• 2004 Matric Results
• Strategies to Improve 2006 results
• Plans for early provision and distribution of Learner Support Materials (LSM) for 2006
• Progress on the removal of Learners under Trees

1. 2004 SENIOR CERTIFICATE (MATRIC) RESULTS

1.1 INTRODUCTION

Over the last three years the WCED has emphasised two aspects of the outcomes of the Senior Certificate Examinations: the number of learners (rather than the percentage) who pass the examinations and the quality of passes.

The reason for the emphasis on numbers passing is that the Western Cape experiences a high drop out of learners in the last three to four years of school. We find that only about 50% of learners who originally enrolled in Gr 1 reaches Gr 12 after twelve years. This phenomenon threatens the development possibilities of the country and the province.

The reason for the WCED emphasis on the quality of passes is that, with a pass rate of in the middle to upper 80%, improving in the pass rate is difficult, but the quality of the passes can still be improved. Furthermore, an endorsement greatly increases the earning and learning opportunities of young people. In addition, the cognitive demand of subjects on the higher grade should provide learners with the thinking and problem solving skills required for higher education study. The proxies used for quality passes are endorsement and merit rates and participation and success rates on higher grade subjects especially languages, mathematics and science.

 

2. RESULTS FOR THE WESTERN CAPE PROVINCE IN 2004

Table 1 provides details of the numbers of learners passing the Senior Certificate from 1999 to 2004 as well as the numbers and percentage passing on the quality indicators described above. The table shows that in the 2004 Senior Certificate Examinations, schools in the Western Cape achieved a pass rate of 85.0%, a decrease of 2,1% on the pass rate of 2003 and an endorsement rate of 27,1%. While this the highest pass rate in the country in 2004, the figure masks the large number of learners that do not reach grade12. In this regard the decline in the number of learners passing the examination for the first time in the five-year period is of great concern.

Table 1 also shows that there was an increase in the number of endorsement candidates and higher grade mathematics and science passes in 2004. However, the numbers of learners achieving these results must be greatly increased if the school system is to provide the skills required for the economic and social development of South Africa.

Tables 2, 3, 4 and 5 show the number of learners that passed by former education department and by race for the period 2002 to 2004. The tables show that:

• There has been a decrease in the number passing (-235) and achieving endorsement (-24) at former CED schools from 2003 to 2004. However, there has been an increase in the number passing HG Maths (+140)

• There has been a decrease in the number passing at former HoR schools (-487) but an increase in the number achieving endorsement (+106) and passing HG Maths (+86).

• There has been a decrease in the number passing at former DET schools (-41) but an increase in the number achieving endorsement (+120) and passing HG Maths (+58).

• There has been an increase in the number passing at independent schools (+57) but a decrease in the number achieving endorsement (-3). There was an increase in the number passing HG Maths (+53).

• There has been a decrease in the number white learners passing (-371) and in the number achieving endorsement (-100). However, the number of white learners achieving HG Maths increased by 151.

• There has been a decrease in the number of coloured learners passing (-516) but an increase in the number achieving endorsement (+169) and passing HG Maths (104).

• There has been an increase in the number of black learners passing (+176) and an increase in the number achieving endorsement (+140) and passing HG Maths (85).

• There has been an increase in the number of Asian / Indian learners passing (+8) and passing HG maths (+14) but a decrease in the number achieving endorsement (-8).

In thirteen schools the number of learners passing increased and the school should be commended for this. However, all these schools should be monitored and supported.

Tables 7 and 8 show that there has been an increase in the overall number of learners in DINALEDI schools passing Mathematics and Physical Science on the HG and SG. However, in the case of higher grade this is due to significant increases in two schools. In five of the ten schools there was a decrease in the number of schools passing HG Mathematics and HG Physical Science.

There have been positive outputs from the programme in previous years. In 2004, 58.3% of the schools who were on the programme improved their results substantially. In 2005 the strategies as outlined below will have an on going support and development nature to improve even more.

The general strategies in the districts include:

• Target-setting
• Training for teachers
• Class Visits by Curriculum Advisors.
• Autumn, Winter and Spring schools for learners and teachers.
• Objective focused EMDC Management visits to schools.
• Regular Principals and Curriculum Co-ordinators meetings.

The specific strategies include the following:

The WCED has a very good procurement and delivery system and has over the last few years had all its resources delivered on time, except where books are out of print, or new enrolments arrive late at the beginning of a school year.

Here are details of our plans with dates and deadlines for 2006:

3.1 THE PROCUREMENT CYCLE

1. Norms and Standards allocation: A Circular 0062/2004 was sent to all schools on 17 November 2004.
2. The WCED gives all schools a Norms and Standards allocation. Non Section-21 schools must divide (budget) this money between textbooks and stationery (LTSM), municipal services and maintenance. This budget forms must reach the department by 25 April 2005.
3. The ordering for Non Section-21 schools is managed on a project team.
4. The Section 21 schools will receive two transfer payments – 60% in April 2005 and 40% during November 2005 which will enable them to buy LTSM for 2006 directly from the suppliers of their choice.

2. Non Section 21 schools

3.3. Orders

1. Once the WCED receives the requisitions, they are checked and if found to be in order, the orders for the LTSM are placed with suppliers identified by the schools. All orders must be placed by 31 July 2005.

3.4. Deliveries

5. Payments

1. The principals of non section 21 schools certify the invoices as correct in terms of price and quantity and quality and submit it to the project team for payment.
2. Payment is done within 30 days of receipt of invoice.

5. Section 21 schools

1. As indicated section 21 schools get a transfer payment and place orders on suppliers of their choice themselves. They will have to report in the annual statistical survey for 2006 as to whether LSM was delivered on time. Spot checks at section 21 schools will also be made during the first week of re-opening of schools 2006 to confirm delivery.

3. PROGRESS ON REMOVAL OF LEARNERS UNDER TREES

4.1 LEARNERS UNDER TREES

There are presently no learners under trees in the Western Cape. (Excluding an illegal school in Khyalitsha – reported in the media)

• 878 classrooms need to be built at existing schools

• 60 new schools (approximately 1 920 classrooms) need to be built in newly developed/developing suburbs

• the N2-Gateway Project requires the building of 15 new schools (480 classrooms) within the next 2 years. This project seeks to re-locate residents who are presently living in shacks along the N2 highway to newly established residential areas. No budget is available for the construction of these schools.

• 570 classrooms need to be built in various towns because of the annual influx of approximately 48 000 migrants. (570 classrooms equate to 18 full schools).

The present budgets will build 10 new schools (350 classrooms) during 2005, 19 during 2006 (665 classrooms) and 6 (210 classrooms) during 2007. (An average of 408 classroom will be built per year).

It is clear that the classroom backlog is increasing in the Western Cape. It is hoped that the province will never have "learners under trees" but to avert this eventuality creative solutions to classroom provisioning will have to be implemented.

All learners in the Western Cape have access to drinking water. The supply sources in rural areas include bore-holes, canals and tanks.

Concern has been expressed whether the drinking water, during dry periods, is fit for the children to drink. The matter is being attended to by fitting filters to the supply pipes. No water borne diseases have been reported in recent years.

All schools in the Western Cape have ablution facilities.

However 65 schools do not have water borne sewerage systems.

• 35 schools have pit latrines

• 19 have bucket systems
• 25 have ventilated improved pits (VIPs) i.e. acceptable ablution facilities in many S.A. Schools.

(14 of 79) schools were upgraded by 31 August 2004.

The Department of Transport and Public Works (DTPW) has been requested to investigate the situation at the remaining 65 schools. The availability of funds will influence the number whose water and ablutions will be upgraded during the 2005/06 financial year.

The ideal is for all schools to have water borne toilets but the challenge in the arid Karoo is two-fold: inadequate water supply and a lack of water pressure.