Update on Education for All (EFA) Goals

Update on Education for All (EFA) Goals

Department of Basic EducationWednesday 19 September 2012

Introduction

• This presentation provides an assessment of the progress made in South Africa towards the achievement of the goals.

• It also summarises government’s policies and programmes aimed at realising the EFA goals and targets.

• The government aims to ensure that quality education is made accessible to all children, which is their fundamental right, as well as being an indispensable condition for meeting other development targets such as the internationally agreed Millennium Development Goals (MDGs).

Introduction (cont‘d)

• The Bill of Rights in the South African Constitution (RSA, 1996a) stipulates that “everyone has the right to a basic education, including adult basic education; and further education, which the State, through reasonable measures, must make progressively available and accessible”.

• In terms of the South African Schools Act (RSA, 1996b), education for learners is compulsory for children turning seven until the age of 15 or Grade 9. Although education is not compulsory for learners beyond Grade 9, no learner who wishes to continue to Grade 12 is denied access to schooling. Government has also targeted the enrolment of all 5 year old children in Grade R (the reception year) by 2014.

• The South African Schools Act, 1996 (SASA) adopted a model of school governance that devolved significant powers to School Governing Bodies (SGBs). These are juristic persons and representative bodies, with parent representatives in the majority.

The six EFA goals

Education For All (EFA) Goals

Progress on EFA Goal 1

Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

Percentage of 0-4 year old children attending education institutions by Province, 2002-2011

Progress on EFA Goal 1 (cont’d)Percentage of 0-4 year old children attending education institutions by Province, 2009-2011


Progress on EFA Goal 1 (cont’d)


Percentage of 5 year olds children attending educational institutions, 2002–2011

Progress on EFA Goal 1 (cont’d)


Percentage of 5 year olds children attending educational institutions by province, 2009 –2011

Progress on Goal 2: Ensuring that by 2015 all children, particularly females, children in difficult circumstances and

those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.


Participation of 7-13 year olds in education institutions by gender, 2002 – 2011

Progress on Goal 2 (cont’d)


Percentage of 7 to 15 year olds children attending educational institutions by gender, 2002-2011

Progress on Goal 2 (cont’d)


Percentage of 7 to 15 year olds children attending educational institutions by province, 2009-2011

Percentage of 7 to 15 year old children with disability attending educational institution by province, 2010 -2011


Percentage of orphans attending schools as a percentage total enrolment, 2002-2011

Source: Statistics South Africa, General Household Survey, 2002-2011.

GOAL 3: LEARNING NEEDS OF YOUNG PEOPLE AND ADULTS


Secondary enrolment of 14-18 year olds in education institutions, 2002-2011

Progress on GOAL 3 (cont’d)

Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2010, 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

Percentage of 16 to 18 year olds attending educational institutions, 2002-2011



Percentage of 16 to 18 year olds attending educational institutions by province, 2002-2011


Number of learners, educators and institutions in ABET programme, by province, 2010-2011

2010 2011

Learners Institutions Learners Institutions

EC 36 911 267 37 776 277

FS 15 741 197 15 869 208

GP 75 621 54 84 117 56

KZN 27 648 438** 45 285 945

LP 43 415 688 38 727 713

MP 27 303 267 27 546 268

NW 25 091 257 20 669 235

NC 5 641 119 5 107 122

WC 40 120 271* 36 582 130*

Total 297 491 2 558 311 678 2 954Source: Source: DHET, EMIS, 2011.Please note: *2010 number of centres includes satellite, 2011 is number of main centres** number of centres for which data was captured

Kha Ri Gude delivery by Province: 2008 – 2011

Province 2014 Targets 2008 2009 2010 2011 Remaining Target

Eastern Cape 778 203 116 090 142 671 149 214 158 922 211 306

Free State 257 240 17 644 50 984 48 879 46 800 92 933

Gauteng 515 747 40 326 75 678 79 575 86 400 233 768

KwaZulu Natal 1 145 395 67 435 133 486 125 122 144 000 675 352

Limpopo 858 681 44 853 103 828 94 453 104 400 511 147

Mpumalanga 468 747 31 534 55 971 56 242 50 400 274 600

North West 437 791 30 561 32 198 32 181 32 400 310 451

Northern Cape 91 305 2 990 7 654 7 785 7 200 65 676

Western Cape 167 618 5 762 11 173 14 661 18 000 118 022

Unknown 2 800 1 087

TOTAL 4 720 727 359 995 613 643 609 199 648 522 2 493 255


Number of learners, educators and institutions in public FET colleges, by province, 2010 – 2011

EC FS GP KZN LP MP NW NC WC Total

2010

Learners 35 512 24 374 92 845 68 235 33 861 19 530 20 696 7 876 42 637 345 566

Educators 994 522 2 077 1 404 853 441 412 163 1 260 8 126

Institutions 8 4 8 9 7 3 3 2 6 50

2011

Learners 37 725 31 389 97 953 88 265 43 255 18 009 22 046 8 633 52 018 399 293

Educators 1 004 575 2 074 1 854 865 420 426 151 1 231 8 600

Institutions 8 4 8 9 7 3 3 2 6 50

Source: DHET, Annual Survey Statistics for 2010, and 2011.

Number and proportion of the population aged 20 and over by level of education, 1995-2011

No schooling Some primary schooling

Completed Grade 7 & higher

1995Number ('000) 2 864 3 789 15 219

% of total 13.1 17.3 69.6

1997Number ('000) 3 196 3 822 15 813

% of total 14.0 16.7 69.3

1999Number ('000) 2 792 4 410 16 068

% of total 12.0 19.0 69.0

2002Number ('000) 3 016 4 487 18 140

% of total 11.8 17.5 70.7

2008 Number ('000) 2 417 3 828 21 360

% of total 8.7 13.7 76.7

2010 Number ('000) 2 026 3 557 22 366

% of total 6.9 12.2 80.0

2011 Number ('000) 1 929 3 434 23 998

% of total 8.0 11.0 81.0Source: Statistics South Africa, General Household Survey, 2002-2011, DBE own calculations

Goal 5: Eliminating gender disparities in primary and secondary education by 2015, and achieving gender equality in education by 2015, with a focus on ensuring females'

full and equal access to and achievement in basic education of good quality.

• The Gender Parity Index measures the proportion of females to males for a specific indicator, in this instances the proportion of females accessing education in relation to male learners. Parity is conventionally considered to have been achieved if the female-to-male ratio lies between 0.97 and 1.03 (UNESCO, 2000).

• GPI is achieved in Early Childhood Development (ECD) enrolment.

• In primary school level there are more boys than girls, but the gap is closing. Some of thee reason for the gap in primary is due to high repetition of boys in primary level compared to girls.

• In secondary school level there are more female learners than male learners.

Goal 5 (cont’d)

Gross enrolment Rate (GER) of female and male learners in primary and secondary grades, 1997-2011

Primary Secondary Overall GPI (Primary & Secondary combined)

Year Female Male GPI Female Male GPI Female Male GPI1997 116 120 0.97 90 77 1.16 106 103 1.031998 115 118 0.97 92 80 1.15 105 102 1.031999 113 116 0.97 91 80 1.14 104 101 1.022000 103 109 0.95 87 77 1.13 97 96 1.012001 103 107 0.96 89 79 1.12 97 96 1.012002 103 108 0.95 84 78 1.08 95 95 1.002003 101 106 0.95 83 77 1.08 93 94 0.992004 102 107 0.95 93 85 1.09 98 98 1.002005 101 105 0.96 92 85 1.08 97 97 1.002006 100 104 0.96 95 87 1.09 98 97 1.012007 102 105 0.97 93 88 1.06 99 98 1.012008 97 99 0.98 87 84 1.03 92 93 0.992009 96 99 0.98 83 82 1.01 92 90 1.022010 92 96 0.96 89 83 1.07 91 91 1.002011 91 95 0.96 90 84 1.07 91 91 1.00


Enrolment in Grades 11 & 12 by province, 2011

Source: DBE, EMIS School Realities, 2011

National Senior Certificate passes, 2008 to 2011

Source: Department of Basic Education, National Senior Certificate database, 2008 to 2011

Source: DBE, Report on Annual National Assessments 2011

Overall achievement of Grades 3 and 6 learners by province, 2011

Teacher Time on TaskThe percentage of grade 5 children taught by teachers who report spending at least

20 hours teaching per week (data from 2009)

Source: National School Effectiveness Study

Please note: Gauteng did not participate in the study

Curriculum coverage

Average number of Maths Curriculum topics (as specified in the curriculum) covered in the best learner's workbook (Grade 5, 2009)


Curriculum coveragePercentage of grade 5 children in classes in which the best learner's workbook

revealed no evidence of paragraph length writing (data from 2009)


Teacher content knowledgeMean Reading and Mathematics teacher test scores by province in SACMEQ III (2007)

Source: The SACMEQ III Project in South Africa: South Africa, Country Report, 2010

Teachers, Text and Time

• Impact of poor teacher attendance (in school and going to class); poor preparation; and poor curriculum coverage is having a serious impact on performance

• Aggravated by poor teaching (pedagogy)• Problem inordinately affects poor learners• Raises two urgent challenges for the sector: accountability

and development• Will have to institutionalise mechanisms for monitoring

teacher attendance; curriculum coverage; and district support to schools

• Improve the effectiveness of teacher development

HIV prevalence by age group, 2002, 2005 and 2008

2002 2005 2008

Age n % 95% CI n % 95% CI n % 95% CI

Children (2-14 years) 2348 5.6 3.7-7.4 3815 3.3 2.3-4.8 3414 2.5 1.9-3.5

Youth (15-24 years) 2099 9.3 7.3-11.2 4120 10.3 8.7-12.0 3617 8.7 7.2-10.4

Source: Shisana et al., Human Sciences Research Council (HSRC), 2008.Note: ‘95% CI’ refers to the confidence interval within which the HIV prevalence parameter is likely to be found, and the level of reliability of the estimate.

Initiatives to improve Quality of Schooling

• Action Plan to 2014: Towards the realisation of Schooling 2025.

• Work with districts and use ANA and NSC results to ensure targeted

interventions in underperforming schools

– quarterly Ministerial meetings with Districts,

– Planning and Delivery Oversight Unit has an integral role

• Literacy and Numeracy strategy (active interventions to promote reading)

• Maths, Science and Technology strategy

• Integrated ECD and multi-grade interventions

• Accelerated Schools Infrastructure Development Initiative (ASIDI)

• Annual National Assessment.

• Funza Lushaka Bursary Programme •

Focus on Learning

• CAPS• Workbooks• Assessment (ANA, Matric) use • Infrastructure • Teacher development and accountability• LTSM quality, costs, coverage interventions • Learner performance improvement especially in

multigrade and difficult contexts– Ensuring curriculum coverage and utilisation

appropriately to ensure outcomes are achieved

Mitigating the impact of poverty

• Poverty and socio-economic challenges persist and make it essential to consolidate the DBE anti-poverty interventions including – Infrastructure: ASIDI and other interventions– Health matters: Screening, HIV/AIDS mitigation

strategy– School Nutrition– Scholar Transport– Reducing the effect of poverty-related disadvantage

due to particular models of curriculum implementation

Conclusion

• The government and people of South Africa are far from satisfied with the level of performance of the education system, especially the quality of services offered to the poorest and most vulnerable members of society.

• In terms of access to basic education South Africa has done well. However, in terms of access to meaningful education with quality outcomes, South Africa has done poorly.

• As a result, improving education services and raising the standards of teachers’ and learners’ performance are among the highest priorities of the Department of Basic Education and the South African government.

MILLENNIUM DEVELOPMENT GOALS (MDG) 2012 : COUNTRY UPDATE

MDGs goals, targets and Indicators

Millennium Development Goals (MDGs)Goals and Targets

(from the Millennium Declaration)

Indicators for monitoring progressTarget achievability

Goal 2: Achieve universal primary educationTarget 2.A: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling

1. Net enrolment ratio in primary education

2. Proportion of pupils starting grade 1 who reach last grade of primary

3. Literacy rate of 15-24 year-olds, women and men

1. Likely

Goal 3: Promote gender equality and empower womenTarget 3.A: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015

1. Ratios of girls to boys in primary, secondary and tertiary education

2. Share of women in wage employment in the non-agricultural sector

3. Proportion of seats held by women in national parliament

1. Almost achieved

GOAL 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION Primary Adjusted Net enrolment Rate (ANER)

Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2002-2011, DBE own calculations

GOAL 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION Primary Adjusted Net enrolment Rate (ANER) by province, 2011

Source: Statistics South Africa (Stats SA), General Household Survey (GHS), 2011, DBE own calculations

Goal 2 (cont’d)Percentage of 13 to 24 year olds who have completed Grade 7 and above, 2011


Goal 2 (cont’d)


Completion of primary school education(Grade 7) and above by 18 year olds in South Africa, 2002-2011

Goal 2 (cont’d)


Percentage of 15-24 years old who have completed Grade 7 and above, 2002 to 2011

Goal 2 (cont’d)


Percentage of 15-24 years old who have completed Grade 7 and above by province, 2010-2011

GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN


Gender Parity Index (GPI) in Primary & Secondary schools, 1997 -2011

GOAL 3 (cont’d)Overall Gender Parity Index (GPI) (Primary & Secondary schools), 1997 -2011


GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN

Gross enrolment Rate (GER) of female and male learners in primary and secondary Grades, 1997-2011 Primary Secondary Total

Year Female Male GPI Female Male GPI Female Male GPI1997 116 120 0.97 90 77 1.16 106 103 1.031998 115 118 0.97 92 80 1.15 105 102 1.031999 113 116 0.97 91 80 1.14 104 101 1.022000 103 109 0.95 87 77 1.13 97 96 1.012001 103 107 0.96 89 79 1.12 97 96 1.012002 103 108 0.95 84 78 1.08 95 95 1.002003 101 106 0.95 83 77 1.08 93 94 0.992004 102 107 0.95 93 85 1.09 98 98 1.002005 101 105 0.96 92 85 1.08 97 97 1.002006 100 104 0.96 95 87 1.09 98 97 1.012007 102 105 0.97 93 88 1.06 99 98 1.012008 97 99 0.98 87 84 1.03 92 93 0.992009 96 99 0.98 83 82 1.01 92 90 1.022010 92 96 0.96 89 83 1.07 91 91 1.002011 91 95 0.96 90 84 1.07 91 91 1.00

Source: Department of Basic Education, Education Statistics in South Africa, 2002 to 2011 School Realities and Statistics South Africa Mid-Year Population Estimates.

Conclusion• South Africa has in effect achieved the goal of universal primary education

before the year 2015, and its education system can now be recognised as having attained near universal access.

• However, if this achievement is to be translated into educational transformation in a meaningful way, serious interventions are needed to improve the quality and functionality of education.

• Furthermore, data provided confirms that South Africa has generally performed well against the international indicators for Goal 3.

• Indeed, South Africa could be considered to have reached most gender equality targets, if not exceeded them. While the country performs well on the international indicators, South Africa does face a range of socio-economic and cultural challenges that continue to undermine aspects of gender equality and women empowerment.

Update on Education for All (EFA) Goals

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