WCED: Media release



	Home page \| Media Releases Index page

Media Release
Minister of Education Donald Grant
Western Cape

18 February, 2014

Minister Grant congratulates school on their Language and Mathematics results.

Statement by Minister Donald Grant, Minister of Education, Western Cape

This evening, the Western Cape Education Department will hold the 2013 Western Cape School Awards ceremony. This event celebrates the top achievements in the WCED's annual systemic tests for Language and Mathematics in Grade 3, 6 and 9.

This includes schools which excelled in the tests and schools which improved their results.

Last year, a total of 245 285 learners from 1 422 Public Ordinary schools were tested, as well as, 6 133 learners from 98 Independent schools.

In order to determine the levels of our learners' language and mathematics abilities so that we can target and assist schools in improving their outcomes, the Western Cape Education Department (WCED) has been conducting language and mathematics testing for learners in both Grade 3 and Grade 6 for a number of years while introducing Grade 9 testing in 2010 for the first time.

The Western Cape Government believes in the value of providing diagnostic assessment of the provincial education system so that we can improve the management of education and learner performance.

In order to enhance the credibility of the tests, the systemic tests are independently administered, tested and marked by outside service providers. The results are credible and comparable year on year.

I am looking forward to meeting and congratulating each of our school principals receiving an award tonight on behalf of their schools, learners and educators.

This morning, I am visiting one of these schools - West End Primary School in Lentegeur - ahead of tonight's award ceremony.

The school produced improved results in both language and mathematics in Grade 3 and Grade 6.

The school improved its language results in Grade 3 from 27.7% in 2012 to 46.6% in 2013. In Grade 6 they had a minor improvement from 30.2% in 2012 to 33.3% in 2013.

In mathematics, the school improved its results substantially from 36.9% in 2012 to 69.7% in 2013 in Grade 3. In Grade 6, language results improved from 14.8% in 2012 to 28% in 2013.

This morning I was delighted to have been given the opportunity to congratulate their principal, Mr Clive Arries, in person and to hear, first-hand what their secret to success is.

From the moment you arrive at the front gate of the school, their secret is evident.

There is teamwork from A-Z, led by innovative servant leadership. Everyone is engaged in this school, from the parents, to the learners, the educators and SGB. They are a prime example of BETTER TOGETHER.

In addition to teamwork, the school engaged in a number of activities to improve their results:

Developed new teaching strategies based on their ANA and Language and Mathematics results.
Appointed additional teaching assistants in Grade 2 and 6.
Teachers took part in skills development programmes.
Ensured that each grade had a mathematics kit.
Worked closely with WCED curriculum advisors.
Additional lessons on Saturdays for Grade 3 learners.
Exposed learners to creative teaching methods.
Created a "buddy system" which included both learners that were excelling and struggling in order to assist one another.

I was very impressed with this school and look forward to handing over a certificate at the award ceremony tonight to this and other schools.

The WCED recently received the overall results of the Grade 3, 6 and 9 testing which showed encouraging improvements in the mathematics results for each grade.

But, as stated time and time again, there is no quick fix when it comes to improving the quality of education. While we have seen improvements in some areas, there is still much to be done.

We were aware in 2009 that our strategy to improve literacy and numeracy would take time. We in fact stated that it would take ten years before we would be satisfied with the outcomes in these areas.

The results are as follows:

Language results:

Grade	%Pass rate 2011	%Pass rate 2012	%Pass rate 2013
Grade 3 Language	30.4%	38.9%	37%
Grade 6 Language	31.5%	36.9%	29.5%
Grade 9 Language	44.2%	48.2%	47.8%

(The percentage pass rate as indicated above is based on a pass requirement of 50%.)

Grade	% Pass rate 2011	%Pass rate 2012	%Pass rate 2013
Grade 3 Mathematics	47.6%	51.5%	55%
Grade 6 Mathematics	23.4%	26.4%	28.3%
Grade 9 Mathematics	10.9%	13.9%	14.3%

(The percentage pass rate as indicated above is based on a pass requirement of 50%.)

An analysis of the 2013 results indicates that the level of mathematics is improving in the Western Cape in all three grades. This is a critical gain for the system.

For Grade 3 Mathematics, the percentage pass rate has increased by 3.5 percentage points. This result, together with the increases in the Grade 6 and 9 mathematics result, is hopeful. This suggests that our special focus on Maths in the Foundation Phase is yielding results. Our strategy includes careful analysis of problem areas, teacher training and support, and providing teaching and learning materials.

Our concern, however, is the Language results. These results decreased slightly from 2012 in Grade 3 and 9, but have remained higher than in 2011. In Grade 6 the percentage decrease is disappointing.

We remain positive as these tests allow us to evaluate the reasons for any decreases and to formulate new strategies to improve on these results.

The WCED will tackle these challenges head on after careful analysis.

The fact that there is year on year comparability makes it possible for the WCED to draw constructive conclusions and develop corrective measures for classroom practice.

The important thing is to know where we need to provide support.

Schools have already received their results and in the coming weeks, our schools will be visited by district staff for a joint analysis of their results with the senior managers of these schools.

After examining the results, each school's language and mathematics strategy will be adapted and improved taking into account where weaknesses of their learners lie.

Each school will be submitting improvement targets determined by principals in consultation with the relevant district office.

This function also enhances accountability across the system and allows us to identify schools that are at risk in meeting targets so that we can provide the necessary support and assistance.