 2019/20 • The achievements of ECDI to date • ECDI- PLANS 2019 • Foundation Phase 2019 plans • 2019 1+4 INTERVENTION • Reflection on 2018 Strategy • Intersen 2019 Plans: ü Teacher Support ü Learner Support • Recommendations 68

ECD ACHIEVEMENTS FOR 2018 1. Translated 581 Grade R practitioners in the system 2. Establishment of an ECD Institute for the training of ECD practitioners-ECDI fully operational, trainings conducted, learning programmes developed and 9 facilitators appointed 3. 1449 ECD facilities registered 4. 1304 progammes registered 4. Created 120 work opportunities 5. 1067 schools provided with LTSM 69

MAJOR ECD PLANS IN 2019/20 1. Professionalizing the ECD sector by training 300 Grade R practitioners on third year ECD NQF Level 6 2. Professionalizing the ECD sector by enrolling 200 ECD NQF level 4. 3. Strengthen development of training programmes to support the capacity of ECDI to improve the provision of accredited training of practitioners in registered ECD centres 4. Monitor and support NCF implementation in registered ECD centres 5. Create work opportunities for 44 childminders and 4 data capturers. 6. Train 44 childminders on an ECD skills programme 7. Provision of outdoor play equipment apparatus to schools and registered ECD centres to develop gross and fine motor skills 8. Improve ECD access to schools and community based centres through advocacy of registration guidelines, curriculum/programme guidelines and governance/management matters 9. Training of 100 Centres managers on financial , leadership and management skills 10. Training for 2018/19 ECD NQF Level 4 is ongoing in all the four Districts through the ECDI 70

INTERVENTIONS WORKED IN 2018 Strategy What worked Capacitation of Foundation • Content Workshops at District level for teachers were conducted at the beginning of each term. • Capacitated 1000 Gr 2 teachers during the Information sharing events • Capacitated 660 Gr R HODs on Gr R content. Phase teachers Assessment support • Administered provincial common assessment in June and November 2018 in Grade 3. Improve reading in the • Conducted the Practical Reading Assessment in Gr 1 -3 in all 9 Home Languages Foundation Phase Establishments and sustenance of partnerships programmes • Partnership with NECT in all Bohlabela Schools • PSRIP in Nkangala District and • EGRS 2 in 190 schools in Ehlanzeni and Gert Sibande 71

INTERVENTIONS WORKED IN 2018 Strategy What worked Monitoring and support • Supported and monitored 600 Primary Schools from Gr R to Gr 3 schools Assessment support • Administered provincial common assessment in June and November 2018 in Grade 3. Improve reading in the Conducted the Practical Reading Assessment in Gr 1 -3 in all 9 Home Languages Foundation Phase 72

FOUNDATION PHASE 2019 PLANS • • • • Procure outside resources to Grade R classes in 100 Primary schools Monitor and support the implementation of EAC. Develop a program for tracking learner performance quarterly. Implement EFAL language program including the EGRS, PSRIP NECT Develop the Ci. PELT and EFAL Reading and Writing Program. Facilitate the utilization of e-learning platforms to enhance teaching and learning. Conduct workshops for Subject Advisors on the DBE SBA guidelines Conduct Content Workshops for Subject Advisors Conduct workshops for Subject Advisors on utilisation of teaching and learning. resources. Conduct workshops for Subject Advisors on multi-grade teaching for the affected schools. Conduct provincial common assessment in June and November exams for Grade 6 and 9 in all subjects except Home Languages Develop a moderation program for SBA moderation at school, District and Provincial level for a sample of schools in Grade 3, 6, 9 – 11 and all schools in Grade 12 Populate the Question Bank of the Departmental Website with previous question papers. 73

2019 1+4 INTERVENTION • • • The 1+4 Model Workshops will take place from 8: 00 to 15: 00 in January, February, April, July, August and September. Schools do not need to adjust their school time tables but to make alternative arrangements on the days that the Mathematics Teachers will be attending the full day workshops. Tea , lunch and travelling costs will be covered by the MST Conditional Grant. Workshops will be conducted by Subject Advisors. The workshops will be conducted in clusters per grade to cover all affected Mathematics Teachers. Lesson plans on specific content will be developed by subject advisors. Teachers will write pre and post-tests to measure the impact of the intervention on teachers. Analysis of learner performance will be done quarterly to measure impact on learner performance in Mathematics Teachers in MSTA Secondary Schools will be provided with extra training and support to improve learner achievement in Mathematics in Grades 10 and 11. 74

FOUNDATION PHASE 2019 PLAN Phase teachers • Capacitated 1000 Gr 3 teachers during the Information sharing events • Provide and mediate a Gr R guideline to Circuit Managers, Subject Advisors, and Gr R teachers and practitioners Assessment support • Implementation of 100% SBA • Implementation of the SBA guidelines Improve reading in the Foundation • Conduct the PRA in selected schools in Gr 1 – 3 in all 9 Home Languages Capacitation of Foundation Phase Establishments and sustenance of partnerships programmes Support and monitor programmes: • Partnership with NECT in all Bohlabela Schools • PSRIP in Nkangala District and • EGRS 2 in 190 schools in Ehlanzeni and Gert Sibande 75

REFLECTION ON 2018 STRATEGY Strategy What worked What did not work Item Analysis • Challenging areas identified and treated during content enrichment workshops • Rotation of teachers yearly by SMT hinders sustainability Teachers Camps • Effectively conducted for 200 teaches • None Learner camps for • Effectively conducted for 350 languages and career leaners awareness Reading Software • No budget provision • None Various subject • Effectively carried out and the • None competitions like Oral strategy is yielding results History , EMS, Spelling BEE LTSM/Reading Resources • None • No budget provision Video Clip Common Assessment • Provision of provincial common Assessment assist in standardising assessment • None 76

REFLECTION ON 2018 STRATEGY Strategy What worked What did not work Reading Norms • Implementation of draft Reading Norms by schools pending policy approval by DBE. • Unclear prescription regarding reading standards in CAPS document promote low standard. Capacitation of • Training of teachers on subject • Limited training time for pre teachers content gaps as identified during the and post tests since the analysis of quarterly workshop started in the afternoons Learner Support Agents (LSA) Partnership A coordinated Curriculum and School Enrichment Directorate workshop capacitated the following officials on reading; • District officials • 180 LSA • Principals and Language teachers at schools could not utilize LSA maximally to support learners with barriers on reading. Support and training was provided effectively by the following partners: • NECT – Bohlabela • British Council • Prescriptive implementation and reporting impose by the external stakeholders. 77

TEACHER SUPPORT • • • Capacitate teachers on identified gaps as per 2018 item analysis, Setting of Quality tasks, Marking, Utilization of resources and Moderation Conduct lesson study as way of presenting a lesson Capacitate and support SMTs from underperforming schools with skills of tracking curriculum coverage and mentoring of teachers Establish Teacher Association for English teachers to improve subject content knowledge Conduct teachers camps to support teachers on content development in grade 4 -6 Collaborate with MSTA for the training of teachers on the use of smart boards Procure resources like atlases, Reading Software and videos to assist teachers in lesson presentations. Implement EAC activities in all subjects) Compile exemplar lesson plans and activities on teaching various subject skills and distribute to schools Capacitate teachers and Subject Advisors on subject content Methodologies/Strategies. Partner with various stakeholders/service providers to capacitate teachers on subject content Implement and monitor common provincial assessments to standardize and ensure quality assessment in school 78

LEARNER SUPPORT • Conduct learner’s camps for repeating, and progressed learners to give them focused attention in grade 6 and 9 • Implement a reading norms in the intermediate phase • Use Learner Support Agency (LSA) to assist with reading • Arrange extra classes for progressed and repeating learners • Increase the Reading Clubs • Promote reading through celebration of the World Book and National Achieve and Museum day • Procure resources like atlases and set works • Promote reading through public speaking • Utilize ICT to enhance learning 79

RECCOMENDATIONS • It is recommended that the meeting notes the GET presentation (ECD, ECDI, FP and Intersen) Reflections On What Worked/ Did Not Work In 2018/ And Plans For 2019 80

WHEN THE SUN RISES WE WORK HARD TO DELIVER 2019/20 IMPLEMENTATION PLAN DIR: INCLUSIVE EDUCATION & EDUCATION SUPPORT

SD: INCLUSIVE EDUCATION Programme Performance Measure / Indicator/Priority Plan or objective Provide expansion and access to education for all learners experiencing barriers to learning and development in Public Schools ANNUAL TARGET CHALLENGES MITIGATION Training of 330 teachers on SIAS and Limited training time (2 hours) Curriculum Differentiation (workshops and accredited training) Full-Service Schools Incremental introduction of Accredited training Training of 100 teachers on Basics for Limited training time (2 hours) South African Sign Language (workshops and accredited training) Senior Phase teachers Incremental introduction of Accredited training Training of 200 teachers on Remedial Limited training time (2 hours) Strategies (Primary Schools) Incremental introduction of Accredited training Limited training time (2 hours) Incremental introduction of Accredited training Training of 50 SMTs on Career Counselling – accredited training (Secondary Schools) 82

SPECIAL SCHOOLS & HOME EDUCATION Programme Performance Measure / Indicator/Priority Plan or objective Annual Target Monitor and support the Monitor and support 40 Sites for registration and curriculum Home Education delivery of Home Education and Special Schools Monitor and support 18 Special Schools Procurement of LTSM 18 Special Schools and 64 Full. Specialized equipment and Service Schools assistive devices including Braille, large print and SASL minimum pack CHALLENGES MITIGATION Limited of Human Resources (01 08 officials trained in 2018 to official) for monitoring and support Home Education Wrong interpretation of policy by parents as a result, learners attend tutoring centres/cottage schools Private Educational Psychologists Meetings are held every year not interpreting the SIAS with private Educational procedures properly as a result, Psychologists on departmental sub- standard reports are updates. received Schools are unable to trace Some parents refuse to declare income of parents income so as to benefit from the Schools re-apply every year financial support of the schools Scholar transport challenges: not all schools are approved Weekly boarding –transport becomes expensive for parents Delays in delivery for assistive Early placement of orders devices that are sourced from abroad Mobile classrooms procured Installation and training on for the new financial year to utilization of Braille ICT allow space for braille production room 83

LSPID GRANT Programme Performance Measure / Indicator/Priority Plan or objective Training of LSPID Learning Programme Annual Target CHALLENGES Training of 200 teachers on subjects in the Programme not yet approved LSPID Learning Programme: Communication & Language, Life Skills as well as Spatial & Conceptual Development MITIGATION Awaiting relevant processes (12 Special Schools for SID and Full Service Schools) Advocacy Campaigns Conduct 4 awareness campaigns (one per Poor attendance of children at the centres due to transport district) on the LSPID programme to challenges parents, communities and other stakeholders 84 Introduction of attendance registers for tracking children’s attendance

LSPID GRANT Programme Performance Measure / Indicator/Priority Plan or objective Training on Augmentative and Alternative Communication Technology (AAC) Annual Target CHALLENGES MITIGATION Training of 30 caregivers on Poor attendance Augmentative and Alternative Communication Technology (AAC) Review of training arrangements into local clusters of centres Training of 40 teachers on None Augmentative and Alternative Communication Technology (AAC) None (12 Special Schools for SID) 85

SD: PGSS Programme Performance Measure / Indicator/Priority Plan or objective Annual Target Conduct Career Dress-Up for Grade 7 in 100 schools Conduct Subject Choice & Career Awareness programme for 10 000 Grade 8 -9 Conduct Career Exhibitions programme for 15 000 Grade 10 -12 CHALLENGES None provision of transport by the Department result in poor attendance MITIGATION Motivating schools to budget for the programmes None provision of transport by Motivating schools to budget the Department result in poor for the programmes attendance Training of 260 teachers on trauma management Limited Human Resources for Incremental introduction of specialized training accredited training foe officials and collaboration with Childline Training of 90 teachers on substance abuse Limited Human Resources for Incremental introduction of specialized training accredited training foe officials and collaboration with Childline Training of 260 SMTs on accommodations and Policy not implemented in Incremental training of SMTs concessions lower grades for implementation from Grade R-12 86

WHEN THE SUN RISES WE WORK HARD TO DELIVER DBE Provincial Engagements Reflections and Plans for Exams Administration Dates : 01 March 2019 Venue : John Mdluli P. School 87

OVERVIEW The DBE/PED reflection session of examination processes provide platform to: o conduct introspection on efficiencies and challenges in the management of the examinations and assessments. o Trace our story line on our journey to deliver irregularities-free examinations. o Commit ourselves to achieving our desired ideals and to shun complacency. o Entrench integrity in the delivery of credible examinations. o Commit ourselves to spare no energy, knowledge and skill in initiating unsurpassed systems to enhance our efficiencies. o Invoke spirit of commitment to uphold and maintain efficiency and excellence in discharge of our duties sparring neither strength nor skill that will enable us achieve our ultimate goals. 88

SHORTCOMINGS/LIMITATIONS BY DBE/UMALUSI The visit by DBE and Umalusi highlighted the following for improvements: A. REGISTRATION 1. Large number of manually generated mark sheets 2. The large number of immigrant candidates : Clarity on whether they are foreign students or immigrant learners 3. Managing the number of progressed learners 4. Monitoring of subject changes B. MONITORING 1. Lack of integrated monitoring plan that incorporates both province and districts 89

SHORTCOMINGS/LIMITATIONS BY DBE/UMALUSI C. CONCESSIONS 1. Concessions still almost solely managed by Psychological services with minimal inputs from exams D. PRINTING, PACKING, STORAGE, DISTRIBUTION OF QPS 1. There is still no appointed assistant manager for question papers (Printing) 2. Lack of manual for training of storage point managers 3. Single locking system in storage points of QPs 4. Collection of QPs by principals from distribution points should not be too early as this will create a risk 90

SHORTCOMINGS/LIMITATIONS BY DBE/UMALUSI E. MARKING 1. Marking and moderation of small entry subjects done by one individual and thus compromising moderation process 2. In 2017 and 2018, PED conducted a survey of set works in English and Afrikaans Languages 3. Inadequate monitoring of marking to verify the implementation of Quality Assurance measures F. SCHOOL BASED ASSESSMENT 1. Examinations piloting the separate moderation of selected PAT subjects G. IRREGULARITIES 1. Some irregularities not reported during writing and identified during marking 2. Non-functionality of SAICs and DAICs across districts 91

INTERVENTIONS FOR IMPROVEMENT The province has developed the following interventions: A. REGISTRATION 1. Verification processes will be strengthened by establishing a team which will check all registrations 2. The PED will ensure that all documentation is available before immigrant status is granted to deserving candidates 3. PED will verify all progressed learner data for districts 4. Grade 10 and 11 schedules to be monitored to ensure compliance to policy B. MONITORING 1. Integrated and comprehensive plan that incorporates provincial and district monitoring to be developed 92

INTERVENTIONS FOR IMPROVEMENT C. CONCESSIONS 1. Exams to fully participate at provincial and district adjudication D. PRINTING, PACKING, STORAGE, DISTRIBUTION OF QPS 1. The HOD has been engaged and the assistant manager for question papers (Printing) will be filled soon 2. Training manual was developed and training was conducted in for 2018 NSC exams 3. Double locking system is being established in all storage points of QPs 4. Collection of QPs by principals has since been standardized. Nerve and nodal points open at (06 h 00) ; distribution points at (07 h 00) 93

INTERVENTIONS FOR IMPROVEMENT E. MARKING 1. Marking and moderation of small entry subjects is being outsourced to other provinces 2. In 2019 PED will conduct a survey of set works in all other Languages 3. Rigorous moderation and adherence to TR will be emphasized when CMs, IMs and Centre managers are trained F. SCHOOL BASED ASSESSMENT 1. Examinations to continue align moderation plans with curriculum on selected PAT subjects G. IRREGULARITIES 1. PED to strengthen invigilation training and reporting on time 2. The province has re-established the SAICs and DAICs across districts; training is planned for 2019 94

SOR for 2019 June Examinations 1. Two circulars issued informing candidates about 2019 June Examinations ( Instruction 22 /2018 & Instruction 01/2019). 2. Advocacy also conducted in various forms of media and extension for 2019 SC registration sent to schools. 3. There is a delay in release of data by system administrator and that may hamper on other processes. 4. 101 SC centres declared and MEO candidates in 361 will write examinations in the cluster centres. Districts will sent the identified centres by 07 March 2019. 5. SC Chief / invigilators 101 will be compensated whilst in MEO cluster centre not compensated. 6. No independent school is declared / identified as June exam centre. 7. Chief Invigilators training is scheduled from 15 -17 April 2019. 8. Consolidated monitoring schools compiled by April 2019. 9. Circuit Managers tasked to verify exam centres that also will serve as voting stations and make a determination by 07 March 2019. 10. NSC candidates who may fail in June will again be allowed to register as part-time candidates to write at the end of the 95 year.

PROVINCIAL COMMON ASSESSMENTS (PCA) AND SBA 1. Challenges 1. 1. No structured programme for the training of teachers on setting quality question papers in GET and FET. 1. 2 Implementation, management of moderation and quality assurance of SBA is questionable in GET and FET ( Grades 10 -11) 2. Corrective Measures 2. 1. PEA and Curriculum officials are working on the formal programme to train teachers on setting quality question papers. 2. 2 In June 2019, PEA will conduct a pilot study on the quality assuring of the SBA portfolios to a sample of schools. It will take place in a central venue. 2. 3 GET dialogue is planned for April 2019, with the purpose of strengthening the implementation, management of moderation and quality assurance of SBA. 2. 4 A follow-up session of FET SBA will be held with subject advisors in August. 96

Marking Solutions for 2019 • Slight adjustments were made to the online marker application format to curb misinterpretation. • SMTs were directed to meet with their FET teachers and unpack the directives in the Assessment Instruction. As proof of the meeting principals email the attendance register to the provincial exam office. • A user-friendly tool was developed in 2018 for easy monitoring and reporting on the daily progress made on the different processes at the marking venues. Unfortunately not all marking venue managers fully utilised the tool to monitor the calculated marking pace and they will be intensely trained on using the tool in 2019. 97

SECURITY SOLUTIONS FOR 2019 • A follow up on security risk assessment recommendations will done with the district Directors to ensure that infrastructural challenges at nerve and nodal points are addressed (Perimeter fencing, illumination, burglar proofs, locks and fire extinguishers) 98

SBA Management 1. Districts to verify if they have received response letters for 2017 SBA rejections. 2. SBA Policy is halted by DBE until review of Chapter 4 on assessments is completed. The process is envisaged from 3. 2018 composite list of SBA rejections received and 155 affected. 4. Two provincial SBA session planned in June and October respectively. 4. SBA reports still not yet finalized for circulation. 5. Plan for 2019 developed. 11/1/2020

Together Delivering Irregularities-free Examinations EXCELLENCE AND PROMPT SERVICE OUR PRIORITY 100

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