School's Report 2012 National Senior Certificate (NSC) Examination

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The “Guidelines Relating to Planning for Public School Infrastructure” developed by DBE constitutes a guide that will enable the department to undertake an assessment of how its infrastructure compares to the norms as proposed. The department has for the past three years been working with these draft guidelines in mind and has based the implementation of the infrastructure programme thereon. In addition, the completion of standardized plans for all learning spaces has ensured uniformity in the delivery of school infrastructure. The department has also started the process of realizing Private Public Partnerships (PPP) to expedite the delivery of infrastructure. A Steering Committee has been formally constituted and 4 possible nodes/packages identified for consideration. Transaction Advisors have been appointed and are working on the finer details as prescribed by National Treasury. In the context of thedisjuncture between the backlogs and the available budget, the realization of the PPP would accelerate the speed with which the Department achieves the outcomes of schooling 2025 where all schools will attain minimum functionality level by 2014 and optimal functionality level by 2025. 3.9 QLTC The Quality Learning and Teaching Campaign (QLTC) strives to bring into reality the delivery of quality learning and teaching through a collaborative effort between the Department of Education, Teacher Unions, School Governing Bodies, Parents, Learners, traditional leaders, business, communities, ELRC, SACE and other interested parties inside and outside the education domain. QLTC envisage a situation where all inclusive QLTC structures will be established to monitor amongst other issues the enforcement of non-negotiables, pledges and other Departmental programmes being implemented. QLTC is striving to turn all our schools into centres of excellence. QLTC will over and above also monitor the basic functionality of schools anchored on the following pillars: • Code of conduct for teachers, learners and support staff • Procedures and mechanism of attending to absenteeism of learners, teachers and support staff • Sound leadership and management ,governance and relationships • Curriculum roll out plan • Provisioning and resources ,learner achievement , • Policies on school safety & security, Disciplinary procedures • Communication strategy with Parents and Communities • Teacher Development roll out plan The successful implementation requires the collective effort of all stakeholders in education. In this regard, the QLTC will be used as a vehicle to ensure the delivery and support of these programmes. 44
SCHOOL’S REPORT 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION SCHOOL’S REPORT 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION 45
Page 3 and 4: SCHOOL’S REPORT 2012 NATIONAL SEN
Page 5: SCHOOL’S REPORT 2012 NATIONAL SEN
Page 8 and 9: STRATEGIC GOAL 4 Strategic Objectiv
Page 10 and 11: ACRONYMS 8
Page 12 and 13: The advent of a democratic dispensa
Page 14 and 15: I am pleased to present the 2012 Sc
Page 26 and 27: 2.1 Introduction KwaZulu-Natal is t
Page 28 and 29: Enrolment: Gender Per District The
Page 30 and 31: Arising out of the situation analys
Page 32 and 33: 2.8 Other Significant Features The
Page 50 and 51: 4.1 Evaluation and Assessment Asses
Page 52 and 53: TABLE 1: ANA Enrolment per District
Page 54 and 55: (i) Selection and appointment of ma
Page 56 and 57: (ii) Registration of candidates The
Page 58 and 59: TABLE 3: NUMBER OF MARKERS FOR THE
Page 86 and 87: 6.1. Provincial Analysis 6.1.1. Ove
Page 88 and 89: Figure 4: Districts ranked in order
Page 90 and 91: 6.2 Performance by Gender Of the 12
Page 92 and 93: Table 2: NSC passes by type of qual
Page 94 and 95: 6.5 Performance per quintile rankin
Page 96 and 97:
Figure 14: Performance in Quintile
Page 98 and 99:
6.6 Candidates performance in selec
Page 100 and 101:
Figure 2(b) Comparison of the overa
Page 102 and 103:
Business Studies The performance of
Page 104 and 105:
Figure 5(a) Comparison of the pass
Page 106 and 107:
Figure 6(b) Comparison of the overa
Page 108 and 109:
Life Sciences One of the critical s
Page 110 and 111:
Figure 9(a) Comparison of the pass
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Figure 10(a): Comparison of the ove
Page 114 and 115:
CONCLUSION The quantitative and qua
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114
Page 118 and 119:
Overall Performance by Centre Distr
Page 120 and 121:
ILEMBE 5413122 SHAKASKRAAL S 4 129
Page 122 and 123:
PINETOWN 5412326 NEW RIVER P 3 16 1
Page 124 and 125:
SISONKE 5313111 MARIATHAL COMBINED
Page 126 and 127:
UGU 5312212 JOLWAYO S 2 169 166 108
Page 128 and 129:
UMGUNGUNDLOVU 5311427 NGCEDOMHLOPHE
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UMKHANYAKUDE 5111246 SIBHAMU H 1 56
Page 132 and 133:
UMLAZI 5411417 MOWAT PARK H 5 144 1
Page 134 and 135:
UMLAZI 5411143 DUMISANI MAKHAYE H 3
Page 136 and 137:
UMZINYATHI 5212245 NOMAFU H 1 31 31
Page 138 and 139:
UTHUKELA 5211308 ENDAKANE H 3 58 57
Page 140 and 141:
UTHUNGULU 5113444 MKHONTO H 2 33 32
Page 142 and 143:
ZULULAND 5112125 KWABHANYA S 2 61 5
Page 144:
ZULULAND 5112510 KWAMZIWENTSHA H 2
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School's Report 2012 National Senior Certificate (NSC) Examination

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