The official pass rate for the class of 2018 stands at 78.2% a 3.1% improvement from the 75.1% achieved in 2017. 400 761 candidates passed their National Senior Certificate this year as compared to 401 435 candidates who passed in 2017. With the progressed learners excluded, the 2018 pass rate stands at 79.4%, a 2.9% improvement from the 76.5% achieved in 2017. The total number of candidates, who registered for the 2018 NSC examinations was about 800 800. The Class of 2018 was cohort to sit for twelve new subjects including the South African Sign Language.
This report highlights the educational achievements of VVOB-supported programmes in ten countries in 2013 that were realised over the past three years. The same period was also marked by critical reflections on VVOB’s vision, strategies, educational objectives and developmental approaches. Through a series of consultations, VVOB and its partners have thoroughly evaluated the scope, nature and impact of the different programmes it has been supporting over the past years. The impact of our joint efforts ‘ripples’ throughout this report in most of the countries info graphics, leveraging the evidence-base for systematic capacity development as a guarantee for sustainable education outcomes. The consultations also resulted in a new education programme showing close parallels with the internationally agreed education priorities.
The Student Equity and Talent Management Unit’s (SETMU) Annual Report provides a broad overview of the activities undertaken by the Unit during the 2017 academic year.
"In the ten years of implementation, SETMU has noted that transformation and transitions are often difficult for learners when they start the programme in grade ten. Furthermore, the transition from high school to university is no exception, and neither is the journey currently being made within the South African higher education sector, to transform universities into dynamic institutions that recognize and value diversity, and are committed towards addressing the legacy and the impact of a national history scarred by inequality and oppression. The space, dynamics and needs of the University ultimately reflect and echo those of the society in which it is located. For this reason it is crucial that the University implement programmes which not only contribute to the efforts made to achieve Transformation in the academy, and in industry, but also, very importantly, to communities, especially those disadvantaged by the country’s legacy of inequality"
(Dr Kendall Petersen Manager: Diversity, Ethics and Social Justice Transformation and Employment Equity Office University of the Witwatersrand).
This report highlights the educational achievements of VVOB-supported programmes in ten countries in 2013 that were realised over the past three years. The same period was also marked by critical reflections on VVOB’s vision, strategies, educational objectives and developmental approaches. Through a series of consultations, VVOB and its partners have thoroughly evaluated the scope, nature and impact of the different programmes it has been supporting over the past years. The impact of our joint efforts ‘ripples’ throughout this report in most of the countries info graphics, leveraging the evidence-base for systematic capacity development as a guarantee for sustainable education outcomes. The consultations also resulted in a new education programme showing close parallels with the internationally agreed education priorities.
The Student Equity and Talent Management Unit’s (SETMU) Annual Report provides a broad overview of the activities undertaken by the Unit during the 2017 academic year.
"In the ten years of implementation, SETMU has noted that transformation and transitions are often difficult for learners when they start the programme in grade ten. Furthermore, the transition from high school to university is no exception, and neither is the journey currently being made within the South African higher education sector, to transform universities into dynamic institutions that recognize and value diversity, and are committed towards addressing the legacy and the impact of a national history scarred by inequality and oppression. The space, dynamics and needs of the University ultimately reflect and echo those of the society in which it is located. For this reason it is crucial that the University implement programmes which not only contribute to the efforts made to achieve Transformation in the academy, and in industry, but also, very importantly, to communities, especially those disadvantaged by the country’s legacy of inequality"
(Dr Kendall Petersen Manager: Diversity, Ethics and Social Justice Transformation and Employment Equity Office University of the Witwatersrand).
An investigation into the impact of COVID-19 on private schools in Gwagwalada...SubmissionResearchpa
The study investigated the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. Questionnaire was adopted for the study. The sample of the study comprised 80 private schools administrators. The researcher used purposive sampling technique to select the sample from the population for the study. To ensure the validity of the instrument, test retest was employed to validate the reliability of the instrument. Simple percentage and chi-square was used to analyze the data collected for the study. The result collected revealed that COVID-19 Pandemic has impact on private school finances; COVID-19 Pandemic influences retrenchment of staff in private school; COVID-19 government intervention funds did not get to private schools proprietors and majorities of proprietress of private schools in Gwagwalada area council have not been able to pay their staff for the past two months of the COVID-19 pandemic. Based on this findings, the researcher hereby recommends that the government should provide specially intervention funds for the private schools with low interest rate. Based on the results obtained from the study, it was recommended that government at the federal and states levels should make provision for the private schools to access special intervention loans with low interest rate so that the private schools owners should be able to pay salaries to their staff by Ogunode Niyi Jacob 2020. An investigation into the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. International Journal on Integrated Education. 3, 6 (Jun. 2020), 35-44. DOI:https://doi.org/10.31149/ijie.v3i6.399. https://journals.researchparks.org/index.php/IJIE/article/view/399/376 https://journals.researchparks.org/index.php/IJIE/article/view/399
Financing the Education 2030 agenda - Key issues and challenges for national ...IIEP-UNESCO
Aaron Benavot's presentation for the IIEP-UNESCO Strategic Debate " Financing the Education 2030 Agenda - Key issues and challenges for national planners" on 22 January 2016. Benavot is the Director of the UNESCO Global Education Monitoring Report.
Untuk memiliki dampak yang nyata, agenda pendidikan pasca-2015 harus jelas didefinisikan dan terukur. Hal ini mensyaratkan secara tepat pendefinisian konsep yang disampaikan dalam setiap target serta serangkaian yang telah disepakati berdasarkan indikator pada data yang akurat dan dapat diandalkan sesuai standar internasional guna memastikan perbandingan yang valid antar berbagai negara dan dari waktu ke waktu.
Beberapa usulan target sudah dapat diukur dengan indikator yang ada, sementara yang lain masih harus dikembangkan. Sebagai tanggapan, UNESCO Institute for Statistics mengkoordinasi kelompok penasehat teknis yang mencakup para ahli dari UNICEF, Bank Dunia, OECD, Laporan Pemantauan Global PUS dan UNESCO.
Tugasnya adalah untuk mengidentifikasi dan meninjau indikator yang sudah ada yang bisa digunakan untuk agenda pendidikan yang baru dan membantu untuk mengembangkan langkah-langkah baru untuk memantau perkembangan pendidikan global.
Agenda pendidikan masa depan harus memberikan pendekatan umum untuk pemantauan tujuan internasional, sekaligus menawarkan fleksibilitas untuk merespon aspirasi negara. Oleh karena itu, selain tolak ukur global dan indikator, agenda juga akan mencakup ketentuan untuk sasaran pengaturan dan pengembangan indikator di tingkat negara yang mencerminkan prioritas tertentu dan konteksnya.
Untuk secara efektif memantau kemajuan di tingkat-negara global dan, itu akan menjadi penting untuk memperkuat mekanisme dan kapasitas negara untuk mengumpulkan dan melaporkan data secara akurat dan tepat waktu. Ini akan mendorong akuntabilitas yang lebih besar dalam tata kelola pendidikan. Pada saat yang sama, di Global mekanisme yang seperti saat ini Laporan Pemantauan Global PUS harus dipertahankan untuk memastikan bahwa kemajuan pendidikan global tetap menjadi prioritas di tingkat politik tertinggi.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
While continuing the World Bank’s commitment to help countries reach the education Millennium Development Goals (MDGs), the new Education Strategy 2020 focuses on the goal of Learning for All. Learning for All means giving all people equitable opportunities to acquire the knowledge and skills they need to have healthy and satisfying lives, to be good citizens, and to be productive
contributors to their countries’ economic development.
Keynote Address by the Minister of Basic Education, Mrs Angie Motshekga, MP, Delivered at the Release of NSC Examination Results for 2017 held at SABC – Radio, Auckland Park
An investigation into the impact of COVID-19 on private schools in Gwagwalada...SubmissionResearchpa
The study investigated the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. Questionnaire was adopted for the study. The sample of the study comprised 80 private schools administrators. The researcher used purposive sampling technique to select the sample from the population for the study. To ensure the validity of the instrument, test retest was employed to validate the reliability of the instrument. Simple percentage and chi-square was used to analyze the data collected for the study. The result collected revealed that COVID-19 Pandemic has impact on private school finances; COVID-19 Pandemic influences retrenchment of staff in private school; COVID-19 government intervention funds did not get to private schools proprietors and majorities of proprietress of private schools in Gwagwalada area council have not been able to pay their staff for the past two months of the COVID-19 pandemic. Based on this findings, the researcher hereby recommends that the government should provide specially intervention funds for the private schools with low interest rate. Based on the results obtained from the study, it was recommended that government at the federal and states levels should make provision for the private schools to access special intervention loans with low interest rate so that the private schools owners should be able to pay salaries to their staff by Ogunode Niyi Jacob 2020. An investigation into the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. International Journal on Integrated Education. 3, 6 (Jun. 2020), 35-44. DOI:https://doi.org/10.31149/ijie.v3i6.399. https://journals.researchparks.org/index.php/IJIE/article/view/399/376 https://journals.researchparks.org/index.php/IJIE/article/view/399
Financing the Education 2030 agenda - Key issues and challenges for national ...IIEP-UNESCO
Aaron Benavot's presentation for the IIEP-UNESCO Strategic Debate " Financing the Education 2030 Agenda - Key issues and challenges for national planners" on 22 January 2016. Benavot is the Director of the UNESCO Global Education Monitoring Report.
Untuk memiliki dampak yang nyata, agenda pendidikan pasca-2015 harus jelas didefinisikan dan terukur. Hal ini mensyaratkan secara tepat pendefinisian konsep yang disampaikan dalam setiap target serta serangkaian yang telah disepakati berdasarkan indikator pada data yang akurat dan dapat diandalkan sesuai standar internasional guna memastikan perbandingan yang valid antar berbagai negara dan dari waktu ke waktu.
Beberapa usulan target sudah dapat diukur dengan indikator yang ada, sementara yang lain masih harus dikembangkan. Sebagai tanggapan, UNESCO Institute for Statistics mengkoordinasi kelompok penasehat teknis yang mencakup para ahli dari UNICEF, Bank Dunia, OECD, Laporan Pemantauan Global PUS dan UNESCO.
Tugasnya adalah untuk mengidentifikasi dan meninjau indikator yang sudah ada yang bisa digunakan untuk agenda pendidikan yang baru dan membantu untuk mengembangkan langkah-langkah baru untuk memantau perkembangan pendidikan global.
Agenda pendidikan masa depan harus memberikan pendekatan umum untuk pemantauan tujuan internasional, sekaligus menawarkan fleksibilitas untuk merespon aspirasi negara. Oleh karena itu, selain tolak ukur global dan indikator, agenda juga akan mencakup ketentuan untuk sasaran pengaturan dan pengembangan indikator di tingkat negara yang mencerminkan prioritas tertentu dan konteksnya.
Untuk secara efektif memantau kemajuan di tingkat-negara global dan, itu akan menjadi penting untuk memperkuat mekanisme dan kapasitas negara untuk mengumpulkan dan melaporkan data secara akurat dan tepat waktu. Ini akan mendorong akuntabilitas yang lebih besar dalam tata kelola pendidikan. Pada saat yang sama, di Global mekanisme yang seperti saat ini Laporan Pemantauan Global PUS harus dipertahankan untuk memastikan bahwa kemajuan pendidikan global tetap menjadi prioritas di tingkat politik tertinggi.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
While continuing the World Bank’s commitment to help countries reach the education Millennium Development Goals (MDGs), the new Education Strategy 2020 focuses on the goal of Learning for All. Learning for All means giving all people equitable opportunities to acquire the knowledge and skills they need to have healthy and satisfying lives, to be good citizens, and to be productive
contributors to their countries’ economic development.
Keynote Address by the Minister of Basic Education, Mrs Angie Motshekga, MP, Delivered at the Release of NSC Examination Results for 2017 held at SABC – Radio, Auckland Park
Intro nursery and primary school business planPrince Moses
DOWNLOAD NURSERY AND PRIMARY SCHOOL BUSINESS PLAN HERE: http://eduauthor.com/product/nursery-and-primary-school-business-plan/
HOW TO START A NURSERY AND PRIMARY SCHOOL BUSINESS
The number one priority of every parent is to send their children to school to acquire knowledge from infancy, and school fees for these children take more than 20 percent of what parents are working for, depending on the number of children you have.
Nursery and Primary school business in Nigeria has become more profitable these days than ever before due to the number of children that are born every day. With such increase in the number of children born yearly — comes the need for more Nursery and Primary schools that will cater for them, and the need for even more will continue over time.
In those days, a single government or missionary owned primary school in a community would be just enough to cater for the children of the entire community. Then, there was no need for private nursery and primary schools. Today, the story has changed — no single primary or nursery school would be able to take care of the entire kids in a community, especially in urban places like Lagos and Abuja.
The Nursery and Primary School BUSINESS PLAN is a comprehensive business plan that will assist you with all the needed ideas and plans to start a successful Nursery and Primary School business and to also help you in raising capital from any bank or other investors for your new soap company.
Advantages of The Business Plan:
• The Business Plan is fully Updated with current research on how to start a nursery and primary school
• One great advantage of the business plan is that the Nursery and Primary School BUSINESS PLAN is not only confined to primary school or nursery school alone, but it carries the two school level along simultaneously. So in summary it teaches you how to establish a primary school, how to start a preschool, how to establish a montessori schools, and how to run colleges.
• The Nursery and Primary School BUSINESS PLAN will give you guide on Nursery and Primary School Certification, Preliminary planning level, finding better locations for your Nursery and Primary School, Total cost required to start a Nursery and Primary School, Financial planning and forecast for a Nursery and Primary School.
• The Business Plan is a 11 Chapter Business Plan – of about 23 pages!
• 7 Year Automated Financial Model in MS Excel it has a Complete Industry Research.
• Bankable, Investor/Grant Ready! – The business plan is design to enable you use it to access loan and grants
• Exceeds Ministry Education Requirements and standard!
Automatic download after purchase online
Zambia's Ministry of Education Initiatives towards the Implementation SDG 4, ...ESD UNU-IAS
This presentation was part of the 7th African RCE Meeting, 2-4 August 2017 in Lusaka, Zambia “RCE Initiatives: Milestones for Achieving the Sustainable Development Goals”.
Eduacation For All (EFA) । Focus on Nonformal Education। 2019।সবার জন্য শিক্ষাMUHAMMAD FERDAUS
Its a description and briefly presenting idea about EFA (1990) . This is the world first declaration which held on only for EDUCATION.
It was a slide presentation on class work. Plz ignore silly mistakes.
created by: m.ferdaus.raj
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sus...eraser Juan José Calderón
G20 Education Ministers’ Declaration 2018 Building consensus for fair and sustainable development. Unleashing people’s potential.. En el que se encuentra también en el ANexo I : Policy Options for Education and Skills .
Ministry of Justice Extradition Eswatini 3.pdfSABC News
The Ministry of Justice and Correctional Services has confirmed that an extradition application for the two men linked to the murder of Kiernan 'AKA' Forbes and Tebello 'Tibz' Motsoane has been approved and sent to the Director of Public Prosecutions in eSwatini.
January’s Producer Price Index increases to 4.7%SABC News
Statistics South Africa (Stats SA) has released the Producer Price Index (PPI) for January, which rose to 4.7% year-on-year, compared with 4% in December.
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...SABC News
The Mpumalanga Department of Education has learnt with shock and sadness about an accident which claimed the lives of three teachers along the N4 road towards Mbombela.
Minister Gordhan Announces New Transnet Board Appointments_11 July 2023.pdfSABC News
The nine Trasnet Non-Executive Directors and the reappointment of two will serve a three-year term. Andile Sangqu has been appointed as the new Chairperson.
REMNANTS OF FREDDY BRINGS HEAVY RAINS IN SOME PARTS OF SOUTH AFRICA WHICH MIG...SABC News
The Minister of Cooperative Governance and Traditional Affairs (CoGTA), Dr Nkosazana Dlamini Zuma has called on communities to heed the warning from the South African Weather Service (SAWS) and the disaster management teams across the country.
Letter to the Speaker re extension 14 November 2022.pdfSABC News
Parliament's spokesperson Moloto Mothapo says retried Chief Justice Sandile Ngcobo, who is chairing the panel, has written to Mapisa-Nqakula asking for an extension.
Minister of Justice and Correctional Services Ronald Lamola’s Keynote Address...SABC News
Minister of Justice and Correctional Services Ronald Lamola’s Keynote Address at the Rand Merchant Bank Investment Big Five Investment Conference, 13 September 2022
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Angie Motshekga's Speech
1. 1
Keynote Address by the Minister of Basic Education, Mrs
Angie Motshekga, MP, Delivered at the Release of 2018
National Senior Certificate (NSC) Examination Results, held at
Vodacom Dome, Noordwyk, Midrand
03 January 2019
Good Evening Fellow South Africans!
Strategic direction in the basic education sector
Today, we are gathered here to announce the 2018 National Senior
Certificate (NSC) examination results. We are announcing the
2018 NSC examination results on the year in which South Africa will
be celebrating its 25th
anniversary of political freedom and
democracy.
The NSC examination results, are one of the most important
barometers to evaluate progress made by Government in improving
access, redress, equity, inclusivity, efficiency and the quality of
teaching and learning outcomes. This, the Government has done
by strategically implementing national, continental and international
commitments as articulated in the UNESCO Sustainable
Development Goals, 2030; the African Union Continental Education
Strategy for Africa, 2025; the National Development Plan, 2030; the
Medium-Term Strategic Framework and the National Strategy for
Learner Attainment – all of which are articulated through our Action
Plan to 2019: Towards the Realisation of Schooling by 2030.
At the dawn of democracy in 1994, the topmost priority of
Government, was to establish a single, unified and democratic
system of education system, based on human rights.
Transformative legislation and policy frameworks were developed to
ensure that the radical reforms envisaged by Government are
realised. The result of Government‟s reforms and developments
2. 2
over the past 25 years, can be seen in the educational outcomes
which have improved in virtually all measures. We are, without
doubt improving access, redress, equity, inclusivity, efficiency
and quality of our basic education system. I wish to encourage
South Africans, to visit the DBE website, where the comprehensive
version of this Speech can be found.
Building a solid and foundation for teaching and learning
Fellow South Africans, we should always remember at all times that
if we have to further improve the outputs of the schooling system,
we will have to continue to improve the fundamental quality of
learning and teaching, well before Grade 12. Therefore, the
success of any examination, is a reflection of the hard work put in
by teachers, learners, parents, and communities of trust, not only
during the year of the examination, but throughout the twelve years
of schooling. Research shows that the early years of learning to
read, write, and compute, translate into positive results and
outcomes later in the schooling years.
Government will soon be sharing more information on the work
underway for the phased-in implementation of an integrated Early
Childhood Development programme under basic education; and the
phasing-in of a comprehensive Information and Communication
Technology programme. Following years of piloting, the Sector is
ready to phase-in a national ICT programme, which will see “no fee”
schools, schools in rural areas and farms, as well as special
schools benefitting.
A great deal is happening to improve the early Grade literacy and
numeracy skills of our children. The Read to Lead Campaign has
been mobilising learners, teachers and communities around the
importance of reading. The Primary School Reading Improvement
Programme has been expanding in the numbers of schools that it is
supporting, with quality learning materials designed to enrich
classroom learning experiences in the early Grades. The Early
Grade Reading Study has led to the development of a Reading
Improvement Plan with clear steps to improve the support given to
teachers, based on evidence of what works. The National
Education Collaboration Trust has set up a National Reading
3. 3
Coalition to bring together, and guide all our efforts to improving
reading in the nation.
At the basic education level, the modernisation of the classroom
has become a phenomenon of the global society. In response to
the demand of the 21st
century skills, the DBE, in partnership with
UNICEF, the LEGO Foundation, the Association for the
Development of Education in Africa (ADEA), is currently
implementing an initiative that focuses on the role of PLAY-based
learning in improving the quality of early Grade learning, under the
auspices of Power of PLAY: A Learning Tool for a Powerful Future
Programme.
An International Africa PLAY Conference will be hosted in Pretoria
on 25-27 February this year. Among the key objectives of the
Conference, are the facilitation of an understanding and
commitment of policy-makers and influencers on the important role
of PLAY-based learning in preparing young children for the
opportunities of the 21st
century, and the achievement of
sustainable development of a national and global level.
Fellow South Africans, as we report on the Grade 12 examination
results, it is important to reflect on the recent cycles of regional and
international assessment studies, namely, the TIMSS, the
SEACMEQ, and the PIRLS, which report on the performance in
lower Grades, specifically Grades 4, 5, 6 and 9.
Results of the regional and international assessment
benchmark studies
At the heart of development in the schooling sector, must obviously
be what learners learn. During the announcement of the 2017
NSC examination results, I outlined the improvements in the
performance of South African learners – though at varying degrees,
as reported by the three regional and international assessment
studies. The reality is that our basic education system has entered
its Age of Hope. What is critical, is to remind ourselves that every
child must be viewed as a national asset.
The 2018 National Senior Certificate Examinations Results
4. 4
Turning to the Grade 12 examination results, the pass rate is but
one of many indicators tracking trends at this level. Government‟s
MTSF, which is based on the NDP, emphasises the aim of getting
all young people to obtain a National Senior Certificate or an
equivalent qualification; either from a school or TVET institution.
The MTSF also emphasises the attainment of a National Senior
Certificate, which allows for Bachelors-level studies at a university;
and obtaining a mark of at least 50% in Mathematics and Physical
Science. In the case of Mathematics, the 50% threshold, is the
lowest threshold applied for entry into different Mathematically-
oriented university programmes, such as Accounting and
Economics.
Fellow South Africans, we were very happy that Umalusi, the sole
authority and arbiter of standardisation, has declared the 2018 NSC
examinations as “fair, valid and credible”.
Profile: Class of 2018
The Class of 2018, which is the fifth cohort to be exposed to the
CAPS curriculum, has recorded the fourth highest enrolment of full-
time candidates, and the highest for the part-time candidates in the
history of the Basic Education system in South Africa.
The total number of candidates, who registered for the November
2018 NSC examinations was approximately 800 800, comprising
about 625 000 full-time candidates and 176 000 part-time
candidates. Of these candidates, approximately 512 700 full-time
candidates, and 117 660 part-time candidates actually wrote all
seven subjects of the 2018 NSC examinations. It is noteworthy
that KwaZulu Natal, Gauteng, Limpopo and the Eastern Cape
registered the highest numbers of full-time and part-time
candidates.
The scope and size of the 2018 NSC examinations, is massive. For
instance, 147 question papers were set; 8 million question
papers were printed; 7.6 million scripts were produced and
delivered countrywide; about 7 000 secure examination centres
5. 5
were established; 65 000 invigilators, and 41 000 markers were
appointed in 141 secure marking centres.
The Class of 2018 is the first to be introduced to twelve (12) new
subject offerings, comprising –
the South African Sign Language (Home Language); as well as
Civil Technologies, Mechanical Technologies, and Electrical
Technologies – each with three subjects; as well as Technical
Mathematics and Technical Science.
Performance of the progressed learners
The criteria for learner progression introduced in 2015, were further
streamlined in 2017. The South African public will recall the learner
progression policy, encouraged provinces to progress or condone
over-aged learners who have repeated Grade 11 more than once,
and give them extra support to either write all seven subjects of the
2018 NSC examinations; or allow them to modularise their
examinations. In the latter case, progressed learners could write
part of the 2018 NSC examinations in November 2018, and the rest
in June 2019.
The support provided to progressed learners by provinces is
important, particularly for learners who come from poorer
communities. Provinces go out of their way to provide progressed
learners with extra support; and this, provinces do without any
additional budget. Consequently, in 2018 we saw the largest
number of progressed learners, since the policy was promulgated
in 2015.
This is a step in the right direction in the context of the National
Development Plan, which enjoins us to mediate the high drop-out
and repetition rates of learners in the Basic Education system. The
NDP demands of us to maintain a retention rate of 90%, and to
allow for an increase in the number of learners entering vocational
and occupational pathways. The Second Chance Matric
Programme, the Learner Progression Policy, the Incremental
Introduction of the Three-Stream Model, and the Multiple
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Examinations Opportunity (MEO) are means towards an end to
address this NDP directive.
We wish to thank all provinces that invested a lot of effort in
supporting progressed and struggling learners. Hence, Gauteng‟s
progressed learners passed at 70.3%; Free State‟s progressed
learners passed at 65.2%; Mpumalanga‟s progressed learners
passed at 64.7%; KwaZulu Natal‟s progressed learners passed at
63.4%; North West‟s progressed learners passed at 56.9%; the
Eastern Cape‟s progressed learners passed at 56.5%; the Northern
Cape‟s progressed learners passed at 40.2%; and the Western
Cape‟s progressed learners passed at 33.6%.
We are convinced that, had the provinces not provided the
„package of support and interventions‟ they provided to the
progressed learners, some of our young people could have fallen
through the cracks of the system. It is for this reason that we
continue to encourage provinces to support struggling learners, not
only during their Matric years, but right through the system. This
will definitely improve the through-put and retention of learners,
especially in the Senior and FET Phases, where we experience
high failure and drop-out rates.
Learners with Special Education Needs
We strongly believe that an Inclusive Education system, makes an
immense contribution towards an inclusive economy, to serve an
inclusive society. We have for the past few years included the
learners with special educational needs in tracking learner
performance in the NSC Examinations.
I am happy to announce that 3 856 learners with special
educational needs wrote the 2017 NSC examinations, an increase
of 39.9% from 2017; and 3 051 learners with special educational
needs passed the examinations. 1 669 achieved Bachelor passes;
861 Diploma passes; 402 Higher Certificate passes; and 199
endorsed NSC passes. Learners with special educational needs
also attained 1 927 distinctions, including in critical subjects, such
as Accounting, Business Studies, Economics, Mathematics and
Physical Science.
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The benefits of the “pro-poor” policies of Government on the
Grade 12 examination results
In the 2018 NSC examination results, the poverty ranking of
schools in terms quintiles 1 to 5, revealed the following interesting
trends. I will however, focus on the performance of quintile 1 to 3
schools, the “no fee” schools. The total number NSC passes in “no
fee” schools, stands at 241 340.
The Bachelor passes achieved by learners in “no fee” schools stand
at 84 700; which implies that in 2018, “no fee” schools produced
53% of the Bachelor passes. The significance of this is that, in
2018, the Bachelor passes produced by “no fee” schools has
significantly and progressively increased to 6% from 2016. “No fee”
schools also produced 91 400 Diploma, and 65 130 Higher
Certificate passes. It is noteworthy that more than 55 000
candidates from “no fee” schools are eligible to register for Bachelor
and Diploma studies at higher education institutions.
Government must be applauded for its pro-poor polices, which in
the Basic Education arena, alleviate poverty through a variety of
interventions. Among others, it is worth mentioning the pro-poor
funding of schools; the provision of nutritious meals on a daily
basis; and the provision of scholar transport to deserving learners
on daily basis. These interventions, which are called the “social
wage” by the Statistics South Africa, have definitely improved
access and retention of learners in schools; thus simultaneously
promoting equity, efficiency, and quality immeasurably. This, is
indeed a good story to tell!!
Performance of the Districts
The NDP recognises districts as a crucial interface of the Basic
Education Sector in identifying best practice, sharing information,
and providing support to schools. The continued growth in the
performance of districts is closely monitored and evaluated by both
the provincial and national Basic Education departments. In 2018,
74 of the 75 districts (98.7% of our districts) attained pass rates of
60% and above; and 34 of the 75 districts (45.3% of our districts)
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attained pass rates of 80% and above. Regrettably, one district in
the Eastern Cape, achieved a pass rate lower than 60%.
The top ten (10) performing districts in the country are as follows –
First, is Fezile Dabi in the Free State, with 92.3%;
Second, is Tshwane South in Gauteng, with 91.7%;
Third, is Johannesburg East in Gauteng, with 90.3%;
Fourth, is Sedibeng East in Gauteng, with 90.2%;
Fifth, is Johannesburg West in Gauteng, with 90.1%;
Sixth, is Thabo Mafutsanyana in the Free State, with 90%;
Seventh, is Tshwane North in Gauteng, with 89.6%;
Eighth, is Gauteng West in Gauteng, with 89.1%;
Ninth, is Ekurhuleni North in Gauteng, with 88.8%; and
Tenth, is Johannesburg North in Gauteng, with 88.6%.
Fellow South Africans, it is unprecedented that the ten top
performing districts in the country, are from two provinces. It is for
the first time that four of the top ten performing districts performed
above 85%; and six of the top ten districts broke the 90% glass
ceiling. Notably, out of the top ten performing districts in the
country, eight are from Gauteng, and two are from the Free State.
We must congratulate the Free State and Gauteng – this is
remarkable!!!
The top performing districts in their respective provinces, are as
follows –
First, is Fezile Dabi in the Free State, with 92.3%;
Second, is Tshwane South in Gauteng, with 91.7%;
Third, is Metro North in the Western Cape, with 85.1%;
Fourth, is Bojanala Platinum in the North West, with 84.4%;
Fifth, is Namaqua in the Northern Cape, with 83.7%;
Sixth, is Ehlanzeni in Mpumalanga, with 82.3%;
Seventh, is Amajuba, in KwaZulu Natal, with 81.7%;
Eighth, is Vhembe East in Limpopo , with 80.1%; and
Ninth, is Nelson Mandela in the Eastern Cape, with 76.1%;
Performance of the Provinces
9. 9
Only one province achieved below the 70% threshold, namely
Limpopo, which achieved 69.4%, an improvement of 3.8% from
2017 – the third highest improvement;
Four provinces achieved above 70%, and these are –
Eastern Cape achieved 70.6%, an improvement of 5.6% from
2017 – the largest improvement in the country;
Northern Cape achieved 73.3%, a decline of 2.3% from 2017;
KwaZulu-Natal achieved 76.2%, an improvement of 3.3% from
2017; and
Mpumalanga achieved 79%, an improvement of 4.2% from
2017 – the second highest improvement.
Four provinces achieved above 80% –
North West achieved 81.1%, an improvement of 1.7% from
2017;
Western Cape achieved 81.5%, a decline of 1.3% from 2017;
Free State, achieved 87.5%, an improvement of 1.4% from
2017.
Finally, the top performing province for 2018, is Gauteng, with an
achievement of 87.9%, an improvement of 2.8% from 2017.
With the exception of Limpopo, all the other provinces achieved
above the 70% pass rate. All the provinces, including Limpopo,
have shown improvements in their performances, except for the
Northern Cape and the Western Cape. We wish to implore the
communities of the Northern Cape to desist from using schools as
bargaining chips in their service delivery protests.
We must applaud the Eastern Cape for joining the 70%
performance club, which includes the Northern Cape, KwaZulu
Natal and Mpumalanga. The Eastern Cape had the largest
performance improvement, while Mpumalanga and Limpopo had
the second and third largest performance improvements,
respectively. Clearly, the learner support programmes and
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interventions these three provinces have implemented, are
beginning to bear good fruit.
I must particularly single out the Eastern Cape. Despite the
challenges they are faced with, especially the contestations related
to the rationalisation of small and unviable schools, under the
leadership of MEC Mandla Makupula (may his dear soul rest in
peace). The Eastern Cape has now taken off, and should continue
on this trajectory. It is about to reach its cruising height. I wish to
encourage the executive and administrative leadership of the
Eastern Cape, to keep the fires burning, in memory of MEC
Makupula‟s unobliterable and unforgettable legacy.
We also wish to commend the North West, Western Cape, Free
State and Gauteng for maintaining their 80% performance status. It
must be noted the Gauteng has raised the bar in almost all
applicable performance indicators, except for their performance with
the progressed learners excluded, the number and percentage of
passes with distinctions, and the performance of learners with
special educational needs. Congratulation to MEC Panyaza Lesufi
and your team!!!
Overall national performance
This brings us to the 2018 NSC examination overall results. For the
past eight years, we have noted that the NSC pass rate has
consistently been above the previous 70% glass ceiling. The Class
of 2018 must be commended for maintaining this trend. They are
the fourth largest cohort in the history of basic education to register
for any NSC examination in the country.
The 2018 NSC overall pass rate, with the progressed learners
included, stands at 78.2%, a 3.1% improvement from the 75.1%
achieved in 2017. This, represents 400 761 candidates, who had
passed the 2018 NSC examination. However, with the
progressed learners excluded, the 2018 NSC overall pass rate
stands at 79.4%, a 2.9% improvement from the 76.5% achieved in
2017. Well done to the Class of 2018!!!
Further analysis of the 2018 NSC examination results, show that –
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the number of candidates qualifying for admission to Bachelor
studies is 172 000, which represents 33.6% of the total
number of candidates, who wrote the 2018 NSC examinations;
the number candidates, who passed with a Diploma is 141
700, which represents 27.6% of the total number of
candidates, who wrote the 2018 NSC examinations;
the number of candidates who passed with Higher Certificate
is 86 800, which represents 16.9% of the total number of
candidates, who wrote the 2018 NSC examinations; and
The number of candidates who passed with a National Senior
Certificate (NSC) is 99; and the number of candidates who
passed with an endorsed NSC is 129.
It is important to note that a total of about 312 700 candidates
(equivalent to 78.3%), who achieved Bachelor and Diploma passes,
are eligible for studies at higher education institutions. The 86 790
candidates, equivalent to 21.7%, who obtained certificate passes,
may register at TVET and other skills training institutions.
In 2018, about 157 000 distinctions were achieved, a decline of
2.6% from 2017. The main contributors towards the distinctions
achieved are KwaZulu Natal, Gauteng, Western Cape, Eastern
Cape, and Limpopo. It is remarkable to note that the Eastern Cape,
KwaZulu Natal and Limpopo – the three rural provinces, produced a
combined total of 75 600 distinctions, which is equivalent to 46.9%
of the total distinctions. In the 12 key subjects (including
Accounting, Business Studies, Economics, Mathematics, and
Physical Science among others), the total number of distinctions
stands at 58 800.
We are indeed a system on the rise – a remarkable story to tell
Fellow South Africans, the evidence I have just presented today,
points unequivocally to progress in the Basic Education Sector in
the area that matters most, namely learning outcomes. It is
however, important to understand as best as possible what drove
this progress, which will inform the way forward. We must be able
synthesise the evidence we have just presented to clearly
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demonstrate that the Basic Education Sector is addressing in an
unwavering manner the social justice principles we are enjoined to
observe – the principles of access, redress, equity, inclusivity,
efficiency and quality.
Our path towards quality schooling, is definitely that bearing the
hallmarks of a “silent revolution”. A beacon of hope has been
brought, particularly to the candidates who were from “no fee”
schools; the progressed learners; the social grant beneficiaries; the
offenders from Correctional Services facilities; learners with special
educational needs – all of whom wrote for the 2018 NSC
examinations, and did exceptionally well. Clearly, the
transformative policies and programmes of Government are bearing
good fruit.
Fellow South Africans, making sure that every young South African
receives quality schooling is an imperative. Yet, we realise that
this cannot be brought about overnight. We need a clear vision of
where we want to be in 2030, or even before then, if possible. And
we must make sure that every year we move a bit closer to our
vision, of recognising that a large improvement is actually an
accumulation of many smaller change.
Most importantly, we urge communities to desist from using their
own children as shields, when communities engage in service
delivery protests, as was the case in 2018. It was shameful that, in
some communities, children were forced out of school for period up
to six months. Speaking of success, Madiba said, “education is the
great engine of personal development. It is through education that
the daughter of a peasant can become a doctor; that the son of a
mine worker, can become the head of the mine; that a child of farm
workers can become the President of a great nation. It is what we
make out of what we have, not what we are given, that separates
one person from another.”
Conclusion
We will be the first to concede that, despite the notable stability of
and improvements in the system, we are yet to cross our own
Rubicon. We must agree that much has been achieved, but much
more needs to be done in the areas of efficiency and quality.
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One of the reasons we are excited about the general upward trend
in our Grade 12 results, is that we know this is a manifestation of
improvements occurring at all levels of the entire schooling system.
TIMSS and SAECMEQ data point to ongoing improvements over
the last ten to fifteen years in what our learners know and can do at
the primary and lower secondary levels. Even the PIRLS results,
when viewed over the longer 2006 to 2016 period, point to
substantial improvements in the ability of young South Africans to
read.
In celebrating the Class of 2018, I must also thank the principals,
teachers, and parents for the work they continue to do. I also wish
to take this opportunity to thank the Oversight Committees (the
Portfolio and Select Committees responsible for Basic Education),
the Deputy Minister (my partner in crime), the MECs and the
respective Heads of Departments for their stewardship, leadership
and continued support.
I must thank the Director-General and his team of officials for their
continued work and support. Some of the officials forfeited their
holidays and worked right through the Christmas vacation in order
to ensure that the announcement of the 2018 NSC examination
results proceeds without glitches.
Lastly, but certainly not the least, I wish to thank our partners –
teacher unions, governing body associations, our business partners
working directly with us or through the NECT, our statutory bodies,
researchers whose research work we cannot do without, our sister
departments, South Africans, who have assisted in ensuring the
stability and improvement of the Basic Education Sector. We also
wish to thank the Vodacom for hosting us this year. Let me end by
saying, the Governing Party was definitely correct to declare
education a societal matter. Therefore, all hands must be on deck.
I thank you.