National Assessment of Learner Achievement (NALA): the 2009 grade 9 systemic evaluation: the national report
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): G.Frempong, J.Kivilu, G.Diedericks, N.Claassen, M.Makgamatha, G.Haupt, L.Winnaar, A.Kanjee
KEYWORDS: EDUCATION, GRADE 9, LEARNER ASSESSMENT, NATIONAL ASSESSMENT OF LEARNING ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6722
HANDLE: 20.500.11910/3896
URI: http://hdl.handle.net/20.500.11910/3896
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
These findings suggest the need to revisit the South African social transformation agenda which has always been about redress of the past educational imbalances and the provision of equal educational opportunities for all sections of the population. The Action Plan to 2014 supports the argument that an education system is most effective when all learners including the poor and vulnerable can attribute their success in learning to the system. Our analysis clearly demonstrates that the South African education system is not working very well for the poor and vulnerable most of whom attend the poorest schools and the few that attend the best schools are often not successful. These findings highlight the magnitude of the challenge ahead of Action Plan 2014 to provide quality education for all children. Simply ensuring that schools have access to teaching and learning resources as proposed in the action plan will not be enough, it would require the mobilization of all education stakeholders, probably to the scale of what we did during the 2010 world cup, to galvanize support for our learners both at home and at school to work very hard and develop a Hunger for Success. We hope that such an approach would help South African realise her vision of a schooling systems where all students, irrespective of their background characteristics have the opportunity to succeed. To achieve this vision, the South Africa education system would need to function in such a way that students' success do not depend on their backgrounds. That is, if the school processes and policies in South Africa were inclusive supporting the learning of all students, then we would expect that learner achievement levels depend on neither the province where their schools are located nor their background characteristics. And most importantly, in such a scenario, we should expect our best schools to compensate for socioeconomic disadvantage to minimize the achievement gap associated with poverty. This is the only scenario that will guarantee that continuous improvement in access to the quality of educational provision would lead to successful learning outcomes for all learners. We note the few poor learners in poor school who are more successful than their counterparts in better schools and call for a research for an understanding of the schooling conditions that provide opportunities for these learners to succeed.-
Related Research Outputs:
- National Assessment of Learner Achievement (NALA): the 2009 grade 9 systemic evaluation: report for Limpopo
- Grade 9 national assessment pilot monitoring report
- Grade 9 and 12 exams: marking, coding and data management
- Improving teaching and learning through the South African Annual National Assessment: challenges, possibilities and solutions
- Methodological issues in measuring learner flow-through in the education system
- Assessment challenges for improving learner performance: role of district officials
- Life skills assessment in CFS schools
- Test & questionnaire: development and item writing
- Supporting teachers to improve learner performance: the use of ICT
- National assessment studies in South Africa: implications for improving learning and teaching
- The other 3 R's: challenges for improving learner performance in South African schools
- Pilot study of the grade 6 English (FAL) & mathematics assessment items
- Challenges for improving learning in South African schools
- Developing education quality indicators in South African schools: multilevel analysis of factors affecting the achievement level of grade 6 learners
- Summary proceedings of the NEQI International Advisory Panel meeting
- The labour market significance of the new grade 9 certificate
- Assessment systems in southern Africa - challenges for improving learning
- A systemic evaluation of the South Africa education system linking indicators to policy goals: multilevel analysis of education quality indicators
- Using (formative) assessment to enhance learning: implications for teachers and learners
- The effect of extra classes a year later on grade 9 exit marks: technical supplementary report on the PlusTime Project