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Improving the Quality of Educational Districts Investing in districts

Improving the Quality of Educational Districts Investing in districts. Portfolio Committee Meeting 16 September 2014. Structure of presentation. Context District contribution to improvements in learning outcomes: 2011 – 2013 Focusing district support to schools

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Improving the Quality of Educational Districts Investing in districts

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  1. Improving the Quality of Educational DistrictsInvesting in districts Portfolio Committee Meeting 16 September 2014

  2. Structure of presentation • Context • District contribution to improvements in learning outcomes: 2011 – 2013 • Focusing district support to schools • Understanding and addressing district capacity to provide necessary support • Annexure: • Comprehensive profiles of districts performing below 70%

  3. Context • Radically improving the quality of basic education is high on the national agenda and districts present an opportunity for the improvement of the quality of learning outcomes for all learners in the system. • Education districts play a central role in ensuring that all learners have access to education of progressively high quality. They are often the only vehicle for initiating, testing, driving and sustaining systemic reforms. • The National Development Plan (NDP): Vision 2030, states that districts have a responsibility to “provide targeted support to improve practices within schools, and ensure communication and information sharing between authorities and schools”

  4. Context - continued • The past five years have seen actions taken by districts increasingly focused on making a difference in the quality of learning outcomes. • Support for districts to fulfil their coreresponsibility toprovide targeted support to schools increased significantly: • Quarterly meetings between Minister and district directors for communication, clarification and monitoring of key sector priorities took place regularly; • Accountability meetings cascaded to provincial level and the focus shifted from purely administrative to putting learning and teaching at the center; • The Policy on the Organization, Roles and Responsibilities of Education Districts was gazettedon 24 February 2013.

  5. Context - continued • Data on administration and learner performance is available in the system, e.g. SA-SAMS, NSC and ANA to create the necessary environment for data driven districts and better informed decision making and interventions. • Support to districts to perform all key functions at the highest level will be significantly enhanced in the period 2014 – 2019, heeding the Minister’s call for a stronger focus on quality, efficiency and accountability.

  6. How are we doing? A look at NSC District performance: 2011 -2013

  7. How are we doing? A look at NSC District performance: 2011 -2013

  8. How are we doing? A look at NSC District performance: 2011 -2013

  9. How are we doing? A look at NSC District performance: 2011 -2013

  10. How are we doing? A look at NSC District performance: 2011 -2013

  11. How are we doing? A look at NSC District performance: 2011 -2013

  12. How are we doing? A look at NSC District performance: 2011 -2013

  13. How are we doing? A look at NSC District performance: 2011 -2013

  14. How are we doing? A look at NSC District performance: 2011 -2013

  15. Reflecting on some quality indicators per districts: Bachelor Passes

  16. Eastern Cape

  17. Free State

  18. Gauteng

  19. KZN

  20. Limpopo

  21. Mpumalanga

  22. North West

  23. Northern Cape

  24. Western Cape

  25. Mathematics performance

  26. Eastern Cape

  27. Free State

  28. Gauteng

  29. KZN

  30. Limpopo

  31. Mpumalanga

  32. North West

  33. Northern Cape

  34. Western Cape

  35. Physical Science Performance

  36. Eastern Cape

  37. Free State

  38. Gauteng

  39. KZN

  40. Limpopo

  41. Mpumalanga

  42. North West

  43. Northern Cape

  44. Western Cape

  45. Strengthening district support for schools • The DBE had profiled a total of 80 districts and approximately 21 525 schools by 31 August 2014 focused on • Admissions; • HR provisioning; • LTSM and Curriculum; • Academic Preparation and Curriculum Coverage; • School Manage and Governance; • Learner well-being; and • Infrastructure. • The data coming out of the profiling exercise provides very useful insights both with respect to district operations, capacity and capabilities as well as school-level operations and challenges; • The school profiling will be finalised by 30 September thus providing every district and circuit manager with a complete overview of the schools under their management to provide targeted support .

  46. Schools profiled to date

  47. Emerging Issues

  48. Emerging Issues

  49. Emerging Issues

  50. Emerging issues

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