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Item 2015 Technical and Voacational Education and Training(National Treasury, South Africa, 2015) Pienaar, Dawid-Willem; Venter, Fouche; Govender, Megan; Jitsing, AmandaThe National Treasury has commissioned a set of Performance and Expenditure Reviews (PERs) across 30 to 40 government policy initiatives. The aim of these reviews is to provide insights into the trends, composition and drivers of government expenditure across key programmes. These reviews provide useful insights into the cost of government services and can be an important tool for decision makers in pursuing efficiency gains and value for money. This PER focuses on the public Technical and Vocational Education and Training (TVET) college sector. TVET colleges (previously referred to as Further Education and Training colleges) aim to provide educational opportunities to those who either do not qualify for tertiary education or require vocational training with direct application to the workplace. The National Development Plan (NDP) states that the sector has a critical role to play in the development of practical, employable skills and, hence, the reduction of youth unemployment and skills shortages in the country. This is reflected in the plan to increase enrolments in public TVET colleges from approximately 639,618 in 20131 to 2.5 million in 2030 and thereby have it be larger, by enrolments, than the university sector; as is also reflected in the White Paper for Post-School Education and Training.Item 2022 Finalisation of the Critical Skills List : Technical Report(Department of Higher Education and Training, Pretoria, South Africa, 2022)In 2020, the Department of Higher Education and Training (DHET), through the Labour Market Intelligence (LMI) research programme, supported the Department of Home Affairs (DHA) in the development and application of a methodology to identify occupations for the Critical Skills List (CSL). The CSL forms the basis for the issuance of critical skills visas (CSVs) to critically skilled foreign nationals. This process culminated in the publication of a technical report that included a description of the methodology and the preliminary CSL. The Minister of Home Affairs gazetted this preliminary CSL on 18 February 2021 for public comment. The number of responses to the request is evidence of the importance of this list. Between the date of publication and the closing date of 31 March 2021, 363 comments were received. Because of the CSL’s importance as a policy tool, ensuring that it responds accurately to the needs it is designed to address is essential. As the technical report for the reliminary CSL stated, balance is essential: "If critical skills work permits are offered too liberally, they risk taking employment opportunities away from South African citizens. Conversely, if these permits are too strictly withheld, skills gaps are perpetuated at the expense of the South African economy. Achieving this balance is largely dependent on accurately defining a critical skill and then using this definition to develop the appropriate criteria for recognising whether a skill is, in fact, critical or not." Therefore, it was important for the DHA and the DHET to ensure that the approach used to identify occupations on the list was evidence-based and consequently defensible ...Item 2023 LTSM Learning Brief(Kelello, Johannesburg, 2024-08) Moloi, Q.; Sibeko T.; Koenig N.; Sommerdyk S..; Roberts N.A one-page summary of 10 LTSM key to the South African primary maths education landscape.Item 2023 NSC Exam Results Technical Report(Department of Basic Education, Pretoria, South Africa, 2024)A total of 715 719 full time (FT) and 182 056 part time (PT) candidates respectively registered to sit for the October/ November 2023 NSC examinations. This translates to a final total of 897 775 candidates writing this examination. The DBE set 162 question papers for the November 2023 NSC examinations. A total of 52 157 markers were appointed to mark the examination scripts in the various subjects at the 184 marking centres across the nine Provincial Education Departments (PEDs) The national pass rate for the Class of 2023 is 82.9% which is an increase of 2.8% from the 80.1% in 2022.Item Assessment Practices to Support the Development of Learner Competencies for a Changing World(National Education Collaboration Trust, South Africa, 2021) Eadie, Shirley; Webb, Karen; Opelo, Matome; Troy, ConorThis policy brief recognizes the challenge faced by the Department of Basic Education (DBE) in preparing South African learners with the 21st century skills and competencies required for the future of work, and the consequent need for adjustments to the delivery of education to develop such skills. The document focuses on the need for updated assessment practices to support the General Education Certificate (GEC) being piloted in 2021. Five key recommendations are proposed to the DBE regarding the assessment of 21st century competencies ...Item Beyond the numbers 2019(National Education Collaboration Trust, South Africa, 2019)This report assesses South Africa’s current education data and tool landscape as well as some of the major local and global contextual changes currently underway and how South Africa should respond to them. It is not intended to be an exhaustive, detailed assessment of all aspects of information and communications technology (ICT) in education, but rather to provide a snapshot of the system today and an overview of the current trends, challenges and opportunities. The report offers up a blueprint for where further investment and analysis efforts are required to ensure the system can navigate the challenges of a changing technology landscape and leverage the opportunities on offer as a springboard to continue the progress that has been made in recent years.Item Competency-based Learning Programme(National Education Collaboration Trust, South Africa, 2023)To assist the basic education sector in preparing young people to thrive in a fast-changing world, the NECT Edhub began a multi-year researchproject in 2018 to explore how “21st century education” could be realised in South African public schools. The research project, referred to as the Sandbox Schools project, had a planned duration of 3 years. The Sandbox Schools Project included designing and researching a number of interventions intended to deliberately develop social, emotional, and cognitive “competencies for a changing world” alongside content knowledge in specific grades and subjects. The Competency-based Learning Programme (CLP) is one such intervention in the Sandbox Schools Project. The CLP, as well as other interventions in the Sandbox Project, was designed using an Educational Design-based Research (EDBR) approach. The EDBR approach involves designing an intervention, informed by theoretical insights and contextual knowledge, and iteratively implementing, researching, and adapting it in a learning environment, with the dual aim of strengthening the intervention itself and garnering further theoretical insights. The design of the research for the CLP was conducted in collaboration with the University of Johannesburg (UJ) Faculty of Education. The intervention design process was conducted in collaboration with Class Act Education Services and UJ, building on an existing structured pedagogy programme being implemented by the National Education Collaboration Trust (NECT). The overarching approach to intervention design was to acknowledge the intertwined relationship between content knowledge and skills, by developing competencies with and through the teaching of existing CAPS-aligned content, through relevant pedagogies and content choices. The CLP takes this approach to the Grade 1 Home Language curriculum, building on the existing literacy development routines and methodologies in the structured pedagogy programme. The CLP was implemented in 11 ‘Sandbox Schools’ from 2020 to 2022. An iterative mixed methods approach was used to explore teachers’ experiences and perspectives regarding the CLP intervention. Through analysis of both quantitative and qualitative data, the following insights emerged, each of which is discussed further in the research findings section of this report.Item Department of Basic Education : Annual Performance Plan 2023/24(Department of Basic Education, Pretoria, South Africa, 2023-03-10)The mandate of the Basic Education Sector is to provide an environment where everyone will have access to education that leads to lifelong learning and learning opportunities that cultivate skills and knowledge for the changing world. Access to these opportunities is thus an institutional imperative that must be actualised to enable all citizens to improve the quality of their lives and to be able to contribute meaningfully to the welfare of their communities and society in general. The Department’s 2023/24 Annual Performance Plan is the first plan developed in a context where the National State of Disaster due to the COVID-19 pandemic, has been lifted. This confronts the Department to work on reversing the devastating impact that COVID-19 had on instruction and learning. Through this, the Department will continue to ensure that efforts are aimed at achieving the objectives in Chapter 9 of the National Development Plan (NDP), which is improving education, training and innovation. This will be enabled by improving human capacity, school management, district support, infrastructure and results-oriented mutual accountability between schools and communities. This plan provides the final year of a five- year 2019-2024 Medium-Term Strategic Framework (MTSF), and commitments are still resolute on achieving Priority 3, that is, Education, Skills and Health through the following outcomes: Outcome 1: Improved school readiness of children; Outcome 2: 10-year-old learners enrolled in publicly funded schools read for meaning; Outcome 3: Youths better prepared for further studies and the world of work beyond Grade 9; Outcome 4: Youths leaving the schooling system more prepared to contribute towards a prosperous and equitable South Africa; and Outcome 5: School physical infrastructure and environment that inspires learners to learn and teachers to teach.Item Department of Basic Education : Annual Performance Plan 2024/25(Department of Basic Education, Pretoria, South Africa, 2024-03-18)The 2024/25 Annual Performance Plan (APP) of the Department of Basic Education (DBE) concludes the planned outcomes of the 2020-2025 Strategic Planning period. South Africa, like many other countries of the world, was severely affected by the devastating effects of the COVID-19 pandemic. Poverty, inequality and unemployment soared and the negative impact on the schooling sector was almost immeasurable. The closure of schools and the introduction of a rotational system of learning for the majority of the learners meant that there was a loss of formal curriculum teaching and learning. Learners, particularly in lower grades, could not learn optimally at home since parents were confronted with the challenge of home-confined teaching and learning. Teachers faced the challenge of ensuring continuity of teaching in very perplexing circumstances. Although measures were introduced through digital and remote learning interventions, these were not adequate to mitigate learning losses in many instances, particularly amongst poor households. This exacerbated the already existing schooling challenges and reversed some of the gains we had made around the foundational learning competencies of our learners. Global Organisations such as the World Bank, United Nations International Children’s Emergency Fund (UNICEF) and United Nations Educational, Scientific and Cultural Organisation (UNESCO) observed a deep pre-COVID learning crisis. In 2019, learning poverty was estimated at 57% in low-and middle-income countries. Post-COVID, there is a surge of up to 70% in learning poverty in low-and middle-income countries, as high as 86% for Sub-Saharan Africa. Learning poverty equals the share of children who cannot read a simple text by age 10. This APP aims to conclude its commitments made in the current Medium-Term Strategic Framework (MTSF), and commitments are still resolute on achieving Priority 3, that is, Education, Skills and Health through the following outcomes: a) b) c) d) e) Outcome 1: Improved school readiness of children; Outcome 2: 10-year-old learners enrolled in publicly funded schools read for meaning; Outcome 3: Youths better prepared for further studies and the world of work beyond Grade 9; Outcome 4: Youths leaving the schooling system more prepared to contribute towards a prosperous and equitable South Africa; and Outcome 5: School physical infrastructure and environment that inspires learners to learn and teachers to teach.Item Department of Higher Education and Training Annual Report 2022/2023(Department of Higher Education and Training, Pretoria, South Africa, 2023)FOREWORD BY THE MINISTER : I am pleased to present the Annual Report of the Department of Higher Education and Training for the reporting period 2022/23. This edition represents the eleventh iteration since the establishment of our Department. This report reflects our achievements and relevant financial information of our Department’s continued efforts to develop and improve the South African Post-School Education and Training (PSET) system. This reporting period has undoubtedly been impacted by the COVID-19 pandemic, but operations and functions of the Department have once again normalised since the relaxation and gradual phasing out of COVID-19 related regulations during March 2022. In response to significant budget cuts effected across all Government departments, our Department has since been compelled to re-assess and recalibrate its portfolio at all levels, across all programmes and within our institutions ...Item Doctoral Degrees National Report(Council on Higher Education, South Africa, 2022-03) Leitch, Andrew; Burton, Stephanie; Ntshoe, Isaac; Kaniki, Andrew; Ralebipi-Simela, RockyThe Council on Higher Education (CHE) is the Quality Council for higher education, as mandated by the National Qualifications Act of 2008, as amended. In this role it is responsible for the quality assurance of the qualifications on the Higher Education Qualifications Sub-Framework (HEQSF), a responsibility which it discharges through its permanent sub-committee, the Higher Education Quality Committee (HEQC). In addition, the CHE derives its mandate from section 5 of the Higher Education Act (Act 101 of 1997) as Amended to promote, accredit, and audit quality assurance mechanisms across the higher education system, and advise the Minister of Higher Education, Science and Innovation on all higher education matters. South Africa has 26 public universities, of which there are 23 that currently offer doctoral qualifications.There are also five private higher education institutions in South Africa which offer doctoral qualifications. The proposal for a national review of doctoral qualifications arose from discussion between the CHE and the National Research Foundation (NRF). In fulfilling its mandate of Human Capital Development (HCD), the NRF has several funding instruments that support doctoral studies. However, in providing this support including through financial investment, the NRF needs to be assured that the doctoral qualifications offered by higher education institutions meet national quality standards for doctoral degrees ...Item Driving evidence-based education reform : Jan 2014 - May 2018(National Education Collaboration Trust, South Africa, 2018)The NECT has initiated various programmes that drive efforts to improve learning outcomes in schools. This publication presents the monitoring and evaluation outputs from the NECT programme.Item Edhub Sandbox Tinkering Intervention Report(National Education Collaboration Trust, South Africa, 2023)There is increasing acknowledgement, due to growing inequality and increased uncertainty in the fast-changing world, that there is a need for children to develop a more holistic set of skills and competencies for them to thrive in the present and future. For children to thrive in this fast-changing world and be equipped to create a better world, learning needs to be more than just a matter of memorising facts. Evidence from research suggests that play is a fundamental mechanism for children to develop, and it is increasingly being perceived among caregivers and educators as critical for engagement, positive relationships and learning (The LEGO Foundation, 2022). Similarly, according to UNICEF (2018) learning through play can enhance learners’ mastery of academic concepts and build motivation to learn. In this report we provide an overview of the research insights gathered during the implementation of a mini-Tinkering intervention in the Sandbox schools. The Sandbox Schools Project is the Edhub’s flagship research project, that trials approaches to competency-embedded education in South African public schools. The aim of the Sandbox is to test these teaching and learning practices within the context of a ‘typical’ public school in order to gather evidence on which practices and models are best suited to the South African schooling system. Tinkering is a sensory-filled experience in the classroom that encourages learners to interact with, be hands-on with and manipulate building blocks and various other materials. The NECT Edhub implemented the Tinkering intervention at two primary schools, which are part of the Sandbox Schools Project, in Limpopo. The LEGO Foundation donated the tinkering kits, and 16 teachers were trained on how to use them in the classroom. Teachers were then given full autonomy to decide on when and how they chose to introduce tinkering into their lessons. The primary objective of the intervention was to obtain an understanding of how teachers perceive and experience the use of tinkering kits in South African public school classrooms. After two months of implementing tinkering in the classrooms, semi-structured interviews were conducted with the teachers to gather data on their perspectives and in-class experiences using tinkering kits in grades 1, 3, 4, 6 and 7 lessons.Item Grade 10-12 Maths and Science Lead Teacher Training Report - KwaZulu Natal, Eastern Cape and Limpopo : Final Draft(National Education Collaboration Trust, South Africa, 2016-03)The National Education Collaboration Trust (NECT) is a public benefit organization with one of its primary objectives being to improve the quality of schooling as guided by the Education Collaboration Framework, a blueprint partnership between government and other social partners. One of the most critical programmes in improving the quality of schooling is a District Intervention Programme which seeks to build capacity in districts aimed at improving learning outcomes in schools. It is in this context that the teacher training in mathematics and science was mooted that we are reporting here. The NECT’s work in maths and science complements a wide range of policies, programmes and strategic initiatives that are being undertaken nationally and in provincial education departments and education districts. In this regard, the NECT has taken cognizance of the work done by the Teacher Development and Curriculum Management Committee of HEDCOM on interventions to improve learner performance in Maths, Science and Technology. In response, NECT submitted a successful proposal to the ETDP SETA aimed improving the quality of classroom practice in a sample of schools. To achieve the above objective, the NECT appointed as service provider the Centre for Advancement of Science and Mathematics Education (CASME) from KwaZulu-Natal. CASME developed the content of the Train-the- Trainers (ToT) segment, of the materials for mathematics and science, and of pre-test/post-test evaluation instruments. CASME, together with NECT and district officials from uThungulu and Pinetown (KZN) and Libode and Mt Frere (Eastern Cape), arranged and completed three 3-day (weekend) workshops, while Vhembe and Waterberg (Limpopo) arranged and completed two 3-day workshops. CASME also completed one 2-day and two 3-day train-the-trainer sessions. This ETDP SETA Short Course Program involved 472 teachers, only 28 short of the targeted 500, with 147 teachers from EC, 147 from KZN and 178 from Limpopo. CASME also completed one 2-day and two 3-day Train-the-Trainer sessions. These sessions were very successful, giving an opportunity for the trainers to share their knowledge and plan for the subsequent training. It was also very couraging to see that the district officials from EC and Limpopo who attended Train-the-Trainers went back to their districts and assisted with the training. The NECT Monitoring and Quality Assurance (MQA) team provided support throughout the programme. They attended all the Train-the-Trainer sessions and gave feedback which CASME and the facilitators used to improve their training sessions. The materials were also quality assured and feedback was given to CASME, which used the information for further improvements. The MQA team also attended all the training sessions in all the provinces and was able to give constructive feedback to the facilitators, who appreciated the input. The training of the teachers went very well. The sessions were well attended – probably due to the residential nature of the course, which was especially helpful for those teachers who had long distances to travel. The evaluations done by the teachers emphasized how much they felt that they had benefited – as can also be seen in the improvements from pre-test to post-test. Teachers enjoyed the inclusion and use of ICT. Many said that this was completely new to them and that they would use it in their classes. The two ICT software programs used were GeoGebra and ChemSketch, and teachers were shown how they could generate learner tests using these programs. Positive response could also be seen in the Portfolios of Evidence. This executive summary attempts to capture the most salient points arising from analysis of the mathematics and science pre-test results and an the post-test result. The primary level of analysis for both mathematics and science was level attained per topic and per subject. The most significant finding in this evaluation was that attainment levels were disturbingly low across all districts. The pre-test results for both mathematics and science were a concern, as reflected in the quantitative analysis section of this report.Item Infusing Competencies into Foundation Phase Literacy : the Competency-based Learning Programme(National Education Collaboration Trust, South Africa., 2021)In our complex and fast-changing world, there is increasing acknowledgement that formal education systems globally are not adequately preparing young people for life after school (Fadel et al., 2015), and that schools need to foster a breadth of competencies that will enable young people to better navigate an uncertain future (Winthrop, 2018). While the Brookings Institution found that the current South African curriculum contains many of these social, emotional, and cognitive competencies, it highlighted a number of challenges regarding the deliberate and systematic implementation of the competencies in practice (Care et al., 2017). In this context, the NECT EdHub seeks to explore how we can better equip learners and teachers in South African public schools with the knowledge, skills, values, and mindsets needed for success in the 21st century and beyond. The EdHub exists to promote, inform, and facilitate education programme innovation by increasing the speed and agility of learning about policies and practices relevant to education for a changing world. This work primarily involves iterative Research & Development with a small sample of public schools, and Advocacy within the broader education sector around the future of education. The Sandbox Schools Project is the EdHub’s flagship research project, that trials approaches to competency-embedded education in South African public schools. The aim of the Sandbox is to test these teaching and learning practices within the context of a ‘typical’ public school in order to gather substantial evidence on which practices and models are best suited to the South African schooling system. There are 11 schools participating in the Sandbox Project (10 in Waterberg District, Limpopo and 1 in Soweto, affiliated to the University of Johannesburg). These are quintile 1-3 schools that have volunteered to be part of the project for its duration.Item Innovation in Education : a Technical Report(MIET Africa, 2016-03) Van der Els, LynnIn terms of the National Development Plan 2030 and the United Nations Sustainable Development Goal Declaration, South Africa has made a commitment to accelerate development over the next fifteen years. Meeting this challenge depends fundamentally on the ability of our education system to equip today’s children for high levels of achievement and active participation in a global 21st century society and economy. Yet that system is inadequate in several ways, be it in terms of its teachers, teaching practices, curricula, management and the skills it imparts to graduating youth. The growing consensus is that the state of the system presents an urgent case – a “burning platform” – for doing things differently. And while there are innovations taking place in South African education, they are scattered in isolated pockets that currently benefit the few rather than the many. What is called for is a means of supporting and coordinating innovation for 21st century learning so that it has the potential to impact, at scale, the basic education system in South Africa.Item Lego Deep Dive 2022 : Final Report(LEGO Foundation ; Department of Basic Education, Pretoria, South Africa, 2023-08-29) Biersteker, Linda; Kvalsvig, Jane; Zastrau, Elzeth; Carnegie, Tyryn; Bloch, KimIn April 2022, the Department of Basic Education (DBE) took over the leadership and coordination of Early Childhood Development (ECD) from the Department of Social Development (DSD) in South Africa, aiming to enhance early education outcomes in line with the National Development Plan Vision 2030. To assess the availability, accessibility, and quality of ECD services, the DBE conducted multiple projects. Nationwide projects such as the census of Early Learning Programmes (ELPs) and Thrive by Five which collected child-level outcome data using the Early Learning Outcomes Measure (ELOM) were rolled out. Despite these efforts, a deeper understanding of barriers and mechanisms for achieving quality ECD education, curriculum implementation and positive child outcomes is required. The ECD Deep Dive study employs a mixed methods design, combining qualitative and quantitative approaches, to address this gap and provide insights that can guide improvements in ECD programmes and ultimately child development outcomes. This approach involves both qualitative and quantitative research methods, offering diverse perspectives and insights into ELPs and their impact on child development. The study’s objectives offer a current perspective on curriculum implementation, play-based learning, inclusive practices, capacities of practitioners, parent-practitioner relationships, referral pathways, professional development and support, monitoring mechanisms and the relationship between programme quality and child outcomes. To achieve these objectives, the study is organised around five themes, addressing a total of 17 research questions. These findings intend to equip policymakers, practitioners, and stakeholders with practical and implementable information and recommendations to enhance early childhood education (ECE) in South Africa. The quantitative component involves a diverse sample of 50 ELPs selected from four provinces in South Africa. Data collection included practitioner interviews, classroom observations, child assessments, principal/manager/matron interviews and parent/caregiver interviews. Quantitative data analysis employed descriptive and inferential statistics to describe the sample and respond to research questions by theme. The qualitative segment focuses on seven ELPs chosen as in-depth case studies. These case studies provide deeper insights into a sample of high- and low-performing ELPs (according to learning environment and ELOM scores) within different provinces. Stakeholder interviews were also conducted, involving national, provincial, and local entities involved in ECD. Qualitative interviews were transcribed, and thematic analysis was conducted. Findings from both arms of the study were synthesised iteratively, integrating qualitative insights with quantitative results for comprehensive understanding.Item Modelling Future Demand and Supply of Skills in South Africa : Technical Report : 10 Year Skills Demand and Supply Forecast(Department of Higher Education and Training, Pretoria, South Africa ; Applied Development Research Solutions, Folsom, United States, 2017-03) Adelzadeh, AsgharIn South Africa, the rationale for regular, coherent and systematic forecasts of demand and supply for skills follows policy initiatives that have given high priority to anticipate changing skill needs due to globalisation, economic restructuring, technological and organizational change, and demographic developments (including HIV/AIDS, ageing populations and migration). An important pre-requisite for skills planning is access to quantitative foresight about the possible future paths of the economy that includes projections of the labour force, job openings, employment and unemployment by qualification under alternative ‘what if’ scenarios. Until last year, South Africa did not have such a comprehensive system to perform consistent skills projections. Through the economic modelling programme of the LMIP, a firm foundation has been established for undertaking such forecasts regularly. The economic model that has been built for skills planning in South Africa (the Linked Macro-Education Model, LM-EM) consists of a multi-sectoral macroeconomic module that is linked to seven inter-related demand and supply modules for occupations and skills. The model also has a user-friendly web-platform that makes it accessible to policymakers, policy analysts, academics and students. The model’s full Technical Report provides a detailed presentation of the modelling techniques used to build the LM-EM. The main objective of this project has been to support strategic thinking and policymaking at the Department of Higher Education and Training (DHET) by building the Department’s capacity as well as that of the Sector Education and Training Authorities (SETAs) to anticipate trends in the demand for and supply of skills from the education and training sector. More specific objectives included (a) Building a holistic and sustainable linked macro-education model with which to regularly generate credible projections of supply and demand of skills in the economy under alternative ‘what if’ scenarios related to theevolution of the economy, the labour market, key external drivers, and key policy changes and prospective reforms; and (b) building capacity at the Department, as well as SETAs, to effectively use the model for their planning purposes.Item National Reading Survey 2023 Findings Report(Nal’ibali Trust, 2023-06) Polzer-Ngwato, T.; Shilakoe, L.; Morse, K.; Huston, K.This report presents the results of the South African National Reading Survey, conducted in 2023. The National Reading Survey is part of the larger National Reading Barometer project, which compiles survey findings and secondary data to describe the national reading ecosystem. The full project documentation can be found at www.readingbarometersa.orgItem NSC Examinations 2023 : Diagnostic Report Book 1(Department of Basic Education, Pretoria, South Africa, 2024-01-18)The 2023 Diagnostic Report explores in detail the observations in learner performance, and it serves as a supporting resource for teaching and learning in the 10 high enrolment subjects, Afrikaans First Additional Language, English First Additional Language, the 12 official home languages, the technologies, technical subjects and Engineering Graphics and Design. This report needs to be used in conjunction with the 2021 and 2022 diagnostic reports. These reports illuminate subject didactic principles and content matter that can be used effectively in the classroom in 2024. Like previous reports, this report presents an evaluation of learner performance in the selected subjects and home languages by highlighting the areas of weakness in each of the subjects/languages and articulating the remedial measures to be adopted at school level to improve performance in these subjects/languages. The findings and recommendations are based on qualitative data taken from the subject reports compiled by the chief markers, internal moderators and subject specialists post the marking process. In the 10 key subjects, quantitative data was also gathered from the analysis of 100 scripts per paper, per subject, randomly selected from each province. As a result, this National Diagnostic Report on Learner Performance provides teachers, subject advisors, curriculum planners and curriculum implementers with a picture of learner performance in each of the key subjects. The Diagnostic Report in each subject/language, commences by presenting comparative data on the performance trends observed over a five-year period in the subject/language. In the 10 key subjects, it also provides an overall performance of candidates per question, in the respective question papers for each subject. Common errors, misinterpretations and misconceptions identified during marking and suggestions for improvement are also provided. The poor quality of answers provided by some candidates in certain subjects continues to suggest gaps in the scope of content coverage, teaching methodology and the content knowledge of some of our teachers.