Report on the National Senior Certificate Examination Results 2009

National Examinations and Assessment

Report on the National Senior Certificate Examination Results

Part 2

2009

I National Examinations and Assessment

The President of the Republic of South Africa, Jacob Zuma during the release of NSC 2009 results at Northern Cape said: “The results were also an indication of the rigour of the examinations. The question papers had been subjected to international scrutiny and benchmarked against equivalent international exams and been declared internationally comparable. These were not easy exams.”

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TABLE OF CONTENTS

FOREWORD BY THE MINISTER OF BASIC EDUCATION V 1. EXAMINATIONS IN SOUTH AFRICA 1 1.1 Introduction 1 1.2 Origin and Context 1 1.3 Governance 2 1.4 The National Senior Certificate (NSC) 3 1.4.1 Requirements for the National Senior Certificate 3 1.4.2 Minimum achievement requirements for the awarding of the National Senior Certificate to candidates with special needs 4 1.4.3 Assessment in the National Senior Certificate 4 1.4.4 Minimum requirements for admission to Higher Education 5 1.5 Quality and Standards 6 1.5.1 Question paper 6 1.5.2 Standardization of the marking process 7 1.5.3 Standardisation of results 7 1.5.4 International Benchmarking 7 1.5.5 Translation of Question Papers into African Languages 8 1.5.6 Grade 11 pilot project 9 2. THE 2009 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION 11 2.1 Introduction 11 2.2 The magnitude and size of the NSC examination 11 2.3 The Examination Cycle 11 2.3.1 Registration of examination centres 12 2.3.2 Enrolment of learners 14 2.3.3 Examination Timetabling 18 2.3.4 Setting of Question Papers 18 2.3.5 Quality Assurance of Question Papers 20 2.3.6 Printing and distribution of Question Papers 21 2.3.7 The conduct of the 2009 National Senior Certificate (NSC) 21 2.3.8 Processing and Resulting of Marks on the Integrated Examination Computer System (IECS) 22 2.3.9 Final Declaration and Release of results 23 2.3.10 Re-marking and rechecking 23 2.3.11 Dealing with irregularities 24 2.3.12 Certification 24 2.3.13 Historical Records 24 3. MARKING OF THE NATIONAL SENIOR CERTIFICATE EXAMINATIONS 25 3.1 Introduction 25 3.2 Establishment of Marking Centres 25 3.3 Selection and appointment of markers 25 3.4 Standardisation of Marking 26 3.5 Training of Markers 27 3.6 Marking procedures 27

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4. SCHOOL BASED ASSESSMENT (SBA) 29 4.1 Introduction 29 4.2 General requirements of the School Based Assessment 29 4.3 Moderation of SBA 29 4.4 Moderation of Life Orientation 30 4.5 Monitoring the Implementation of SBA 30 5. SUPPORT PROGRAMMES FOR GRADE 12 TEACHING AND LEARNING 33 5.1 Introduction 33 5.2 Dinaledi Schools Project 33 5.3 Provision of Learning and Teaching Support Material to Schools 35 5.4 Development, Supply and Distribution of Electronic and Print Media Support Materials 36 5.5 Monitoring and Support of Underperforming Schools 36 5.6 Subject Advisor Training 37 5.7 Support in the teaching and assessment of Life Orientation 38 6. Analysis of the 2009 National Senior Certificate Results 39 6.1 National results 39 6.1.1 Overall performance of candidates in the 2009 NSC examination 39 6.1.2 Comparison of provincial performance (2008 and 2009) 40 6.1.3 Analysis of overall performance per quintile ranking 42 6.1.4 Analysis of overall performance per gender 47 6.1.5 Results in different categories of performance 48 6.1.6 Analysis of results of schools that have been underperforming 48 6.1.6.1 Comparison of schools that performed below 60% - 2008 and 2009 49 6.2 Subject Analysis 49 6.2.1 Overall Analysis of National selected subjects 49 6.2.2 Performance in subjects with high enrolments – 2008 and 2009 compared 50 6.2.3 Analysis of performance in the languages of teaching and learning 56 6.3 Provincial Results 58 6.3.1 EASTERN CAPE 58 6.3.2 FREE STATE 60 6.3.3 GAUTENG 61 6.3.4 KWAZULU NATAL 62 6.3.5 LIMPOPO 64 6.3.6 MPUMALANGA 65 6.3.7 NORTH WEST 67 6.3.8 NORTHERN CAPE 68 6.3.9 WESTERN CAPE 70 6.4 Provincial Subject Analysis Subject Performances 71 7. Conclusion 77 ANNEXURE A: Provincial results 78 ANNEXURE B: District Performance 89 ANNEXURE C: Subject per province 109 ANNEXURE D: List of schools divided into percentage intervals/groups - 80% –100% 134 ANNEXURE E1: List of schools classified as Quantile Ranking 1 184 ANNEXURE E2: List of schools classified as Quantile Ranking 5 235

IV FOREWORD BY THE MINISTER OF BASIC EDUCATION

Of the 552073 learners that wrote the Grade 12 examinations in 2009, 328 394 successfully obtained the National Senior Certificate and are eligible for entry, either into Higher Education Institutions or the world of work. We are encouraged that 334718 learners that exit the schooling system, do so with mathematics or mathematical literacy as a subject. Despite this positive inclusion, there is still room for improvement in the performance of learners in Mathematics and Physical Science. It is quite obvious that curriculum and assessment innovations must still be consolidated into the teaching and learning processes. I am confident that results will begin to show an improvement over the next five years. The writing of the 2009 National Senior Certificate I am concerned with the overall drop in perform- (NSC) examination is a significant milestone for ance evident in this examination. My Ministry will education in the democratic South Africa. The take purposeful steps in 2010 to address the class of 2009 represents the second cohort of challenges revealed in this examination. Once learners who have gone through twelve years of more, the national examination system continues schooling based on the new curriculum that to be one of the reliable measures for the state of embodies the imperatives of the social and education in the Republic of South Africa. educational transformation in the country. The challenges associated with the new curriculum My sincere congratulations to all officials, parents, and assessments have more or less settled. teachers and communities who have supported and contributed to the successes of the class of This year’s Grade 12 examination and assess- 2009. My congratulations also to the learners who ment processes have been characterized by have successfully attained the National Senior a pursuit of excellence and the drive to institution- Certificate. You have made the nation proud. alize quality within every education institution. The Department of Basic Education continues to improve the quality of teaching and learning. Various initiatives and interventions such as the provision of teaching and learning support material, training of examiners and moderators, the development of the Integrated Examination Computer System (IECS) have all contributed to the establishment of an efficient examination and assessment system. It is no mean achievement to have three world renowned assessment agencies such as the Cambridge International Examination (CIE); the Scottish Qualification Authority (SQA) A M Motshekga, MP and the Board of Studies New South Wales (BSNSW) all declare that the NSC question Minister of Basic Education papers are internationally comparable. 07 January 2010

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The Minister of Basic Education, Mrs Angie Motshekga, MP challenges teachers to pursue the national goal for quality education and lifelong learning and development.

The Deputy Minister of Basic Education, Enver Surty, MP challenges learners to pursue educational excellence.

VI Report on the National Senior Certificate Examination Results

1. EXAMINATIONS IN SOUTH AFRICA

1.1 Introduction The National Senior Certificate (NSC) examinations are written after twelve years of formal schooling and signify the end of the Further Education and Training band. This report provides useful statistics on learners’ performance in the National Senior Certificate across the nine provinces and districts. On the basis of the information provided, the report seeks to highlight the significant trends observed from the 2008 and 2009 NSC examinations. The Department of Basic Education will begin with a process of an in- clusive and comprehensive analysis that will culminate into a programme of action to deal with identified systemic challenges. The statistics presented were subjected to a quality assurance process of Umalusi and they reflect on data as on 07 January 2010. Part 1 of the Report was presented at the press release on 07 January 2010 based on the database as on 06 January 2010, in the Union Building. This part 2 provides the latest statistical evidence and further quantile details and performances in different categories. 1.2 Origin and Context First Formal Examinations 1858 – 1917 Examinations and assessment have made significant progress over the last 151 years since the first formal examination was conducted in South Africa under the University of the Cape of Good Hope in 1858. Since this first formal examination there have been significant advances in the examination and assessment field in South Africa and the candidature has changed in size and composition. Joint Matriculation Board (1918 – 1992) During the period 1918 – 1920 the Joint Matriculation Board (JMB) was the only examination body in the country. The matriculation certificate which was established by the JMB soon became the only exit certificate to universities and many professional careers, and was recognized by several foreign bodies. In 1921 eight departmental examinations were established and they were placed under the JMB as the arbitrator of standards. Standards were maintained by the provision of syllabi, curricular and moderation of question papers. The standard of the JMB examination was considered by learners and teachers to be difficult and the public became more critical about JMB standardization. In the face of this criticism, the JMB applied itself to perfecting the statistical technique in order to improve the reliability of the matriculation examination. During this period, the JMB wrestled with the decentralization of the examinations to provinces and the question of a post-secondary qualification. The university sector wanted a way of selecting students who would succeed in their academic careers, while the JMB claimed that success in the matric indicated that the student attained a desirable standard of general education. By 1980, the proliferation of education departments and the decentralisation of examinations aggravated the problems relating to control and standards.

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The SAFCERT Era (1992 – 2001) SAFCERT was established through South African Certification Council Act of 1986 (Act. No 85 of 1986). SAFCERT was established as a result of the findings of the research conducted by Human Sciences Research Council (HSRC) in 1977. SAFCERT had taken over from the JMB as a body responsible for overseeing of standards and certification. However, this body was accused of employing a selective approach to monitoring standards and of adjusting standards for different racial groups. During the SAFCERT era, the standard of the examination, especially from ex-Department of Education and Training (DET), continued to be a source of concern, in spite of the centralized certification process. This era was short-lived and extremely contested. National Examinations and Assessment (2001 – 2010) In 2001, the national Department of Education took on the setting of question papers and this move was driven by the needs to establish national standards across provinces. Five subjects i.e. Mathematics, Physical Science, Biology, Accounting and English Second Language were set nationally while the remaining subjects were set by provinces. The subject increased gradually to 11 subjects in 2007. With the advent of National Curriculum Statement the National Department took on the setting of all question papers which culminated into 130 papers being set for 27 subjects. The cognitive demand of these question papers was increased to provide learners with the opportunity to demonstrate their potential for higher order thinking. The focus during this period is on setting of standards, that commenced with the curriculum setting process and this dimension is then reflected in every step of the teaching, learning and assessment process. This was regarded as a significant milestone in the history of education in South Africa. Since 1996, the focus has been on epistemological, socio-cultural and physical access to quality education. This has resulted in a substantial increase in examination enrollments. In 1990, the total number of candidates that wrote the Senior Certificate examination was 360 452 and this has increased to 620 168 candidates in 2009, an increase of more than 70%. The imperative for high quality and standards in examinations and assessment has inspired the Department of Basic Education to ensure that examinations and assessment keeps abreast with international trends. In 2009, the Department of Basic Education has built on the lessons learnt in the 2008 examinations. 1.3 Governance The national examination system in South Africa is managed by the Department of Basic Education supported by the nine Provincial Education Departments (PEDs). The NSC examinations are administered by the Chief Directorate: National Examination, Assess- ment and Measurement and coordinated through the inter-Provincial Examination Com- mittee (IPEC), which was established in 1996. IPEC is a sub-committee of the Heads of Department Committee (HEDCOM), comprising provincial heads of examinations from both public and private examining bodies. The other role players are Higher Education South Africa (HESA), Umalusi, South African Qualifications Authority (SAQA), the Independent Examination Board (IEB) and the Teacher Unions. IPEC supports the DoBE in the administration and management of public examinations by implementing national norms and standards set by the DoBE.

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National examinations in South Africa are conducted in accordance with the Regulations Pertaining to the Conduct, Management and Administration of the National Senior Certificate. The role of the DoBE is to monitor the implementation of these regulations, while the heads of examination in each province are responsible for ensuring that the regulations are implemented with precision in the provincial education department. The DoBE currently sets all examination question papers for the NSC and monitors all examination processes including the printing, packing and distribution of these question papers to examination centres which are performed by provinces. The writing of the examinations are conducted under the supervision of the PED. Marking is also managed by the PED, while the DoBE standardizes the marking guideline at a national meeting which engages the expertise of the key role players to ensure that the marking system yields consistent scores across provinces. The marks are captured by the PED on the Integrated Examination Computer System (IECS) and the standardization and processing of these results is managed by the DoBE. All results are released on a common date by the Minis- ter of Basic Education, in conjunction with the Members of the Executive Councils (MECs) in each province, responsible for education. In keeping with the Ministers mandate to ensure that standards are maintained across the system, the DoBE monitors and supports the PEDs in their maintenance and improvement of their examination and assessment system. 1.4 The National Senior Certificate (NSC) The National Senior Certificate is a new qualification based on the National Curriculum Statement (NCS) that was introduced for the first time in Grade 10 in 2006. To qualify for the writing of the NSC examination a candidate has to go through twelve years of schooling and must complete the programme requirements for Grade 10, 11 and 12 separately. 1.4.1 Requirements for the National Senior Certificate To qualify for a National Senior Certificate, a learner must offer seven approved subjects and provide full evidence of School Based Assessment for each subject. For a candidate to obtain a National Senior Certificate he/she must: (a) complete the programme requirements for Grades 10, 11 and 12 separately and obtain the distinct outcomes and associated assessment standards for all three years; and (b) comply with the internal assessment requirements for Grades 10, 11 and 12 and the external assessment requirements of Grade 12; (c) achieve 40% in three subjects, one of which is an official language at Home Language Level; (d) achieve 30 % in three subjects; and (e) provide full evidence in the school–based assessment component in the subject failed

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The requirements are tabulated as follows:

The requirements enunciated above represent a much higher standard than those of the old Report 550 curriculum prescribed for the awarding of the old Senior Certificate, which are as follows: Aggregate of 720 marks Pass two approved languages, at least one at first language SG level, and the other at second language SG level, Pass at least three other subjects To pass a subject, a candidate must a minimum of 100 marks in the subject, irrespective of the grade on which it was written. 1.4.2 Minimum achievement requirements for the awarding of the National Senior Certificate to candidates with special needs Learners who experience barriers to learning are allowed to follow an alternative pathway to obtain a National Senior Certificate. Such candidates who experience barriers to learning are defined as learners with special educational needs. A number of concessions, related to the nature of the barrier to learning, identify permissible variants to the rules of combination allowed for the NSC. Barriers to learning identified in the policy include: visual, aural, and hearing impairment, aphasia, dyslexia and mathematical disorders such as dyscalculia. The endorsed National Senior Certificate is offered to candidates who cannot, despite the concessions granted in the policy, meet the stipulated requirements and who will be awarded the Endorsed National Senior Certificate for learners with special educational needs. Despite the consensus provided in policy there are many checks and balances to ensure that the qualification retains an equivalent standard to the NSC for the main stream. 1.4.3 Assessment in the National Senior Certificate Assessment in the NSC subjects is based on both the external examinations and internal assessment conducted by the school. The external examinations consti- tute 75% of the final promotion mark and the internal assessment constitutes 25%. In subjects like Art and Music with a practical component, the practical assessment constitutes 25% which implies that the external examination carries a weighting of 50% in these subjects.

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Achievement in the NSC is recorded on a seven (7) point scale which is categorized as follows:

ACHIEVEMENT LEVEL ACHIEVEMENT DESCRIPTION MARKS % 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29

An achieved rating in each subject is based on a minimum of either 30% (elementary achievement) or 40% (moderate achievement). 1.4.4 Minimum requirements for admission to Higher Education Minimum Higher Education Admission requirements in accordance with the 3 levels of undergraduate programmes are as follows: (a) Higher Certificate The minimum admission requirement is a National Senior Certificate with a minimum of 30% in the language of learning and teaching of the Higher Education Institution as certified by Umalusi, the Quality Assurance Council. Institutional and programme needs may require additional combinations of recognised NSC subjects and levels of achievement. (b) Diploma The minimum admission requirement to a Diploma is a National Senior Certificate with a minimum of 30% in the language of learning and teaching of the Higher Education Institution as certified by Umalusi, the Quality Assurance Council, coupled with an achievement rating of 3 (Moderate Achievement, 40 – 49%) or better in four (4) recognised NSC 20-credit subjects. Institutional and programme needs may require additional combinations of recognised NSC subjects and levels of achievement. (c) Bachelor’s Degree The minimum admission requirement is a National Senior Certificate with a minimum of 30% in the language of learning and teaching of the Higher Education Institution as certified by Umalusi, the Quality Assurance Council, coupled with an achievement rating of 4 (Adequate achievement, 50 – 59%) or better in four subjects chosen from the following recognised 20-credit NSC subjects (which will be known as the designated subject list):

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Accounting Information Technology Agricultural Science Languages Business Studies Life Sciences Consumer Studies Mathematics Dramatic Arts Mathematical Literacy Economics Music Engineering Graphics and Design Physical Sciences Geography Religion Studies History Visual Arts

1.5 Quality and Standards One of the main drivers of quality in the NSC is the setting of clearly defined standards which is fundamental in the design of the new curriculum. The National Curriculum Statement (NCS) is framed in terms of learning outcomes and assessment standards and these provide in descriptive terms the desired knowledge, skills, attitudes and values that must be demonstrated by the learners at the end of each grade. These learning outcomes and assessment standards are further elaborated in the Subject Assessment Guidelines (SAGs), Learning Programme Guidelines (LPGs) and in the Examination Guidelines. There are various standard setting initiatives initiated by the DoBE in the examination and assessment process and these include setting of question papers, standardization of marking guidelines, and standardization of examination results. In addition to these processes, the Department of Education has undertaken an international benchmarking of Grade 12 question papers. These processes are critical quality assurance processes that are essential in enhancing integrity, credibility and public confidence in the NSC qualification. 1.5.1 Question paper The DoBE provides the Subject Assessment Guidelines (SAGs), Learning Programme Guidelines (LPGs) and the Examination Guidelines as the basis for the standard and the coverage of the content to be examined. The centralisation of the setting of all question papers has allowed for a national norms and standards setting process, which enables national standard to filter through to teaching and learning across all schools in the country. To establish a common standard amongst examiners prior to the setting of question papers, examiners are trained in the setting of question papers and the policy statements are mediated by the Chief Directorate: National Examinations, Assessment and Measurement. Feedback from the marking guideline discussion, the marking process, reports from the Quality Assurance Council, Umalusi, and the benchmarking reports were shared with examiners. This process has bolstered the standard of papers and ensured consistency in the question papers. In 2010, the standard setting process, will once again consider feedback from the 2009 process and will be further strengthened by the formulation of clearer standards relating to the setting process.

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1.5.2 Standardization of the marking process The development of a marking guideline and the subsequent marking guideline discussions are critical to the standardization of the marking process. The setting of a marking guideline by the panel of examiners, provides a standard for the evaluation of learner responses. In order to ensure that this standard has national acceptance, subject experts who are leaders in their subject fields across provinces are carefully selected to refine the marking guidelines. 1.5.3 Standardisation of results The examination process in South Africa culminates in the standardization of the results conducted by Umalusi in collaboration with the Department of Basic Education (DoBE). The standardization of the results is an international practice undertaken by all assessment agencies in the world to evaluate whether the examination has produced scores that are valid and reliable. The standardization of results has in the past years been dominated by statistics but in recent years more qualitative data is being considered to authenticate the statistical data. The process of standardization is based on the principle of equivalence of standards from year to year. The Quality Assurance Council, Umalusi, which is an independent body, establishes a norm for each subject based on the performance over the last five years. If the marks of learners increase beyond the norm, the DoBE must provide evidence of what caused the results to improve. The DoBE organized a pre-standardization meeting on 28 and 29 December 2009 and prepared proposals for each subject, with supporting statistical and qualitative data to support the Umalusi standardization meeting. 1.5.4 International Benchmarking The Department of Basic Education benchmarked the National Senior Certificate examination question papers with three reputable assessment bodies namely, Cambridge International Examinations in the United Kingdom, Scottish Qualifica- tion Authority (SQA) in Scotland and Board of Studies New South Wales in Australia. Seventeen (17) question papers for the ten high enrolment subjects which included Mathematics, Mathematical Literacy, Life Sciences, Physical Sciences, Accounting, Economics, Business Studies, History, Geography and English First Additional Language were forwarded to the three assessment bodies for evaluation. The report produced by the three assessment bodies indicated that the standard of the question papers set by the Department of Basic Education (DoBE) in South Africa is comparable to that of the three countries.

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1.5.5 Translation of Question Papers into African Languages. The DoBE ensures that the examination system is fair and accessible to all learners. One way to achieve this objective would be to ensure that the language used in the question papers does not serve as a barrier to learners achieving their full potential. Therefore, the Department of Basic Education decided to undertake research on the implication of translating question papers into the nine African languages. This initiative by the Department of Basic Education was influenced by the current practice which favours candidates that are English or Afrikaans speaking, since question papers are only provided in English and Afrikaans. Therefore, as part of this research, the Department translated question papers for four subjects into the nine official African Languages. The question papers were administered in 48 schools and data was collected and analyzed and this included questionnaires for teachers and learners on their attitude towards the translated question papers. The findings of the research are as follows: a) In the case of first language speakers, the question paper assesses one issue, namely, their subject knowledge, whereas for second language speakers the examination assesses two issues, namely their subject knowledge and their linguistic competency. b) According to J Ebedi (2002:246) learners’ proficiency in the language of the examination has a greater impact on learner performance than family income and parent education. c) Complex language in content-based assessment for non-native speakers of English may reduce the validity and reliability of inferences drawn about knowledge. Therefore a lack of proficiency in the language of teaching and learning restricts the acquisition of knowledge and skills. d) Translated question papers were not accessible to second language learners because familiar concepts which were transliterated became more complex than the normal English words e) The translated paper did not improve the performance of learners because of a lack of scientific concepts in African languages and therefore translated question papers or code-switching became a barrier to learners in understanding examination question papers. It was recommended that a language simplification process should be conducted to simplify the language of question papers. The Department of Basic Education responded to these recommendations and appointed a language specialist whose expertise is beyond that of a conventional editor to make questions accessible to learners. In this regard, the DoBE will tread carefully working with subject specialists to ensure that the language simplification process does not interfere with the technical genre of each discipline.

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1.5.6 Grade 11 pilot project In a bid to ensure that the question papers set for the new curriculum were of the appropriate standard, the Department of Basic Education appointed an independent evaluation team to assess the extent to which the Grade 11 NSC question papers complied with the requirements of the National Curriculum Statement. The objectives of the research were as follows: a) To investigate the appropriateness of the standard and quality of the Grade 11 examination question papers. b) To examine whether the forms of assessment, structure and format of the Grade 11 examination papers were in compliance with the National Curricu- lum Statements; c) To investigate whether teaching and learning in the classroom has adequately prepared learners to respond to the demands of the new curriculum; d) To establish the level of difficulty of questions in the Grade 11 examination papers. According to the findings of this project, Accounting, Economics, Physical Sciences, Mathematics and Life Sciences were judged to be very difficult with 60% of the learners scoring less than 50%. The more able learners were able to grapple with this difficult standard while the majority of learners struggled. According to experts on item analysis, a question paper is of a high standard when the majority of the items are at moderate difficulty while only a small proportion comprises easy and difficult items. However, the standard of question papers for English First Additional Language was evaluated to be appropriate. Items that were considered ambiguous and poorly formulated and which performed poorly during the pilot examination because they could not discriminate between learners who have the content knowledge and those that did not, were highlighted for consideration by examiners. These findings were incorporated into the development of question papers and this empirical evidence assisted examiners in pitching items at the right intellectual level.

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Girl learners ponder the future in confidence based on skills acquired through the National Curriculum Statement (NCS)

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2. THE 2009 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION

2.1 Introduction This chapter seeks to provide better insight into the 2009 NSC examination cycle and the associated processes. The chapter also outlines quality measures that are involved in each of the processes that contributes to the administration of a credible examination in South Africa. 2.2 The magnitude and size of the NSC examination The learners that wrote the 2009 NSC examinations enrolled in Grade 1 in 1997. This implies that the class of 2009 has had 12 years of schooling under the democratic government and was exposed to the 12 years of the world class national curriculum. The 2009 NSC examination is different from the 2008 examination in that it includes repeater candidates, i.e. candidates that failed to meet one or more requirements of the NSC in 2008. The examination system and processes had to be adapted to accommodate 39 255 part-time repeat candidates. The full time enrollment for 2009 is 580 937. In total 620 192 candidates enrolled for the 2009 NSC examination, which is 30 433 more than the 2008 examination (total enrollment in 2008 = 589,759). The biggest increases in enrollment in 2009 are noted in the Eastern Cape (15.6% increase), Gauteng (4.3% increase), Limpopo (10.7 increase) and Western Cape (6.3%) provinces. There is a slight decline in the number of candidates who enrolled for the examination in North West compared to 2008, a decrease of 5.7%. 2.3 The Examination Cycle The examination cycle is a sequence of processes relating to the preparation for the external examination, to ensure the delivery of a credible examination. The processes begin with the registration of examination centres and end with certification. In line with international standards, the examination cycle commences more than eighteen (18) months prior to the scheduled examination date.

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The illustration below indicates the different examination processes:

Figure 1: Illustration of the Examination Cycle 2.3.1 Registration of examination centres All public and independent schools wishing to conduct examinations are required to be evaluated three months prior to the year of the examination. In order to register as an examination centre, the centre must satisfy certain criteria which are listed in the Regulations pertaining to the Conduct, Administration and Administration and Management of Assessment for the National Senior Certificate (29 August 2008). An audit is conducted by the PEDs of all centres desirous of offering the NSC examination, and centres that fail to meet the criteria are not registered as examination centres. Private providers are also required to complete a service contract with the Provincial Education Departments (PEDs) which binds the independent centre into a legal agreement which if violated will result in the examination status of the centre being withdrawn. Once the application for registration has been approved, an examination centre is issued with a centre number and registered on the Integrated Examination Computer System (IECS). Examination centres are audited annually in order to ensure that they maintain appropriate facilities to serve as examination centres. In the event the examination centre is physically relocated from premises approved by the PED, such an examination centre, in keeping with the Regulations pertaining to the Conduct, Administration and Administration and Management of Assessment for the National Senior Certificate of 29 August 2008, will be deregistered. Examination centres are classified as full-time/part-time public, independent and special.

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The table below provides an indication of centres across the country

Table 1: Examination Centres

Province Public Independent Special Total Eastern Cape Full-time 899 54 6 959 Part-time 2 46 0 48 Total 901 100 6 1007 Free State Full-time 318 11 3 332 Part-time 0 0 0 0 Total 318 11 3 332 Gauteng Full-time 578 197 3 778 Part-time 1 42 0 43 Total 579 239 3 821 KwaZulu Natal Full-time 1691 101 1 1793 Part-time 1 1 0 2 Total 1692 102 1 1795 Limpopo Full-time 1371 75 5 1451 Part-time 309 4 0 313 Total 1680 79 5 1764 Mpumalanga Full-time 520 15 0 535 Part-time 1 0 0 1 Total 521 15 0 536 North West Full-time 378 16 3 397 Part-time 4 1 0 5 Total 382 17 3 402 Northern Cape Full-time 143 4 1 148 Part-time 0 6 0 6 Total 143 10 1 154 Western Cape Full-time 363 70 9 442 Part-time 0 1 0 1 Total 363 71 9 443 National Full-time 6261 543 31 6835 Part-time 318 101 0 419 Total 6579 644 31 7254

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The NSC was administered in 7254 examination centres across the country i.e. 6579 public, 644 independent and 31 special schools. KwaZulu Natal and Limpopo with 1795 and 1764 examination centres respectively, contribute almost half of the total number of the registered examination centres. Ironically, these are the two provinces which are predominantly rural, with the majority of schools ranked between quintile 1 – 3, as per the departmental school ranking. Quintile Ranking of Schools Schools in South Africa are ranked into quintiles based on the availability of resources in the schools. The quintile ranking takes into consideration the factors like income level, unemployment rate and or the level of education (literacy rate) of the surrounding community that determine the poverty index of a school. The table below indicates the distribution of schools and the quintiles per province.

Table 1: Quintile Ranking per Province

Province Schools Quintiles Public Independ- Total Q1 Q2 Q3 Q4 Q5 ent % % % % % No % Eastern Cape 861 44 905 14.3 21.8 20.97 28.67 14.22 14.34 Free State 304 12 316 5.1 34.09 19.48 16.88 11.69 17.86 Gauteng 569 144 713 11.3 5.14 9.67 25.10 27.98 32.10 KwaZulu Natal 1 567 64 1 631 25.8 26.44 22.36 25.23 12.72 13.25 Limpopo 1286 86 1 372 21.7 36.64 26.49 28.26 6.40 2.21 Mpumalanga 466 20 486 7.7 16.87 19.56 26.89 19.07 17.60 North West 356 16 372 5.9 19.23 14.86 31.79 21.79 12.31 Northern Cape 126 04 130 2.1 13.33 20.95 23.81 17.14 24.76 Western Cape 368 39 407 6.4 3.26 5.04 19.88 25.52 46.29 Total 5 903 429 6 332 100 24.01 20.15 26.22 14.58 15.04

Limpopo, Free State and KwaZulu-Natal are provinces with most of poorest schools that lack basic infrastructural and other resources. These three provinces have 63.13%; 53.57% and 48.80% of their schools in the quintile ranking of 1 and 2 respectively. Western Cape and Gauteng have a very small share of the poorest schools with less than 15% falling in quintiles 1 and 2. Most of their schools, i.e. 71.81% and 60.08% respectively fall in quintiles 4 and 5. Research indicates that there is a correlation between the poverty index of a school or province, with learner attainment or school achievement. (Please refer to Annexure E for details). 2.3.2 Enrolment of learners The 2009 cohort of Grade 12 candidates is a combination of full time candidates, full-time repeater candidates and part-time repeater candidates. The first two categories of learners are either based at public or independent schools offering a full complement of NSC subjects and the last category comprises all candidates that were unsuccessful in one or more subjects in the 2008 examination, and who were allowed to register for the 2009 examination as repeater candidates. They are only attached to an institution for examination purposes and do not offer a full complement of subjects.

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Provincial Education Departments are responsible for registration of candidates and the administration of examinations. Candidates are registered on the IECS, in Grade 10 and issued with a unique computer generated number, and on success- ful completion of each grade, they are transferred to the next grade until they reach Grade 12. The computer system has eased the burden of annual registration in PEDs and is also utilized in the verification of completion of each grade by candidates. Only candidates attached to an examination centre are allowed to sit for the national examinations. Where this is not possible, special permission has to be obtained from the Head of Department to sit for the examination at another centre. The following table compares the number of candidates that enrolled as full time and part time/repeater candidates in 2008 and 2009 per province. Table 2: Number of candidates enrolled in the 2009 NSC Examination

Province Full-time Part-time/Repeaters Total Difference 2008 2009 2008 2009 2008 2009 Eastern Cape 62,982 71,115 0 3,516 62,982 74,631 11,649 Free State 31,205 30,462 1 919 31,206 31,381 175 Gauteng 103,836 101,269 931 8,265 104,767 109,534 4,767 KwaZulu Natal 151,778 139,908 18 12,546 151,796 152,454 658 Limpopo 90,368 93,409 4 7,820 90,372 101,229 10,857 Mpumalanga 58,459 55,729 32 2,982 58,491 58,711 220 North West 34,244 31,418 18 993 34,262 32,411 -1,851 Northern Cape 10,363 10,766 32 500 10,395 11,266 871 Western Cape 45,408 46,861 80 1,714 45,488 48,575 3,087 National 588,643 580,937 1116 39,255 589,759 620,192 30,433

The table indicates that there has been a significant increase in the enrolment for the 2009 NSC examinations. Eastern Cape and Limpopo has had increases of 11,649 and 10,857, respectively which (combined) contribute 74% of the 30,433 overall increases in enrolment in 2009. Gauteng and Western Cape experienced a steady increase in enrolment of 4,767 and 3,087 respectively, which is 26% of the total increase. Increases in the Free State, KwaZulu Natal, Mpumalanga and North- ern Cape are not that significant in 2009, whilst North West was the only province that experienced a decrease in enrolment by more than 1,850.

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Language enrolments in 2009 In the table below the enrollment for the languages in 2009 is compared with the enrollments in 2008, to establish if there are any significant trends. Table 3: Enrolments in Languages

Home Language First Additional Second Additional (HL) Language (FAL) (SAL) Subjects 2009 2008 2009 2008 2009 2008 Afrikaans 55,582 56,293 81,700 80,184 25,669 33,550 English 98,211 94,094 482,756 464,179 3 109 IsiNdebele 4,363 3,702 0 1 0 1 Sepedi 70,545 72,437 390 343 0 6 Sesotho 32,667 38,516 538 571 112 203 Setswana 44,130 48,187 173 134 48 36 SiSwati 16,539 18,052 259 119 0 1 Tshivenda 18,779 17,893 17 11 0 2 IsiXhosa 77,013 65,766 1,410 1,327 259 261 Xitsonga 27,565 25,340 8 32 0 3 IsiZulu 138,685 154,866 10,640 9,652 0 168

The table indicates that English and Afrikaans First Additional Languages have had high enrolments over the last two years, with a total of 482,756 and 81,700 learners enrolling for English and Afrikaans FAL, respectively. A similar trend is noticeable in the Home Languages, where IsiZulu (138,685); English (98,211) and Afrikaans (55,582) are the languages with the highest enrolments. With regard to the African Home Languages, IsiXhosa and Sepedi HL are more popular with more than 70,000 learners registered in the 2009 NSC examination. The other African Home languages are still under the 50 000 mark. Afrikaans still seems to be a popular language choice, with more than 25,000 enrolments in the Second Additional Language over the last two years. In terms of the non-languages, it would appear that there are certain subjects which are popular and this is observed from the trend of subject choices over the last two years. The graph below indicates a list of subjects with enrollments of more than 25,000 candidates over the two year period.

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Graph: 1: Individual Subject Enrollments

More learners have registered for Mathematics (296,659) compared to Mathematical Literacy (284,309). Business Economics (211,377); Geography (219,700); Life Sciences (304,788); and Physical Science (225,148) remain the subjects with the highest enrolments of more than 200,000. From this it is evident that greater advocacy is needed to be done to promote subjects that are of national significance but are still not offered on the desired scale. These include subjects like Agricultural Science, Information Technology, Computer Applications Technology, Accounting and Economics. Table 4 depicts the enrollment of selected non-language subjects in the 2009 NSC examination. This table focuses on subjects that have registered more than 20,000 candidates.

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Table 4: Enrolment in Non-Language subjects

2008 2009 Subject Total % Total % enrolment contribution enrolment contribution Accounting 176,078 29,85 177,947 28,69 Agricultural Sciences 85,668 14,52 92,258 14,87 Business Studies 204,799 34,72 211,377 34,08 Computer Applications Technology 47,302 08,02 52,546 08,47 Consumer Studies 30,763 05,21 33,196 05,35 Economics 153,833 26,08 157,358 25,37 Engineering Graphics and Design 25,018 04,24 26,024 4,19 Geography 213,369 36,17 219,700 35,42 History 93,666 15,88 92,573 14,92 Life Orientation 571,085 96,83 580,990 93,67 Life Sciences 297,417 50,43 304,788 49,14 Mathematical Literacy 263,464 44,67 284,309 45,8 Mathematics 298,821 50,66 296,659 47,83 Physical Sciences 218,156 36,99 225,148 36,30 Tourism 68,752 11,65 76,782 12,38

2.3.3 Examination Timetabling The development of the examination timetable for the National Senior Certificate is the responsibility of the Department of Basic Education. Consultation with all stakeholders that have interest in education is key to the success of this initiative. The Inter-Provincial Examinations Committee (IPEC), where Provincial Education Departments (PEDs), Labour organizations, Higher Education South Africa (HESA), Umalusi and other examining bodies such as Independent Examinations Board (IEB) and Onafhanklike Afrikaanse Eksamen Raad (OAER) are represented, provides the appropriate forum for consultation and discussion of the examination timetable. The timetable is finally submitted to the Heads of Department Commit- tee (HEDCOM) and approved by the Council of Education Ministers (CEM). All examinations time tables are published a year before the commencement of examinations. 2.3.4 Setting of Question Papers Question papers remain one of the most critical instruments assessing knowledge and skills acquired by learners and therefore the assessment instruments that are used in the examination must be of the highest quality and standard. A total of 130 question papers was set by the Department of Basic Education for the November 2009 examination. In addition, based on a contractual arrangement with the Independent Examination Board (IEB), 67 question papers for all non official languages were set by the IEB. In order to cater for learners with special needs, a total of 57 question papers were adapted into Braille, and 48 question papers were adapted for deaf learners.

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A further 130 question papers for the March 2010 supplementary examination were concurrently set, internally and externally moderated. These papers were set simultaneously to ensure a comparable standard between the November and March examinations, given that these two examinations are regarded as one sitting. All question papers were provided in English and Afrikaans, with the exception of question papers for the 11 official languages. The Literature (Language P2) Home languages and First additional Languages were also set by the Department of Education for the first time in 2009. Only in the case of Second Additional Languages (SAL) are the literature set works still provincially determined and therefore this section of the paper was set by the nine PEDs and then incorporated into the nationally set paper. This arrangement will remain until 2011, when a list of common prescribed set works for Second Additional Languages will be issued. The panel of examiners and moderators consist of experienced and qualified subject specialists, teachers and university lecturers. A total of 192 examiners and 38 internal moderators were appointed to set and moderate the 2009 Grade 12 NSC examinations. Each panel of examiners carefully studied and considered comments from teachers, chief markers and the reports from the 2008 marking guideline discussions, internal moderators’ reports from all provinces in the 2008 marking, and these provided valuable input and feedback to the panels on the strengths and weaknesses of the 2008 question papers, and formed a benchmark on which the 2009 question papers were developed. The validity and reliability of the questions are of high importance during the setting and moderation of the NSC question papers. Special attention was paid to the weighting in terms of the Learning Outcomes and Assessment Standards, mark allocation, inclusion of a variety of skills as well as cognitive levels to ensure that all learners are adequately catered for. Questions were carefully set to ease learners confidently into every examination. Every question paper was developed with an accompanying memorandum and an analysis grid showing the spread in terms of the types of questions, mark allocation, coverage of learning outcomes and assessment standards as well as the cognitive levels. The question papers had a substantial number of critical thinking and problems solving questions. This shift in the cognitive demand of the question papers has challenged learners who are not proficient in the language of teaching and learning. This is a matter that is being prioritized by the Department of Basic Education, to ensure that candidates can access the language of the question paper. In 2008 and 2009, a special language specialist was appointed to review the question papers with a particular focus on simplifying the language level of the paper. This has contributed significantly to making the question papers more accessible to candidates. This process will be extended in scope and size in 2010. In order to ensure a better understanding of the scope and depth of the content to be examined, and to assist and guide teachers and learners in their preparation for the 2009 examinations, examination guidelines were developed for all subjects and papers. These were handed over to PEDs for printing and distribution to schools in February 2009. Further, exemplars were provided in selected subjects,

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namely, Agricultural Management Practices and Agricultural Sciences since the format and structure of the question papers for these subjects changed substantially in the 2009 examination, compared to that of 2008. In addition, exemplars were provided for Literature (Language P2) for the 11 official languages at Home languages and First additional Languages since these papers were being nationally set for the first time. 2.3.5 Quality Assurance of Question Papers Various quality assurance measures are in place to ensure that the question papers are of high quality and standard and are valid and reliable instruments of assessment. These include a rigorous process of internal moderation, editing, language simplification and proofreading. In addition, question papers are evaluated against a set of criteria by Umalusi before they are approved to be used for examination purposes. The following set of criteria developed by Umalusi was used to evaluate the question papers by both internal moderators and external moderators: (a) adherence to Assessment Policies/Guideline Documents (b) content coverage (c) cognitive skills (d) language and bias (e) predictability (f) marking memorandum/guideline (g) technical criteria (h) internal moderation (i) overall impression of the paper. According to the internal and external moderators’ reports, the papers set were of appropriate standards and covered the prescribed content. The cognitive levels of these question papers were very demanding and accommodated problem solving and critical thinking as demanded by the curriculum. The language used by most question papers was accessible, except for Computer Applications Technology, History and Geography which were considered to contain inappropriately difficult terminologies. All 130 question papers were subjected to rigorous internal and external moderation based on the above criteria. Once the Chief Examiner and panel of examiners have completed the setting, the examination paper, marking guideline and analysis grid are submitted to the internal moderator whose responsibility is to review the question papers according to the agreed criteria. The Umalusi criteria for evaluation of question papers, (listed in 4.2.5.1), are adapted and used by the internal moderators to review and moderate the NSC question papers. Question papers are restructured in line with comments of the internal moderator and upon approval by the internal moderator the paper is then submitted to Umalusi, the external quality assurance council, for external moderation. Except for a few subjects where the panels were unable to complete the setting within the scheduled time, all question papers for the November 2009 and March 2010 were set and moderated concurrently to ensure comparable standards. External moderators from Umalusi verified, evaluated and approved all question

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papers for the November 2009 NSC examination. The rigorous external moderation process certainly contributed to ensuring that the question papers were of a high quality and an appropriate standard for grade 12 learners. Of the 130 question papers set by the DoBE for the November 2009 examinations, a total of 44 were approved at first moderation and a further 73 conditionally approved indicating an improvement in the quality of internal moderation. The remaining 13 question papers were approved after subsequent moderations. 2.3.6. Printing and distribution of Question Papers Printing, packaging and distribution of question papers is done by Provincial Education Departments (PEDs). Question papers were handed over to PEDs in monthly consignments from 30 May to 30 July 2009 with the exception of the literature question papers which were handed to PEDs in August 2009. In order to ensure that the question papers in all provinces comply with the required standards set by the DoBE, the finalization of the master copies and printing was monitored by officials from the DoBE. The provinces visited include Mpumalanga, KwaZulu- Natal, Northern Cape, Limpopo, North West and Western Cape. The DoBE is satisfied with the standard and print quality of the question papers for the 2009 examinations as there were no errors in any of the question papers that compromised the writing of the examination. Most PEDs commenced with the printing of question papers from June and completed by mid–October 2009. The packing of question papers across all PEDs commenced in mid September 2009. This is an area that PEDS have mastered over the years and the only risk is errors that creep in during the packing process. PEDs have put in place additional measures, such as scanning of question paper batches, to ensure that the packing process was executed without any errors. Except for four Provinces namely Limpopo, Mpumalanga, Eastern Cape and Free State that outsourced the printing of their question papers, all other PEDs have developed efficient, secure and well managed in-house printing facilities. This allows for full control by the DoBE and minimizes risks and PEDs are encouraged to establish their own in-house printing. 2.3.7 The conduct of the 2009 National Senior Certificate (NSC) In all provinces, except for the Western Cape Education Department (WCED), school principals are appointed as chief invigilators and teachers are appointed as invigilators. In the case of the (WCED), members of the community are appointed. The WCED has developed a stringent set of criteria to be complied with before an individual is appointed as an invigilator. All those who are appointed are issued with appointment letters and sign contracts with the WCED. The DoBE is satisfied with the way in which all provinces appointed and trained invigilators for the NSC examination. The chief invigilators are trained on a yearly basis by provinces, and are in turn expected to train the invigilators at the examination centres. This training of invigilators focuses on the procedure to be followed prior to, during and post the writing of the examinations. The training of invigilators has resulted in minimizing the number of irregularities and also ensuring that the correct procedures are followed where an irregularity is detected.

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The writing of the Grade 12, 2009 NSC examination commenced on 07 October 2009 and ended on 04 December 2009. The timetable of subjects and papers to be written was designed to allow for maximum teaching time. This schedule allows for the examination to be concluded in four weeks, thus minimising the time spent on examinations. The writing of the examination was monitored extensively across all provinces and this exercise was undertaken by the PEDs, the DoBE and Umalusi. Monitoring commenced as early as 18 months ago when the setting of question papers began. Monitoring is undertaken to ensure compliance with the minimum requirements as stipulated in the examination policy. The monitoring also included a DoBE monitoring of all PEDs to determine the state of readiness to administer the NSC examination. Thereafter, the monitoring was intensified in the writing and marking sessions. The monitoring and support provided to PEDs, their district offices and schools has resulted in the improved administration of examinations across all levels in the system. In order to co-ordinate the management of examination irregularities, all PEDs established Provincial Examinations Irregularities Committees (PEIC). Some of the PEDs have also established District Assessment Irregularities Committees (DAIC). PEDs are also required to establish School Assessment Irregularities Committees (SAIC). All the provinces have established SAICs and this was confirmed by district offices and schools visited during the state of readiness monitoring by the DoBE. 2.3.8 Processing and Resulting of Marks on the Integrated Examination Computer System (IECS) The DoBE embarked on a major project of developing a new computer system for the management of the entire examination process which includes, inter alia, the registration of candidates, capture, processing and resulting of candidates’ results. The system was implemented in the 2008 examination and has been enhanced in 2009 to cater for repeat candidates. The registration of candidates is fundamental to ensuring accurate resulting on the IECS. Any shortcoming in the registration database will result either in inaccurate results or incomplete results. Candidate registration was completed in September 2009, after which the DoBE did an audit on provincial registration databases to ensure that when mark sheets are generated, the database is ready for capturing of marks. Each PED received a formal letter of approval of the registration database before they continued with the printing of mark sheets. The DoBE monitored very closely the moderation, collection and capture of SBA marks. A special policy directive was issued to PEDs on the control and management of SBA marks. During the capture of SBA marks, the DoBE, on a weekly basis monitored the capture process to ensure that all marksheets are captured. An audit on the quality of marks captured and the use of special codes was done for the first time in 2009. Through this process, the DoBE ensured that

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where a candidate was marked as absent with a valid reason, the necessary documentation was submitted from the school. The PEDs for the first time also used the code 444 which represents candidates that were absent from the examination without a valid reason. Any outstanding marks were collected from schools before they closed on 11 December 2009 to ensure that no candidates that presented themselves for the Internal and External assessments have outstanding marks in the resulting process. The capture of the examination marks was also rigorously monitored by the DoBE to ensure that the Umalusi requirement of 95% capture per subject is complied with. The process of mark capture was concluded on 21 December 2009, with all PEDs having met the 95% requirement in all subjects. The data for the standardization meeting was prepared to ensure accuracy and reliability of data. After the standardization decisions were finalized, these were captured on the IECS and checked by Umalusi. All the results of the candidates were processed and the preliminary result schedules were checked by all school principals to ensure that none of their learners were erroneously resulted. 2.3.9 Final Declaration and Release of results Umalusi, the Council for Quality Assurance in General and Further Education and Training, in conjunction with the Director-General, approved the National Senior Certificate results for final publication. This approval process was based on reports from the various quality assurance initiatives that focused on all components of the examination system. Special attention was paid to the irregularities that may have compromised the examination. The results of candidates were released on 7 January 2010 by the Minister of the Department of Basic Education to the Heads of provincial education department. Learners collected their results from schools on the same day. The results were also made available to the electronic and print media for the release after candidates had received their results from the school. 2.3.10 Re-marking and rechecking Subject to the provisions of the Promotion to Access of Information Act, 2000 (Act No. 2 of 2000), a candidate, a candidate’s parent, guardian or their representative should be allowed to view the examination script of a candidate under stipulated conditions. In keeping with the above provisions and the Regulations pertaining to the Conducting, Administration and Management of Assessment for the National Senior Certificate as published in Government Gazette No. 31337 of 29 August 2008, a candidate may apply for the re-marking or rechecking of his or her examination answer scripts, within twenty (21) calendar days of the official release of the results. The information regarding the fees for re-checking and re-marking may be obtained from the Provincial Education Departments (PED). However, learners from no-fee schools and learners whose parents have applied and have been granted concessions on the payment of school fees, are exempt from pay- ing the above fees.

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2.3.11 Dealing with irregularities All PEDs have established Provincial Examinations Irregularities Committees (PEIC). The PEDs have also established District Assessment Irregularities Committee (DAIC). This has improved PEDs competence in identifying and appropriately dealing with irregularities. In terms of the Regulations pertaining to the Conduct, Administration and Management of Assessment for the National Senior Certificate, PEDs are also required to establish School Assessment Irregularities Committees (SAIC). All provinces have established SAICs. Furthermore, to ensure added credibility to the way irregularities are reported and the conduct of examinations and assessment, a national register of irregularities was implemented with effect from the 2008 October/November examinations, where each irregularity reported was allocated a computer-generated number. A summary of reported irregularities captured daily on the national register of irregularities and a weekly summary of irregularities was forwarded to the DoBE throughout examination. Except for the stolen question papers in Mpumalanga, most irregularities that occurred in the Nov 2009 examinations were in the main technical in nature. 2.3.12 Certification Certification is the formal recognition of a full qualification or subject achieved by a candidate. Where a candidate has met the minimum requirements for awarding the qualification, the National Senior Certificate will be issued. Where a candidate has not met the minimum requirement for the award of the qualification a subject statement for one or more subjects will be issued. Once a candidate has obtained the minimum credits for the award of the certificate, such a candidate can apply for the combination of the subject credits for the award of the National Senior Certificate. After the release of results, candidates who have sat for the examination will receive statements of results. Higher Education Institutions do accept the statement of results as a valid document for registration, prior to the issuing of the certificate. The statement of results is also acceptable for entry to the workplace. 2.3.13 Historical Records The Department of Basic Education has embarked on a project to convert the historical certification records dating back as far as 1914 into electronic format. These records were housed at the provincial education departments that were linked to the previous ex-departments of education. The Department of Basic Education had to first re-locate all these records at a central venue in Pretoria, where the hard copy records were scanned and electronically archived. In addition, the hard copy records were re-bound so that the pages of the booklets could be preserved. These books have all been re-bound and archived at the offices of the Chief Directorate; National Examinations and Assessment. PEDs, will soon have electronic access to all these records and this will expedite the request for replacement or duplicate certificates by members of the public, which is a function that is currently managed by the DoBE for records issued prior to 1992.

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3. MARKING OF THE NATIONAL SENIOR CERTIFICATE EXAMINATIONS

3.1 Introduction The critical process of marking the scripts of candidates that wrote the 2009 NSC examination commenced on 4 December at the 114 marking centres across the PEDs and this was concluded by Wednesday, 16 December 2009. The marking of the scripts of candidates is regarded as the most important process in the examination cycle, since this is where the final judgment is made on the performance of the candidate. The DoBE devotes much of its attention to ensuring that this process delivers an outcome of the highest quality and standard. The Regulations on the Conduct, Administration and Management of the NSC examinations has been rigidly applied and the marking was monitored in the 2009 NSC examinations. 3.2 Establishment of Marking Centres In keeping with the Regulations pertaining to the Conduct, Administration and Manage- ment of the NSC Examination, the provinces have selected suitable marking centres that complied with policy requirements. The marking centres selected adhered to the policy criteria with regard to suitable accommodation, ablution, storage and catering facilities. All markers are accommodated at marking centres and unauthorized persons are prohib- ited from the marking centres. There were 114 marking centres across provinces and these were monitored by provincial, national and Umalusi monitors to ensure that they comply with the following prescriptions: (a) registration of centre as a registered education institution (b) suitability of venue to accommodate markers for parking/marking rooms (c) security – to prevent access to unauthorised persons (d) health and fire services clearance (e) provision of proper lighting/alternative power supply (f) sufficient number of cleaning staff (g) availability of water/ablution facilities (h) communication facilities – fax, telephone, e-mail (i) strong room or safe for storage of examination material (j) suitable kitchen and cold room facilities for bulk catering (k) proper sanitation and hygienic controls. If the number of markers exceeds six hundred (600), a decentralised approach to marking is adopted and marking can be decentralised in terms of geographical regions or groups of subjects. The establishment of marking centres must be approved by the Head of Department in the province. 3.3 Selection and appointment of markers Officials involved in the marking, including the chief markers and internal moderators, are appointed based on the requirements articulated in the Personnel Administrative Measure (PAM) document. These include extensive experience in the teaching of Grade 12 and high subject knowledge. In addition, chief markers must have extensive experience as markers and examiners. The deputy chief markers and senior markers are appointed on the basis of outstanding performance as markers and high subject knowledge.

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Vacancies for appointment as markers were advertised in provincial circulars and all specialists who had demonstrated integrity in assessment were considered for appointment. All Grade 12 teachers who satisfied the requirements for appointment were given the opportunity to apply. Applications were scrutinized by principals and circuit managers before they were handed over to the Provincial Departments to make final decisions. The chief markers and subject advisors play a critical role in the selection of competent markers, senior markers and deputy chief markers. In 2009 every attempt was made to ensure that only markers who are of the highest calibre are appointed and in cases where erroneous appointments were made, these were identified at the marking centre and were not allowed to engage in the marking process. To ensure that competent markers are appointed the following year, markers are evaluated at the end of the marking process and a database is created that categorises markers according to their performance. The markers are ranked into three categories, i.e. excellent, average and poor markers. The excellent markers will be automatically appointed in the 2010 marking process and those that are average will only be appointed in case of shortages and would be rigorously trained and supervised throughout the marking process. Poor markers will not be appointed in the 2010 marking process. 3.4 Standardisation of Marking Given that question papers are set nationally by the DoBE, it is deemed necessary to engage expert chief markers and internal moderators from across all provinces to refine the common assessment tool (the marking guideline) which is used to mark learners’ scripts across provinces. The rationale for the standardization of the marking guideline by all provincial representatives is to ensure that the marking guideline is comprehensive and accommodates all correct responses that emanated from Grade 12 learners. Chief markers come to the standardization after having completed the following preparation: a) each chief marker and internal moderator must mark 20 scripts prior to the standardization meeting b) the scripts must include high, average and low achievers and must also include urban, peri-urban and rural schools c) chief markers must also solicit the views of education specialists and teachers in the province d) the chief markers must develop a comprehensive report which accommodates all the additional responses and analysis of the question papers. A total of 130 different subject standardization meetings were conducted and this brought together 1950 chief markers and internal moderators, 200 external moderators and 250 examiners.

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3.5 Training of Markers After the standardization at the marking guidelines meeting, chief markers were trained. The training programme encompassed the marking of five common exemplar scripts by chief markers. The scripts were selected randomly from the current examination. The chief markers and internal moderators marked the same scripts using the same marking guideline. Variances between chief markers were ironed out and the reasons for the discrepan- cies were debated. The chief markers marked the second and third scripts until they reached consistency. As they mark the exemplar scripts they continued to refine the marking guideline until this tool was valid and capable of yielding consistent results across provinces. Chief markers were then deployed to various marking centres across the country to implement the common standard developed at the standardization meeting. It has been reported that a high level of consistency in marking was achieved in most subjects across marking centres in the nine provinces. The national training was replicated across all marking centres and this was conducted in a staggered manner, starting with deputy chief markers and senior markers on the first day. The results of the training assisted the chief markers in the allocation of questions to the markers. Complex questions were allocated to competent markers and less complex questions were allocated to less experienced markers. In addition to the training session, various provinces used other innovative strategies to promote quality in the assessment of learners’ scripts. Gauteng requested all its Account- ing markers to answer certain sections of the question paper. The results of the performance of teachers to these sections of the paper were used to identify their strengths and weaknesses and markers were deployed to mark items that are consistent with their abilities. In the North West province all markers were required to come to the marking centre with a worked out marking guideline. This assisted markers in coming to the marking centre fully prepared on the possible answers that may be presented by candidates 3.6 Marking procedures A pyramidal structure consisting of the internal moderator at the pinnacle, followed by the chief marker, deputy chief marker, senior markers, and markers, was established and implemented across all 114 marking centres. In terms of this structure, every 5 -7 markers are supervised and moderated by one senior marker, and every 5 -7 senior markers are supervised by a deputy chief marker. This allows for four levels of moderation and control with the senior marker serving as the first level of moderation, and the internal moderator as the final arbiter of standards at each of the marking centre.

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In addition to the internal moderation and control measures adopted at the marking centre, the DoBE appointed national moderators to conduct on-site moderation of marking. These moderators were deployed to marking centres across the provinces. The prime objective of the national moderators was to ascertain compliance with the national directives and national marking guidelines. The report from these moderators has confirmed that a high quality of marking has been maintained across the marking centres, and where there were minor aberrations, these were corrected. The overall comment from the moderators is that there has been a significant improvement in the quality of marking compared to 2008. In addition, Umalusi, the Quality Assurance Council has conducted centralized moderation of learners’ scripts. A randomly selected sample of learners’ scripts was forwarded to Umalusi offices for external moderation. Preliminary reports from the Umalusi moderators also confirm a significant improvement in the marking standards and this is being attributed to the standardization meetings conducted by the DoBE, the training conducted at the marking centres coupled with the internal moderation processes. The DoBE monitored the marking centres across all provinces. The monitoring focused on the management and administrative processes at each of the marking centres. The national monitors were impressed with the efficient management of the marking centres and the ease with which PEDs were able to successfully assemble the large number of markers at each of these venues and make sure that the requirements and comforts of the markers are adequately accommodated. An important innovation in the 2008 and 2009 marking process, is the sample analysis of learner responses conducted by the internal moderator at the marking centre. For each subject at each marking centre, the internal moderator conducts a per question analysis of learner responses. This will assist in identifying areas in which learners are not doing well in the examination so that this feedback can be used by subject specialists in the training of teachers in the 2010 academic year. The marking process provides an opportunity for experts across provinces to evaluate each item on the question paper, in terms of its clarity, relevance, appropriateness, validity and precision. All items that comply with these criteria are considered to be of acceptable standard and those that do not are identified and highlighted for the examination panel to note. This feedback will ensure the creation and delivery of quality question papers to candidates.

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4. SCHOOL BASED ASSESSMENT (SBA)

4.1 Introduction SBA comprises forms of assessment which are conducted by the teacher at the school level. This includes assignments, projects, simulations, research and tests. In other subjects with a practical component and in the case of languages with an oral component, SBA includes assessment of the practical skills and in the case of languages, assessment of the oral skills, respectively. This chapter outlines the general requirements and the moderation and monitoring processes of school based assessment. Finally, the chapter describes the moderation of Life Orientation. 4.2 General requirements of the School Based Assessment The school based assessment (SBA) constitutes 25% of the final promotion mark in most of the subjects offered as part of the National Senior Certificate (NSC). The composition of SBA for each subject is set out in the Subject Assessment Guideline. In the case of subjects with practical components, practical assessment tasks and orals for languages are administered in addition to the other internal assessment components. In the case of Life Orientation, the final promotion mark will be based on internal assessment which must be externally moderated. The DoBE and Umalusi determine the monitoring and moderation mechanism. 4.3 Moderation of SBA Moderation ensures that the quality and standards of the internal assessment as contemplated in the Subject Assessment Guidelines have been met. Moderation of school based assessment mark is conducted at school, district, provincial and at national level to ensure credibility of the SBA. Moderation is conducted at each of these levels to: (i) confirm the validity, fairness and practicability of the assessment instrument (ii) establish whether assessment was conducted in a fair and consistent manner (iii) establish the reliability and fairness of the assessment result (iv) provide feedback on the moderation findings with a view to improving the quality of SBA. The national guidelines were developed to establish a national system of moderation in which the standard and quality of SBA is comparable across all schools and they were Implemented in all schools and districts in the nine provinces. These guidelines provided directives to officials of the department, subject specialists, and principals of schools, teachers, learners and parents on the moderation of school based assessment. A minimum of 10% sample of portfolios was moderated at school, and 3 – 5% at district and provincial level. This moderation included moderation of assessment tasks and learner evidence. It is compulsory for schools, districts and provinces to make available the learner portfolio, teacher portfolio and all other appropriate documentation to the moderator(s) during moderation process and when required. Moderation of school based assessment focuses on moderation of the assessment instruments and moderation of learner evidence.

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4.4 Moderation of Life Orientation Life Orientation is one of the compulsory subjects in the National Senior Certificate and assessment for this subject is completely school based. In the absence of an externally set component in this subject, the standards of assessment vary from one school to the other and the validity of scores emanating from the assessment are always a concern. The DoBE chief directorate: National Examinations and Assessment conducted the moderation of Life Orientation in 2008 to ascertain compliance with the five tasks prescribed for Life Orientation assessment. It was found that the level of compliance was between 80% and 90% across provinces. However, in 2009 the moderation process was expanded to include the quality of assessment tasks. Experts and experienced practitioners of Life Orientation, were appointed as moderators. The moderators were rigorously trained in a training organised by the DoBE. During the training session, exemplars of evidence of learner performance were used to standardise the moderation approach across provinces. This training was a standard setting exercise. The criteria for moderation were incorporated into the moderation guidelines which was discussed and agreed upon by all experts. The DoBE followed a two pronged approach in the moderation of Life Orientation, namely, a centralized and a decentralized method. Four provinces, namely, Western Cape, North- ern Cape, Free State and Eastern Cape were moderated in a centralized approach in which ten portfolios from low, medium and high achievers representing evidences of learner performance from urban, peri-urban and rural schools, were forwarded to the chief directorate. The evidences of learner performance accompanied by teacher portfolios were moderated. Five provinces namely Limpopo, Gauteng, Mpumalanga, Kwazulu-Natal and North West were moderated onsite. Moderators developed comprehensive reports for each province. The findings of the 2009 moderation process are that the quality of Life Orientation Assessment has improved beyond compliance and that there are examples of best practices across provinces. In 2010 the DoBE will visit the nine provinces at the beginning of the new year to set standards for the assessment of Life Orientation. This standard setting process will embody exemplars of best assessment tasks selected from the 2009 moderation and schools will be supported to emulate there best practices. 4.5 Monitoring the Implementation of SBA In terms of the Regulations Pertaining to the Conduct, Administration and Management of Assessment for National Senior Certificate, section 5 (1) and (2), all internal assessment must be subject to monitoring and moderation by the DoBE and Umalusi. Monitoring should determine whether the minimum requirements for internal assessment in a particular subject have been met in terms of the frequency and components. Monitoring structures were established at national, provincial and district levels to monitor policy compliance during the implementation of SBA in schools.

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In their monitoring, monitors established the following: (i) teachers are in possession of the required policy documents i.e. National Curriculum Statement (NCS), Subject Assessment Guideline (SAG), Learning Programme Guideline (LPG) and the National Protocol on Assessment for Reporting and Recording (NPRR) (ii) teachers have developed Formal Programme of Assessment for specific subject at the required grade (iii) the school assessment policy/plan conforms to the requirements for learners who qualify for concessions relating to specific needs without compromising the required standards (iv) teachers are provided with exemplars of assessment tasks required by the SAG (v) teachers have received training in developing and administering assessment instruments (vi) the assessment tasks are marked and recorded accordingly (vii) the number of assessment tasks to be administered in each term/quarter in accordance with the Subject Assessment Guidelines, has in fact been administered (viii) there is evidence of moderation of assessment tasks by the head of department, senior teacher or a principal. It was expected of the district to conduct a minimum of one monitoring visit per school per quarter, per subject. The findings of the monitoring visit were provided in a written report which was submitted to the principal of the school and relevant officials at district level. It is the responsibility of the principal to ensure that the shortcomings identified during the monitoring visit are attended to in accordance with the time frames provided in the report.

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The class 2009 look forward to opportunity to contribute to nation building and Socio-economic development

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5. SUPPORT PROGRAMMES FOR GRADE 12 TEACHING AND LEARNING

5.1 Introduction

The Department of Basic Education planned several activities to support the implementation of the National Curriculum Statement, specifically for Grade 12 learners. These intervention strategies were divided into the ones based on national priorities and those that were directed specifically at Grade 12. The chapter provides a description of key initiatives of the DoBE, which include the following: 5.2 Dinaledi Schools Project

The initiative to improve the quality of, and participation in Mathematics and Science, started in 2002 with 102 schools being designated as Dinaledi Schools. This number has increased to 500 schools in 2008 and this number has been retained in 2009. The goal of the National Strategy for Mathematics, Science and Technology Education (NMSTE) is to double the number of learners passing high level mathematics in the country. Each of the 500 Dinaledi Schools was supported via the provision of the necessary learning and teaching materials and, in particular, textbooks to the value of R12 million, for every learner in English, First Additional Language (FAL), Mathematics, Mathematical Literacy and Physical Sciences. An additional 100 000 copies of these textbooks were distributed to schools in the nine provinces. Supervision and support were provided to teachers in the Dinaledi Schools by subject advisors in Mathematics and Science. These schools received special support which included a teacher survey to identify areas of support needed, intensive monitoring and support, teacher training and increased participation in the Olympiad competition. (a) Teacher Survey In February 2009, the Department of Basic Education conducted a Teacher Survey in the 500 Dinaledi Schools. The survey was intended to investigate the number of Mathematics, Mathematical Literacy and Physical Science educators at these schools. Furthermore, the survey gathered information on the teacher qualifications, level of specialization and the number of years in the profession. The results of the survey prompted the Department to devise and implement strategies to support teachers teaching Mathematics and Physical Science, hence the training of teachers in subject content. (b) Teacher Training In July 2009 the Department of Basic Education trained 658 Mathematics and 658 Physi- cal Science Teachers from Dinaledi schools. In September 2009 an additional 585 Mathe- matics and 585 Physical Science teachers were trained. Therefore a total of 2486 teachers teaching Mathematics and Physical Science (combined) in Dinaledi Schools were trained in specific areas of the subject content. (c) Intensive Monitoring and Support The DoBE engaged in an intensive monitoring and support of the Dinaledi schools with special focus on the 54 Dinaledi schools that had obtained below 20% in Mathematics in the 2008 NSC examinations. Special focus was also paid to the 220 Dinaledi schools with a low quality of passes in Mathematics (i.e. schools which had high number of learners passing but few passing Mathematics at 50% or more).

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As at 30 September 2009, 254 Dinaledi schools including the 54 schools that performed below 20% were visited and monitored with support given in the areas of difficulties identified. (d) Participation in the 2009 Mathematics Olympiad The Mathematics Olympiad is a national competition which aims at developing mathematical talent and a positive image of mathematics amongst the youth of South Africa. As a national test it serves as a suitable benchmark of performance in mathematics at this level. The Department of Basic Education paid for 100 learners of the Dinaledi schools and the top performing schools to participate in the first round of the South African Mathematics Olympiad (SAMO). The participation of learners in these competitions has created an interest in mathematics. It is hoped that the increased participation of schools in this competition would further improve the performance of learners in Mathematics. (e) Adopt a School Project The project is designed to provide a cost-effective way of channeling scarce resources in the context of competing priorities and limited resources. The project is a short term approach to provide adequate learning and teaching facilities to limited schools with potential to address the objectives of the MST Strategy. The purpose of the project is to: mobilise resources for Dinaledi schools to support teaching and learning coordinate private sector support to Dinaledi schools for equitable distribution of resource support the promotion of quality teaching and learning primarily in maths, science and languages encourage increased participation and performance in mathematics and science. The following table indicates the various sponsors and the number of schools sponsored:

SPONSOR NUMBER OF SCHOOLS ABSA 10 ANGLO AMERICAN 17 IDC 30 NOKIA/SIEMENS 3 NORTH WEST UNIVERSITY 5 OLD MUTUAL 4 EPOCH AND OPTIMA 45 STANDARD BANK OF SA 114 TRANSNET 11 UCT/MEEPT 5 UNIVERSITY OF PRETORIA 10 WITS UNIVERSITY 28 WBHO 2 WOOLWORTHS 10 ZENEX FOUNDATION 36 TOTAL 330

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The following are the benefits of the project: the partners contribute resources that promote teaching and learning especially in mathematics, science and languages the partnership enhances the capacity of the school to plan and monitor resources the coordinated approach offers integration and sustainability of interventions beyond the stay of the partnership. (f) Textbook Survey In October 2008, the Department conducted a survey of textbooks in mathematics, science and languages in Dinaledi schools. The survey indicated that there was a shortage of textbooks in Grades 10 and 11 in selected Dinaledi schools. The availability of textbooks in Dinaledi schools was also investigated during the monitoring of Dinaledi schools between March and May 2009. The monitoring reports confirmed the shortage of Grade 10 and 11 textbooks and other resources (science laboratories and libraries) in Dinaledi schools. Based on the survey and the monitoring reports, the Department distributed 9000 textbooks to 20 Dinaledi schools that had reported shortages during the monitoring visits. (g) Provision of Learner and Teacher Support Materials The DoBE has advocated that each learner in Grades 10, 11 and 12 must have at least 7 textbooks. In 2008 the DoBE supplied 452 of the 500 Dinaledi schools that responded to the DoBE textbook survey with Grade 12 textbooks. The textbooks were purchased with R12 million from the Royal Netherlands Donor Funds. The DoBE carried out another survey in October 2008 to determine the availability of textbooks in schools. Subsequent to the results of the textbook survey the Department distributed 50 000 copies of Grade 11 and 12 Maths 911 to 500 Dinaledi schools. In June 2009, copies of mathematics (1210), physical science (914), life sciences (441) and English (6388) textbooks were distributed to 20 Dinaledi schools. In partnership with Liberty Life, 125 000 copies of Grade 11 and Grade 12 Maths 911 were distributed to 250 Dinaledi schools in May 2009. Additional copies of Maths 911 will be made available to the remaining Dinaledi schools. 5.3 Provision of Learning and Teaching Support Material to Schools As part of its support to schools the DoBE developed, printed and distributed the following documents to districts and schools: 8000 copies of Accounting booklets; schools received a copy each; 21 000 copies of Life Orientation Teacher Guide; schools received 3 copies each; 7000 copies of soil module in Agriculture Science; schools received a copy each; and 7000 copies of Agriculture Management guideline; schools received a copy each. In addition to the above listed learner and teacher support material, the following assessment and examination support material was made available to all learners. exemplar question papers and memoranda for those subjects where there were changes to the Examination Guidelines. November 2008 National Senior Certificate examination papers and memoranda in all 29 subjects. March 2009 supplementary papers and memoranda

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subject advisor training materials May/June 2009 examination guidelines for all 29 subjects. 5.4 Development, Supply and Distribution of Electronic and Print Media Support Materials The Department of Basic Education in partnership with businesses, publishers and independent newspapers, developed, supplied and distributed packages of support materials, in both electronic and print media format. These included: more than 500 000 Study Mate and Studiepêl distributed to schools distribution of 2000 free copies of Tourism book and DVD (Partnership between DEAT and DBED) publication by Avusa Media of a more than 1 million of a 48-page tabloid book comprising exemplar examination papers and memoranda for Grade 12 learners in the Sunday Times on the 13th of September 2009 and in the Sowetan on the 18th of September 2009 Liberty Life and Independent Newspapers funded by Dinaledi School Project developed and distributed 125 000 copies of Maths 911 for Grades 11 and 12 the Department of Education together with SABC Education launched Study mate TV, a revision programme, for Grade 11 and 12 learners on the 1st of June 2009. The broadcasts were from Monday to Friday on SABC 1 from 14h00 to 15h00 with repeat broadcasts from 24h00 to 01h00 on SABC 2 and again from 05h00 to 06h00 on SABC 1. There were also broadcasts every Saturday and Sunday from 05h00 to 06h00 on SABC 1 support on the Thutong and DoBE websites Nasou Via Afrika supplied free Accounting Study Guides to all provinces for the NSLA schools. the Sowetan Power Your Future supplement provided support for Grade 10 -12 learners the Sunday Times – Read Right Edition also provided material for Grade 10 -12 learners Matric Matters – Independent Newspapers also provided material for Grade 10 -12 learners Mindset also provided tuition daily on DSTV. 5.5 Monitoring and Support of Underperforming Schools Schools that performed below 60% in the 2008 NSC examinations were declared underperforming schools. Provinces were required to take an interventionist approach in supporting these schools to improve. Therefore each province developed and implemented intervention strategies to monitor and support these underperforming schools, with schools that performed below 20% receiving more focused attention. The table below provides the number of schools that performed below 60% in the 2008 NSC examinations:

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The number of schools performing below 60% in to 2008

Performance in different categories PROVINCE 0 1-19.9 20-40 41-59.9 TOTAL EC 5 156 238 170 569 FS 0 0 20 60 80 GP 0 3 39 102 144 KZN 5 148 410 390 953 LP 9 113 329 329 780 MP 4 45 128 129 306 NW 1 6 38 88 133 NC 0 3 10 19 32 WC 0 1 15 57 73 TOTAL 24 475 1227 1344 3070

In 2008 there were more than 3070 schools that performed below 60%. The three larger provinces, i.e. KwaZulu Natal (953), Limpopo (780) and Eastern Cape (569) have the highest number of schools performing below 60%. This constitutes 75% (2302) of the total number of underperforming schools. The Department of Basic Education engaged in robust monitoring and support in 4 provinces that performed below the national average in the 2008 National Senior Certificate namely Mpumalanga, Limpopo, KwaZulu-Natal and the Eastern Cape. In 2009, the Department of Basic Education focused more on the 898 schools that performed between 40 – 60% with a view to providing support to these schools to improve their performance in the 2009 NSC examinations. This intervention is part of the strategy for increasing learner attainment for Grade 12 learners, and included: visits to 35 districts in four provinces. 492 district officials attended the meetings and workshops that were conducted to meet the objectives of the monitoring process visits to 766 schools by subject specialists including afternoon cluster meetings where the Grade 12 package of support was shared with school management teams. The target set of 701 schools was exceeded by 64 schools. 5.6 Subject Advisor Training In May and June 2009 the Department of Basic Education conducted subject advisor training for all the 29 subjects of the National Curriculum Statement. The training took place over 5 days and a total of 2137 subject advisors were trained. The table below indicates the number of subject advisors that were trained during May – June 2009:

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Province Number of Participants EC 452 FS 127 GP 164 KZN 189 LP 510 MP 181 NC 82 NW 257 WC 175 TOTAL 2137

The subject advisor training was informed by the 2008 National Senior Certificate results, reports of Chief Markers and identified content knowledge gaps displayed by the provincial subject advisors. The training in each subject was specific. However,the subject advisor training focused on the following aspects: (i) to strengthen the problematic subject content knowledge, skills and assessment in all the National Senior Certificate subjects (ii) to enable subject advisors to assist teachers to teach all the National Senior Certificate subjects in Grades 10-12 with confidence (iii) to enable provinces to share good practice in assessment and moderation practices to avoid curriculum overload caused by assessment practices (iv) to assist subject advisors in assessing Practical Assessment Tasks. 5.7 Support in the teaching and assessment of Life Orientation Life Orientation is one of the four fundamental subjects within the seven subject package that learners must offer to qualify for the National Senior Certificate (NSC). It is a unique subject in that it applies a holistic approach to the personal, social, intellectual, emotional, spiritual, motor and physical growth and development of learners. Life Orientation was implemented for the first time in Grade 12 in 2008 and there were no standards that existed against which to evaluate learners’ performances in 2008. The national moderation team, which was deployed in 2008, collected examples of good practice in the form of good quality tasks and marking memoranda. These tasks were made available to schools in the form of a booklet and assisted in the benchmarking of standards for the subject after the three year cycle of implementation (2009 – 2011). The support for teaching and assessment for Life Orientation included the following: (i) in May 2009, 121 Subject Advisors were trained on content areas; development of assessment tasks; designing instructions for the three movement section of the Physical Education (PET) and in the implementation of internal moderation. (ii) development and distribution of Grade 12 Life Orientation Teacher Guide 20 000 copies were printed and distributed to all schools in all nine provinces.

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6. Analysis of the 2009 National Senior Certificate Results

6.1 National results 6.1.1 Overall performance of candidates in the 2009 NSC examination

2008 2009 PROVINCE Total wrote Total Achieved Total wrote Total Achieved EC 60294 30496 68129 34731 FS 29963 21503 29808 20680 GP 92723 70822 98659 70871 KZN 136743 78747 132176 80733 LP 84614 45958 83350 40776 MP 42153 21815 53978 25854 NW 33157 22554 30665 20700 NC 9948 7230 10377 6356 WC 43966 34479 44931 34017 NATIONAL 533561 333604 552073 334718

Graph 1: Analysis of Overall Performance

552073 533561

333744 334718

217355 199817

The total number of candidates who wrote the NSC in 2009 is marginally higher than the number of candidates who wrote in 2008. However, in the first two years of NSC implementation, the system has produced a total 661 978 NSC graduates.

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Graph 2: Analysis of Overall Performance in terms of University Admission

The number of learners who have attained admission to higher certificate, diploma and bachelor studies has remained constant over the last two years. 6.1.2 Comparison of provincial performance (2008 and 2009) Total Number of learners that wrote the NSC examination (2008 and 2009)

The number of learners who wrote the NSC in 2009 in five provinces is higher than in 2008.

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Comparison of the Overall Provincial Performances

It is encouraging to note that the performance of learners in seven provinces in 2009 is higher than the performance of learners in 2008.

Six of the nine provinces have performed above the national average of 60.6. Only two of the nine provinces have improved their achievement rates from 2008.

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6.1.3 Analysis of overall performance per quintile ranking

This Graph indicates that more than 75%of the schools offering the NSC are in quintiles 1, 2 and 3 while 25% are in quintiles 4 and 5. This is an indication that most of the schools in the system are less resourced.

677 596

197 174

It is encouraging to note that 23 schools in Quintile 1 obtained a 100% achievement rate and 173 schools in this category obtained between 80 and 99. These schools that have been classified in the lowest level in the poverty ranking, and are therefore severely under-resourced and yet these schools have done well. These schools should be the focus of an intensive study to establish, how they are able to achieve such good results and these practices should be replicated in other schools. The 677 schools that performed between 20 and 49% have the potential to do well, and should therefore be the focus of the National Strategy for Learner Attainment (NSLA).

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List of 19 Schools with 100% pass rate in quintile 1 is as follows:

Province Region name Disctrict name Quintile Centre name Dinaledi Total Total Total Pass name Entered Wrote Passed %

FREE STATE Fezile Dabi Region 2 1 NAMPO ASS N 21 21 21 100.0

FREE STATE Fezile Dabi Region 2 1 NIEKERKSRUS ASS N 6 6 6 100.0

GAUTENG GAUTENG DEPARTMENT OF EDUCATION EKURHULENI NORTH DISTRICT 1 BENONI CHRISTIAN SCHOOL N 3 3 3 100.0

GAUTENG GAUTENG DEPARTMENT OF EDUCATION EKURHULENI NORTH DISTRICT 1 INFINITY INTERNATIONAL ACADEMY N 6 6 6 100.0

KWAZULU-NATAL UKHAHLAMBA UMZINYATHI 1 GREYTOWN H N 67 66 66 100.0

KWAZULU-NATAL PIETERMARITZBURG UMGUNGUNDLOVU 1 INGQAYIZIVELE JS N 10 10 10 100.0

KWAZULU-NATAL UKHAHLAMBA UMZINYATHI 1 MAKHOSONKE S N 19 19 19 100.0

KWAZULU-NATAL ZULULAND VRYHEID 1 NENDE S N 11 10 10 100.0

KWAZULU-NATAL PIETERMARITZBURG UMGUNGUNDLOVU 1 SIKHULILE S N 32 32 32 100.0

KWAZULU-NATAL ZULULAND EMPANGENI 1 ZIMEME H N 22 22 22 100.0

LIMPOPO GREATER SEKHUKHUNE SCHOONOORD 1 SEFOGOLE SEPEKE SECONDARY N 30 30 30 100.0

MPUMALANGA Gert Sibande VOLKSRUST 1 Perdekop Agricultural School N 7 7 7 100.0

MPUMALANGA Gert Sibande WAKKERSTROOM 1 Sinethemba Girls School N 56 56 56 100.0

NORTH WEST BOJANALA PLATINUM DISTRICT RUSTENBURG APO 1 GEELHOUT PARK SECONDARY N 27 27 27 100.0

NORTH WEST DR. R.S. MOMPATI DISTRICT GREATER DELAREYVILLE APO 1 LODIRILE-TSWAING HIGH SCHOOL N 7 7 7 100.0

NORTH WEST BOJANALA PLATINUM DISTRICT LETLHABILE APO 1 MARUATONA DIKOBE HIGH SCHOOL N 20 19 19 100.0

NORTHERN CAPE Pixley Ka Seme Umsombomvu 1 H/skool Colesberg N 31 31 31 100.0

NORTHERN CAPE Frances Baard Frances Baard 1 Ixunkhwesa Combined School N 9 9 9 100.0

WESTERN CAPE Eden and Central Karoo 2 1 MOSSEL BAY INTERNATIONAL ACADEMY N 2 2 2 100.0

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The number of schools in quintile 2 that obtained 100% is lower than the number schools in Quintile 1 that obtained 100%.

The Graph indicates that 840 schools have performed above 50%, and 588 schools performed below 50%.

44 Report on the National Senior Certificate Examination Results

256 schools in this category performed below 50% and the number of schools that obtained 100% is not consistent with the high expectation of schools in this category.

Schools in this quintile are well resourced and are therefore expected to perform above the 80% level. However, it is a matter of serious concern that 144 schools in this category are performing between 0 and 49

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List of 19 Schools with a pass rate below 20% in quintile 5 is as follows:

ProvinceName Region name Disctrict name Quintile Centre name Dinaledi Total Total- Total Pass Entered Wrote Passed % EASTERN CAPE CENTRAL KING WILLIAMS 5 B KAT SENIOR SECONDARY N 24 24 3 12.5 TOWN SCHOOL EASTERN CAPE WESTERN PORT ELIZABETH 5 DDT JABAVU HIGH SCHOOL N 64 54 6 11.1 EASTERN CAPE WESTERN GRAHAMSTOWN 5 NATHANIEL NYALUZA Y 57 52 5 9.6 SECONDARY SCHOOL EASTERN CAPE SOUTH EASTERN BUTTERWORTH 5 NOLITHA COMPREHENSIVE N 60 56 7 12.5 TECHNICAL SCHOOL EASTERN CAPE CENTRAL EAST LONDON 5 QHAMANI SENIOR SECONDARY N 16 15 0 0.0 SCHOOL KWAZULU-NATAL ETHEKWINI ILEMBE 5 INGOBAMAKHOSI S N 58 57 8 14.0 KWAZULU-NATAL ZULULAND VRYHEID 5 KWAMNYAYIZA H N 51 51 7 13.7 KWAZULU-NATAL ZULULAND OBONJENI 5 LUBELO S N 30 30 2 6.7 KWAZULU-NATAL UKHAHLAMBA UMZINYATHI 5 MGIDLA H N 133 128 21 16.4 KWAZULU-NATAL UKHAHLAMBA AMAJUBA 5 PHUZUKUBONA PUBLIC S N 32 27 4 14.8 KWAZULU-NATAL ZULULAND VRYHEID 5 SHOBA S N 11 11 0 0.0 KWAZULU-NATAL ZULULAND VRYHEID 5 SIQOPHUMLANDO S N 21 21 3 14.3 KWAZULU-NATAL ZULULAND VRYHEID 5 SIYAZIZAMELA S N 13 13 2 15.4 LIMPOPO GREATER SEKHUKHUNE NGWAABE 5 EXCELSUS ACADEMY N 16 16 1 6.3 LIMPOPO MOPANI MANOMBE 5 HIGH QUALITY SCIENCE N 63 51 7 13.7 LIMPOPO GREATER SEKHUKHUNE SEOTLONG 5 HLABIRWA COMMERCIAL N 9 9 0 0.0 LIMPOPO GREATER SEKHUKHUNE MOUTSE EAST 5 OR TAMBO COMPREHENSIVE N 101 97 15 15.5 SCHOOL LIMPOPO MOPANI MANOMBE 5 RIVONINGO EDUCATIONAL N 24 24 4 16.7 CENTRE MPUMALANGA EHLANZENI MGWENYA 5 ZB KUNENE SECONDARY SCHOOL N 192 185 36 19.5

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Analysis of schools, per quintile ranking that obtained 100%

6.1.4 Analysis of overall performance per gender

The number of males and females that wrote in 2008 and 2009 is relatively stable and the achievement between the two gender groups is fairly constant.

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6.1.5 Results in different categories of performance

1662 schools obtained an achievement rate of between 40% and 59%, which is the highest in these categories. The outstanding performance exhibited by the 420 schools is heartening. 6.1.6 Analysis of results of schools that have been underperforming

Performance of schools in different categories 0 1 - 19.9 20 - 39.9 40 - 59.9 60 - 79.9 80 - 99.9 100 TOTAL % % % % % % % EC 3 93 292 230 151 94 44 907 FS 0 4 20 65 113 77 38 317 GP 1 7 55 170 181 240 91 745 KZN 4 94 319 464 391 311 82 1665 LP 9 158 383 393 239 135 20 1337 MP 0 66 146 148 90 60 10 520 NW 1 4 40 95 111 91 29 371 NC 0 2 26 29 27 29 21 134 WC 0 1 19 68 113 129 85 415 NATIONAL 18 429 1300 1662 1416 1166 420 6411

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6.1.6.1 Comparison of schools that performed below 60% - 2008 and 2009

There is an increase in the number of learners that performed between 20% and 40% and this resulted in the number of schools that performed below 20% being decreased from 499 to 453. 6.2 Subject Analysis 6.2.1 Overall Analysis of National selected subjects

It is encouraging to note that the performance in Business Studies, Economics, Geography and History and Mathematical Literacy, at the 30% achievement level, is above 70%. There is a need for an intensive intervention in Mathematics and Physical Science which are notably lower than the other subjects.

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6.2.2 Performance in subjects with high enrolments – 2008 and 2009 compared

Achieved/Passed Passed/Achieved at 40% and above

The performance in Accounting is relatively stable in 2008 and 2009 and the same trend is also observed with learners that achieved at 40%.

Achieved/Passed Passed/Achieved at 40% and above

The significant increase of learners that achieved at 40% compared to 2008 is extremely encouraging.

50 Report on the National Senior Certificate Examination Results

Achieved/Passed Passed/Achieved at 40% and above

The number of learners that passed at 40 percent has increased by 3% which is indicative of improved performance.

75.97 71.62

39.93 21.25

Achieved/Passed Passed/Achieved at 40% and above

The performance of learners passed is encouraging, but the performance at the 40% level needs attention.

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80.3 72.28

40.92 39.18

Achieved/Passed Passed/Achieved at 40% and above

Performance at the 40% level confirms that the intervention programme in Geography needs strengthening.

68.71 72.21

46.93 37.68

Achieved/Passed Passed/Achieved at 40% and above

The performance of learners in 2009 is higher than the performance of learners in 2008. It is also encouraging to note there is a significant increase in the number of learners that passed at 40%.

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98.93 99.59 96.3 98.54

Achieved/Passed Passed/Achieved at 40% and above

The performance of Life Orientation is fairly constant over a two year period. The support and moderation initiatives undertaken by the DoBE and PEDs, is beginning to bear fruit.

70.51 65.51

39.6 39.87

Achieved/Passed Passed/Achieved at 40% and above

There is relative stability of performance at the 40% level over the two year period.

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Total Number of candidates that have passed Mathematics in the last 24 months

589228

269808

175144

Passed/Achieved at 40% WROTE Achieved/Passed and above

It is heartening to note that 581620 learners wrote Mathematics in 2008 and 2009 The number of learners that performed at 30% level is 265 020, and 168572 at the 40% level.

Passed/Achieved at 40% WROTE Achieved/Passed and above

It is inspiring to note that the number of learners who wrote Physical Science has increased over a two year period. The number of learners who achieved the Physical Science at 30% is 201179 and it is encouraging that 107982 learners have achieved the NSC at 40% thereby satisfying the requirements for admission to Higher education. The Graph shows that the performance of learners in 2009 is lower than the performance of learners in 2008. This is attributed to the challenging paper which teachers are still struggling to keep up with and it is envisaged that the situation will change over a period of five years.

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PERFORMANCE IN MATHEMATICS PER PROVINCE PROVINCENAME TOTAL WROTE TOTAL PASSED TOTAL PASSED 30 AND ABOVE 40 AND ABOVE 2008 2009 2008 2009 2008 2009 EASTERN CAPE 37069 40858 13839 15146 8243 8616 FREE STATE 14719 13259 11426 6919 5245 4263 GAUTENG 50885 43131 27541 23534 20082 16538 KWAZULU-NATAL 81780 74020 36030 31175 22350 18582 LIMPOPO 49643 50211 18548 18597 11273 11066 MPUMALANGA 23922 24861 9578 9473 6031 5789 NORTH WEST 17080 14052 8056 7206 5255 4649 NORTHERN CAPE 3866 4133 1925 1759 1293 1033 WESTERN CAPE 19957 18174 13002 11266 10016 8248 NATIONAL 298921 282699 139945 125075 89788 78784

PERFORMANCE IN PHYSICAL SCIENCE - 2008 AND 2009 COMPARED PROVINCE NAME TOTAL WROTE TOTAL PASSED TOTAL PASSED 30% AND ABOVE 40% AND ABOVE 2008 2009 2008 2009 2008 2009 EASTERN CAPE 24639 25191 17655 17837 11699 11755 FREE STATE 15782 16401 14447 14762 11582 11131 GAUTENG 46519 46640 41326 41432 32694 32738 KWAZULU-NATAL 63271 59567 46928 41579 30553 25977 LIMPOPO 38875 38137 27548 22248 15897 11333 MPUMALANGA 26973 29181 17503 16814 10513 9471 NORTH WEST 16566 17041 13800 14091 9496 9539 NORTHERN CAPE 6289 6657 5661 5516 4315 3722 WESTERN CAPE 24550 25407 22362 22387 18081 17322 NATIONAL 263464 264222 207230 196666 144830 132988

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The Graph indicates that the number of learners that performed well in 2008 and 2009 is fairly stable. The number of learners who passed at 40% is also constant.

6.2.3 Analysis of performance in the languages of teaching and learning

99.25 99.13 93.92 94.91

The performance of learners who passed the NSC at 40% in 2008 is slightly higher than the performance in 2009.

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99.68 94.54

72.36 70.52

The performance of learners who passed the NSC at 40% in 2008 and in 2009 is relatively stable.

99.30 99.31 99.24 94.41

The performance of learners who passed the NSC at 40% in 2008 and in 2009 is consistent.

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92.89 92.05

76.23 69.56

The number of learners that performed at 30% is consistent over the two year period. It is encouraging that 69.56% of learners passed at 40%.

6.3 Provincial Results 6.3.1 EASTERN CAPE

Total wrote Total Achived/Passed

The total number of learners who wrote the NSC in 2009 is higher than the learners who wrote in 2008 and this trend is also observed in the performance of learners over the two year period.

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Comparisons of achievements in different categories

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6.3.2 FREE STATE

Comparisons of achievements in different categories

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6.3.3 GAUTENG

The number of learners that wrote in 2009 is higher than the number of learners who wrote in 2008. The number of learners who passed in 2009 is stable over a period of two years.

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Comparisons of achievements in different categories

6.3.4 KWAZULU NATAL

Although the graph shows a drop in the number of candidates who wrote the 2009 NSC examination in comparison with the learners in 2008, Kwazulu-Natal contributes the highest number of learners compared to other provinces. The percentage pass rate of this province has improved significantly and this is attributed to the intervention strategies employed by the province.

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Comparisons of achievements in different categories

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6.3.5 LIMPOPO

The number of learners who wrote in 2009 is lower than the number of learners that wrote in 2008. The performance of learners in 2009 is marginally lower than the performance of learners in 2008. Comparisons of achievements in different categories

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The performance of learners in Vhembe is notably higher than other districts.

6.3.6 MPUMALANGA

The number of learners who wrote the NSC in 2009 is higher than the number of learners who wrote in 2008 and the performance is consistent with this trend.

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Comparisons of achievements in different categories

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6.3.7 NORTH WEST

The number of learners who wrote the NSC in 2008 and in 2009 is relatively stable and the performance of learners is consistent with this trend. Comparisons of achievements in different categories

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6.3.8 NORTHERN CAPE

The number of learners who wrote the NSC in 2009 is slightly higher than number of learners who wrote in 2008 and the performance of learners in 2009 is slightly lower than the performance of learners in 2008.

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Comparisons of achievements in different categories

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6.3.9 WESTERN CAPE

This Graph indicates that the number of learners who wrote in 2008 and in 2009 is relatively constant. The performance of learners is also stable over two years. Comparisons of achievements in different categories

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The number of learners that wrote the 2009 NSC in Metropole North and Metropole Central is higher than in other districts. The number of pass is also consistent with this trend.

6.4 Provincial Subject Analysis In the analysis of Mathematics and Science in all the provinces it is observed that the performance on Life Sciences and Mathematics Literacy is higher than the performance in Mathematics and Physical Science. There has been a significant drop in the performance of Physical Science in 2009.

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FREE STATE

FS Achieved/Passed at 30% and above FS Achieved/Passed at 40% and above

GAUTENG

GP Achieved/Passed at 30% and above GP Achieved/Passed at 40% and above

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KWAZULU NATAL

KZN Achieved/Passed at 30% and above KZN Achieved/Passed at 40% and above

LIMPOPO

KZN Achieved/Passed at 30% and above KZN Achieved/Passed at 40% and above

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MPUMALANGA

MP Achieved/Passed at 30% and above MP Achieved/Passed at 40% and above

NORTH WEST

NW Achieved/Passed at 30% and above NW Achieved/Passed at 40% and above

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NORTHERN CAPE

NC Achieved/Passed at 30% and above NC Achieved/Passed at 40% and above

WESTERN CAPE

WC Achieved/Passed at 30% and above WC Achieved/Passed at 40% and above

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No matter what the circumstances are, with hard work, determination and pursue of educational excellence the South African education and training system shall succeed.

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7. Conclusion

Although, the examination system in South Africa is run by the Department Basic Education, the examination chief directorate is given a measurable degree of independence to run its process with integrity. The DoBE has achieved significant strides in the setting of quality question papers and it is envisaged standard of these papers will drive teaching and learning in the classrooms towards the achievement of higher order thinking skills. The monitoring of the examination processes across districts by the DoBE and PEDs has enhanced credibility in the running of examination across the system. A strategic oversight of these processes by the DoBE has raised the stakes and officials are working tirelessly and vigilantly to stamp out malpractices. The irregularities that occurred in Mpumalanga were effectively dealt with in accordance with the policy and the integrity of examination in South Africa is vindicated by the decisions of the DoBE and Umalusi. The performance of the 2009 learners reflects a normal distribution curve which shows consistency of the results in the two year period. Once the system matures in respect of the new curriculum, the results will improve. A systemic intervention is essential in ensuring that the standard of examination question papers and the standard of teaching and learning in the classrooms are consistent.

77 National Examinations and Assessment ANNEXURE A: Provincial results

TABLE 1: RESULTS FOR FULL-TIME CANDIDATES PER PROVINCE - 2008 and 2009 PROVINCE YEAR CANDIDATES CANDIDATES CANDIDATES ACHIEVED WHO WROTE NOT ACHIEVED/ WITH NSC WITH HIGHER WITH DIPLOMA WITH TOTAL FAILED CERTIFICATE BACHELORS Number Number % Number % Number % Number % Number % Number % EASTERN CAPE 2008 60 294 29 783 49.4% 10 0.03% 10 654 34.9% 11 174 36.6% 8 673 28.4% 30 511 50.6% 2009 68 129 33 398 49.0% 116 0.33% 11 240 32.4% 13 883 40.0% 9 492 27.3% 34 731 51.0% FREE STATE 2008 29 963 8 445 28.2% 9 0.04% 6 571 30.5% 8 647 40.2% 6 291 29.2% 21 518 71.8% 2009 29 808 9 128 30.6% 47 0.23% 5 912 28.6% 8 691 42.0% 6 030 29.2% 20 680 69.4% GAUTENG 2008 92 723 21 886 23.6% 1 0.00% 16 362 23.1% 26 226 37.0% 28 248 39.9% 70 837 76.4% 2009 98 659 27 788 28.2% 53 0.07% 14 092 19.9% 28 017 39.5% 28 709 40.5% 70 871 71.8% KWAZULU-NATAL 2008 136 743 57 981 42.4% 126 0.16% 24 743 31.4% 28 953 36.8% 24 940 31.7% 78 762 57.6% 2009 132 176 51 443 38.9% 321 0.40% 22 719 28.1% 31 406 38.9% 26 287 32.6% 80 733 61.1% LIMPOPO 2008 84 614 38 641 45.7% 18 0.04% 18 858 41.0% 16 446 35.8% 10 651 23.2% 45 973 54.3% 2009 83 350 42 574 51.1% 35 0.09% 15 164 37.2% 15 375 37.7% 10 202 25.0% 40 776 48.9% MPUMALANGA 2008 42 153 20 298 48.2% 11 0.05% 8 193 37.5% 8 116 37.1% 5 535 25.3% 21 855 51.8% 2009 53 978 28 124 52.1% 26 0.10% 9 107 35.2% 10 165 39.3% 6 556 25.4% 25 854 47.9% NORTH WEST 2008 33 157 10 594 32.0% 3 0.01% 7 292 32.3% 8 832 39.1% 6 436 28.5% 22 563 68.0% 2009 30 665 9 965 32.5% 2 0.01% 6 181 29.9% 8 161 39.4% 6 356 30.7% 20 700 67.5% NORTHERN CAPE 2008 9 948 2 711 27.3% 1 0.01% 2 195 30.3% 3 044 42.1% 1 997 27.6% 7 237 72.7% 2009 10 377 4 021 38.7% 2 0.03% 1 953 30.7% 2 660 41.9% 1 741 27.4% 6 356 61.3% WESTERN CAPE 2008 43 966 9 478 21.6% 1 0.00% 7 164 20.8% 12 820 37.2% 14 503 42.1% 34 488 78.4% 2009 44 931 10 914 24.3% 28 0.08% 6 988 20.5% 12 677 37.3% 14 324 42.1% 34 017 75.7% NATIONAL 2008 533 561 199 817 37.4% 180 0.05% 102 032 30.6% 124 258 37.2% 107 274 32.1% 333 744 62.6% 2009 552 073 217 355 39.4% 630 0.19% 93 356 27.9% 131 035 39.1% 109 697 32.8% 334 718 60.6%

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TABLE 2: RESULTS FOR FULL-TIME CANDIDATES PER PROVINCE AND GENDER - 2009 PROVINCE GENDER CANDIDATES CANDIDATES CANDIDATES ACHIEVED WHO WROTE NOT ACHIEVED/ WITH NSC WITH HIGHER WITH DIPLOMA WITH TOTAL FAILED CERTIFICATE BACHELORS Number Number % Number % Number % Number % Number % Number % EASTERN CAPE Male 29 980 14 314 47.7% 54 0.34% 4 862 31.0% 6 476 41.3% 4 274 27.3% 15 666 52.3% Female 38 149 19 084 50.0% 62 0.33% 6 378 33.5% 7 407 38.9% 5 218 27.4% 19 065 50.0% Total 68 129 33 398 49.0% 116 0.33% 11240 32.4% 13883 40.0% 9492 27.3% 34 731 51.0% FREE STATE Male 13 974 4 112 29.4% 28 0.28% 2 748 27.9% 4 391 44.5% 2 695 27.3% 9 862 70.6% Female 15 834 5 016 31.7% 19 0.18% 3 164 29.2% 4 300 39.7% 3 335 30.8% 10 818 68.3% Total 29 808 9 128 30.6% 47 0.23% 5912 28.6% 8691 42.0% 6030 29.2% 20 680 69.4% GAUTENG Male 44 861 12 643 28.2% 30 0.09% 6 493 20.2% 13 608 42.2% 12 087 37.5% 32 218 71.8% Female 53 798 15 145 28.2% 23 0.06% 7 599 19.7% 14 409 37.3% 16 622 43.0% 38 653 71.8% Total 98 659 27 788 28.2% 53 0.07% 14092 19.9% 28017 39.5% 28709 40.5% 70 871 71.8% KWAZULU-NATAL Male 61 182 24 083 39.4% 149 0.40% 10 405 28.0% 15 028 40.5% 11 517 31.0% 37 099 60.6% Female 70 994 27 360 38.5% 172 0.39% 12 314 28.2% 16 378 37.5% 14 770 33.8% 43 634 61.5% Total 132 176 51 443 38.9% 321 0.40% 22719 28.1% 31406 38.9% 26287 32.6% 80 733 61.1% LIMPOPO Male 37 819 17 507 46.3% 15 0.07% 7 171 35.3% 7 910 38.9% 5 216 25.7% 20 312 53.7% Female 45 531 25 067 55.1% 20 0.10% 7 993 39.1% 7 465 36.5% 4 986 24.4% 20 464 44.9% Total 83 350 42 574 51.1% 35 0.09% 15164 37.2% 15375 37.7% 10202 25.0% 40 776 48.9% MPUMALANGA Male 25 245 12 383 49.1% 16 0.12% 4 367 34.0% 5 246 40.8% 3 233 25.1% 12 862 50.9% Female 28 733 15 743 54.8% 8 0.06% 4 740 36.5% 4 919 37.9% 3 323 25.6% 12 990 45.2% Total 53 978 28 126 52.1% 24 0.09% 9107 35.2% 10165 39.3% 6556 25.4% 25 852 47.9% NORTH WEST Male 14 279 4 325 30.3% 2 0.02% 2 963 29.8% 4 089 41.1% 2 900 29.1% 9 954 69.7% Female 16 386 5 640 34.4% 0 0.00% 3 218 29.9% 4 072 37.9% 3 456 32.2% 10 746 65.6% Total 30 665 9 965 32.5% 2 0.01% 6181 29.9% 8161 39.4% 6356 30.7% 20 700 67.5%

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TABLE 2: RESULTS FOR FULL-TIME CANDIDATES PER PROVINCE AND GENDER - 2009 (continued) PROVINCE GENDER CANDIDATES CANDIDATES CANDIDATES ACHIEVED WHO WROTE NOT ACHIEVED/ WITH NSC WITH HIGHER WITH DIPLOMA WITH TOTAL FAILED CERTIFICATE BACHELORS Number Number % Number % Number % Number % Number % Number % NORTHERN CAPE Male 4 789 1 817 37.9% 1 0.03% 908 30.6% 1 340 45.1% 723 24.3% 2 972 62.1% Female 5 588 2 204 39.4% 1 0.03% 1 045 30.9% 1 320 39.0% 1 018 30.1% 3 384 60.6% Total 10 377 4 021 38.7% 2 0.03% 1953 30.7% 2660 41.9% 1741 27.4% 6 356 61.3% WESTERN CAPE Male 19 338 4 492 23.2% 22 0.15% 2 996 20.2% 5 923 39.9% 5 905 39.8% 14 846 76.8% Female 25 593 6 422 25.1% 6 0.03% 3 992 20.8% 6 754 35.2% 8 419 43.9% 19 171 74.9% Total 44 931 10 914 24.3% 28 0.08% 6 988 20.5% 12 677 37.3% 14 324 42.1% 34 017 75.7% NATIONAL Male 251 467 95 676 38.0% 317 0.20% 42 913 27.5% 64011 41.1% 48 550 31.2% 151 791 62.0% Female 300 606 121 681 40.5% 311 0.17% 50 443 28.2% 67024 37.5% 61 147 34.2% 178 925 59.5% Total 552 073 217 357 39.4% 628 0.19% 93 356 27.9% 131 035 39.1% 109 697 32.8% 334 716 60.6%

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TABLE 3: PERCENTAGE/NUMBER OF SCHOOLS WITHIN DIFFERENT PASS RATE PERCENTAGE GROUPINGS PER PROVINCE - 2008 AND 2009 PROVINCE DESCRIPTION TOTAL NUMBER 0–19.9% 20–39.9% 40–59.9% 60–79.9% 80–100% EXACTLY EXACTLY OF SCHOOLS 0% 100% 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 EASTERN CAPE PERCENTAGE 19.4% 10.6% 26.3% 32.2% 21.4% 25.4% 15.0% 16.6% 17.8% 15.2% 1.1% 0.3% 4.4% 4.9% NUMBER 905 907 176 96 238 292 194 230 136 151 161 138 10 3 40 44 FREE STATE PERCENTAGE 0.0% 1.3% 6.3% 6.3% 20.3% 20.5% 27.8% 35.6% 45.6% 36.3% 0.0% 0.0% 12.3% 12.0% NUMBER 316 317 0 4 20 20 64 65 88 113 144 115 0 0 39 38 GAUTENG PERCENTAGE 1.7% 1.1% 6.6% 7.4% 16.8% 22.8% 22.7% 24.3% 52.2% 44.4% 0.6% 0.1% 18.0% 12.2% NUMBER 713 745 12 8 47 55 120 170 162 181 372 331 4 1 128 91 KWAZULU-NATAL PERCENTAGE 10.0% 5.9% 24.8% 19.2% 24.7% 27.9% 19.8% 23.5% 20.7% 23.6% 0.6% 0.2% 5.5% 4.9% NUMBER 1 631 1 665 163 98 404 319 403 464 323 391 338 393 9 4 90 82 LIMPOPO PERCENTAGE 10.1% 12.5% 24.0% 28.6% 26.1% 29.4% 21.4% 17.9% 18.5% 11.6% 0.8% 0.7% 2.4% 1.5% NUMBER 1 372 1 337 138 167 329 383 358 393 293 239 254 155 11 9 33 20 MPUMALANGA PERCENTAGE 11.1% 12.7% 24.3% 28.1% 28.2% 28.5% 19.8% 17.3% 16.7% 13.5% 1.9% 0.0% 4.5% 1.9% NUMBER 486 520 54 66 118 146 137 148 96 90 81 70 9 0 22 10 NORTH WEST PERCENTAGE 1.9% 1.3% 9.9% 10.8% 24.7% 25.6% 29.6% 29.9% 33.9% 32.3% 0.3% 0.3% 8.9% 7.8% NUMBER 372 371 7 5 37 40 92 95 110 111 126 120 1 1 33 29 NORTHERN CAPE PERCENTAGE 2.3% 1.5% 7.7% 19.4% 14.6% 21.6% 26.2% 20.1% 49.2% 37.3% 0.0% 0.0% 14.6% 15.7% NUMBER 130 134 3 2 10 26 19 29 34 27 64 50 0 0 19 21 WESTERN CAPE PERCENTAGE 0.2% 0.2% 4.2% 4.6% 14.7% 16.4% 21.4% 27.2% 59.5% 51.6% 0.0% 0.0% 25.8% 20.5% NUMBER 407 415 1 1 17 19 60 68 87 113 242 214 0 0 105 85 NATIONAL PERCENTAGE 8.7% 7.0% 19.3% 20.3% 22.9% 25.9% 21.0% 22.1% 28.1% 24.7% 0.7% 0.3% 8.0% 6.6% NUMBER 6 332 6 411 554 447 1,220 1,300 1,447 1,662 1,329 1,416 1,782 1,586 44 18 509 420

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88 Report on the National Senior Certificate Examination Results ANNEXURE B: District Performance

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE: 6.1 EASTERN CAPE Province Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Name 2008 2008 Rate 2008 2009 2009 Rate 2009 CENTRAL EAST LONDON 5829 3528 60.52 6199 3717 59.96 FORT BEAUFORT 1829 791 43.25 2081 894 42.96 KING WILLIAMS TOWN 4961 2369 47.75 5452 266 4.88 EASTERN LIBODE 3022 1570 51.95 4425 2331 52.68 MTHATHA 4909 2537 51.68 5578 2762 49.52 NGCOBO 1379 457 33.14 1392 687 49.35 QUMBU 1647 624 37.89 2293 813 35.46 NORTH LUSIKISIKI 2796 1036 37.05 3012 1484 49.27 EASTERN MALUTI 1602 761 47.50 1784 925 51.85 MBIZANA 2810 824 29.32 3065 1157 37.75 MT FLETCHER 1162 566 48.71 1650 671 40.67 MT FRERE 1769 699 39.51 2003 917 45.78 NORTHERN COFIMVABA 1645 580 35.26 2237 810 36.21 CRADOCK 873 550 63.00 888 604 68.02 EASTERN CAPE LADY FRERE 1273 589 46.27 1256 622 49.52 QUEENSTOWN 2512 1461 58.16 2704 1446 53.48 STERKSPRUIT 1889 959 50.77 2013 1046 51.96 SOUTH BUTTERWORTH 3154 1160 36.78 4107 1496 36.43 EASTERN DUTYWA 2298 757 32.94 3002 1304 43.44 WESTERN GRAAFF-REINET 796 558 70.10 829 543 65.50 GRAHAMSTOWN 962 641 66.63 1027 588 57.25 PORT ELIZABETH 7833 5372 68.58 7847 5122 65.27 UITENHAGE 3344 2107 63.01 3285 2128 64.78

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE: 6.2 FREE STATE Province Name Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement 2008 2008 Rate 2008 2009 2009 Rate 2009

FEZILE DABI Region 1 2468 1791 72.57 2767 1831 66.17 Region 2 3141 1838 58.52 2158 1389 64.37 LEJWELEPUTSWA Region 1 2200 1396 63.45 2394 1464 61.15 Region 2 4046 3114 76.96 4017 2962 73.74 MOTHEO Region 1 4952 4167 84.15 5429 4205 77.45 Region 2 2145 1426 66.48 2430 1543 63.50 Region 3 1876 1304 69.51 1686 1109 65.78 THABO Region 1 2640 1980 75.00 2542 1852 72.86 FREE STATE MOFUTSANYANA Region 2 1872 1241 66.29 1854 1234 66.56 Region 3 2628 1879 71.50 2718 1738 63.94 Region 4 976 595 60.96 1039 544 52.36 XHARIEP Region 1 1019 772 75.76 1072 795 74.16

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.3: GAUTENG PROVINCE Province Region name District name Total Total Achievement Total Wrote Total Achievement Name Wrote 2008 Achieved Rate 2008 2009 Achieved Rate 2009 2008 2009 EKURHULENI NORTH DISTRICT 8453 6815 80.62 9244 6852 74.12 EKURHULENI SOUTH 9176 6892 75.11 9587 6957 72.57 GAUTENG EAST DISTRICT 7261 5060 69.69 7489 4929 65.82 GAUTENG NORTH DISTRICT 1380 1014 73.48 1634 1137 69.58 GAUTENG WEST DISTRICT 4909 4035 82.20 5111 4083 79.89 JOHANNESBURG CENTRAL 7883 5779 73.31 8366 5470 65.38 JOHANNESBURG EAST DISTRICT 5895 4787 81.20 6930 5042 72.76 JOHANNESBURG NORTH DISTRICT 6748 4907 72.72 6839 4734 69.22 JOHANNESBURG SOUTH DISTRICT 5779 4040 69.91 5834 3999 68.55

GAUTENG GAUTENG JOHANNESBURG WEST DISTRICT 4246 3456 81.39 4436 3321 74.86 MERAFONG 1289 877 68.04 SEDIBENG EAST DISTRICT 2676 2192 81.91 2906 2279 78.42 SEDIBENG WEST DISTRICT 5868 3527 60.11 6167 3511 56.93 TSHWANE NORTH DISTRICT 5503 4295 78.05 5784 4499 77.78 TSHWANE SOUTH DISTRICT 10900 9059 83.11 11181 8643 77.30 TSHWANE WEST 6046 4964 82.10 5862 4538 77.41

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.4: KWAZULU-NATAL Province Region name District name Total Wrote Total Achievement Total Total Achievement Name 2008 Achieved Rate Wrote Achieved Rate 2008 2008 2009 2009 2009 eTHEKWINI ILEMBE 7694 3935 51.14 7732 4301 55.63 PINETOWN 17044 10722 62.91 17219 11153 64.77 UMLAZI 20673 15536 75.15 20577 14840 72.12 PIETERMARITZBURG SISONKE 6111 2662 43.56 6090 2786 45.75 UGU 10934 6253 57.19 10030 6021 60.03 UMGUNGUNDLOVU 12013 7744 64.46 11952 7970 66.68 UKHAHLAMBA AMAJUBA 6600 4011 60.77 6268 4045 64.53 OTHUKELA 9749 5750 58.98 8617 5570 64.64

KWAZULU-NATAL UKHAHLAMBA UMZINYATHI 6421 3136 48.84 6913 3866 55.92 ZULULAND EMPANGENI 14341 6863 47.86 13541 7164 52.91 OBONJENI 11365 4406 38.77 10331 5044 48.82 VRYHEID 13798 7729 56.02 12906 7973 61.78

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Name Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achievement 2008 2008 Rate 2008 2009 Achieved Rate 2009 2009 BAHANANWA 1 658 324 49.24 BAHANANWA 2 723 353 48.82 BAHLALOGA 678 417 61.50 309 150 48.54 BAKONE 277 102 36.82 BOCHUM EAST 605 380 62.81 726 543 74.79 BOCHUM WEST 325 200 61.54 218 115 52.75 DIMAMO 641 315 49.14 KGAKOTLOU 887 514 57.95 865 453 52.37 KOLOTI 477 316 66.25 485 341 70.31 LEBOPO 895 523 58.44 879 471 53.58 LEBOWAKGOMO 886 570 64.33 683 404 59.15 LEPELLE 2 26 16 61.54 0 0 0 LIMPOPO

CAPRICORN MAGATLE 566 315 55.65 689 431 62.55 MALEBOHO CENTRAL 499 304 60.92 723 331 45.78 MALEBOHO EAST 572 362 63.29 0 0 0 MALEBOHO WEST 646 205 31.73 MAMABOLO 421 261 62.00 487 280 57.49 MANKWENG 1512 1040 68.78 793 438 55.23 MARABA 632 451 71.36 5 0 0.00 MAUNE 461 263 57.05 470 265 56.38 MOGODUMO 408 205 50.25

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Name Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achievement 2008 2008 Rate 2008 2009 Achieved Rate 2009 2009 MOGOSHI 802 431 53.74 MOLETJIE 441 261 59.18 2 0 0.00 MOLETLANE 666 425 63.81 707 385 54.46 MOLOTO 690 341 49.42 MPHAHLELE 658 389 59.12 665 374 56.24 NOKOTLOU 201 54 26.87 PIETERSBURG 1666 1448 86.91 1830 160 8.74

LIMPOPO SEKGOSESE CENTRAL 419 264 63.01 463 293 63.28 CAPRICORN SEKGOSESE WEST 862 541 62.76 1016 535 52.66 SEPITSI 485 304 62.68 578 298 51.56 SESHEGO 557 404 72.53 727 490 67.40 VLAKFONTEIN 504 265 52.58 0 0 0

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BOGWASHA 288 132 45.83 DILOKONG 291 92 31.62 DRAKENSBERG 309 162 52.43 275 108 39.27 DRIEKOP 689 191 27.72 EENSAAM 308 83 26.95 GLEN-COWIE 541 281 51.94 537 386 71.88 GROBLERSDAL 632 332 52.53 744 386 51.88 HLOGOTLOU 557 146 26.21 LEOLO 325 180 55.38 LEPELLANE 451 239 52.99 446 159 35.65 LEPELLE 6 427 189 44.26 LOBETHAL 315 138 43.81 LIMPOPO MABULANE 255 99 38.82 MALEGALE 367 205 54.52 323 187 57.89

GREATER SEKHUKHUNE GREATER MALOKELA 377 132 35.01 MANTHOLE 526 177 33.65 MASEMOLA 410 210 51.22 324 184 56.79 MASHUNG 365 147 40.27 MMASHADI 469 302 64.39 472 237 50.21 MOHLALETSE 367 153 41.69 MOROKE 508 257 50.59 MOTETEMA 529 185 34.97

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Name Region name District name Total Wrote Total Achievement Total Wrote Total Achieve- 2008 Achieved Rate 2008 2009 Achieved ment Rate 2008 2009 2009 MOUTSE CENTRAL 1011 386 38.18 MOUTSE EAST 518 117 22.59 MOUTSE WEST 707 159 22.49 NGWAABE 310 125 40.32 NGWARITSI 843 377 44.72 PHOKOANE 632 282 44.62 RAKGWADI 281 96 34.16 SCHOONOORD 357 213 59.66 428 174 40.65 SEOTLONG 351 107 30.48 TSIMANYANE 507 216 42.60 TUBATSE 714 388 54.34 HLOGOTLOU 617 207 33.55

LIMPOPO LEOLO 451 191 42.35 LEPELLE 6 411 183 44.53 LOBETHAL 428 174 40.65 GREATER SEKHUKHUNE GREATER MABULANE 360 115 31.94 MALOKELA 355 127 35.77 MANTHOLE 611 249 40.75 MASHUNG 352 173 49.15 MOHLALETSE 429 172 40.09 MOROKE 562 197 35.05 MOTETEMA 781 293 37.52

96 Report on the National Senior Certificate Examination Results

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Name Region name District name Total Wrote Total Achievement Total Wrote Total Achieve- 2008 Achieved Rate 2008 2009 Achieved ment Rate 2008 2009 2009 MOUTSE CENTRAL 1403 637 45.40 MOUTSE EAST 802 204 25.44 MOUTSE WEST 781 288 36.88 NGWAABE 528 253 47.92 NGWARITSI 764 347 45.42 PHOKOANE 578 286 49.48

LIMPOPO RAKGWADI 325 84 25.85 SEOTLONG 307 103 33.55 TSIMANYANE 695 205 29.50 GREATER SEKHUKHUNE GREATER TUBATSE 890 403 45.28

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Name 2008 2008 Rate 2008 2009 2009 Rate 2009 GROOT LETABA 679 377 55.52 791 373 47.16 KHUJWANA 421 248 58.91 314 138 43.95 KLEIN LETABA 786 425 54.07 790 347 43.92 LEPELLE4 1132 572 50.53 709 208 29.34 LULEKANI 601 429 71.38 486 357 73.46 MOPANI LIMPOPO MAFARANA 533 169 31.71 MAKHUTSWE 602 178 29.57 MAMAILA 1380 387 28.04

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Name 2008 2008 Rate 2008 2009 2009 Rate 2009 MANOMBE 1007 642 63.75 1138 683 60.02 MAWA 538 235 43.68 MODJADJI 935 380 40.64 MOLOTOTSI 1538 803 52.21 403 173 42.93 MOTUPA 516 105 20.35 NAMAKGALE 572 326 56.99 NKOWANKOWA 923 544 58.94 918 489 53.27 NSAMI 973 371 38.13 NWANEDZI 853 193 22.63 RAKGWADU 1607 606 37.71 SEKGOSESE EAST 1444 509 35.25 SHAMAVUNGA 845 371 43.91

MOPANI SHILUVANE 471 286 60.72 433 233 53.81 LIMPOPO THABINA 607 387 63.76 605 278 45.95 TZANEEN 349 340 97.42 330 310 93.94 XIHOKO 360 162 45.00 MOTUPA 703 271 38.55 NSAMI 868 356 41.01 NWANEDZI 517 169 32.69 RAKGWADU 198 47 23.74 SEKGOSESE EAST 1268 562 44.32 SHAMAVUNGA 1041 423 40.63 XIHOKO 296 133 44.93

98 Report on the National Senior Certificate Examination Results

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Region District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Name name 2008 2008 Rate 2008 2009 2009 Rate 2009 DZINDI 1240 800 64.52 1287 723 56.18 DZONDO 791 516 65.23 973 542 55.70 HLANGANANI CENTRAL 826 511 61.86 876 526 60.05 HLANGANANI NORTH 952 393 41.28 HLANGANANI SOUTH 688 350 50.87 641 290 45.24 LUVUVHU 855 529 61.87 854 434 50.82 MALAMULELE CENTRAL 1201 882 73.44 1627 978 60.11 MALAMULELE EAST 865 439 50.75 MALAMULELE NORTH EAST 833 434 52.10 1038 532 51.25 MALAMULELE WEST 747 447 59.84 919 529 57.56 MUDASWALI 701 280 39.94 MUTSHINDUDI 525 350 66.67 664 398 59.94 MVUDI 895 710 79.33 1095 696 63.56 NIANI 439 247 56.26 NZHELELE EAST 1486 588 39.57 VHEMBE LIMPOPO NZHELELE WEST 1452 863 59.44 1243 714 57.44 SAMBANDOU 222 143 64.41 280 192 68.57 SEKGOSESE NORTH 495 251 50.71 381 212 55.64 SIBASA 1114 825 74.06 1222 740 60.56 SOUTPANSBERG EAST 1691 1204 71.20 1776 1094 61.60 SOUTPANSBERG NORTH 505 365 72.28 433 322 74.36 SOUTPANSBERG WEST 569 464 81.55 635 428 67.40 TSHILAMBA 1112 713 64.12 1153 703 60.97 TSHINANE 807 586 72.61 867 518 59.75 VHUMBEDZI 727 389 53.51 882 361 40.93 VHURONGA 1 797 531 66.62 758 441 58.18 VHURONGA 2 506 380 75.10 1 0 0.00

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.5: LIMPOPO PROVINCE Province Region District name Total Wrote Total Achieved Achievement Total Wrote Total Achievement Name name 2008 2008 Rate 2008 2009 Achieved Rate 2009 2009 BAKENBERG NORTH 1 702 240 34.19 BAKENBERG NORTH 2 BAKENBERG SOUTH 358 224 62.57 434 160 36.87 BALTIMORE 166 104 62.65 126 73 57.94 DWAALBOOM 58 41 70.69 75 33 44.00 ELLISRAS 170 163 95.88 113 80 70.80 MAHWELERENG 892 340 38.12 MAPELA 968 333 34.40 MATLALANE 783 209 26.69 MOGALAKWENA 317 168 53.00 386 140 36.27 MOKOPANE 567 294 51.85 619 247 39.90 LIMPOPO

WATERBERG NABOOMSPRUIT 212 170 80.19 251 139 55.38 NYLSTROOM 319 293 91.85 415 301 72.53 PALALA NORTH 418 158 37.80 PALALA SOUTH 325 128 39.38 POTGIETERSRUS 612 385 62.91 591 383 64.81 THABAZIMBI 273 214 78.39 260 188 72.31 VAALWATER 215 169 78.60 180 120 66.67 WARMBAD 427 225 52.69 430 225 52.33

100 Report on the National Senior Certificate Examination Results

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.6: MPUMALANGA Province Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Region name District name Name 2008 2008 Rate 2008 2009 2009 Rate 2009 AGINCOURT 532 68 12.78 993 215 21.65 ARTHURSEAT 480 118 24.58 808 209 25.87 CASTEEL 530 139 26.23 666 210 31.53 COTTONDALE 767 239 31.16 1268 202 15.93 DWARSLOOP 918 225 24.51 1175 295 25.11 GREENVALLEY 679 179 26.36 912 260 28.51 BUSHBUCKRIDGE LEHUKWE 826 153 18.52 909 187 20.57 REGION MANYELETI 709 201 28.35 1178 351 29.80 MARITE 24 8 33.33 638 127 19.91 MAVILJAN 429 136 31.70 689 177 25.69 MKHUHLU 1110 489 44.05 1299 520 40.03 SHATALE 615 172 27.97 816 299 36.64 THULAMAHASHE 796 287 36.06 1411 484 34.30 XIMHUNGWE 883 295 33.41 1044 361 34.58 BARBERTON 493 289 58.62 628 321 51.11 INSIKAZI 1385 610 44.04 1407 625 44.42 KHULANGWANE 1045 558 53.40 1047 640 61.13 MPUMALANGA LUBOMBO 967 457 47.26 1302 714 54.84 LYDENBURG 249 201 80.72 332 284 85.54 MALELANE 807 633 78.44 1080 835 77.31 MGWENYA 1174 648 55.20 1487 659 44.32 EHLANZENI NELSPRUIT 932 867 93.03 1246 1054 84.59 NKOMAZI EAST 857 531 61.96 1096 631 57.57 NKOMAZI WEST 1153 679 58.89 1160 741 63.88 NKULULEKO 502 255 50.80 604 251 41.56 SABIE 433 262 60.51 689 351 50.94 SIKHULILE 780 443 56.79 821 425 51.77 WHITE HAZY 933 447 47.91 1255 558 44.46 WHITE RIVER 1015 548 53.99 1211 662 54.67

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.6: MPUMALANGA Province Region District name Total Wrote Total Achieved Achievement Total Wrote Total Achievement Name name 2008 2008 Rate 2008 2009 Achieved Rate 2009 2009 AMSTERDAM 290 102 35.17 262 113 43.13 BADPLAAS 638 303 47.49 572 292 51.05 BALFOUR 304 152 50.00 373 135 36.19 BETHAL 390 218 55.90 512 326 63.67 BREYTEN 275 114 41.45 425 190 44.71 CAROLINA 310 131 42.26 252 143 56.75 DUNDONALD 504 342 67.86 628 336 53.50 ERMELO 1 795 470 59.12 890 520 58.43 ERMELO 2 210 111 52.86 260 129 49.62 HIGHVELD RIDGE EAST 496 444 89.52 1024 616 60.16 HIGHVELD RIDGE WEST 841 589 70.04 869 547 62.95 MPUMALANGA GERT SIBANDE MASHISHILA 970 568 58.56 794 470 59.19 MPULUZI 688 308 44.77 1205 485 40.25 PIET RETIEF 692 405 58.53 1080 571 52.87 STAN EAST 130 66 50.77 184 61 33.15 STAN WEST 709 397 55.99 714 379 53.08 VOLKSRUST 528 309 58.52 553 261 47.20 WAKKERSTROOM 741 354 47.77 739 345 46.68

102 Report on the National Senior Certificate Examination Results

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.6: MPUMALANGA Province Region District name Total Wrote Total Achieved Achievement Total Wrote Total Achievement Name name 2008 2008 Rate 2008 2009 Achieved Rate 2009 2009 DELMAS 582 325 55.84 577 356 61.70 KWAGGAFONTEIN EAST 478 220 46.03 671 263 39.20 KWAGGAFONTEIN WEST 396 213 53.79 630 277 43.97 KWAMHLANGA NE 477 260 54.51 541 314 58.04 KWAMHLANGA SW 219 161 73.52 656 411 62.65 LIBANGENI 571 368 64.45 637 335 52.59 MARAPYANE 518 249 48.07 679 253 37.26 MIDDELBURG 1 795 512 64.40 1222 721 59.00 MIDDELBURG 2 399 212 53.13 485 240 49.48 MIDDELBURG 3 335 243 72.54 371 244 65.77 MMAMETLHAKE 394 231 58.63 465 294 63.23

NKANGALA NOKANENG 528 247 46.78 535 297 55.51 MPUMALANGA SIYABUSWA 407 296 72.73 875 438 50.06 TWEEFONTEIN NORTH 566 324 57.24 480 285 59.38 TWEEFONTEIN SOUTH 368 203 55.16 554 265 47.83 WATERVAL BOVEN 361 182 50.42 325 197 60.62 WELTEVREDE 573 367 64.05 721 386 53.54 WITBANK 1 934 622 66.60 1170 645 55.13 WITBANK 2 932 525 56.33 1086 497 45.76 WITBANK 3 786 535 68.07 791 569 71.93

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.7: NORTH WEST Province Region name District name Total Wrote Total Achieve- Total Wrote Total Achieve- Name 2008 Achieved ment Rate 2009 Achieved ment Rate 2008 2008 2009 2009 BOJANALA LETLHABILE APO 1156 683 59.08 PLATINUM MADIBENG APO 2306 1807 78.36 DISTRICT MORETELE APO 1278 625 48.90 2018 1045 51.78 MOSES KOTANE EAST APO 1692 1281 75.71 1581 975 61.67 MOSES KOTANE WEST APO 981 619 63.10 854 528 61.83 RUSTENBURG APO 4271 3149 73.73 4731 3560 75.25 DR. K. KAUNDA MAQUASSI HILLS APO 1344 978 72.77 901 565 62.71 DISTRICT MATLOSANA APO 3115 2356 75.63 POTCHEFSTROOM APO 3388 2513 74.17 1949 1423 73.01 GREATER DELAREYVILLE APO 1328 568 42.77 923 632 68.47 GREATER TAUNG APO 1262 812 64.34 1737 1114 64.13 NORTH WEST KAGISANO MOLOPO APO 757 465 61.43 987 581 58.87 TALEDI APO 983 736 74.87 1459 945 64.77 NGAKA M. KGETLENG RIVER APO 816 569 69.73 929 604 65.02 MOLEMA LICHTENBURG APO 1393 1058 75.95 1415 957 67.63 DISTRICT MAFIKENG APO 2842 1884 66.29 1453 1047 72.06 REKOPANTSWE APO 1348 739 54.82 ZEERUST APO 1919 1107 57.69 1803 1139 63.17

104 Report on the National Senior Certificate Examination Results

NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.8: NORTHERN CAPE Province Name Region name District name Total Wrote Total Achieve- Total Wrote Total Achieve- 2008 Achieved ment Rate 2009 Achieved ment Rate 2008 2008 2009 2009 FRANCES FRANCES BAARD 1 3972 2895 72.89 566 320 56.54 BAARD FRANCES BAARD 2 440 368 83.64 FRANCES BAARD 3 260 155 59.62 FRANCES BAARD 4 523 278 53.15 FRANCES BAARD 5 708 530 74.86 FRANCES BAARD 6 816 357 43.75 FRANCES BAARD 7 818 504 61.61 JOHN TAOLO KGALAGADI 1 1811 1145 63.22 621 370 59.58 GAETSEWE KGALAGADI 2 590 333 56.44 KGALAGADI 3 401 146 36.41 KGALAGADI 4 158 74 46.84 KGALAGADI 5 245 99 40.41 KGALAGADI 6 173 41 23.70

NORTHERN CAPE NAMAQUA KAMIESBERG 123 115 93.50 108 96 88.89 KAROO HOOGLAND 204 196 96.08 161 149 92.55 NAMA KHOI 315 281 89.21 272 250 91.91 RICHTERSVELD 266 220 82.71 241 183 75.93 PIXLEY ETHANJENI 465 325 69.89 447 262 58.61 KA SEME SIYANCUMA 296 196 66.22 256 160 62.50 THEMBELIHLE 217 190 87.56 225 148 65.78 UBUNTU 162 106 65.43 166 106 63.86 UMSOMBOMVU 352 215 61.08 400 181 45.25

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE (continued) TABLE 6.8: NORTHERN CAPE Province Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Rate Name 2008 2008 Rate 2008 2009 2009 2009

SIYANDA SIYANDA 1 1765 1346 76.26 440 298 67.73 SIYANDA 2 274 212 77.37 SIYANDA 3 368 253 68.75 SIYANDA 4 251 143 56.97 SIYANDA 5 443 334 75.40 CAPE 000 2 2 100.00 5 5 100.00 WINELANDS 1 1319 1147 86.96 1342 1074 80.03 2 1588 1309 82.43 1710 1356 79.30 3 781 638 81.69 950 664 69.89 4 541 398 73.57 618 438 70.87 5 231 189 81.82 175 149 85.14 6 1328 1069 80.50 1396 1121 80.30 7 301 268 89.04 318 226 71.07 8 259 213 82.24 291 232 79.73 EDEN AND 1 307 289 94.14 364 324 89.01

WESTERN CAPE CENTRAL 2 874 651 74.49 920 655 71.20 KAROO 3 1054 972 92.22 1213 1067 87.96 4 653 475 72.74 619 482 77.87 5 496 469 94.56 656 492 75.00 6 490 425 86.73 501 376 75.05 7 535 422 78.88 480 379 78.96

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NA TIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE (continued) TABLE 6.9: WESTERN CAPE Province Name Region name District name Total Wrote Total Achieved Achievement Rate Total Wrote Total Achieved Achievement 2008 2008 2008 2009 2009 Rate 2009 METROPOLE 000 1360 1248 91.76 1316 1169 88.83 CENTRAL 1 2204 2009 91.15 2169 1933 89.12 2 1098 979 89.16 1110 945 85.14 3 623 378 60.67 706 348 49.29 4 1575 876 55.62 1570 851 54.20 5 562 230 40.93 687 311 45.27 6 405 237 58.52 324 189 58.33 METROPOLE 000 65 61 93.85 52 50 96.15 EAST 1 1693 1485 87.71 1779 1508 84.77 2 1155 790 68.40 1096 718 65.51 WESTERN CAPE 3 938 457 48.72 674 398 59.05 4 974 505 51.85 1180 562 47.63 5 1032 577 55.91 998 475 47.60 6 1194 1050 87.94 1252 983 78.51 7 34 23 67.65 34 29 85.29

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NATIONAL SENIOR CERTIFICATE: DISTRICT PERFORMANCE PER PROVINCE TABLE 6.9: WESTERN CAPE Province Region name District name Total Wrote Total Achieved Achievement Total Wrote Total Achieved Achievement Name 2008 2008 Rate 2008 2009 2009 Rate 2009 METROPOLE NORTH 000 350 282 80.57 396 340 85.86 007 1757 1670 95.05 1812 1684 92.94 1 898 640 71.27 1021 691 67.68 2 748 508 67.91 622 386 62.06 3 685 302 44.09 803 462 57.53 4 1255 1188 94.66 1412 1313 92.99 5 946 873 92.28 951 832 87.49 6 1195 818 68.45 1007 745 73.98 METROPOLE SOUTH 000 217 174 80.18 167 159 95.21 1 967 821 84.90 1211 941 77.70 2 1599 1498 93.68 1523 1438 94.42 3 799 595 74.47 765 577 75.42 4 390 143 36.67 349 162 46.42 5 962 583 60.60 1006 493 49.01 6 1098 711 64.75 899 599 66.63 WESTERN CAPE 7 910 792 87.03 892 718 80.49 OVERBERG 000 19 19 100.00 25 25 100.00 001 434 361 83.18 435 353 81.15 002 590 462 78.31 631 497 78.76 003 429 375 87.41 411 350 85.16 WESTCOAST 1 622 526 84.57 628 475 75.64 2 312 276 88.46 355 308 86.76 3 624 574 91.99 592 513 86.66 4 231 196 84.85 222 192 86.49 5 258 251 97.29 290 255 87.93

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TABLE 8: NUMBER OF CANDIDATES WHO WROTE AND ACHIEVED THE 11 OFFICIAL HOME LANGUAGES ALL PROVINCES PROVINCE AFRIKAANS HOME LANGUAGE ENGLISH HOME LANGUAGE ISINDEBELE HOME LANGUAGE ISIXHOSA HOME LANGUAGE ISIZULU HOME LANGUAGE Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote EASTERN 4 652 4 620 4 201 99.31% 90.31% 7 484 7 398 6 850 98.85% 91.53% 0 0 0 0.00% 0.00% 56 56 55 99.97% 99.83% 1 1 1 100.00% 100.00% CAPE 089 073 991 FREE 3 678 3 673 3 608 99.86% 98.10% 3 154 3 137 2 889 99.46% 91.60% 0 0 0 0.00% 0.00% 824 824 821 100.00% 99.64% 819 819 804 100.00% 98.17% STATE GAUTENG 13 13 12 99.86% 97.54% 32 31 29 99.21% 92.63% 23 23 23 100.00% 100.00% 3 785 3 779 3 736 99.84% 98.71% 18 18 18 99.65% 98.01% 141 123 818 094 842 729 555 490 185 KWAZULU- 1 091 1 083 1 071 99.27% 98.17% 28 28 27 99.65% 96.21% 0 0 0 0.00% 0.00% 2 655 2 654 2 651 99.96% 99.85% 103 103 102 99.76% 99.32% NATAL 636 536 550 265 020 566 LIMPOPO 1 508 1 508 1 505 100.00% 99.80% 2 078 2 057 1 907 98.99% 91.77% 9 9 9 100.00% 100.00% 0 0 0 0.00% 0.00% 1 075 1 072 1 025 99.72% 95.35%

MPUMA- 2 710 2 700 2 683 99.63% 99.00% 3 545 3 463 3 152 97.69% 88.91% 4 4 4 99.93% 99.79% 77 77 77 100.00% 100.00% 9 982 9 912 9 214 99.30% 92.31% LANGA 232 229 223 NORTH 3 004 3 003 2 982 99.97% 99.27% 2 416 2 394 2 217 99.09% 91.76% 0 0 0 0.00% 0.00% 354 354 349 100.00% 98.59% 4 3 3 75.00% 75.00% WEST NORTHERN 3 678 3 673 3 608 99.86% 98.10% 3 154 3 137 2 889 99.46% 91.60% 0 0 0 0.00% 0.00% 824 824 821 100.00% 99.64% 819 819 804 0.00% 0.00% CAPE WESTERN 20 20 18 99.78% 93.29% 16 16 15 99.16% 91.50% 0 0 0 0.00% 0.00% 9 974 9 973 9 939 99.99% 99.65% 0 0 0 0.00% 0.00% CAPE 227 182 870 624 484 211 NATIONAL 53 53 51 99.77% 95.64% 99 98 92 99.26% 93.15% 4 4 4 99.93% 99.79% 74 74 74 99.97% 99.74% 134 134 132 99.71% 98.57% 689 565 346 185 448 394 264 261 255 582 558 385 520 136 602 SEPEDI HOME LANGUAGE SESOTHO HOME LANGUAGE SETSWANA HOME LANGUAGE SISWATI HOME LANGUAGE TSHIVENDA HOME LANGUAGE EASTERN 0 0 0 0.00% 0.00% 1 443 1 439 1 417 99.72% 98.20% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE FREE 11 11 11 100.00% 100.00% 19 19 19 99.94% 98.02% 2 2 1 99.36% 98.12% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% STATE 560 549 172 018 005 980 GAUTENG 8 754 8 719 8 442 99.60% 96.44% 10 10 9 640 99.55% 95.48% 10 10 10 99.84% 98.96% 26 26 26 100.00% 100.00% 784 782 754 99.74% 96.17% 096 051 507 490 398 KWAZULU- 0 0 0 0.00% 0.00% 35 35 32 100.00 91.43% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% NATAL % LIMPOPO 53 53 52 99.90% 98.80% 0 0 0 0.00% 0.00% 609 604 591 99.18% 97.04% 0 0 0 0.00% 0.00% 17 17 17 99.98% 99.92% 480 428 840 736 732 722

118 Report on the National Senior Certificate Examination Results

TABLE 8: NUMBER OF CANDIDATES WHO WROTE AND ACHIEVED THE 11 OFFICIAL HOME LANGUAGES ALL PROVINCES PROVINCE SEPEDI HOME LANGUAGE SESOTHO HOME LANGUAGE SETSWANA HOME LANGUAGE SISWATI HOME LANGUAGE TSHIVENDA HOME LANGUAGE Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above MPUMALA 7 046 7 034 6 940 99.83% 98.50% 206 206 196 100.00% 95.15% 1 377 1 377 1 375 100.00% 99.85% 16 16 15 99.63% 98.85% 1 1 1 100.00% 100.00% NGA 127 068 941 NORTH 1 1 1 100.00% 100.00% 658 658 642 100.00% 97.57% 24 24 24 99.97% 99.63% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% WEST 675 668 584 NORTHERN 11 11 11 0.00% 0.00% 19 19 19 99.94% 98.02% 2 018 2 005 1 980 99.36% 98.12% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE 560 549 172 WESTERN 0 0 0 0.00% 0.00% 98 98 96 100.00% 97.96% 12 12 12 100.00% 100.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE NATIONAL 69 69 68 99.86% 98.47% 51 51 50 99.86% 97.50% 41 41 40 99.87% 99.28% 16 16 15 99.63% 98.85% 18.52 18 18 99.97% 99.76% 303 204 245 656 585 367 216 161 920 153 094 967 1 515 477 SEPEDI HOME LANGUAGE EASTERN 0 0 0 0.00% 0.00% CAPE FREE 11 11 11 100.00% 100.00% STATE GAUTENG 8 754 8 719 8 442 99.60% 96.44%

KWAZULU- 0 0 0 0.00% 0.00% NATAL LIMPOPO 53 53 52 99.90% 98.80% 480 428 840 MPUMA- 7 046 7 034 6 940 99.83% 98.50% LANGA NORTH 1 1 1 100.00% 100.00% WEST NORTHERN 11 11 11 0.00% 0.00% CAPE WESTERN 0 0 0 0.00% 0.00% CAPE NATIONAL 69 69 68 99.86% 98.47% 303 204 245

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TABLE 9: NUMBER OF CANDIDATES WHO WROTE AND ACHIEVED THE 11 OFFICIAL FIRST ADDITIONAL LANGUAGES ALL PROVINCES PROVINCE AFRIKAANS FIRST ADDITIONAL ENGLISH FIRST ADDITIONAL ISIXHOSA FIRST ADDITIONAL ISIZULU FIRST ADDITIONAL SEPEDI FIRST ADDITIONAL LANGUAGE LANGUAGE LANGUAGE LANGUAGE LANGUAGE Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above EASTERN 6 262 5 959 5 039 95.16% 80.47% 61 54 38 89.21% 63.05% 712 712 712 100.00% 100.00% 1 1 1 100.00% 100.00% 0 0 0 0.00% 0.00% CAPE 584 942 826 FREE 2 707 2 669 2 334 98.60% 86.22% 26 25 19 95.14% 71.22% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% STATE 911 602 167 GAUTENG 29 505 27 366 20 932 92.75% 70.94% 67 66 58 98.39% 86.54% 13 13 12 100.00% 92.31% 1 307 1 299 1 271 99.39% 97.25% 231 231 227 100.00% 98.27% 547 460 458 KWAZULU- 19 134 16 609 12 347 86.80% 64.53% 106 94 68 88.93% 64.53% 64 64 64 100.00% 100.00% 9 027 8 963 8 895 99.29% 98.54% 0 0 0 0.00% 0.00% NATAL 616 813 802 LIMPOPO 1 770 1 740 1 555 98.31% 87.85% 88 81 61 91.22% 69.41% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 147 147 145 100.00% 98.64% 831 033 661 MPUMA- 3 216 3 010 2 322 93.59% 72.20% 50 46 34 91.18% 67.77% 0 0 0 0.00% 0.00% 98 98 96 100.00% 97.96% 11 11 11 100.00% 100.00 LANGA 894 404 491 % NORTH 2 295 2 217 1 884 96.60% 82.09% 28 28 25 99.17% 89.59% 4 4 4 100.00% 100.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% WEST 457 221 495 NORTHERN 2 707 2 669 2 334 98.60% 86.22% 26 25 19 95.14% 71.22% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE 911 602 167 WESTERN 14 603 14 296 13 588 97.90% 93.05% 29 28 25 97.75% 86.84% 587 574 553 97.79% 94.21% 5 5 5 100.00% 100.00% 0 0 0 0.00% 0.00% CAPE 004 351 188 NATIONAL 82 199 76 535 62 335 93.11% 75.83% 486 451 351 92.74% 72.16% 1 380 1 367 1 345 99.06% 97.46% 10 10 10 99.31% 98.37% 389 389 383 100.00% 98.46% 755 428 255 438 366 268

120 Report on the National Senior Certificate Examination Results

TABLE 9: NUMBER OF CANDIDATES WHO WROTE AND ACHIEVED THE 11 OFFICIAL FIRST ADDITIONAL LANGUAGES ALL PROVINCES PROVINCE SESOTHO FIRST ADDITIONAL SETSWANA FIRST ADDITIONAL SISWATI FIRST ADDITIONAL TSHIVENDA FIRST ADDITIONAL XITSONGA FIRST ADDITIONAL LANGUAGE LANGUAGE LANGUAGE LANGUAGE LANGUAGE Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above Achieved at 40% and above % Achieved at 30% and above % Achieved at 40% and above Wrote Achieved at 30% and above EASTERN 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE FREE 425 425 412 100.00% 96.94% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% STATE GAUTENG 68 68 65 100.00% 95.59% 132 132 128 100.00% 96.97% 42 42 41 100.00% 97.62% 2 2 2 100.00% 100.00% 3 3 3 100.00% 100.00%

KWAZULU- 0 0 0 0.00% 0.00% 1 1 1 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% NATAL LIMPOPO 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 15 15 15 100.00% 100.00% 3 3 3 100.00% 100.00%

MPUMA- 23 22 22 95.65% 95.65% 0 0 0 0.00% 0.00% 210 208 205 99.05% 97.62% 0 0 0 0.00% 0.00% 1 1 1 100.00% 100.00% LANGA NORTH 17 17 17 100.00% 100.00% 35 35 35 100.00% 100.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% WEST NORTHERN 425 425 412 100.00% 96.94% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE WESTERN 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% 0 0 0 0.00% 0.00% CAPE NATIONAL 958 957 928 99.90% 96.87% 168 168 164 100.00% 97.62% 252 250 246 99.21% 97.62% 17 17 17 100.00% 100.00% 7 7 7 100.00% 100.00% Note: The data excludes pending irregularities.

121 National Examinations and Assessment

TABLE 10:SUBJECT STATISTICS FOR THE 2008 NATIONAL SENIOR CERTIFICATE EXAMINATIONS TECHNICAL SUBJECTS - ALL PROVINCES Subject Name Gender Total Wrote Total Achieved Total Achieved Total Not Total Total Achieved Total Achieved Total Not 2009 at 30% and at 40% and Achieved Wrote at 30% and at 40% and Achieve above 2009 above 2009 2009 2008 above 2008 above 2008 d 2008 Civil Technology Total 9576 8478 5558 1098 9359 8673 5905 686 Female 1633 1409 856 224 1497 1342 812 155 Male 7943 7069 4702 874 7862 7331 5093 531 Computer Applications Total 51069 42938 31052 8131 47302 39048 29502 8254 Technology Female 28324 23809 17294 4515 27115 22371 17087 4744 Male 22745 19129 13758 3616 20187 16677 12415 3510 Consumer Studies Total 32568 31418 24720 1150 30763 29001 18420 1762 Female 22628 21987 17956 641 21934 20882 14131 1052 Male 9940 9431 6764 509 8829 8119 4289 710 Dance Studies Total 377 349 300 28 369 356 292 13 Female 309 295 259 14 315 303 250 12 Male 68 54 41 14 54 53 42 1 Design Total 2714 2520 2201 194 2331 2129 1855 202 Female 1691 1626 1476 65 1527 1432 1301 95 Male 1023 894 725 129 804 697 554 107 Dramatic Arts Total 6173 6013 5470 160 5472 5331 4952 141 Female 4154 4079 3823 75 3713 3657 3502 56 Male 2019 1934 1647 85 1759 1674 1450 85 Electrical Technology Total 6354 5338 3214 1016 6912 6335 4159 577 Female 1554 1286 733 268 1748 1580 1002 168 Male 4800 4052 2481 748 5164 4755 3157 409

122 Report on the National Senior Certificate Examination Results

TABLE 10:SUBJECT STATISTICS FOR THE 2008 NATIONAL SENIOR CERTIFICATE EXAMINATIONS TECHNICAL SUBJECTS - ALL PROVINCES Subject Name Gender Total Wrote Total Achieved Total Achieved Total Not Total Total Achieved Total Achieved Total Not 2009 at 30% and at 40% and Achieved Wrote at 30% and at 40% and Achieve above 2009 above 2009 2009 2008 above 2008 above 2008 d 2008 Engineering Graphics Total 25578 22670 17446 2908 25018 22684 17401 2334 and Design Female 5720 4816 3418 904 5478 4714 3332 764 Male 19858 17854 14028 2004 19540 17970 14069 1570 Hospitality Studies Total 10984 10462 8911 522 10938 10325 7485 613 Female 7379 7137 6294 242 7455 7168 5567 287 Male 3605 3325 2617 280 3483 3157 1918 326 Mechanical Technology Total 7093 6442 4287 651 7516 6915 4412 601 Female 1153 1039 640 114 1172 1012 544 160 Male 5940 5403 3647 537 6344 5903 3868 441 Tourism Total 74564 68870 52444 5694 68752 63082 41263 5670 Female 41199 38391 29788 2808 38180 35435 24017 2745 Male 33365 30479 22656 2886 30572 27647 17246 2925 Visual Arts Total 6852 6499 5844 353 6356 5910 5222 446 Female 4098 3952 3704 146 3860 3670 3396 190 Male 2754 2547 2140 207 2496 2240 1826 256 Music Total 1456 1352 1153 104 1455 1353 1136 102 Female 772 732 642 40 854 810 682 44 Male 684 620 511 64 601 543 454 58

123 National Examinations and Assessment

124 Report on the National Senior Certificate Examination Results

Passed/Achieved Wrote Passed/Achieved Not Achieved at 40% and above