PROGRESS REPORT ON THE IMPLEMENTATION OF THE EDUCATION COLLABORATION FRAMEWORK (ECF) Presentation prepared for the Portfolio Committee: August 2016

PRESENTATION OUTLINE

1. REVISITING THE ROLE OF THE NECT IN THE SYSTEM

How the NECT supports the sector and NDP goals

2. PROGRESS AGAINST THE ECF THEMES

Focus on District and Schools Professionalisation Design Elements

Programme Inputs and Outputs

Building the Fundamentals of Performance)

3. SCHOOL LEVEL PROGRAMME IMPACT

Increased amount of teaching and an emerging accountability basis

4. SCALE UP PROPOSALS AND WAY FORWARD

Ramping up what is working, Implications and Agreements

5. NECT GOVERNANCE ASPECTS

Education Collaboration Framework (ECF) to support the implementation of the National

Development Plan and the Education Sector plan

Background and Update As At November 2014

The collaboration model underpinning the framework

COLLABORATION MODEL

HOW HAS THIS COLLABORATION PERFORMANCED

Creation of common vision – establish and maintained a collective and independent voice in

the education sector.

Co-Resourcing - Year-on-year private sector contribution increased from 33% to 35% of NECT

operations budget in 2015. In 2016, 42.% of operations budget was received or confirmed by

contract with private sector organisations.

Additional R10 million was pledged to Vuwani schools.

USD 1.9 million secured from Education A Child to support parent involvement and

learner welfare in six districts.

Dedicated coordination structures - DSCs operational in all districts to promote community

participation, e.g. DSC role in Vuwani

Replication and diffusion – NECT innovations have been replicated in Eastern Cape, Limpopo

and Mpumalanga at the provinces’ initiative

NECT ZONE OF FOCUS

LOCATING THE NECT’S STRATEGIC ROLE IN THE SYSTEM

Innovation at scale

1

Instant increases of

effects on learners

e.g. passes

Syst

em-w

ide

imp

act

and

sust

ain

abili

ty

System

5

4

3

2

Learner School District Province National system

Limited

number

415 Fresh

Start

Schools

8 districts

(4 362 Schools)

5 provinces

(18 553 Schools)

Building a change

culture on how

provinces plan and

replicate change.

National 85 districts

(26 000 schools)

New approaches propagated and

diffused through all districts and

provinces

High dosage

comprehensive test for

the benefit of the system.

Prompt school and

classroom level effects

Innovations that seeks to

change how the district

system works to initiate,

support and monitor change

90% of learners

know more than

50% of curriculum

by 2030

Short-term/ small scale

oriented

Progress against the

Education Collaboration Framework Themes Focus on Districts and Schools

NECT Programme Reach

Grade 1 – 12 Teachers

Strengthen Delivery of CAPS

Skills & Concepts to be taught on monthly/term basis + assessment

DBE

workbooks

Learner activities

per week/term

Learning

Programme

Lessons plans,

flash cards,

posters

Curriculum

Trackers*

Coverage, pacing,

sequence,

reflective practice

Readers and

textbooks

Content

Improved Educational Outcomes

School based

support by SA’s

School based

support by SA’s

Year-long curriculum

programmes

(structure)

Effective management

aimed at improved

quality and coverage of curriculum

HOD’s & Teachers

INCREASED FOCUS

ON CURRICULUM

COVERAGE AND

MANAGEMENT

Parent and

Community

Learners’ role in

Education

Resource

Inputs

In -School

Support

Goal

Quarterly

training Content (core subjects) Content (core subjects)

Learning Programme Strategy: Resources

GRADES SUBJECTS MATERIALS

Grade 1

Grade 2

Grade 3

Grade 4 (EFAL

only)

Home Languages (Setswana; isiXhosa;

Sepedi; Tshivenda; Xitsonga; isiZulu)

Scripted lesson plans, Core methodologies,

Planner and tracker, Posters, Flashcard

words, Content support, Assessment plan &

activities

English First Additional Language

Mathematics

Scripted lesson plans, Planning and tracker

Content support, Learner workbooks

(Setswana; isiXhosa; Sepedi; Tshivenda;

Xitsonga; isiZulu), Assessment exemplars

GRADE 4 – 9

EFAL (From Grade 5)

MATHEMATICS

NATURAL SCIENCE (Grade 8 & 9

Only)

Planners and trackers

Workshop Booklets (content Modules)

GRADE 10 -12

Only in KZN

EFAL , MATHEMATICS AND

PHYSICAL SCIENCE

Planner and Tracker

WHY A CURRICULUM PLANNER AND TRACKER?

Focus:

supporting teachers

to ensure learners

cover the

curriculum

Goal:

to contribute to

an improvement

in learning

outcomes

2. A tool for heads of department

(subject adviser in the school) to

monitor coverage

3. A tool for routine management

conversations that are

professional, supportive, and

evidence based at all levels

(teacher –HOD – principal - district

1. A tool to support teachers’

professional reflection on curriculum

coverage

Planner and Tracker

Provides clear breakdown of planning Facilitates tracking & reflection

Lesson Plans

What to

teach on a

specific day

PROGRAMME INPUTS AND OUTPUTS

THEME 1: PROFESSIONALISATION OF TEACHING

Learning Programmes

(lesson plans,

curriculum trackers

and related resources)

are ready for wide

diffusion and

replication

Aim: To build the capacity of teachers to complete the curriculum at the right pitch in Languages, Maths and Science; learning

School level

Impact

District office

Sustainability

District office Replication

(outside target districts)

Teachers CDs Coaching Toolkits Curriculum/Subject

Advisor Teachers Schools

1 000

5 000

10 000

15 000

2 500

20 000

>1 million

>1.5m

13 718

11 570

5 000

385

7 428

2 789

THEME 2: PROMOTION of COURAGEOUS AND EFFECTIVE LEADERSHIP

There is improved time on task

resulting from improved tracking of curriculum coverage

by HODs (weekly) using the Trackers

Aim: To build the capacity of school principals for courageous leadership, effective management and the proper monitoring of curriculum delivery

School level Impact District office

Sustainability

SMTs Coaching Materials Circuit Managers

500

2 000

3 000

4 000

1 000

>20 000

3 585

5 700

155

5 000

>20 000

THEME 3: SUPPORTING THE CAPACITY OF THE STATE

Capacity of District Officials:

• 320 district officials (85%) from six districts participated in structured

self-evaluation exercise to assess district functionality

• The counter-parting Agreement to ensure minimum school visits per

district signed between NECT and six District Directors

ICTs in Education:

• CSIR is assessing school connectivity in 5 districts – covering the location,

the quality and speed of connectivity.

• The NECT/DBE completed user requirements for SA-SAMS revamp. NECT

continues to support DBE and SITA in its implementation.

Aim: To build the capacity of the key levers of change in the system, in particular those of Subject Advisory and Circuit Management with a view to effectively support schools:

Provinces and

districts will have

the resources,

systems, processes

and competence

to deliver effective

educational

services

THEME 3 CONTINUED

Knowledge management

• 2 case studies focusing on the systems improvement (examinations

system) and the efficacy of the District Steering Committees (DSC)

completed by Treasury’ s G-TAC and the NECT to contribute to public

sector learning agenda.

Promotion of Innovation

• 3 innovation clinics focusing on teacher professionalisation, learner

development and literacy improvement initiated to drive ‘ideation’

Major educational

blockages are

addressed by multi-

stakeholder

networks, experts

and funding partners

resulting in enhanced

learning outcomes

THEME 5: PARENT AND COMMUNITY INVOLVEMENT

DBE/ Inter-provincial team/NECT produced a

Parent- Community Engagement Framework

with a number of easy to access, replicable

guides and Mini-Modules

National advocacy plan to introduce the

parent guide completed. Pilot will run in 10

schools per district in 8 districts from July to

December 2016

Aim: To empower parents to support their children’s learning; promote volunteerism among parents and community members in supporting the activities of the school; and increase the use of community resources for the welfare and development of learners.

THEME 5: PARENT AND COMMUNITY INVOLVEMENT

Eight District Steering Committees (DSC) continue to meet (quarterly) to

oversee the improvement work

Case study on the role of DSCs completed – to be publicly disseminated in

Quarter 3

Vhembe District Steering Committee continues to play a pivotal role in Vuwani

aimed at supporting the reinitiating of education. Pledges worth R10 million

raised towards Vuwani.

Successful

promotion of active

citizenry and strong

local leadership

holding public

service accountable

at a local level, as

promoted by the

National

Development Plan

(NDP).

THEME 5 CONTINUED…STAKEHOLDER ENGAGEMENT

Stakeholder and community engagement involving the district office,

teacher unions, SGB formations, COSAS and the Vhembe Pastors Forum.

Crowd resourcing programme in partnership with Section 27, the Helen

Suzman Foundation and the Kagiso Trust.

Donations include: Furniture - 314 Sec learner seatings, 686 Prim learner

seatings, 31 cupboards, 10 learner tables, 252 pieces of office furniture

(includes MMI furniture collected by the Gov), Books - 102 411 Foundation

phase books and 8 594 Grade 12 books, Printers - 10 printers; Science kits -

140 Science kits for grades 8-12.

Joint programme with DBE and LDoE to support learners in study camps.

“Teachers unions have committed

to going the extra mile to recover

the lost time and churches

volunteered to make to make

spaces available for learning

where required ” – NECT Media

Release 17 May 2016

THEME 6: LEARNER WELFARE AND SUPPORT

Aim: To ensure that learners to grow, develop and achieve academically

Schools are safe

and secure

environments for

children to learn

and develop; and

where learners are

empowered to

exercise

leadership and

take responsibility

Learner screening Learner development

Over 14 000 learners from

Waterberg and Uthungulu

schools have been screened for

health and pyscho social since

April 2015

1 500 learners from 60

schools trained on two of six

mini-module Importance of

Education in 2016” Enablers and

barriers to success in school”

191 SMT members & 166 educators involved in SBST

trained in screening and referral

of learners

THEME 6: LEARNERS WELFARE AND SUPPORT

Design and testing of programmes is being undertaken. Testing involves:

8 000 learners from 46 schools have been screened for health and pyscho

social challenges in Kwa-Zulu Natal

66 school representatives from School Based Support Teams (SBST) in 38

schools trained in learner needs identification

117 educators involved in SBST - screening and referral of learners

191 SMT members involved in a programme managing Learner Tutors and

identifying learners experiencing learning difficulties

Aim: To ensure that schools serve as a nurturing environment for all learners to grow, develop and achieve, empowering learners to take responsibility for their learning and their lives

Schools are safe

and secure

environments for

children to learn

and develop; and

where learners are

empowered to

exercise leadership

and take

responsibility

EDUCATION DIALOGUESA AND STAKEHOLDER ENGAGEMENT

Learner Safety summit held with over 150 representatives of teacher,

learner, parent, Government and NGO stakeholder groups.

NGO summit was held with over 160 representatives of NGO leaders,

education funders and government to discuss the role of NGOs and funders

in promoting the NDP

Follow up roundtable on “public-private partnerships models in schools”

held – dialogue attended by participating funders and unions.

Four provincial roadshows involving over 2000 Curriculum advisors,

governance and management officials and parents to encourage all involved

to increase curriculum coverage.

On-going engagement with Unions, business (BLSA) and other departments

and government/ civil society committees (e.g. HRDC, Presidency, provincial

departments, HEDCOM, CEM and Treasury)

“The NECT Dialogue

programme is premised on the

view that continuous

conversation among

stakeholders will create common

vision for education

improvement.

IMPACT DATA

M&E HIGHLIGHTS

In 2016, NECT’s focus is on the following:

Tracking uptake and utilization of innovations being trialled in the districts

2 reports already published since January

o Report on trials of Learning Programmes and Curriculum Trackers in 2015

o Report on Lead Teacher Programme in Maths and Science (ETDP-SETA/NECT)

An Output to Purpose Review – which assesses NECT programme uptake, strengths and

weaknesses to be completed by end 2016

Increased monitoring and reporting of curriculum coverage in NECT supported districts

Building capacity for district and provincial officials in monitoring and reporting

LEARNING IN THE CLASSROOM

Classrooms implementing the NECT programmes

have increased curriculum coverage by up to

two folds by May 2016

Grade 4 EFAL – PROJECTED NUMBER OF WRITING AND PRESENTING EXERCISES

0

5

10

15

20

25

30

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov

Grade 4 Writing & Presenting

2015 (Full year) 2016 (5 months)

CAPS Norm: 34

GRADE 4 EFAL – AVERAGE LEARNER EXERCISES COMPLETED

34 34 34

11

17 16

10

8

24

Reading and Viewing Writing & Presenting Language Structures & Conventions

Average Learner Exercise Completed in 2015 and Term 1 & 2 2016 GRADE 4, EFAL

Caps 2015 (Full Year) 2016 (5 Months)

SCIENCE LEAD TEACHER TRAINING OUTCOMES – FET PHASE

Dis

Change per competence levels (n= 216/192)

29 (48%) more

teachers know

more than 70%

of the tested

content after

the

programme.

Average scores pre- and post test

0

5

10

15

20

25

30

35

40

Below29%

30% -39%

40%-49% 50%-59% 60%-69% 70%-79% above80%

Pre-Average %

Post Average %

District N Pre-Test post-Test % shift

Total/Average 169 42.9 57.4 +14.5

MATHS LEAD TEACHER TRAINING OUTCOMES

Dis

Change per competence levels (N= 188/193)

Distribution of

teachers

according to

levels of

performance in

key challenging

topics improved

after 65 hours of

training and

portfolio

development.

0

5

10

15

20

25

30

35

40

45

50

Below29%

30% -39%

40%-49% 50%-59% 60%-69% 70%-79% above80%

Pre-Average %

Post Average %

District N Pre-Test Post-Test % shift

Total/Average 151 34.4 51.7 +17.3

Average scores pre- and post test

NECT GOVERNANCE ASPECTS

2015

Per cent 2016 ( as at 30 July 2016)

Per cent

Government 122 178 234 65% 40 000 000 21%

Private Sector 64 364 556 35% 56 623 769 30%

TOTAL 186 542 790 100% 96 623 769 100%

The NECT is meeting its corporate governance requirements.

A total of 4 Board meetings and 2 EXCO meetings were held since the last quarter of 2014.

The audited annual financial statements for 2015 were issued in April 2016. The auditors (Ernst &

Young) issued an unqualified audit opinion.

In 2015, the NECT had 24 organisations who contributed a total funding of 186 542 790. The

breakdown is presented below:

90% of learners pass mathematics, science and languages with at least

50% by 2030