5th Education Handbook (2014) by Argo

FOREWORD

“A bright future beckons. The onus is on us, through hard work, honesty and integrity, to reach for the stars”. Nelson Mandela At Argo, we have developed the ONE campaign to inspire belief in achieving quality education. Th e c a m p a i g n co m b i n e s a n annual overview of progress in education in the Education Handbook, which is supported by online collaboration on www.e d .o rg . z a a n d st rate g i c leadership collaboration at quarterly education roundtables. As you can see from this edition of the Education Handbook, the framework focuses on the learner at the centre of the system, the essential role that teachers play in inspiring learners, and then the support of social leaders to achieve quality education.

“

What counts in life is not the mere fact that we have lived. It is what difference we have made to the lives of others that will determine the significance of the life we lead. – Nelson Mandela.

”

It has been 20 years since we celebrated the realisation of Nelson Mandela’s dream of a democratic South Africa, and we have developed our strength of character, as we have faced the challenges of building a new democracy in tough economic times. We have come a long way, and have a long way to go together.

EDUCATION HANDBOOK 2014

It is now up to us to lead the way and build confidence in our ability to achieve a democracy that we can all be proud of. The National Development Plan offers us clear direction and the introduction of the National Education Collaboration Trust (NECT) shows government’s commitment to working together with others, to achieve the chal lenges that we face.

We have also drawn from the international trend to integrate Corporate Social Investment (CSI) and marketing and developed the Stars in Education Teachers’ Awards and the Future Stars Awa rd s , w h i c h o f fe r l e a d i n g organisations the opportunity to use their marketing budgets to achieve positive impact in South Africa. Our work in education would not be possible without the support of leading education influencers – the Department of Basic Education, the Department of Higher Education, and leading organisations who care about the future of our country. Thank you for your support and for making this edition of the Education Handbook possible.

CElEBrATINg 20 yEArs Of DEmOCrACy

The research and collaboration needed to complete the Education Handbook require a dedicated team, committed to building a better future in South Africa. Thank you to those special contributors and to our team at Argo and the suppliers who worked together with us for putting in the extra effort to make this edition something that we can all be proud of.

Published by Argo www.argo.org.za, Tel 021 865 2813 or info@argo.org.za

Order copies of Education Handbook from www.ed.org.za

Published in Stellenbosch, South Africa, since July 2009. By Argo, Devon Valley Road, Stellenbosch, South Africa. Tel: 021 865 2813, info@argo.org.za,

Th e Ed u c a t i o n H a n d b o o k i s designed to support time pressured leaders by providing t h e l a te st p o l i c y ove r v i ews , research and projects, to inform and encourage collaboration to achieve impact in education. Please connect with us so that we can continue to improve this handbook for you. Let’s do this together, as we celebrate 20 years of democracy and focus on working together to create a better future for all.

www.argo.org.za

Managing Editor: Sue Fontannaz Editorial team: Jeanne de Wet Culla Bester Jeanne Enslin Production Manager: Jeanne de Wet Culla Bester Design and Layout: VR Graphics Printing: Paarl Media

Disclaimer: While every effort has been taken to ensure that the information contained in this publication is accurate and complete, Argo cannot accept any legal responsibility for action taken on the information given or the opinions expressed on this information. E & 0.E.

Sue Fontannaz CEO, Argo

means, without the prior permission of the copyright holder. Any information from the Education Handbook used in other sources must accurately reference the publisher and the title of the Handbook. Copyright of photographs resides with the photographers.

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ISBN: 978-0-620-60376-8 5th edition of the Education Handbook

TABLE OF CONTENTS

CHAPTER 1: A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM ....................................................................... 02 EDUCATION STATISTICS AT A GLANCE ................................................... 04 HIGHLIGHTS FROM THE STATE OF THE NATION ADDRESS, 2014. .............................................................................. 06 OVERVIEW ........................................................................................................ 10 FACTORS THAT HAVE CONTRIBUTED TO IMPROVED PERFORMANCE .......................................................................... 16 HIGHLIGHTS FROM THE 2014 BUDGET ..................................................... 18

CHAPTER 2: THE LEARNER AT THE CENTRE OF EDUCATION .................................................................................................20 FUTURE STARS AWARDS ..............................................................................23 EDUCATION SUPPORT FOR LEARNERS .................................................. 30

CHAPTER 6: THE ROLE OF SOCIAL LEADERSHIP ................... 84 THOUGHT LEADER PROFILES: JOE SAMUELS (CEO OF THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY) .................................................................. 86 THEMBA MOLA (COO OF KAGISO TRUST) ............................................. 86 GODWIN KHOZA (CEO OF THE NATIONAL EDUCATION COLLABORATION TRUST) ....................................................87 BRIAN RAMADIRO (DEPUTY DIRECTOR OF THE NELSON MANDELA INSTITUTE FOR EDUCATION AND RURAL DEVELOPMENT AT THE UNIVERSITY OF FORT HARE) ........................87 ANN BERNSTEIN (EXECUTIVE DIRECTOR FOR THE CENTRE FOR DEVELOPMENT AND ENTERPRISE) ................................ 88 AHMED ESSOP (CEO OF THE COUNCIL ON HIGHER EDUCATION) .................................................................................... 88 NOLUSINDISO FOCA (GENERAL SECRETARY OF THE EDUCATION LABOUR RELATIONS COUNCIL) ........................................ 93

THE NATIONAL SENIOR CERTIFICATE (NSC) ........................................ 34 THE PROGRESS IN READING AND LITERACY STUDY (PIRLS) .......... 39

CHAPTER 7: TOWARDS A SKILLED WORKFORCE........................ 102 STRUCTURE OF POSTSCHOOL SYSTEM ................................................ 105

CHAPTER 3: TEACHERS AND TEACHER DEVELOPMENT ...... 42

FACT SHEETS ON “NEETS” .........................................................................108

TEACHER DEVELOPMENT .......................................................................... 44

DROPOUT RATES AND UNEMPLOYMENT – BY VICTORIA JOHN ...... 112

THE ROLE OF THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ..................................................................... 47

TRAINING AND VOCATIONAL EDUCATION AND TRAINING COLLEGES (TVET) ..................................................................... 116

STARS IN EDUCATION TEACHERS’ AWARDS ......................................... 48

OPEN LEARNING THROUGH DIVERSE MODES OF PROVISION ....... 122

CHAPTER 4: EDUCATION RESOURCES AND THE ROLE OF ICT IN EDUCATION ................................................ 56 TEXTBOOK PROCUREMENT ........................................................................ 58 ROLE OF DIGITAL TECHNOLOGY ............................................................. 62 THOUGHT LEADER PROFILE – CHRISTINA WATSON (CEO OF VIA AFRIKA) .......................................... 63 MAKING TECHNOLOGY ACCESSIBLE BY MICHELLE LISSOOS (DIRECTOR OF ISCHOOLAFRICA) ................ 64

THE ROLE OF SECTOR EDUCATION AND TRAINING AUTHORITIES IN TRAINING IN THE WORKPLACE ............................... 123 THE ROLE OF THE NATIONAL SKILLS FUND (NSF) ............................ 126 DEVELOPMENT OF A CENTRAL SKILLS PLANNING SYSTEM ........... 126 THE NATIONAL QUALIFICATIONS FRAMEWORK (NQF) AND THE QUALITY COUNCILS ................................................................. 126

CHAPTER 8: INVESTING IN THE FUTURE – THE ROLE OF UNIVERSITIES AND UNIVERSITIES OF TECHNOLOGIES ......................................................................... 128 DEVELOPING OUR FUTURE LEADERS ....................................................130

CHAPTER 5: WHOLE SCHOOL DEVELOPMENT ........................ 68

EXPANSION WITHIN THE SYSTEM ............................................................ 134

THE A+ SCHOOL CAMPAIGN........................................................................ 71

CENTRAL APPLICATIONS SERVICE ......................................................... 134

THE ROLE OF THE DBE IN SUPPORTING SCHOOLS .............................73

PERFORMANCE OF THE SYSTEM ............................................................. 136

PARTNERING WITH OTHER GOVERNMENT DEPARTMENTS ...............76

WORKING TOGETHER TO DEVELOP CRITICAL SKILLS ...................... 141

COLLABORATING WITH CHINA TO IMPROVE MATHS AND SCIENCE ..................................................................................................77

NATIONAL STUDENT FINANCIAL AID SCHEME BY VICTORIA JOHN ...................................................................................... 142

LEADERSHIP INSIGHT – DR GILLIAN GODSELL (WITS SCHOOL OF GOVERNANCE) ...........................................................78

CHAPTER 9: CONNECTING TO MAKE A DIFFERENCE ................. 144

AN EDUCATION DREAM COMES TRUE IN NELSON MANDELA’S BIRTHPLACE ........................................................... 80

MAPPING THE SYSTEM OF TERTIARY ACCESS BY BARBARA DALE JONES (CEO OF BRIDGE) .................................... 148

LEADERSHIP INSIGHT – BARBARA DALEJONES (CEO OF BRIDGE) ........................................... 82

WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION – BY LIZ SWERSKY (PROJECT DIRECTOR OF EDUPEG) ...................... 150 CONTACT DETAILS FOR STATISTICS ON HIGHER EDUCATION ........ 153

EDUCATION HANDBOOK 2014

CElEBrATINg 20 yEArs Of DEmOCrACy

LIST OF SOURCES

THE EDUCATION HANDBOOK OFFERS TIME PRESSURED SOCIAL LEADERS A REVIEW OF THE FOLLOWING REPORTS: n

Education for all (EFA). 2013 Country Progress Report: South Africa. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=TZ4Cx%2BcnCzk%3D&tabid=36

Education Statistics in South Africa 2012. Published January 2014. Available at http://www.education.gov.za/EMIS/StatisticalPublications/tabid/462/Default.aspx

Fact sheet on “Neets”. An analysis of the 2011 South African census. Published September 2013. Available at http://www.dhet.gov.za/LinkClick.aspx?fileticket=RUHZQ/BMp6s=&tabid=36

National Report 2012, National Education Evaluation & Development Unit (NEEDU). Published April 2013. Available at http://www.saqa.org.za/docs/papers/needu.pdf

Progress against indicators, October 2013. Martin Gustafsson. Department of Basic Education. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=WaSJbtxEFoU%3D&tabid= 838&mid=2807

Reading, writing, numerical and digital literacy. Presentation by the Minister of Basic Education at the Education World Forum, January 2014. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=9xg13r%2BtYRA%3D&tabid=36.

Report on the Annual National Assessment of 2013. Grades 1 to 6 & 9. Published in December 2013. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=Aiw7HW8ccic%3D&tabid=36

Selected findings from the Macro indicator report, October 2013. Stephen Taylor. Department of Basic Education. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=i9bZdq2H2o4%3D&tabid= 838&mid=2807

Statistics on post-school education and training in South Africa: 2011. Available at http://www.saqa.org.za/docs/papers/stats2011.pdf.

The Annual Performance Plan 2014/2015 for the Department of Basic Education. Available on http://www.education.gov.za/DocumentsLibrary/Reports/tabid/358/Default.aspx. Published on 3 March 2014.

The Annual Report 2012/2013 for the Department of Basic Education. Available on http://www.education.gov.za/LinkClick.aspx?fileticket=%2FxGqk%2F1E2IY%3D&tabid= 36&mid=2514. Published September 2013.

VitalStats. Public Higher Education in 2011. Published by the Council for Higher Education in January 2014. Available at http://www.che.ac.za/media_and_publications/monitoringandevaluation/ vitalstatspublichighereducation2011

White Paper for Post-School Education and Training. Available on http://www.che.ac.za/media_and_publications/legislation/whitepaperpostschool educationandtraining. Published in January 2014.

EDUCATION HANDBOOK 2014

chaPter oNe

a revIew of the current status of the educatIon system

It has been 20 years sInce south afrIca became a democracy and we have experIenced some IconIc moments – standIng together In lIne to vote In the 1994 electIons, celebratIng together when the world came to south afrIca for the world cup soccer In 2010 and recently the sense of communIty at mournIng an InspIratIon for us all. as nelson mandela saId, “It always seems ImpossIble untIl It’s done” and the progress that has been made sInce our democracy Is showIng t h at w e a r e tac k l I n g o u r c h a l l e n g e s w I t h perseverance and by workIng together.

“Leaders think and talk about the solutions. Followers think and talk about the problems” – Brian Tracey Let’s work together as oNe to achieve quaLity educatioN The ONE campaign is designed to encourage leaders to work together.

connect with the education leaders on www.ed.org.za or contact argo on +27 (0)21 865 2813 or info@argo.org.za to be part of the one campaign – inspiring belief in achieving quality education. www.argo.org.za | Facebook: argo Marketing | twitter: @argo_Marketing

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

TEACHERS: 446 008 educators (186 285 primary, 147 945 secondary, 90 937 in combined and

educatIon statIstIcs at a glance

intermediate schools.)

Source: Education Statistics in South Africa 2012, published in January 2014.

table 1: number of learners, educators and schools, and learner-educator ratio (leR), learner-school ratio ( lsR) and educator-school ratio (esR) in the ordinary public and independent school funding type, by province, in 2012.

the education handbook is designed to address this issue by profiling the progress that is being achieved in the system and profiling leadership collaboration, to inspire confidence in our ability to achieve quality education in south africa.

“There is on-going onslaught on the education system that is creating a sense of despair, undermining work and progress made and the general credibility of the system”. mangaung resolutions.

learners province

eastern cape free state

number

lsr

esr

15.7%

67,936

16.0%

5,754

22.3%

28.7

339

11.8

661,974

5.3%

24,828

5.8%

1,419

5.5%

26.7

467

17.5

16.7%

73,960

17.4%

2,611

10.1%

28.1

795

28.3

23.2%

94,932

22.3%

6,176

23.9%

30.3

466

15.4

limpopo

1,715,778

13.8%

57,670

13.6%

4,078

15.8%

29.8

421

14.1

1,054,783

8.5%

34,664

8.2%

1,920

7.4%

30.4

549

18.1

277,494

2.2%

8,864

2.1%

580

2.2%

31.3

478

15.3

775,142

6.2%

25,924

6.1%

1,645

6.4%

29.9

471

15.8

1,038,019

8.4%

36,389

8.6%

1,643

6.4%

28.5

632

22.1

12,428,069

100.0%

425,167

100.0%

25,826

100.0%

29.2

481

16.5

Source: Education Statistics in South Africa 2012

2.0 special schools

0.9

SCHOOLS:

specIal schools ecd centres

public schools

93.2 ordInary Independent schools

30 231 education institutions (25 826 ordinary schools with 14 206 primary schools, 6 411 secondary schools and 5 209 combined and intermediate schools. there are also 4 405 ecd centres and special schools).

KEY RATIOS:

ordInary publIc schools

percentage distribution of learners in the (Education Statistics in South Africa 2012)

education system in 2012. other

+- 24 in every 100 south africans are learners in the education and training system.

ler

2,877,969

south africa

3.9

number

1,951,523

north west

12 804 772 learners: 11 932 681 (93.2%) in ordinary public schools, 495 388 (3.9%) in ordinary inde pendent schools, 265 105 (2%) in ecd centres and 111 598 (0.9%) in special schools.

number

2,075,387

western cape

ecd sites

Indicators

as % of national total

gauteng

mpumalanga

Independent schools

schools

as % of national total

kwaZulunatal

northern cape

LEARNERS:

educators

as % of national total

0.1

pregrade r phase

0.4 fet band

20.4

foundation phase

32.3

learner: educator: 29,2:1.

learner: school: 481:1.

educator: school: 16,5:1.

SUPPORT:

over nine million learners are fed in four out of five schools. over 650 000 learners are receiving health services (expected to increase to 750 000 learners in 2014). since 1996, the number of schools with no running water has dropped from around 9 000 to around 1 700. the accelerated school Infrastructure delivery Initiative (asIdI) has a target of 1 039 water projects. 879 water projects should be completed by 2014. since 1996, the number of schools without electricity dropped from 15 000 to 2 800. between 2011 and 2013, 117 million workbooks, textbooks and study guides have been printed and distributed by the national government. learners had access to about 50 million textbooks in our public schools in 2010.

ACHIEVEMENT: over seven million ACCESS: over 98% of seven to 15yearold

senior phase

24.0 Intermediate phase

22.9 percentage distribution of learners in ordinary schools, by phase, in 2012.

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

children are at school. less than 2% of any age cohort between the ages of seven and 15 are not enrolled in school. 750 000 learners aged five are in ecd sector. 400% increase in children younger than four years old in ecd.

cELEBraTiNg 20 yEars OF dEmOcracy

learners took part in the annual national assess ments (ana). south africa’s improvement in mathematics of 67 tImss points between 2002 and 2011, or seven points per year on average, is among the steepest achieved by any tImss participant.

“

hIghlIghts

“success is a journey, not a destination ...”

our country has produced men and women

from the state

of distinction, who have provided leadership during

of the natIon

trying times.

address

”

Designed for frustrated achievers Finding purpose in performance to inspire personal achievement

Source: http://www.gov.za/speeches/view.php?sid=43620&lid=1

PRESIDENT JACOb ZUMA 2014

democracy has created the space for an active civil society and a free media. equality is encouraged and the representation of women in public institutions has increased considerably since 1994. democracy has made south africa a much better place to live in.

APPRECIATION

AwARENEss

+ ACCOuNTAbIlITy +

RESULTS

however, south africa faces the triple challenge of poverty, inequality and unemployment. these challenges have been the central focus of the government, which has focused on five key priorities:

education, as the apex priority,

health,

the fight against crime and corruption,

rural development, land reform, and

the creation of decent work.

the state has been reorganised to improve performance and two key functions have been established: longterm planning as well as monitoring and evaluation. collaboration is taking place at nedlac, which is one of the key institutions of cooperation between government, business, labour and the community sector. the national planning commission has also been set up and has produced the national development plan, representing the country’s socio economic blueprint to guide future development. the plan outlines what we should do to eradicate poverty, increase employment and reduce inequality by 2030. the launch of the national education collaboration framework in 2013 is an important development and reflects the government’s commitment to engage with social leaders to achieve quality education.

n President Jacob Zuma

the economy has grown at 3.2% a year from 1994 to 2012 despite the global recession which claimed a million jobs. government, business, labour and the community sector have worked together to confront the challenges of the recession and focus on the recovery of the economy. the national wealth, measured in terms of gdp, has grown to more than 3.5 trillion rand. Jobs are now being created again. there are now 15 million people with jobs in the country, the highest ever in our history, and over 650 000 jobs were created last year (statistics south africa).

COACHING PROCEss

Continue + Grow

Reflection (Ro + Ac) 1 Coaching zone Action

(AE)

Ethics

Connect (+ contract)

6 Options

Coaching model for sustainability: TEAM IMMERsION & INDIVIDuAl FOllOw-uP Focus

4 Discovery (CE)

Leadership and coaching solutions designed to support achievers. Call us on +27 (0)21 865 2813 or email info@argo.org.za. www.argo.org.za | Facebook: Argo Marketing | Twitter: @Argo_Marketing

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

ACTION

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

however, the unemployment rate remains high. youth unemployment, in particular, continues to be a concern, as it is throughout the world. a number of measures, including the employment tax Incentive act, have been introduced to encourage employers to hire younger workers. further measures to address youth unemployment are contained in the national youth accord and in the white paper for postschool education and training. In 2012 the national Infrastructure plan was unveiled and one trillion rand has been invested in public infrastructure over the past five years. the expanded public works programme and the community work programme continue to be an effective cushion for the poor and the youth. more than three and a half million work opportunities have been created over the past five years. cabinet has also set a target of six million work opportunities from 2014 2019, specifically targeting the youth.

education is a ladder out of poverty for millions of our people. there is a huge increase in the enrolment of children in school, from preprimary to tertiary level. the number of children attending grade r has more than doubled, moving from about 300 000 to more than 700 000 between 2003 and 2011. a draft policy framework towards universal access to grade r has been gazetted for public comment, with a view to making grade r compulsory. eight million learners are attending nofee schools, whereas nine million learners are getting nutritious meals at school, which are provided by government to ensure that they can perform effectively at school. a total of 370 new schools have replaced mud schools and other unsuitable structures around the country.

the social assistance programme now reaches about 16 million people, providing safety for millions, especially vulnerable children. many households are benefiting from government grants which include child support grants, pensions and disability grants.

THE MATRIC PASS RATE HAS gONE UP

developments in the united states economy have led to a rapid depreciation in the emerging market currencies, including the rand. the rand depreciated by 17.6% against the us dollar in 2013. the weaker exchange rate poses a significant risk to inflation, which will make infrastructure development more expensive.

IMPROVEMENTS AND INTERVENTIONS

FROM AROUND 61% IN 2009 TO 78% IN 2013. THE INTRODUCTION OF THE A N N U A L N AT I O N A L A S S E S S M E N T S ( A N A ) E N A b L E S T H E T R AC K I N g O F NEEDED, ESPECIALLY IN MATHS AND SCIENCE. LITERATE ADULT LEARNERS THROUgH THE KHA RI gUDE PROgRAMME HAVE INCREASED FROM 2,2 MILLION IN 2008 TO THREE MILLION PEOPLE IN 2013. INVESTMENTS HAVE ALSO bEEN MADE IN RE -OPE NIN g TEACH ER TRAININ g

“We will, in fact, emerge stronger

COLLEgES.

if we do the right things. We have to work together as government, business and labour to grow our economy at rates that are above 5 per cent to be able to create the jobs we need”. – President Jacob Zuma.

cELEBraTiNg 20 yEars OF dEmOcracy

student enrolments at universities have increased by 12% while further education and training college enrolments have increased by 90%.the budget of the national student financial aid scheme has been increased to nine billion rand to meet the rising demand. two new universities, sol plaatje in the northern cape and the university of mpumalanga, have been established. twelve new fet colleges in limpopo, mpumalanga, kwaZulunatal and eastern cape are planned.

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

overvIew of the educatIon system It has been almost four years since the government split the department of education into two departments, the department of basic education (dbe) and the department of higher education and training (dhet). this decision is recognised as one of the key legacies of the current administration. the focus has been on creating a longlasting impact, which can be sustainable in the long term and put education in good standing for the future. the focus is guided by the government’s delivery agreement on outcome 1: Improving basic education. the four outputs of achievement are:

i m p rov i n g t h e q u a l i t y o f te a c h i n g a n d learning;

undertaking regular assessment to track progress;

improving early childhood development; and

e n s u r i n g a c re d i b l e o u tco m e s fo c u s e d planning and accountability system.

the action plan to 2014: towards the realisation of schooling 2025 has guided the effort to achieve these outputs. Issues of equity and inclusion in education have received serious attention by the government over the past years. access to basic education is near universal. the statistics sa general household survey (2011) showed that over 98% of seven to 15yearold children were attending educational institutions. such levels of participation are comparable to those in developed countries. Intense expenditure on early childhood development (ecd) since 2003 has resulted in about 750 000 learners aged five becoming part of the ecd sector. there has also been a 400% increase in children younger than four years old accessing ecd. no more than 2% of any age cohort between the ages of seven and 15 are not enrolled in school. the dbe has a nofee schooling policy to mitigate poverty as a barrier to education and to further improve access and equity. currently eight in ten schools are nofee schools, relieving the burden on the poor. the idea that effective learning cannot happen if learners are hungry has become part of the dbe’s understanding, resulting in the introduction of the National School Nutrition Programme (nsnp). over nine million learners

stRategIC outCome-oRIentated goals outcome 1: Improved quality of basic education output

sub-outputs

output 1: Improve the quality of teaching and learning

output 2: undertake regular assessment to track progress

output 3: Improve early childhood development

output 4: ensure a credible outcomesfocused planning and accountability system

1.1

Improve teacher capacity and practices.

1.2

Increase access to highquality learning materials.

2.1

establish a worldclass system of standardised national assessments.

2.2

extract key lessons from ongoing participation in international assessments.

3.1

universalise access to grade r.

3.2

Improve the quality of early childhood development.

4.1

strengthen school management and promote functional schools.

4.2

strengthen the capacity of district offices.

Department of Basic Education Annual Report 2012/13

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

are fed with warm nutritious meals in four out of five schools in south africa – compensating for the effects of poverty and inequality and enabling learners from poorer households to perform better. over 650 000 learners are receiving health services and this is expected to increase to 750 000 in 2014. Quality education remains the key focus of the education system. the institutionalised assessments provide the means to monitor learner performance in the schooling system. since inception in 2008, there has been a consistent improvement, from 62.6% to 78.2% in 2013. sustained improvement is a reflection of stability and the maturing of the system at this level. the strengthening and standardisation of assess ment practices has been supported through the annual national assessments (anas) introduced in 2011. the anas have become a method of providing overall system feedback to inform the department and indeed the sector of literacy and numeracy levels. remedial work based on the ana results has been enhanced by the development of a diagnostic report highlighting areas that require additional support and detailed diagnostic reports have been developed for schools at a district level. while assessment by itself cannot improve learning, it provides important evidence to inform planning and the development of appropriate interventions, especially in terms of remedial learning, teacher development and improving subject knowledge, for improvement at all levels, from national through to provinces and districts, down to individual schools. the diagnostic reports on both the ana and nsc assessments highlight areas of weaknesses and provide suggestions for improvement in teaching and learning. provincial education departments (peds), district offices and schools will use the reports to support and develop teaching and learning to improve learner performance. In improving quality in education, the dbe has also focused on learning and teaching, as summarised in the phrase ‘teachers should be in school and in class, on time, teaching’. the department has focused efforts on a broad set of inputs including strengthening teaching and curriculum support. for the first time in 20 years, there is a sound policy on teacher development.

cELEBraTiNg 20 yEars OF dEmOcracy

the implementation of the Integrated strategic planning framework for teacher development is gaining traction. professional development programmes are being implemented in collaboration with teacher unions. Imbalances in the supply and demand of educators have resulted in a shortage of skilled educators in mathematics, science and technology. the low numbers of qualified educators produced by higher education institutions has resulted in a shortage of african language foundation phase teachers, which undermines the dbe’s efforts to ensure that all learners speak an african language, irrespective of their home language. efforts to ensure that new quality teachers enter public education have been the driving force behind the funza lushaka bursary programme. the bursary has helped the department to attract new teachers in mathematics, physical science, technology and languages, among other subjects. by the end of 2012, approximately 11 500 funza lushaka bursaries had been awarded and it is expected that this will increase to 14 400 in 2013/14. the introduction of the curriculum and assessment policy statement (caps) has provided teachers with clearer guidance on what to teach and the pace at which the curriculum needs to be covered. training on caps is ongoing and supported by teacher unions and district officials. the revised caps are being incrementally implemented per phase in the get and fet bands. grades 13 and grade 10 were implemented in 2012. grades 46 and grade 11 implementation started at the beginning of the 2013 academic year. monitoring and support of caps is ongoing. teachers are being trained in the implementation of caps according to phasedin timeframes. In support of curriculum implementation, the dbe has systematically improved the provisioning and rationalisation of learning and teaching support materials (ltsms) in the system. a national ltsm planning, monitoring and reporting framework has been established for monthly provincial and national reporting on different aspects of provisioning of ltsm, to improve learner access to ltsm. the work of this structure contributed to high levels of

delivery of ltsm and the smooth commencement of the 2013 academic year in all provinces. In just three years, between 2011 and 2013, 117 million workbooks, textbooks and study guides have been printed and distributed by the national government. research has shown that highquality education materials go a long way towards improving results. learners had access to about 50 million textbooks in our public schools in 2010. the provision of highquality workbooks and textbooks has enabled teachers to guide and correctly pace teaching and learning processes in the classroom. close to 24 million copies of workbook 1 were delivered to 23 115 schools by november 2012, for use in 2013. the quality of the workbooks was independently evaluated by the australian council for education research. this evaluation indicated that the dbe workbooks and the siyavula textbooks, developed in partnership with the shuttleworth foundation, are of an internationally comparable standard and that teachers are effectively using these resources, particularly the workbooks. furthermore, through savings and by developing content inhouse, the department has expanded the scope of the workbooks to cover braille. the department has also improved access to quality textbooks through the introduction of new national catalogues of approved textbooks for all grades, and not just for grades 10 to 12 as had previously been the case. the early release of the national catalogue for textbooks by the department enabled provinces to have more time to procure textbooks. shortages are however experienced, particularly as a result of movement of learners between provinces or urban migration. the department has prioritised districtbased development and management support in order to support districts in responding more effectively to the needs in their schools. Quarterly meetings with the minister and district directors have become institutionalised. the creation of this platform has resulted in more open, honest and constructive engagement on the challenges and the mitigating factors in delivering curriculum support to schools. Initiatives to address these shortfalls have begun to take shape and efforts to standardise district processes in providing school oversight as well as regular reporting have been implemented.

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

Source: Edupeg

teachers are recognised as an integral part of the delivery chain of quality education.

school and district management have also been strengthened through intensifying the Integrated Quality Management System (IQms) programme in recent years to promote a culture of excellence among school principals and teachers. In addition to the assessment of a sample of schools to provide oversight on school readiness, the IQ ms has developed standards which require every educator to evaluate his or her own strengths and weaknesses every year and to enable colleagues to do a peer evaluation. results of the evaluation are recorded on a national computerised system (persal) and are used to determine what professional development activities each educator should pursue. further work is required to improve this accountability mechanism. the National Education Evaluation and Development Unit (NEEDU) is now fully functional. the unit’s first national report for 2012 on the state of literacy teaching and learning in the foundation phase has been released. this independent evaluation provides evidence to support proposals on the need to urgently remedy shortcomings in educational practice in respect of literacy and numeracy. the dbe is working with needu to tangibly and practically bring about quality education for all from 2014/15. despite challenges in service provisioning, progress is being made on ensuring that all unsafe and mud structures are completely eradicated by 2015. In

cELEBraTiNg 20 yEars OF dEmOcracy

addition to structural improvements through the provisioning of full service schools and the building of classrooms (including laboratories and computer centres), more schools have access to water, sanitation and electrification than ever before. the accelerated school Infrastructure development Initiative (asIdI), together with the provincial infrastructure programme, constitutes the backbone of both the strategic Integrated project 13 (sIp 13) and the national school build programme of the presidential Infrastructure coordinating commission (pIcc). the dbe continues to replace mud schools and inappropriate structures, especially where provinces lack capacity. an additional 150 new schools will be delivered to communities by 2015. since 1996, the number of schools with no running water dropped from around 9 000 to around 1 700. the accelerated school Infrastructure delivery Initiative (asIdI) has a target of 1 039 water projects. In 2011, 160 of these projects were successfully completed. the remaining 879 water projects should be completed by 2013/14. since 1996, the number of schools without electricity dropped from 15 000 to 2 800. In 2011, asIdI delivered 131 of the 159 electrification projects and is expected to deliver a further 369 such projects by 2013/14. In 2012, asIdI exceeded its sanitation project target of 186 by delivering 197 facilities. asIdI will deliver a further 448 sanitation facilities by the end of 2013/14.

taKIng aCtIon to CReate ImpaCt “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has” – margaret mead

Education has the power to change our world and while the challenges in education are daunting, we believe that action gets results and creates impact. We also believe that it’s all about collaboration. In fact, we believe our 16 year track record is a great example of how a small group of achievers can develop partnerships to make a difference in South Africa. We have grown from a small start up in 1997, producing diaries for students and teachers, to becoming a dynamic multimedia publisher, focused on achieving a better future for all. We are action orientated and develop campaigns and practical solutions for key education challenges:

encouraging skills development for the youth and teachers We have partnered with the leading higher education institutions to produce the leading range of student diaries (Q-One student diary). These diaries have now been developed to include an e-learning option which is freely available to over 350 000 learners and students and to 260 000 teachers. We also publish the ACE Matric Guide and host the most comprehensive study portal, www.SAstudy.co.za, which profiled over 1.5 million page views in 2013.

Recognising the central role that teachers play in our communities While others dismissed teachers during the 2007 strike action, we took action and launched the Stars in Education Teachers’ Awards, to recognise those teachers who were taking the lead in their communities. We believe in teachers and also believe that teachers need recognition in society. Our partners include TSB, Hatch Goba, SACE, Mindset TV, Metro FM and other leaders, to positively influence society’s view of teachers, as leaders in our communities.

Inspiring the youth to believe in the power of education The recent youth unrest around the world has inspired us to take action and launch the Future Stars Awards, designed to inspire the youth to believe in the power of education to change their world. Our partnership with Mindset TV, Metro FM and leading higher education institutions has created awareness over five million viewers, listeners and over 350 000 learners and students. Made possible by the generous and ongoing sponsorship of such companies as TSB Sugar,

Mindset TV and Metro FM, these well-known and sustaining brands lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape.

Inspiring school improvement The recent ANA results inspired us to develop the Box of Stars campaign and the A+ School improvement campaign, designed to inspire school leaders, teachers and learners to achieve the results they are capable of.

supporting education leaders Our research shows that we need to support our education leaders, as they face the daunting challenge of improving our education system. The Education Roundtable offered a forum for education leaders to engage and share resources, and we are

building the momentum with the Education Handbook and www.ED.org.za, to encourage collaboration. We have also launched the ONE campaign, designed to inspire confidence in education, by profiling the projects that are getting results – so that we can work as one, to achieve one goal: quality education for every child in South Africa.

OvErvIEw Of 2011-2012 frOM THE DEpArTMENT Of BAsIC EDUCATION

We have also developed an open source leadership development e-learning programme: The Achiever Programme, which is available on www.SAstudy.co.za and which is promoted to the majority of students and teachers in South Africa. Our team’s commitment to making a difference in South Africa is recognised in our level 1 BBBEE score (social investment, enterprise development, preferential procurement and skills development).

tel +27 (0)21 865 2813 | Fax +27 (0)21 865 2166 www.argo.org.za

the PoWer oF oNe

We also partner with the leading education NGOs to profile their work to teachers, the youth and education leaders, across a range of multimedia platforms.

connect with us to make a difference and influence our future: email info@argo.org.za

CHApTEr 1 ADVertorIAL / CAse stUDY

CHApTEr 1 the PoWer oF oNe

After having read trevor Manuel and the NPC’s Strategic Plan the first thought that springs to mind is “here I am, use me.” In the face of massive problems and challenges it is easy to withdraw from the enormity of the task, it is even understandable to want to bury your head in the sand or find greener pastures. But there is a part of me that rises to the challenge, a part of me that stares these problems in the face and says “bring it on!” We all love to read stories of valour and courage, where the heroes face insurmountable odds, where they face their darkest moments but always prevail. there is a reason stories and movies like Lord of the rings and the Chronicles of Narnia stir our blood and capture our imagination. For that moment we are immersed in their world, their pain is ours; we share their fears and celebrate their victories. Well right here and right now we have the opportunity to write our own story. We have the privilege of choosing to stand up and make a difference, to choose not to be cowed into submission or apathy by our circumstances but instead to raise our fists in defiance. We can choose to be a part of the solution, to join hands with our fellow south Africans and work towards building this beautiful country. I see a country united again. this time not to fight against an unjust system to gain freedom for her people, but to ensure that every person shares in the benefits of a free and democratic south Africa. this time we do not work to dismantle an evil regime, we work to build powerful and meaningful education systems, life-saving healthcare havens, efficient and productive municipalities and government departments, a vibrant economy, an environment in which empowered and liberated citizens are able to participate meaningfully at all levels of society. this time we work to build the south Africa we dreamt of when we voted on 27 April 1994.

but thoroughly used up, with every last drop squeezed out. What better way to do this than to leave a legacy which blesses generations to come. We have two decades, 20 years, to make this happen. there’s no time to waste, let’s get busy. read through the document carefully with an awareness of which parts resonate deeply with you for that will be where your gifts, abilities and passion want to contribute. Then find concrete and practical ways you can begin to play your part. reach out to your networks, share your plans with others and rally them to your cause.

“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration; I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or dehumanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming”

The achievement of quality education for all learners in south Africa is the number on priority of the Depar tment of Basic Education. Education remains government’s apex priority as reflected in the president’s state of the Nation Address in februar y 2012. T Depar tment’s goal is to build a credible education system that will provide learners w a high quality education, regardless of their economic circumstances. The eradication o inequality is the most impor tant priority across all of government’s endeavours and is cer tainly a key priority in education.

The Delivery Agreement with the target of Outcome 1: Improved quality of basic education remains t DBE’s goal. Since 2010-11, the Department has prioritised the following four overarching outputs: •

Improve the quality of teaching and learning

•

Undertake regular assessments to track progress

•

Improve early childhood development and

•

Ensure a credible outcomes-focused planning and accountability system.

- Johann Wolfgang von Goethe.

Source: Insight kindly provided by Angela Lang.

I want to come to the end of my life not safe, sheltered, comfortable or complacent

EDUCATION HANDBOOK 2012

ONE gOAl: wOrKINg TOgETHEr TO ACHIEvE qUAlITy EDUCATION

CONNECT ON www.ED.Org.zA AND sHArE yOUr INsIgHTs

EDUCATION HANDB

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

the mantra of the current administration has been teachers, text and time. In the state of the nation

the sector is developing a strong partnership with civil society. the establishment of the national education collaboration trust (nect) has strengthened the partnership with civil society and galvanised stakeholders to unite in carrying out the goal of providing quality education.

2000

2001

2002

2003

2004

2005

2006

2007

2008

private (household) education spending

17.6

19.9

21.9

24.1

27.3

29.7

32.5

35.5

39.1

general government education spending

57.5

63.2

70.8

80.1

85.5

93.3

103.2

116.2

137.7

total private and government spending

75.1

83.1

92.7

104.2

112.9

122.9

135.7

151.7

176.8

Source: Education for all (EFA). 2013 Country Progress Report: South Africa.

r billion

2006/07

2007/08

2008/09

2009/10

2010/11

table 2: spending on education by national and provincial departments, 2000 – 2011, current rand value. 2005/06

the resourcing and funding for the sector have experienced exponential growth from r127 billion in 2009 to r173 billion in 2013. there has been a marked growth in the number of nofee schools throughout the country and an increase in the number of schools and learners that benefit from the national school nutrition programme.

r billion

2004/05

the national strategy for learner attainment (nsla) covers grades r 12 with 104 activities delineating responsibilities at national, provincial, district up to school level, and focuses on making the classroom the central focus to guide action.

the dbe has initiated a teacher union collaboration which funds teacher unions through an evaluation process to train teachers in priority areas. a programme has been set up with the unions, to continually develop teachers as professionals. the endorsement of training providers and programmes is being undertaken through the sace cptd management system. the dbe’s longterm plan to improve the quality of education focuses on literacy and numeracy as well as science and languages. the funza lushaka bursary scheme for students wanting to teach in public schools is intended to increase the number of qualified teachers. last year, more than 3 000 graduates qualified for placement in schools in 2014.

table 1: government and household spending on education, 2000 to 2008, current rand value.

2003/04

there has been greater stability in the sector in curriculum implementation over the past five years. this has afforded teachers, learners and officials more time to familiarise themselves with the objectives of the curriculum. the dbe has developed and implemented a comprehensive strategy based on the action plan 2014 and the national development plan.

table 1 highlights the growth in education spending for the period 20002008.

2002/03

performance

trends In educatIon spendIng

2001/02

contrIbuted to Improved

address every year, the president has also emphasized this principle. the sector has been monitored to ensure that teachers are at school on time teaching. apart from the funza lushaka programme for initial teacher development, the sector has also focused on subject teacher knowledge gaps. pre and post training assessment has been carried out to measure the impact of training.

2000/01

factors that have

national spending

7.3

7.8

8.4

9.4

10.4

11.2

14.2

14.4

16.9

18.9

22.2

provincial spending

43.7

47.3

53.2

60.3

64.7

88.4

107.2

125.9

143

total departmental spending

51.1

55.1

61.5

69.7

75.0

83.2

93.1

102.7

124.1

144.8

165.2

Source: Education for all (EFA). 2013 Country Progress Report: South Africa.

tHe basICs of eduCatIon spendIng

Source: Kruger & Rawle (2012) in Department of Basic Education, Macro Indicator Report, 2013

cELEBraTiNg 20 yEars OF dEmOcracy

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

“Finance Minister Pravin gordhan’s prioritisation of education in his budget on wednesday deserves praise. the budget’s focus on education is correct, as it is only through widening the pool of skilled and highly-skilled job-seekers and entrepreneurs that south africa will be able to begin reducing the massive wage gap between the highest earners and low earners. the emphasis must move beyond fairer access to education and education facilities, and begin to focus on the quality of education and on improved education outcomes”. – witwatersrand university economist kenneth creamer.

Source: http://www.enca.com/south-africa/gordhans-education-priority-welcomed

hIghlIghts from the 2014 expendIture on

budget

educatIon and

Source: SAnews.gov.za. 26 February 2014

traInIng Source: Education for all (EFA). 2013 Country Progress Report: South Africa.

Education is the apex priority of government and has been the largest item on its budget for many years. There are four main sources of education expenditure:

spending by provincial government education departments;

spending by national education departments;

education spending by other national government departments (eg department of health); and

household or private consumption expenditure on education.

education will receive 20% (r254 billion) of government’s consolidated expenditure, which is the highest allocation to any social priority, continuing the trend to focus on education in allocating the budget. the money will be used to increase access to schooling and improve infrastructure in schools, which includes building 433 new schools over the next three years. provincial education departments also receive a big portion of the budget to pay teachers’ salaries. access to free education has increased sharply since the government introduced nofee schools in 2007. today, 60% of schools do not charge fees – up from 40% five years ago. according to the budget review, five million children had access to free education in 2007. this year, the number increased to 8.8 million. In recent years, there has also been a sharp increase in the number of children who attend grade r. the national school nutrition programme now feeds 8.7 million children. post schooling education and training accounts for about 21% of the total education spending, with r21 billion set aside for university subsidies and r19 billion for the national student financial aid scheme (nsfas) for bursaries and loans. the allocation to the nsfas will increase from r5.1 billion (2013) to r6.6 billion in 2016. this will increase the number of further education and training bursaries to 292 000 and will assist over 236 000 students to attend university in the next three years.

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

Chapter two

THE LEARNER AT THE CENTRE OF EDUCATION

Too ofTen, The focus in The educaTion secTor is on The developmenT of policy by differenT sTakeholders and There appears To be a lack of a common vision for working TogeTher To achieve qualiTy educaTion. by placing The learner aT The cenTre of educaTion, educaTion leaders can focus on a common purpose: ensuring qualiTy educaTion for all children.

“We pass through this World but once and opportunities you miss Will never be available to you again.” – nelson mandela. take the lead in inspiring tomorrow’s leaders with the future stars awards.

Connect with the education leaders on www.ed.org.za or contact Argo on +27 (0)21 865 2813 or info@argo.org.za to be part of the Inspiring Future Stars Awards. www.argo.org.za | facebook: argo marketing | twitter: @argo_marketing

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

INSPIRING SOUTH AFRICA’S FUTURE STARS TO DREAM BIG! MOTIVATING ASPIRATIONAL YOUTH TO BELIEVE IN The DBE has focused on developing and implementing AND IN EDUCATION’S POWER TO HELP THEM assessments so thatTHEMSELVES progress can be tracked and ACHIEVE THEIR DREAMS. areas for development identified. The Annual National Assessments (ANA) and the National Senior Certificate (NSC) now a foundation So many of our young to peopletrack don’t have progress The future lies in the handsoffer of the youth. The National and Youth Development the power of this support that keeps The brilliant young minds who take charge Agency (NYDA) showed their support guide future policy development. But assessment on its them working hard to build a better today will be the pioneers of a brighter and by distributing posters to 14 of their future, our youth today struggle with better tomorrow. of theinspire 1.2 million branches encourage youth own willSadly, not andas motivate learners to tobelieve into enter. lack of finances, absence of parents, peer children who start school every year, only According to the NYDA Executive pressure, to drug change and alcohol abuse, which world. 5% will complete a university That’s Chairperson Yershen Pillay, “The NYDA the power ofdegree. education their What’s leaves them with an easier option – to why Argo is trying to inspire talented young cannot alone address the challenges needed areStars. initiatives that give up. That’s build why Future learner Stars Awards confidence minds to become Future faced by South Africa’s and youth and we recognise the future stars out there – therefore welcome and promote all kinds encourage learners to remain in the system, so that they those learners willing to stand in lines that As a multimedia communications company, of collaborated efforts by government, go onhigher for kilometres education, in the blistering sun Argo passionate about supporting civil and the private sector. We canis progress towards associety education for the hope of a university education. achievers and making a positive impact commend the Future Stars Campaign inhas South Africa’s education sector. Argo as the key factor in addressing especially for its focus on Education and been identified believes that this can be done through The Future Stars Awards campaign has Skills Development which remains one of unemployment inequality. collaboration between governmentand and been made possible through sponsorship the NYDA’s Key Performance areas.” private sector to work towards quality education for all. This is why Argo has launched many education focused platforms to live up to their brand values, which is to inform, involve and inspire more youth every year. The Future Stars Awards, currently in its third year running, is aimed at aspirational youth between the ages of 16-21, to motivate them to believe in themselves and in the power of education and how this can help them achieve their dreams. With the massive 6 year success of Stars in Education, through which Argo recognises and rewards the most inspirational and dedicated teachers in the country, they decided to launch a campaign for the aspirational youth. Motivated teachers can only really make a difference when they deal with pupils who are inspired to learn.

Having someone who believes in you is a powerful motivator that gives you the support you need to realise your full potential.

FUTURE STARS 22 IS PROUDLY SPONSORED BY:

by these well-known and sustaining brands, Capitec Bank, NYDA, TSB Sugar, Mindset TV, and Metro FM to lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape. This year, finalists were provided with prizes by Eduloan, Van Schaik Bookstore and Massmart. To mention, Eduloan has offered laptops and the option of having student loans paid off as part of their generous support of the campaign. “Being a part of the Future Stars Awards 2014, project aligns to our corporate mandate of being the catalyst for changing lives through education. Eduloan understands the importance of molding future generations with relevant skills in order for them to be effective contributors to the economy” according to Charlotte Smit, Marketing and Sales Executive at Eduloan.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION Growing the Future www.tsb.co.za

Metro FM is a proudly South African leading brand. The station is rooted in its heritage and has always been a leader in ensuring that we empower the previously disadvantaged as well as recognising and acknowledging leaders who stand out because they are authentic, courageous, purposeful people with integrity. These leaders have displayed willingness to give more than to receive in their communities. Mindset TV is proud to be associated with the Future Stars Awards. As an organization, we strive for the personal, social, cultural and economic development of all young people in Africa through education. Campaigns such as the Future Stars Awards are initiatives we aspire to associate ourselves with as these highlight the importance of investing in the future of our youth and finding ways to uplift and provide opportunities for a bright future. Future Stars is a campaign that nurtures the brilliant young minds of today who will become the bright stars of tomorrow.

EDUCATION HANDBOOK 2014

stars in education Teachers’ awards, which honours argo has launched the future stars awards, which teachers and their community projects, argo encourages learners to believe in themselves and thought it was high time that they honour young the power of education to change their world. The people who are just as inspiring and dedicated to campaign is designed to encourage learners to improving themselves and their communities. identify future career aspirations and then identify what study programmes will enable them to achieve these dreams. learners and students develop their future stars is targeted at youth under the age of 21 digital competencies, as entry and peer voting and recognises and rewards2013 those young people who WINNERS Building leaders for South Africa, THE CAMPAIGN IS IN is hosted on www.SAstudy.co.za, a youth portal are working hard to achieve their dreams. it aims to 1 Reitumetse Molaoa starts with youth campaign like the THEyouth THIRD YEAR AND (Winner) designed to inform, involve and inspire to motivate these youth, who may not have strong Future Stars Awards! from Bloemfontein is working toIS SHOWING STRONG make decisions about future study. The finalists are parental or teacher support,wards to believe in themselves becoming an Environmental recognised across national media and offer vital GROWTH: and in education’s power to help them do and to Biotechnologist. As this a mentor OBJECTIVES OF THE young students, she aims to be a role models for the broader community, to inspire offer them advice on their future development. CAMPAIGN: role model to help young people • become The online voting platform was introbelief in the potential of our youth to the discover their potential. “I hope duced in 2013 to The streamline thedoes shortnot, however, just impact winners. leaders in south award someone will invest in me, so that 1.future Provide support to our africa. youth who listing process, which is hosted on I can it forward one day”. by hosting the campaign on thepay www.SAstudy.co.za may not have strong parental or www.SAstudy.co.za. Inportal 2014 theitto2 study hopes to inform the youth of their teacher support to believe in them Mudanalo Mukhuwana from tal amount of 227 entries was received, study options and to use this The and offer them advice on their future Capeuseful Town isresource. showing the world of which 175 qualified (main reason for fuTure campaign also aims to provide vital role that women can models succeed for at anydevelopment. sTars: the disqualification was age). Each enby pursuing her career all of our youth by enabling thing, the youth to involve their in trant had to campaign themselves on Marine Engineering. “I want to be supporTing 2. Involve their peers in voting for them, peers in voting for them, and profiling finalists across the Chief Engineer of a ship in 10 social media in order to get friends and to provide vital role models for our a range of multimedia platforms that reach both years and to prove woman can do family to vote for them. The top 10 young youth. The dreams campaign receives subthat! Most of my efforts are tarurban and rural youth. Future Stars are chosen based on their geted at inspiring women in the stantial media support to encourage individual number of votes. way I live my life”. a bright young south african once said: “having entries and voting and finalists are Bright Khumalo, one of the 2012 future stars someone else believe you besides you makes 3 profiled across a range ofin multi-media winners, was the first person in his familyfrom to ever Penny Mchunu Pretoria • canFor the 2014 campaign, we welcomed oneplatforms realize that anyone else out there have that to reach both urban and that she change our finish school and attend believes university. hecan believes Mindset TV and Metro FM on board belief you too.” These are the words of one of the country by choosing to become ruralinyouth. thatmedia being able to use the english language again to deliver great coverage. an economist and she has a burn2012 winners of the future stars awards, kimberley well is key to achieving one’s ambitions so in ing desire to bring and fairness shethefelt that argo 3.roos. Inform youth about of believed study op- in her dream of spend across our country. “I • This year, the campaign also received he dreams of starting a language school thatcan’t tions. This is achieved byactress hosting and the owning her own becoming a successful overlook I need to fix support from youth organisations specialises in english proficiency tounfairness. help youth from campaign on the leading study portal it. And I’m doing it for my mom production company and with that confidence she like NYDA, IkamvaYouth, LoveLife, areas to master this medium of underprivileged and the children out there”. encourage waswww.SAstudy.co.za able to pursue thistoeven more vigorously. Activate Leadership and TSiBAfor future purposes. he told argo communication 4 them to access this vital resource for Education, who supported the awards fromthat Tsomo that being a Future Star Dumisa helped Thethiwe him realise further study. This is the confidence and support that argo is studying Entrepreneurship and online and isalso “sticking via certainto national what you believe in pays off”. Leadership and wants to open hoping to instil in many young, aspirational people branches. Prizes were sponsored by FUTURE STARS TO DREAM BIG! an NGO for youth development every year by rewarding them with the future Eduloan, Van Schaik Bookstore and in his community. “I believe that stars award for their dedication to theirMassmart. vision for youth leadership “Argo has not only played a huge skills roleareinthe key a brighter future. by acknowledging their passion to but the future. wantbeen to take the my academics financially, it has Ialso youth to their full potential and to for education, argo also hopes to • inspire Since many the launch of the campaign my mentor, keeping megetmotivated chase them back totoschool”. in 2012, the campaign has seen a other young south africans to take positive action my dreams faster than 5 I used to,” he said. phenomenal growth in support as in their lives. Zikhona Ngumbela from Cape more brands realize what a crucial Town dreams of working with businesses, gettingthe them to change campaign The like this plays he in the money received through winning award The awards was created in 2012 and theyrole are aargo’s our communities by using their the youth. was used to pay off outstanding university fees and latest by multimedia com munications inspiring company, CSI effectively. “I am a changeto buy a laptop for working on his argo, in 2012 and is their latest initiative in their maker thatassignments. believes in change – Online voting on and I don’t need a job title to do overall goal to inspire, inform and uplift those I want to leave legacy and www.SAstudy.co.za working in the education sector. having seen for such a young initiative,it.the award hasagrown in be youth leader”. encourage digital theto success and growth of their other initiative, leaps and bounds. @FutureStarsSA #DreamItBelieveItDoIt skills.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

INSPIRING SOUTH AFRICA’S FUTURE STARS TO DREAM BIG! in its first year – 2012 – the awardsMOTIVATING received 216 ASPIRATIONAL YOUTH TO BELIEVE IN entries. The following year it received 318 of which THEMSELVES AND IN EDUCATION’S POWER TO HELP 273 qualified according to set criteria. The main ACHIEVE THEIR DREAMS. reason for disqualification was entrants not being within the allowed age limit. 2013 also saw the introduction of the online voting platform, aimed the of shortSo many our young people don’t have The future lieswhich in the hands of to the streamline youth. listing process. argo received a total the number power of of this support that keeps The brilliant young minds who take charge 15 147 (of which the topand 10 campaigned them working tohard to build a better today willvotes be the pioneers of a brighter accumulate a total 11 120 future, as our youth today struggle with better tomorrow. Sadly, of of the 1.2 votes). million lack of finances, absence of parents, peer children who start school every year, only drug and alcohol abuse, which 5% complete university degree. That’s In will 2012, aparta from Argo, only Metro pressure, FM sponsored them with an easier option – to why is tryingIn to inspire theArgo awards. 2013 talented it was young joined leaves by five other give up. That’s why Future Stars Awards minds to become Future Stars. sponsors: Capitec Bank, TSB Sugar, Supersport, the recognise the future stars out there – National Youth Development Agency and Mindset those learners willing to stand in lines that As a multimedia communications company, TV. go on for kilometres in the blistering sun Argo is passionate about supporting for the hope of a university education. achievers and making a positive impact Tsb sugar’s general manager of corporate affairs, in South Africa’s education sector. Argo vusi khoza, said the company was “extremely believes that this can be done through The Future Stars Awards campaign has excited” to be part of the initiative because it collaboration between government and been made possible through sponsorship speaks to the company’s the private sector to work towards ethos quality ofbygrowing these well-known and sustaining future as well as “our commitment to education and education for all. brands, Capitec Bank, NYDA, TSB Sugar, enterprise development and offer inspiration Mindset TV, and and Metro FM to lend even hopeis for future our beautiful further credibility to the initiative. By This whythe Argo has oflaunched many country”. aligning with this campaign and working education focused platforms to live up together, sponsors have shown their to values, is to inform, astheir onebrand of the 2013which future stars winners, Reitumetse genuine herself. commitment to a better future involve andisinspire moreworking youth every year.to further Molaoa not just hard and have built brand The Future Starspursuing Awards, currently its apart from a bscinhonours degree in affinity, making a real impact on the education landscape. third year running, is aimed at aspirational extreme biochemistry at university of the free youth ages ofother 16-21, to students to use state,between she alsothe mentors young motivate them to believe in themselves year, finalists were provided with education to improve their prospectsThis for a brighter and in the power of education and how prizes by Eduloan, Van Schaik Bookstore future. this can help them achieve their dreams. and Massmart. To mention, Eduloan has offered laptops and the option of having winning this award has given her confidence, raised student loans paid off as part of their With the massive 6 year success of Stars in her profile to one of inspirational role model to the generous support of the campaign. Education, through which Argo recognises bloemfontein community and has made her “an and rewards the most inspirational and educational leader thus increasing my influential dedicated teachers in the country, they “Being a part of the Future Stars capacity”. decided to launch a campaign for the Awards 2014, project aligns to our aspirational youth. Motivated teachers can corporate mandate of being the catalyst with themake direction and positive identity only really a difference when theysense for of changing lives through education. that the awards have given her, she hopes to inspire deal with pupils who are inspired to learn. Eduloan understands the importance of other young people and be part of building nation molding afuture generations with relevant Having who believes skills ininspiring order for them to be effective that issomeone “motivated enoughintoyou produce isachievers a powerfuland motivator gives you contributors to the economy” according future that leaders”. the support you need to realise your to Charlotte Smit, Marketing and Sales full potential. Executive at Eduloan.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

THEM

The National Youth Development Agency (NYDA) showed their support by distributing posters to 14 of their branches to encourage youth to enter. According to the NYDA Executive Chairperson Yershen Pillay, “The NYDA cannot alone address the challenges faced by South Africa’s youth and we therefore welcome and promote all kinds of collaborated efforts by government, civil society and the private sector. We commend the Future Stars Campaign especially for its focus on Education and Skills Development which remains one of the NYDA’s Key Performance areas.” Metro FM is a proudly South African leading brand. The station is rooted in its heritage and has always been a leader in ensuring that we empower the previously disadvantaged as well as recognising and acknowledging leaders who stand out because they are authentic, courageous, purposeful people with integrity. These leaders have displayed willingness to give more than to receive in their communities. Mindset TV is proud to be associated with the Future Stars Awards. As an organization, we strive for the personal, social, cultural and economic development of all young people in Africa through education. Campaigns such as the Future Stars Awards are initiatives we aspire to associate ourselves with as these highlight the importance of investing in the future of our youth and finding ways to uplift and provide opportunities for a bright future. Future Stars is a campaign that nurtures the brilliant young minds of today who will become the bright stars of tomorrow.

IT’S TIME TO TAKE THE LEAD Invest in our future leaders, who hold the power to shape our future. The youth of today are powerful influencers of each other, their parents and the government, as almost 50% of our population is under the age of 18. But they need support and leaders to believe in them. 2013 WINNERS Building leaders for South Africa, THE CAMPAIGN IS IN 1 starts with youth campaign like the THE THIRD YEAR AND Reitumetse Molaoa (Winner) Future Stars Awards!INTRODUCING THE FUTURE STARS CAMPAIGNfrom Bloemfontein is working toIS SHOWING STRONG wards becoming an Environmental The Future Stars campaign is designed to inspire our youth to believe in themselves and inAseducation’s GROWTH: Biotechnologist. a mentor to OBJECTIVES OF THE power to help them achieve their dreams. young students, she aims to be a CAMPAIGN: role model to help young people The online voting platform was introTo enter they simply• need to log onto SAstudy.co.za and tell us how as adiscover Future Star will: realise theirthey potential. “I hope duced in 2013 to streamline the short their dream. someone will invest in me, so that 1. Provide support to our youth who listing process, which is hosted on I can pay it forward one day”. may not have strong parental or www.SAstudy.co.za. In 2014 the to2 teacher support to believe in them Mudanalo Mukhuwana 5 GREAT REASONS SUPPORTING FUTURE STARS OFFERSfrom tal amount WHY of 227 entries was received, and offer them advice on their future Cape Town is showing the world of which 175 qualified (main reason for GREAT ROI that women can succeed at anydevelopment. the disqualification was age). Each enthing, by pursuing her career in By investing traditional spendthemselves in inspiringonour key influencers – aspirational youth, trantadvertising had to campaign Marine Engineering. “I want to be 2. Involve their peers in voting youfor arethem, positioning your brand at the heart of society – EDUCATION. the Chief Engineer of a ship in 10 social media in order to get friends and to provide vital role models for our brandand as to theprove leaderwoman in society. Education has the power to create a better future for all and position your years can do family to vote for them. The top 10 FACT: A research survey conducted across 10 of the world’s largest countries by of GDP that taryouth. The campaign receives subthat! Most myrevealed efforts are Futuresay Stars chosen on their at inspiring women in the 93 encourage per cent of consumers theyare would buybased a product because of its geted association with a good cause stantial media support to individual number of votes. way I live my life”. (The Telegraph, November 2011). entries and voting and finalists are 3 profiled across a range ofMaking multi-media multiplication simple Penny Mchunu from Pretoria • For the 2014 campaign, we welcomed platforms to reach bothTake urban the and frustration out of working out what media works for engagingbelieves the youth. with Argo our thatPartner she can change Mindset TV and Metro FM on board to create a multimedia campaign, which informs, involves and inspires our youthbyand the friends and country choosing to become rural youth. again to deliver great media coverage. economistthat and goes she has a burnfamily that they influence. By investing in a 6 month campaign, you build aanrelationship beyond ing desire to bring fairness in night stand. 3. Inform the youth about aofone study opspend across our country. “I can’t • This year, the campaign also received tions. This is achieved byGreat hosting the by partnering with non-competing brand leaders, your budget ROI goes unfairness. further andI you overlook needare to fix support from youth organisations campaign on the leading instudy it. AndinI’m doing itcampaigns). for my mom line portal with the globallike trend of co-sponsorship (consumers no longer believe “owned” NYDA, IkamvaYouth, LoveLife, and theinfluence childreneveryone out there”. www.SAstudy.co.za toThere encourage is also no wastage as the campaign focuses on the key trend setters, who else. Activate Leadership and TSiBA 4 them to access this vital resource for Education, supported theinto awards Credible and relevant Argo’s who ongoing research national policy and education researchfrom and our Dumisa Thethiwe Tsomo further study. studyingthat Entrepreneurship strategic partnershipsonline with youth organisations the social leadersisensures the campaign is and and also via certainandnational Leadership and wants to open grounded in reality and relevant Prizes to nation building. branches. were sponsored by FUTURE STARS TO DREAM BIG! an NGO for youth development Eduloan, Van Schaik Bookstore and and they in Building a better future Our youth represent our future need the support canthat his all community. “I they believe Massmart. youth leadership skills are the key get to build a better future for all of us. to the future. I want to take the youth to their full potential and to • Since the launch of the campaign CREATE STRATEGIC IMPACT = INFORM, INVOLVE AND INSPIRE get them back to school”. in 2012, the campaign has seen a 5 THE KEY INFLUENCERS TO SUPPORT YOUR BRAND AND THEIR phenomenal growth in support as Zikhona Ngumbela from Cape FUTURE. more brands realize what a crucial Town dreams of working with businesses, getting them to change role a campaign like this plays in the our communities by using their inspiring the youth. CSI effectively. “I am a changemaker that believes in change – Online voting on and I don’t need a job title to do it. I want to leave a legacy and be www.SAstudy.co.za Connect with us to make a difference and influence our future: youth leader”. totelencourage digital +27 (0)21 865 2813 | fax +27 (0)21@FutureStarsSA 865 2166 | email info@argo.org.za #DreamItBelieveItDoIt skills. www.argo.org.za

FUTURE STARS CELEBRATINg 20 yEARS OF DEmOCRACy IS PROUDLY Growing the Future SPONSORED BY: www.tsb.co.za

INSPIRING SOUTH AFRICA’S FUTURE STARS TO DREAM BIG! MOTIVATING ASPIRATIONAL YOUTH TO BELIEVE IN THEMSELVES AND IN EDUCATION’S POWER TO HELP THEM ACHIEVE THEIR DREAMS.

The future lies in the hands of the youth. The brilliant young minds who take charge today will be the pioneers of a brighter and better tomorrow. Sadly, of the 1.2 million children who start school every year, only 5% will complete a university degree. That’s why Argo is trying to inspire talented young minds to become Future Stars. As a multimedia communications company, Argo is passionate about supporting achievers and making a positive impact in South Africa’s education sector. Argo believes that this can be done through collaboration between government and private sector to work towards quality education for all. This is why Argo has launched many education focused platforms to live up to their brand values, which is to inform, involve and inspire more youth every year. The Future Stars Awards, currently in its third year running, is aimed at aspirational youth between the ages of 16-21, to motivate them to believe in themselves and in the power of education and how this can help them achieve their dreams. With the massive 6 year success of Stars in Education, through which Argo recognises and rewards the most inspirational and dedicated teachers in the country, they decided to launch a campaign for the aspirational youth. Motivated teachers can only really make a difference when they deal with pupils who are inspired to learn.

Having someone who believes in you is a powerful motivator that gives you the support you need to realise your full potential.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

So many of our young people don’t have the power of this support that keeps them working hard to build a better future, as our youth today struggle with lack of finances, absence of parents, peer pressure, drug and alcohol abuse, which leaves them with an easier option – to give up. That’s why Future Stars Awards recognise the future stars out there – those learners willing to stand in lines that go on for kilometres in the blistering sun for the hope of a university education. The Future Stars Awards campaign has been made possible through sponsorship by these well-known and sustaining brands, Capitec Bank, NYDA, TSB Sugar, Mindset TV, and Metro FM to lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape. This year, finalists were provided with prizes by Eduloan, Van Schaik Bookstore and Massmart. To mention, Eduloan has offered laptops and the option of having student loans paid off as part of their generous support of the campaign. “Being a part of the Future Stars Awards 2014, project aligns to our corporate mandate of being the catalyst for changing lives through education. Eduloan understands the importance of molding future generations with relevant skills in order for them to be effective contributors to the economy” according to Charlotte Smit, Marketing and Sales Executive at Eduloan.

Building leaders for South Africa, starts with youth campaign like the Future Stars Awards!

OBJECTIVES OF THE CAMPAIGN: 1.

THE CAMPAIGN IS IN THE THIRD YEAR AND IS SHOWING STRONG GROWTH: •

Provide support to our youth who may not have strong parental or teacher support to believe in them and offer them advice on their future development. Involve their peers in voting for them, to provide vital role models for our youth. The campaign receives substantial media support to encourage entries and voting and finalists are profiled across a range of multi-media platforms to reach both urban and rural youth. Inform the youth about of study options. This is achieved by hosting the campaign on the leading study portal www.SAstudy.co.za to encourage them to access this vital resource for further study.

•

For the 2014 campaign, we welcomed Mindset TV and Metro FM on board again to deliver great media coverage.

•

This year, the campaign also received support from youth organisations like NYDA, IkamvaYouth, LoveLife, Activate Leadership and TSiBA Education, who supported the awards online and also via certain national branches. Prizes were sponsored by Eduloan, Van Schaik Bookstore and Massmart.

FUTURE STARS TO DREAM BIG!

•

Online voting on www.SAstudy.co.za to encourage digital skills.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

The online voting platform was introduced in 2013 to streamline the short listing process, which is hosted on www.SAstudy.co.za. In 2014 the total amount of 227 entries was received, of which 175 qualified (main reason for the disqualification was age). Each entrant had to campaign themselves on social media in order to get friends and family to vote for them. The top 10 Future Stars are chosen based on their individual number of votes.

Since the launch of the campaign in 2012, the campaign has seen a phenomenal growth in support as more brands realize what a crucial role a campaign like this plays in the inspiring the youth.

@FutureStarsSA #DreamItBelieveItDoIt

2013 WINNERS Reitumetse Molaoa (Winner) from Bloemfontein is working towards becoming an Environmental Biotechnologist. As a mentor to young students, she aims to be a role model to help young people discover their potential. “I hope someone will invest in me, so that I can pay it forward one day”. Mudanalo Mukhuwana from Cape Town is showing the world that women can succeed at anything, by pursuing her career in Marine Engineering. “I want to be the Chief Engineer of a ship in 10 years and to prove woman can do that! Most of my efforts are targeted at inspiring women in the way I live my life”. Penny Mchunu from Pretoria believes that she can change our country by choosing to become an economist and she has a burning desire to bring fairness in spend across our country. “I can’t overlook unfairness. I need to fix it. And I’m doing it for my mom and the children out there”. Dumisa Thethiwe from Tsomo is studying Entrepreneurship and Leadership and wants to open an NGO for youth development in his community. “I believe that youth leadership skills are the key to the future. I want to take the youth to their full potential and to get them back to school”. Zikhona Ngumbela from Cape Town dreams of working with businesses, getting them to change our communities by using their CSI effectively. “I am a changemaker that believes in change – and I don’t need a job title to do it. I want to leave a legacy and be youth leader”.

INTERVIEW WITH TWO OF OUR 2013 FUTURE STARS WINNERS

REITUMETSE MOlAOA

What does being a Future Star mean to you? What is the impact of having sponsor believe in you? Because the Future Stars Awards aim to support achievers, to motivate them to believe in themselves and in education’s power to help them achieve their dreams, I believe that this sentiment resonates well with me. Holding the 2013 Future Stars Awards title has given me high influential capacity and allowed me to expand my involvement in mentorship. I believe that given enough guided direction and a good sense of identity will help build a nation that is motivated, enough to produce inspiring achievers and future leaders. The Future Stars Awards has also taught me to exploit every opportunity that comes my way, thus I used Future Stars as my leverage and I did not limit myself to the scope of networking. Future Stars has exposed me to professionals like TSB Sugar’s Vusi Khoza. Argo is doing a good job in helping young people realize their full potential.

How has the Future Stars Award assisted you in pursuing and continuing with your dream? Future Stars Awards has assisted me to continue being an inspirational role model to the community and amongst my peers, making me an educational leader and thus increasing my influential capacity.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

DUMISA THETHIWE

Future Stars has increased my confidence and I am currently pursing my BSCHons degree in Extreme Biochemistry at University of the Free State and looking forward to endless possibilities.

What advice would you give to the youth? What attitude do they need to have? Youth are future leaders of this world and as a result great responsibility lays upon you. Be exemplary in everything you do. Youth should possess a winning

attitude and keep in mind that a winner takes all.

What are your goals and dreams? I am enthusiastic in everything I focus my energy on, I am goal and achievement oriented, persistent and hardworking. I believe that with everything I am involved in, every day I am being propelled to achieve my goals. I believe that education is my forte and I will excel in it. I am an active dreamer and I believe that ambition knows no boundaries and so do I.

I am excited to hold the Future Star title and I am going to use this opportunity to further leverage myself, to network and in the process learning ways that would make me a better person. However I feel that I also have a duty to make sure that young people take pride and prioritise education. Given this opportunity I can contribute to shaping the future of our country. I am involved in mentorship programmes and one of the things that I feel very strongly about is Youth Development, particularly in the aspects of academic and leadership excellence. With that said, a couple of students from my university and I are involved in a project called Community Service learning where we render our university acquired knowledge to help disadvantaged high schools around Bloemfontein in science subjects (maths, physics, life sciences and chemistry). In line with celebrating youth month; it has made me realize that the youth needs guidance. If we are given enough mentoring and opportunity we can be great. By opportunity, I mean that seeing that I want to pursue a career in Environmental Microbiology, I need someone to believe in me, I need someone to invest in me. Invest in the future of this country, so we can be the best this country has ever seen. Once again to the sponsors; TSB Sugar, Capitec Bank, NYDA, Mindset TV, Metro FM and Argo. Thank you for showing interest in the future of South Africa, I sincerely hope that the same passion and enthusiasm will spill over into your lives as you try to improve the lives of others”.

I am Dumisa Thethiwe, one of the top 5 Future Stars of 2013. I promised to open up an NGO, and I am proud to say that it has started already. I have reached more than 1000 youth already as I hosted an event bringing 5 actors from Generations to motivate the students of 5 high schools and 7 primary schools and the general youth in those communities. Also I gave more than 800 school shoes and 487 Uniforms to learners who were not attending school as well as to others that were already in school. The meaning of this was to motivate them into going back to school while also supporting those who are at school.

Now I have confidence on what I am doing after being recognised as a Future Star. Before being a Future Star, I was more involved on youth development but not getting the support I needed. But now my organisation is registered through help I got from Argo.

What did being a Future Star mean to you? What is the impact of having sponsor believe in you?

How has the Future Stars Award assisted you in pursuing and continuing with your dream?

Being a Future Star tells me that nothing is impossible. If you can imagine it, then you can do it. As a boy from a rural area I never thought that South Africa, more especially Argo, could believe in me and youth who are from poor backgrounds. That we can do something to change the world.

First, I may say that the moment I was awarded the Award my life changed. More people believe in me as they can see now what is my dream. Now I have more people to assist me with what I am doing.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

What advice would you give to the youth? What attitude do they need to have? Be yourself don’t try to impress others. Make use of what you have to get what you don’t have. Be patient, things don’t come easily. Be surrounded by people that could help you reach your dreams.

What are your goals and dreams? In the next 5 years, I want to get a degree on Leadership. Also build the organisation building, so that I can be able to do all the tasks of the organisation which would be the Centre called Iqhayiya Lethu Youth Development Centre. Currently it’s operating from my mother’s house.

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

educaTion supporT for learners nelson mandela’s statement that education is the most powerful weapon which you can use to change the world, highlights the value of education. The government and society have prioritised education for all our children, and the focus is now on improving the quality of the education that is offered in south africa.

ACCEss To GRAdE R

“I am confident that performance in the education system is on an upward trend and all our interventions and programmes are

Source: General Househould Surveys, 2002-2011.

beginning to produce the desired outcomes. Learner achievement in both language and mathematics

according to the 2012 general household survey (ghs), nearly 37% of 0 – 4 year olds were attending an education institution. The table below shows the increase, from approximately 7% in 2002 to 37% in 2012, occurring in ecd access. Source: Statistics South Africa, General Household Survey: 2002-2012.

in the Foundation Phase is largely of adequate quality

Percentage of 0 to 4-year-olds attending educational institutions by province, 2002 – 2012 province

and level”

eastern cape

- The minister of basic education, Angie Motshekga.

an early sTarT makes

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

9.3

14.2

12.5

17.5

18.8

18.6

20.3

29.5

32.6

32.9

37.8

free state

6.8

11.3

11.8

20.4

20.2

21.2

36.8

33.4

38.2

46.7

gauteng

11.9

18.8

18.3

21.7

28.4

25.4

43.5

42.6

43.6

45.7

kwaZulu-natal

4.9

8.1

7.3

7.2

7.9

10.4

11.7

23.7

25.1

24.9

27.9

limpopo

5.3

10.1

11.8

13.4

17.6

15.5

14.5

27.9

29.6

42.1

37.3

mpumalanga

5.2

8.4

13.1

11.3

13.5

12.4

16.2

28.1

28.5

28.8

north west

6.7

11.1

8.9

11.8

8.3

15.6

21.8

26.7

32.9

northern cape

3.4

5.1

4.1

8.6

14.2

10.6

19.3

21.1

26.9

25.6

western cape

10.3

14.1

14.3

19.1

14.1

14.4

27.6

39.4

36.2

39.6

7.5

12.1

14.8

16.6

16.5

16.7

29.8

32.3

34.5

36.5

national

a difference research commissioned by the dbe has found that the introduction of grade r improves learner performance and this has resulted in access to grade r expanding significantly over the past decade. between 2003 and 2012, grade r enrolment in public and primary schools has more than doubled, increasing from around 300 000 to 735 000. according to statistics sa’s survey of households the percentage of children who participated in grade r in 2011 before going to grade 1 in 2012 was 94%. around 80% of grade r enrolment is in primary schools, with the remainder in separate pre-schools.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

EDUCATION HANDBOOK 2014

Percentage of 5-year-old children attending educational institutions by province, 2002 – 2012 province

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

eastern cape

49.6

52.7

60.8

70.9

69.3

80.3

85.4

92.1

93.1

free state

33.3

54.7

56.3

55.6

59.2

61.3

60.4

79.1

81.8

86.4

gauteng

45.9

59.2

51.3

60.9

64.3

61.3

73.3

82.5

86.5

kwaZulu-natal

33.4

38.7

50.1

54.3

51.5

57.5

70.1

84.8

77.1

limpopo

43.1

55.7

68.4

73.2

76.6

71.8

74.3

92.7

95.9

93.8

mpumalanga

28.9

37.9

60.1

55.5

63.6

65.1

83.2

73.1

86.3

84.5

north west

36.6

42.8

48.2

47.4

50.5

45.7

53.2

66.8

73.8

86.4

21.5

34.2

25.9

55.2

46.7

59.1

80.1

78.3

78.1

71.1

western cape

41.2

53.7

49.6

63.3

65.7

52.2

53.5

79.1

69.5

75.9

73.9

national

39.3

48.1

51.9

59.3

61.6

60.2

63.2

78.3

83.4

84.8

84.6

northern cape

CELEBRATINg 20 yEARS OF DEmOCRACy

CHAPTER TWO

improving The qualiTy of early childhood developmenT it is not enough for children to be enrolled in grade r – children need to learn basic skills that will help them in grade 1 and beyond. The research conducted by the dbe shows that there are schools where the impact of grade r is extremely low. This finding underlines the fact that grade r teachers must be properly trained and learners must have access to good learning materials to perform in formal schooling.

The annual

THE LEARNER AT THE CENTRE OF EDUCATION

2011/2012 REVIEw

2013 ANA RESULTS

The anas were written by over 7.2 million grades 1-6 and grade 9 learners in september 2012. although not strictly comparable, because of the differences in administering of the anas in february 2011 and september 2012, the ana tests revealed an improvement in learner performance with regard to literacy and numeracy between 2011 and 2012.

The 2013 assessments were conducted in grades 1 to 6 and grade 9. The test administration of ana took place from 10-13 september in all public and state-funded, independent schools. over seven million learners sat for the tests.

2012 grade 3 Literacy 52%

+17%

12011 grade 3 Literacy 35%

increase

2012 grade 3 Numeracy 41%

+13%

2011 grade 3 Numeracy 28%

increase

2012 grade 6 Languages 43%

+15%

2011 grade 6 Languages 28%

increase

naTional assessmenTs (ana) The annual national assessments (ana) tests are designed to help the dbe to determine where support for learning and teaching is most needed. it is designed to help schools, teachers and communities know where the problems are, and to assess which schools can be used as role models for the country. The rhythm of these assessments has stabilised in the last three years with participation increasing from around half a million learners in 2011 to about seven million learners in 2013. as an indicator of the health of the education system, ana has yielded not only valuable information on the status quo, but has also pointed to those areas calling for urgent attention to improve performance.

The average learners’ performance in literacy in grade 3 was 52%, an improvement of 17% from the 35% in 2011. The average learners’ performance in grade 3 numeracy was 41%, an improvement of 13% compared to 28% in 2011. in grade 6, the national average performance in languages was 43% (home language) and 36% (first additional language), compared to 28% in 2011. The improvement of 15% in home language brought the sector closer to its target of 60% in 2014. The ana in grade 9 was written for the first time in 2012. disappointingly, grade 9 results for mathematics averaged 13%. provincial performance ranged from 7 to 17%. These results illustrate problems in the quality of schooling in the later grades, with only 2% of learners achieving above 50% in the mathematics paper.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

EDUCATION HANDBOOK 2014

summary table: Mathematics in 2012 and 2013 for Grades 1 - 6 and Grade 9. Mathematics 2012

Mathematics 2013

Grade

summary table: Home Language in 2012 and 2013 for Grades 1 - 3. Home Language 2012

Home Language 2013

Grade

summary table: Home Language in 2012 and 2013 for Grades 4 - 6 and Grade 9. Home Language 2012

Home Language 2013

Grade

CELEBRATINg 20 yEARS OF DEmOCRACy

summary table: First Additional Language in 2012 adn 2013 for Grades 4 - 6 and Grade 9. Mathematics 2012

Mathematics 2013

Grade

summary table: Percentage of learners achieving at least 50% of the Mathematics marks. Grade

Percentage of learners achieving 50% or more 2012

2013

Source: Report on the Annual National Assessment of 2013

while the ana results of 2013 point to an upward trend in most grades, efforts need to be strengthened to achieve the dbe’s 60% threshold of learners mastering the minimum language and mathematics competencies by the end of grades 3, 6 and 9. of particular concern, is the performance in mathematics at grade 9 level, where there seems to be major challenges relating to teaching and learning. The minister has requested the ministerial committee on mathematics, science and Technology (msT) to investigate all factors contributing to the state of teaching and learning in this grade. information from ana will be leveraged further to direct teachers towards the specific subject knowledge and curriculum coverage required to ensure improvement in the future.