Academic literature on the topic 'National Senior Certificate'
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Journal articles on the topic "National Senior Certificate"
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Oosthuizen, Annelie, and Riëtte Eiselen. "An investigation into the extent to which the National Senior Certificate equips university finance students with required skills." Journal of Economic and Financial Sciences 4, no. 1 (April 30, 2011): 31–50. http://dx.doi.org/10.4102/jef.v4i1.333.
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Higher education institutions have an obligation to provide graduates with the necessary knowledge and skills to enter the workforce and contribute effectively to the financial and economic development of the country. After 1994, the South African educational system was redesigned. One of the major events in this process was the replacement of the Senior Certificate (NATED 550) by the National Senior Certificate, awarded for the first time in 2008. Questions have been raised as to whether the National Senior Certificate curriculum prepares learners adequately for success in university studies. The purpose of the exploratory research reported on in this article was to investigate the perceptions of students on the skills acquired in the National Senior Certificate, as well as the skills required to succeed in their university studies. The study was conducted amongst the first-year B.Com (Finance) students during the 2009 academic year at a South African higher education institution. The results of the study indicate that these students felt that they lacked some of the critical skills required for academic success at university.
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Jones, Crystelle. "The shortage of students studying languages for NCEA Level 3." Set: Research Information for Teachers, no. 2 (August 1, 2014): 24–32. http://dx.doi.org/10.18296/set.0321.
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In recent years Learning Languages has become a learning area in its own right in the New Zealand curriculum, and there have been initiatives to facilitate more language learning in primary and intermediate schools. Less has been done to increase the number of students in senior secondary classes. This article outlines the findings of a study into the number of students studying international languages at National Certificate of Educational Achievement (NCEA) Level 3, both nationally and in individual schools, and examines contributing policies and practices.
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Mouton, Nelda, and Gert L. Strydom. "Quality Education And The Impact Of Public And Independent Schools Writing The National Senior Certificate." International Business & Economics Research Journal (IBER) 13, no. 1 (December 31, 2013): 157. http://dx.doi.org/10.19030/iber.v13i1.8366.
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A new education curriculum for a new democratic dispensation was welcomed and unavoidable in South Africa after the first democratic election in 1994. The main reason for this radical change within education was that policymakers needed to move away from the apartheid curriculum with all its attendant political baggage and address the laudable outcomes of skills, knowledge and values for purposes of achieving social justice, equality and development. Within this curriculum, the South African Schools Act (Act 84 of 1996) recognises two broad categories of schools public and independent schools. All public schools follow the National Curriculum Statement (NCS) and independent schools have the freedom to choose which curriculum and which examination body they want their learners to write, as long as the examining body is recognised by Umalusi. This article will reflect on the quality of education provided in schools by analysing the roles and impact of public and independent schools writing the National Senior Certificate in South Africa. It is important, in this context, to provide a historical overview of the background of examination bodies that have impacted on the South African school system. It is also deemed necessary to reflect on and discuss the public and independent school sector by focussing on factors influencing the logistical orientation of these sectors as well as reflecting on indicators influencing the Grade 12 examination. After analysing these factors and reflecting on issues that influence quality education in South Africa, recommendations will be made in an effort to contribute to the improvement of the standard of education in South Africa.
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Upahi, Johnson Enero, Ganiyat Bukola Issa, and Oloyede Solomon Oyelekan. "Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 218. http://dx.doi.org/10.18844/cjes.v1i1.67.
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Assessment as classroom activities is a fundamental process required to determine the extent to which intended learning outcomes has been achieved. Whatever form of assessment is employed to measure students’ learning, they should include tasks that are authentic, relevant and approximate skills students will need in real-life situations. These skills are well accentuated in the advocacy of the current reforms in science education to develop students’ higher-order cognitive skills (HOCS) through question-asking, critical thinking and problem solving. Therefore, this research analyzes chemistry questions of senior school certificate examination conducted by the National Examination Council (NECO) within the framework of Bloom’s revised taxonomy of cognitive objectives. The source of data consisted of 257 questions drawn from 5 years examination, from 2010 – 2014. The results from this research indicated that about 80% and 44% of the questions require lower-order cognitive skills (LOCS) and factual knowledge respectively. The results further revealed that there was no question in the evaluate category of the HOCS, and none of the questions required students to apply metacognitive knowledge. The research concludes that the chemistry questions were not as cognitively demanding as they should be, and it is recommended that, examination should ensure that examination questions reflect the dual perspective of the Bloom’s revised taxonomy of cognitive process skills and the knowledge dimensions.Keywords: higher-order cognitive skills, Bloom’s revised taxonomy, cognitive process skills, knowledge dimension, chemistry questions.
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Lee, Khan-yong. "Features of Geography Assessment in Republic of South Africa : Focusing on Geography Examinations of National Senior Certificate." Social Studies Education 57, no. 3 (September 30, 2018): 153–70. http://dx.doi.org/10.37561/sse.2018.09.57.3.153.
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Kridiotis, Carol A., Johan Bezuidenhout, and Jacques Raubenheimer. "Selection criteria for a radiography programme in South Africa: Predictors for academic success in the first year of study." Health SA Gesondheid 21 (October 11, 2016): 206–13. http://dx.doi.org/10.4102/hsag.v21i0.955.
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Background: Selection criteria used to admit students to a radiography programme at the Central University of Technology (CUT) included academic criteria, as well as the General Scholastic Aptitude Test (GSAT) and Self-directed Search (SDS) Questionnaire.Aims and objectives: The aim of the study was to identify which selection criteria were predictors of academic success in the first year of study. As a four year Bachelor's degree in Radiography (480 credits) was to replace the three year National Diploma (NDip) in Radiography (360 credits), selection criteria would come under review.Design and method: Data from 130 students were gathered in a retrospective quantitative study. Data were edited, categorised and summarised. A statistical analysis was undertaken to identify which selection criteria predicted academic success in the first year of study.Results: Statistics showed that the matriculation Admission Points Score (National Senior Certificate/NCS APS) and core matriculation subject results in Mathematics, Physical Sciences and English were adequate predictors for first-year academic success, and the subjects Life Sciences for the NSC and Biology for the Senior Certificate (SC), showed strong predictive values for first-year academic success. According to the statistical analysis, the GSAT and SDS Questionnaire did not contribute any significant information which could predict academic success.Conclusion: Matriculation marks and NSC APS were adequate predictors for academic success, with a focus on Life Sciences or Biology marks as the strongest predictor. The usefulness of the GSAT and SDS Questionnaire could be questioned, and a recommendation was made to replace these tests with alternative student selection methods.
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Lohani, Ishwar. "Trotting down the memory lane." Journal of Society of Surgeons of Nepal 20, no. 2 (December 31, 2017): 1–3. http://dx.doi.org/10.3126/jssn.v20i2.24373.
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Born on 1962 at Kamaladi, Kathmandu, Prof Ishwar Lohani completed School Leaving Certificate from St. Xavier’s School. Lalitpur. followed by Senior Cambridge ‘O’ Level from Cambridge University 1980 and Proficiency Certificate Level from Amrit Science Campus. 1984.
He did B. Muse. (Sangeet Prabhakar) in Tabala from Kalanidhi Sangit Manavidyalaya under Prayag Sangit Samiti, Allahabad. 1983.
He completed M.B.B.S Degree from Madurai Medical College under Madurai Kamaraj University, Madurai, Tamilnadu, India. 1991 and MS General Surgery from PGIMER, Chandigarh, India. 1994.
After completion of M.Ch. Plastic Surgery from PGIMER, Chandigarh, India in 1997, he worked initially as a Senior Medical Officer for few months and later as Senior Resident in the Dept. of Surgery, Chandigarh Medical College. He completed fellowship in Plastic Surgery as PSEF International fellow from University of Southern California, Los Angeles and California Pacific Medical Center, San Francisco May 2001 to Feb 2002 under Dr. Randy Sherman and Dr. Bryant Toth. He later did fellowship in Plastic Surgery through the Scottish Foundation for Surgery in Nepal at St. John’s Hospital, Livingstone and Canniesburn Hospital Glasgow, England from Jan 17, 2003 to Feb 28, 2003 under Dr. Auf Quaba and Dr. David Soutar.
Presently working as Professor and Head of Department, Dept. of Plastic Surgery and Burns at the T.U. Teaching Hospital, Maharajgunj, Kathmandu, Nepal. He has been involved in the training of MBBS, MS (General Surgery) and MCh Plastic surgery graduates at the Maharajgung Medical Campus.
He served as the President of the International College of Surgeons (ICS) Nepal Section; General Secretary of Association of Plastic Surgeons of Nepal (APSON). He has been member of Society of Surgeons of Nepal since 1996 and has contributed a lot in the activities of the society. He has presented in numerous National and International conferences and has numerous publications in international and national journals as well. He served as the Chief Editor of the Journal of Society of Surgeons of Nepal 2008 – 2014.
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Adeyemo, Emily Oluseyi, and Oluwaseyi Aina Opesemowo. "Differential Test let Functioning (DTLF) in Senior School Certificate Mathematics Examination Using Multilevel Measurement Modelling." Sumerianz Journal of Education, Linguistics and Literature, no. 311 (November 14, 2020): 249–53. http://dx.doi.org/10.47752/sjell.311.249.253.
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The study determined the parameter estimate of the Senior School Certificate Mathematics items of June/July 2017 NECO examinations and testlet effect under Multilevel Measurement Modeling with the aim of providing information on the psychometric properties and quality of the items. The research design was an ex-post facto, The examinees response were the multiple – choice items of the National Examinations Council Mathematics paper two for June/July 2017 which consisted the data for the study group. The targeted population consisted of 26,086 senior secondary three examinees who registered for Mathematics Senior School Certificate (NECO) in June/July 2017 in Osun State. A total of 318 private schools and 179 public schools registered for the paper. The results revealed the following items to be good which implied that such items functioned well, these were: items 1, 4, 7, 8, 9, 10, 11, 12, 14, 15, 17, 18, 20, 21, 22, 23, 26, 27, 28, 29, 31, 32, 33, 34, 35, 36, 37, 40, 42, 43, 44, 45, 46, 47, 48, 50, 51, 52, 54, 57, 58, 59, 60 whereas items that were considered to be bad included 2, 3, 5, 6, 8, 13, 16, 19, 24, 25, 30, 38, 39, 41, 49, 53, 55 and 56. Furthermore, investigating an average bundle of item statistics under the measurement framework indicated that the Item Discrimination Means value and Standard Deviation under IRT approach were 1.26 and 0.60 respectively while the Mean value difference was 1.26. Although, item difficulty Mean value and the Standard Deviation were 0.26 and 4.26, respectively, whereas the Mean value difference was 0.26. Similarly, the guessing Mean value and the Standard Deviation were 0.15 and 0.19, respectively, whereas the Mean value difference stood at 0.15. The study concluded that any standardized examination, especially from an examining body in charge of certificate examination, if issues like differential testlet effect is not taking into consideration, it could harm the validity of the items and also alter the ability estimates of the examinees The validity of the test would be strengthened when issues like differential testlet effect is adequately taken care of.
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Aderemi, Taiwo. "An Appraisal of the National Economic Empowerment and Development Strategy I (NEEDS I) in Nigeria: The Educational Perspective." Journal of Economics and Behavioral Studies 5, no. 10 (October 20, 2013): 718–29. http://dx.doi.org/10.22610/jebs.v5i10.445.
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This paper set out to assess the performance of the National Economic Empowerment and Development Strategy (NEEDS I) in Nigeria in relation to its educational goals. These goals include; increasing enrolment in primary and secondary schools, improving the quality of education, and increasing funding to this critical sector. Several economic reform programmes in Nigeria have been abandoned not because they had no accomplishments, but largely as a result of paucity of studies assessing them. No paper in the Nigerian literature has appraised the NEEDS I vis-Ã -vis its stated educational objectives. This paper therefore fills this void. In realizing the objective of this study, I adopted the before and after approach, which involves comparing educational performance indicators before the initiation of the NEEDSI and during the programme. The findings revealed improved performance of educational indicators such as female enrolment in primary schools, adult literacy rate, primary school completion rate, and Senior Secondary School Certificate Examinations during the NEEDS programme, although achievements were modest. Budgetary allocation to the sector as a proportion of total budget was below 10 per cent and less than the 25 per cent UNESCO recommendation. Funding to this sector should be increased and monitored in order to achieve sustainable improvements in educational outcomes. Completion rate in secondary school was also low. This paper therefore suggests the extension of the universal basic education scheme to the senior secondary level to reduce drop-out rates.
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O. A., Awopeju,, and Afolabi, E. R. I. "Comparative Analysis of Classical Test Theory and Item Response Theory Based Item Parameter Estimates of Senior School Certificate Mathematics Examination." European Scientific Journal, ESJ 12, no. 28 (October 31, 2016): 263. http://dx.doi.org/10.19044/esj.2016.v12n28p263.
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The study compared Classical Test Theory (CTT) and Item Response Theory (IRT)-estimated item difficulty and item discrimination indices in relation to the ability of examinees in Senior School Certificate Examination (SSCE) in Mathematics with a view to providing empirical basis for informed decisions on the appropriateness of statistical and psychometric tests. The study adopted ex-post-facto design. A sample of 6,000 students was selected from the population of 35,262 students who sat for the NECO SSCE Mathematics Paper 1 in 2008 in Osun State, Nigeria. An instrument consisting of 60-multiple-choice items, May/June 2008 NECO SSCE Mathematics Paper 1 was used. Three sampling plans: random, gender and ability sampling plans were employed to study the behaviours of the examinees scores under the CTT and IRT measurement frameworks. BILOG-MG 3 was used to estimate the indices of item parameters and SPSS 20 was used to compare CTT- and IRT-based item parameters. The results showed that CTT-based item difficulty estimates and oneparameter IRT item difficulty estimates were comparable (the correlations were generally in the -0.702 to -0.988 range in large sample and -0.622 to - 0.989 range in small sample). Results also indicated that CTT-based and two-parameter IRT-based item discrimination estimates were comparable (the correlations were in the 0.430 to 0.880 ranges in large sample and 0.531 to 0.950 range in small sample). The study concluded that CTT and IRT were comparable in estimating item characteristics of statistical and psychometric tests and thus could be used as complementary procedures in the development of national examinations
Dissertations / Theses on the topic "National Senior Certificate"
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Chihambakwe, Thabani. "Impact of national senior certificate examination diagnostic report on learner performance in mathematics." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1673.
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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017The study sought to determine whether the use of the National Senior Certificate Examination Diagnostic Report (NSCEDR) in an intervention programme would improve the performance of learners in Mathematics. The study utilised a mixed method approach. An action research that employed a quasi-experiment, one group, pre-test and post-test research design was used. A total of 74 grade twelve learners, 46 girls and 28 boys, were selected and participated in an intervention programme for six weeks. Three NSCEDR documents, from 2014 to 2016, were used to determine the topics that were challenging to learners in Mathematics, as well as the errors and misconceptions made by learners in examinations. The topics that were challenging were identified together with their frequency in the three documents. The marks of the learners before and after the intervention programme were compared and analysed. The Statistical Package of Social Sciences (SPSS) and Excel were used to analyse the research data. The results of the study revealed that the use of the NSCEDR findings in the intervention programme improved the performance of the learners, while the impact was indifferent for boys and girls, and as well as for low performers and high performers. Trigonometry, Euclidean Geometry and Counting Principle were some of the most challenging topics in Grade 12 Mathematics that were identified from the NSCEDR. Based on these results, it was recommended that the NSCEDR should be readily available to all teachers to use, as their use in the classroom improved the performance of the learners.
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Ahiaku, Philip Kwashi Atiso. "Factors influencing learners’ performance in Geography in the National Senior Certificate Examination in selected public high schools within uThungulu District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1589.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master of Education (Geography) in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017The purpose of this study was to identify factors that influence the low academic performance of learners in geography during the National Senior Certificate examination within the uThungulu District. The study made use of the national and district matriculation results from the examination directorate of the Department of Basic Education. The conceptualisation developed from the contemporary literature was used to develop instruments for data collection. A questionnaire was developed to collect views from Grade 12 geography educators on factors influencing learner performance in the district. It also solicited ideas about what should be done to improve learner performance in the subject. The second phase of data collection was qualitative study, which was conducted to augment the quantitative findings, which took place at the same time. Fifty (50) questionnaires were issued and only forty (40) educators responded and ten (10) other educators were taken through an interview. The district geography subject adviser was also interviewed. The results indicate that there are various factors that impede learner performances in geography in the district. The results from both descriptive and inferential statistics reveal factors such as educator characteristics, school management and resource availability, parental involvement in education and learner characteristics as emerging factors influencing the performance of learners in geography. Learners’ average matriculation (matric) results from the schools were estimated against educators’ characteristics such as qualifications, experience in teaching the subject, approaches used in teaching, and matric marking experience. The relationship between the independent and the dependent variables was determined using the t-test at 0.05 level of significance. The result indicated that in the uThungulu District learners’ performance in geography is strongly influenced by educators’ qualifications, and experience in matric marking. Findings from the this study were compared with the existing contemporary literature to enable the researcher to make recommendations to stakeholders to remedy deficiencies found to impede learners’ performance in geography in the National Senior Certificate in public high schools within the uThungulu District.
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Maselesele, Maluleke Samuel. "Managing the implementation of the assessment policy in the senior certificate band." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25138.
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Educators in the basic education system are facing extreme challenges in assessing learners in general and in implementing assessment policy in particular. These challenges influence the pass rate, particularly in grade 12. The validity of the evidence of the learners’ performance depends on the quality and type of assessment tasks administered to those learners. Therefore, it was critical that those aspects, which pose challenges in the management of the assessment policy within the education system, be addressed by developing policies which would assist educators in managing assessment at school, since assessment forms an integral part of teaching and learning. Support programmes on policy implementation had to be developed for learners and for the training of educators, the implementation of which should improve the pass rate. These programmes had to include the conditions and roles of provincial and district education officers. A South African policy development model had to be developed to address the unique situation of developing such programmes. The introduction of the National Curriculum Statement (NCS) and the National Protocol on Recording and Reporting (NPRR) were some of the measures aimed at improving learner performance and assisting educators in implementing and managing assessment which is in line with national policy. An exploratory study, aimed at providing a broad framework on policy analysis, was used with the view to understand how the NCS and National Protocol for Recording and Reporting are managed. A proportional representative sample of 25% of the schools from the six clusters in the Mopani district formed part of this study. To ensure that the historically white, urban and rural schools were represented, an incidental biased sampling method was used. Data obtained from the questionnaire indicates that educators have knowledge of the various policies, acts and guidelines which should be used in assessing learners. However, some data indicates that some educators know about the existence of such policies, acts and guidelines but do not have knowledge of the content thereof. Data obtained from the interviews indicates that educators either know the content of policies or are only aware of them. Therefore, the lack of knowledge of policy content which regulates the practice of a policy has an influence on the teaching and assessing of learners.Thesis (PhD)--University of Pretoria, 2011.
School of Public Management and Administration (SPMA)
unrestricted
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Fastier, John Murray Lang. "Teachers' perceptions regarding the implementation of the Level 1 Geography Achievement Standards within the New Zealand Senior Secondary School Context." Thesis, University of Canterbury. Maori, Social and Cultural Studies in Education, 2006. http://hdl.handle.net/10092/1052.
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The National Certificate of Educational Achievement (NCEA) is the recently introduced qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a complete break away from previous norm-reference based qualifications. NCEA was first introduced in 2002 starting at Level 1, involving Year 11 students in their first year in senior secondary school education. The implementation of Level 1 NCEA related assessment changes involved a considerable mind shift in assessment practice for teachers, especially for those with no previous standards-based assessment experience. The use of achievement standards impacted not only on how teachers gathered evidence and made judgements in relation to student work, but also on the ways in which they conducted recording and reporting, and managed procedures such as reassessment and moderation. Change of this nature by necessity, at least short term, was always bound to give rise to implementation concerns and challenges. The focus of this research is on investigating geography teachers' perceptions regarding the implementation of the Level 1 NCEA related geography achievement standards. It aims to identify the factors perceived as supporting or hindering the implementation process, the likely implications of achievement standards-based assessment for teaching and learning, and the types of strategies being developed to ensure the future manageability of NCEA related assessment change.
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Simons, Marius Derick. "An Ethnomethodological analysis of learners' ways of working in a high-stakes Grade 12 Mathematics National Senior Certificate (NSC) Examination: The case of Trigonometry." University of the Western Cape, 2016. http://hdl.handle.net/11394/5690.
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In South Africa the National Senior Certificate (NSC) examination is the capping external
examination taken at the culmination of twelve years of schooling. Levels of success in the
examination offer examinees access to a variety of career options. High levels of success in
the mathematics examination are a pre-requisite for entry into studies linked to so-called elite
careers. However, performance of examinees in the NSC Mathematics examination is not of a
requisite standard and only a few examinees achieve results that fall within the high levels of
the achievement bands.
In order to give mathematics teachers and others insight into performance in the NSC
Mathematics examination, various forms of feedback are provided. One purpose in doing so
is to provide teachers with an understanding of the examinees' ways of working in order for
them to adjust their classroom practice to address mistakes displayed in the work of the
examinees. The feedback provided is primarily of a superficial kind with the mere listing of
such mistakes. The purpose of this study was to investigate whether or not it is possible to
analyse the production of the responses of examinees in the NSC mathematics examinations
more meaningfully.
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Taylor, Rowena Margaret. "Teachers' conflicting responses to change: an evaluation of the implementation of senior social studies for the NCEA, 2002-2006 : a thesis presented in partial fulfilment of the degree of Doctor of Education (EdD), Massey University, Palmerston North, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1023.
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The thesis provides a socio-historical perspective through which to evaluate the first five years of implementation (2002 to 2006) of social studies within the National Certificate of Educational Achievement [NCEA] in New Zealand secondary schools. The experiences of both lead educators, with responsibilities at a national level, and classroom teachers provide insights into the personal, contextual and institutional factors which have enabled and constrained the implementation process, especially at NCEA level one. The inclusion of social studies as a subject for the new qualifications and assessment system in New Zealand, the NCEA, heralded a significant opportunity for this integrated subject to gain academic status and acquire a unique identity within the senior secondary school curriculum. Paradoxically it set a relatively strongly framed assessment system beside a curriculum that has traditionally been weakly classified and framed (Bernstein, 1971). This paradox has created tensions for teachers who have responded in different ways, from full implementation to a more functional approach. Two groups of teachers were identified in the course of this study. The idealists are passionate advocates for senior social studies and are likely to implement it to all three NCEA levels in their school. The pragmatists, on the other hand, are more likely to offer only level one social studies, typically to their more academically able year 10 (Form 4) students for extension purposes, and also to induct them into the assessment requirements of the NCEA system before they study the traditional social science subjects at levels one, two and three. This pragmatic approach reflects past practices of the pre- NCEA, School Certificate era (1945-2001). It continues to reinforce the low status and unclear identity of senior social studies within the social sciences as well as within an already overcrowded senior school curriculum. At the end of this first five year period of implementation the viability of senior social studies is at a critical juncture, with its on-going success not yet assured.
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Mbude-Shale, Beryl Ntombizanele. "Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001863.
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In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
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Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
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This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
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Gareeb, Ramesh. "An analysis of the physical science results in the province of KwaZulu-Natal in the 2008 National Senior Certificate (NSC) examinination." Thesis, 2009. http://hdl.handle.net/10413/1139.
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This study examined the performance of the first cohort of learners writing Physical
Science in the National Senior Certificate examinations. The critical question that the
researcher addressed was: How can the results produced in Physical Science in the
province of KwaZulu-Natal in the 2008 NSC examination be used to give an
understanding of the academic performance of learners? Using the mixed method
approach, two data cohorts, namely the results produced by learners in Physical Science
and the interview data, were subjected to analysis through the lens of phenomenology and
semiotics. Findings of the study reveal that the education system still carries with it the
inequalities of the past, with quality Physical Science to a few learners who were fortunate
enough to attend privileged schools, identified by their high quintile ranking (5), in the
predominately urban areas. The results of learners in poor, predominately rural schools,
ranked quintile 1 and quintile 2, reveal that the “cycle of mediocrity” (Khan, 1995, p.128)
still prevails.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.
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Bhaw, Nishaal. "The alignment of the National Senior Certificate Examinations (November 2014 - March 2018) and the Curriculum and Assessment Policy Statement Grade 12 Physical Sciences : Physics (P1) in South Africa." Diss., 2018. http://hdl.handle.net/10500/25737.
Full textAbstract:
The Department of Basic Education (DBE) has associated the poor pass rate in the National Senior Certificate (NSC) Grade 12 Physical Sciences examinations to the learners’ lack of practical skills and the inability of learners to solve problems by integrating knowledge from the different topics in Physical Sciences. The CAPS (Curriculum and Assessment Policy Statement) is central to the planning, organising and teaching of Physical Sciences. Even though more than a third of the learners achieved below 30% in the NSC Grade 12 Physical Sciences: Physics (P1) November 2017 examination, there was a lack of references made to the CAPS, rationalising the poor performance. A disjointed alignment between the CAPS and the P1 is a possible cause for the poor performance. Since there have been no previous studies that investigated the alignment between the CAPS and the P1, this study aims to fill that gap. This study used a positivist research paradigm and a case study research strategy. A purposive sampling procedure selected the CAPS Grades 10 – 12 Physical Sciences document; the Physical Sciences Examination Guidelines Grade 12 documents and the final and supplementary P1 examinations in the period starting November 2014 to March 2018 as the documents for analysis. A summative content analysis research technique was conducted using the Surveys of Enacted Curriculum (SEC) research method. The SEC method employed the use of the four topics of Grade 12 Physics and the four non-hierarchical levels of cognitive demand as described in the modified version of Bloom’s taxonomy. The physics topics included mechanics; waves, sound and light; electricity and magnetism; and optical phenomena. The cognitive demand levels included recall; comprehension; application and analysis; and synthesis and evaluation. This study found a 100 percent categorical coherence, a 67.3 percent balance of representation, a 79.4 percent cognitive complexity and an average Porter’s alignment index of 0.77 between the CAPS and the P1. The overall Cohen’s kappa for all the documents analysed was 0.88. The findings of this study indicate that the mechanics topic was under-emphasised whilst the application and analysis cognitive demand was over-emphasised in the P1. The CAPS and the P1 did not utilise the highest cognitive demand, synthesis and evaluation which may be interpreted as an environment that fosters lower order thinking. To change this environment of lower order thinking and simultaneously increase the alignment between the CAPS and the P1 this study recommends that firstly, the CAPS decreases the recall based content of the mechanics topic. Secondly, the CAPS and the P1 increase the synthesis and evaluation cognitive demand-based content at the expense of the recall cognitive demand-based content. Thirdly, the CAPS must include the content of the school-based physics practical assessments while decreasing the focus on physics definitions. The ultimate aim is an improvement in the pass rates of the NSC Grade 12 Physical Sciences examinations.Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education (Physics Education))
Book chapters on the topic "National Senior Certificate"
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Harrison, Oliver. "Pre-hospital care." In Oxford Assess and Progress: Clinical Specialties. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802907.003.0025.
Full textAbstract:
Many doctors are attracted to pre-hospital emergency medicine (PHEM) because of the variety of challenges that it presents. With limited time and resources, the doctor is expected to assess and treat a range of medical and traumatic pathologies in patients of any age, without delaying transport to the most appropriate location for definitive care. This must be done in spite of what is usually a suboptimal environment, e.g. in a ditch at the roadside, on a rainy building site, or in a crowded town centre. Recognizing the limitations of what can be achieved on scene is a key skill that must be balanced against the increasing range of lifesaving interventions at the disposal of pre-hospital teams. While PHEM has been practised by a variety of doctors for many years, it has only recently gained General Medical Council (GMC) subspecialty recognition. A formal training programme may now be undertaken by trainees with base specialties of acute medicine, anaesthetics, emergency medicine, and intensive care medicine, leading to a dual certificate of completion of training. The challenging nature of the pre-hospital environment, the high-risk nature of the interventions that can be undertaken, and the lack of availability of immediate assistance on scene mean that PHEM is a service delivered by consultants and senior trainees. Medical students and foundation doctors who may be interested in PHEM training should seek to spend time in the above mentioned acute specialties, as well as looking for opportunities to observe alongside some of the services that operate nationally. The following questions represent a small selection of the range of scenarios that may be faced by a PHEM practitioner on a day-to-day basis.