THE WESTERN CAPE EDUCATION DEPARTMENT (WCED) has appointed a task team to strengthen and drive the department’s strategies to improve learner performance in numeracy and literacy.

This follows the results of the latest study of Grade 3 learner performance in mathematics and reading. The study has shown that while there has been a slight improvement in results, they still fall far short of what is required for learners in Grade 3.

The WCED undertook the first major study of Grade 3 performance in numeracy and literacy in the Western Cape in 2002 as part of an ongoing programme of diagnostic testing in selected grades.

The WCED introduced strategies in 2003 to improve performance in numeracy and literacy. The strategies include teacher training, development of materials, special interventions and diagnostic testing.

While the basic strategies are in place, including teacher training and a wide range of special interventions, the results of the latest Grade 3 study show that there is a need for greater coordination, monitoring and ongoing evaluation.

The strategies were designed to improve results by 2008. The Grade 3 assessment of 2002 provided a baseline study, against which the WCED can measure progress. The strategies also provided points of departure for further development. General Education and Training, which covers Grades R to 9, must provide the bedrock for all subsequent learning.

Results

The WCED assessed 34, 487 Grade 3 learners last year in all schools with more than four Grade 3 learners. The department administered both tests in Afrikaans, English and isiXhosa. A total of 1,093 schools participated in the assessment.

The studies found that an average of 39.5% of learners passed the literacy test on a Grade 3 level, compared to 35.3% in 2002. An average of 37.3% passed the numeracy test, compared to 36.6% in 2002.

The studies also showed that an average of 48.3% of learners met Grade 2 numeracy requirements, while an average of 62.7% met Grade 2 literacy requirements.

An average of 86.9% could handle Grade 1 literacy requirements, while an average of 72% could handle Grade 1 numeracy requirements.

Task team

The WCED task team has already started its work. Members include senior management and specialists from the WCED’s Education Management and Development Centres and Head Office, such as curriculum advisors and experts in specialised education support, especially those involved in Foundation and Intermediate phase teaching.

The task team, headed by Deputy-Director General Brian Schreuder, has found that while the strategies are sound, the department must ensure greater coordination, monitoring and evaluation, and that the various role players must be held accountable for results, at all levels of the education system.

The task team is currently developing short, medium and long-term proposals to ensure the success of the WCED’s numeracy and literacy strategies. Five specialist groups are investigating:

• How to strengthen existing strategies;
• Developing instruments for more effective monitoring and evaluation;
• Developing structures responsible for driving strategies at different levels;
• Research options; and
• Advocacy.

The work of the task team will contribute significantly to coordinating all aspects of the WCED's strategy, from how to implement the curricula in General and Further Education and Training (GET and FET), and our special interventions.

Curriculum

Numeracy and literacy are fundamental components of our curricula for both GET and FET, as well as our human capital development strategy in the Western Cape.

The curricula recognise that the development of high levels of language use and numeracy are key to all learning. If implemented correctly, they will contribute progressively towards improved learner performance in numeracy and literacy.

• Grades R to 3 now offer three learning programmes, with literacy and numeracy taking up over 75% of the time spent at school.
• Grades 4 to 9 offer eight learning programmes. Again languages and mathematics account for most of the time allocated on the school timetable.
• Two languages and mathematics or mathematical literacy will be compulsory for all learners who wish to achieve a Further Education and Training Certificate (FETC). FET in schools will cover Grades 10 to 12, starting with Grade 10 in 2006.
• FET College formal courses and Adult Basic Education Courses all have languages and mathematics as fundamental programmes.

Special interventions

The WCED will continue developing and evaluating special interventions. The department’s interventions to date include:

• Providing mathematics, science and technology kits, supported by teaching materials and lesson plans for teachers.
• Providing 100 books to every primary school classroom, to ensure that every learner reads at least 100 books during the year.
• The WCED has increased the number of bursaries for student teachers from 61 to 82 this year, for those intending to teach mathematics and science. This initiative formed part of the Premier’s Easter Campaign to fast-track service delivery.
• The national Dinaledi programme, to support mathematics in selected schools. The WCED will expand the number of Dinaledi schools in the Western Cape from 10 to 50 this year.
• The Maths Schools programme of the WCED’s Khanya project, which is using technology to support teaching and learning in mathematics. More than 100 schools are participating in Khanya’s Maths Schools Project.
• Various interventions by specialists based in the WCED’s Head Office and Education Management and Development Centres in the province’s seven districts.
• Two special schools started by the WCED, focusing specifically on mathematics, science and technology, especially for learners from disadvantaged backgrounds. They are the Centre of Science and Technology (COSAT) in Khayelitsha and the Cape Academy of Mathematics, Science and Technology in Constantia.
• Education in mathematics, science and technology forms part of the province’s Human Capital Development Strategy, to be driven by the WCED.

Said Education MEC Cameron Dugmore: "These results suggest a slight improvement, but they also show that we have a long way to go before our learners are performing at the required level. I am particularly worried about the Grade 3 learners who cannot even perform at Grade 1 levels.

"While our interventions are achieving results to varying degrees, the latest Grade 3 study shows that we have to coordinate, monitor and evaluate everything we are doing, to make a real difference.

"We have to build a solid foundation if we hope to develop the human resources of the Western Cape and the country as a whole.

"For this reason, I have asked the WCED to appoint a task team to review progress to date and to investigate ways in which the department could develop our numeracy and literacy strategies further.

"I know that we cannot rely on quick fixes to turn the situation around. Nevertheless, we have to make sure that we leave no stone unturned in our efforts to improve results in reading and mathematics, especially in primary school.

"Once again, we have found a correlation between relative poverty and class size, which points to the need for continued redress if we hope to transform education in this province.

"At the same time, we are inspired by those schools that have performed well, despite poor circumstances, and we will be studying conditions in these schools further to learn lessons that we can share with others.

"I do not think that a once-off campaign to promote numeracy and literacy is sufficient. We have to look at ways of embedding a culture of numeracy and literacy in every community.

"We have to engage with parents and communities, and our partners in the public and private sectors, and in civil society, to review our approach to date, and to develop a comprehensive approach to developing the reading and mathematical skills of our learners."

For enquiries, contact Gert Witbooi: 082 550 3938.