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The Ministry of Basic Education and South Africa’s top business leaders engaged with President Zuma to receive feedback on the National Education Collaboration Trust’s progress in its efforts to urgently and significantly assist government in its efforts to reform education in South Africa. The discussion also covered the significant level of funding already raised to this end by the private sector which has been matched by government –  and a reminder that their target is R500 million per annum.

At a lunch briefing at the Presidential Guesthouse in Pretoria on Friday morning, 22 August, President Jacob Zuma, the Minister of Basic Education and several other cabinet members met with some of Business Leadership South Africa’s (BLSA’s) key players, for feedback and dialogue on the progress of the National Education Collaboration Trust (NECT). The President thanked big business for committing to the Education Collaboration Framework (ECF) and its implementation via the NECT. He also applauded the private-sector funding already pledged to the project – BLSA has agreed to commit 0.004% of their member companies’ market capitalisation annually, over three years, to the first phase of the NECT, rising to 0.008% as the programme rolls out nationally. Government is matching this funding rand for rand. Unions and NGOs are enthusiastically supportive. It’s effectively an educational Codesa.

Zuma stressed that multi-stakeholder engagement was crucial to the NECT’s chances of success – while government is primarily responsible for managing the educational process, he conceded that the NECT, an independent trust managed jointly by a diverse, representative group of trustees was in a good position to give the Department of Basic Education the help it needs to fast track the rehabilitation process.

As a pilot programme to implement Chapter 9 of the National Development Plan (NDP), the aim is undeniably ambitious: to transform South Africa’s basic education system to the point where 90% of learners are achieving pass marks above 50% in language, core mathematics and science. The achievement of these goals will take a collaborative effort across society, which is why the NECT is based on dialogue and consensus between all stakeholders – government, business, teacher unions, NGOs, community, traditional and religious leadership, and parents (through school governing bodies). By collaborating on planning and implementation, each will contribute to overhauling the education environment and the quality of teaching and learning within their own areas of competence toward an agreed plan.

In the meeting it was discussed how these different competencies are already operating in the eight districts – comprising of  4 362 schools (18% of the national total) – in which the project is being rolled out first. The ECF identified six discernible themes for action by the NECT: teacher professionalisation, courageous leadership, improving state capacity to deliver quality education, improving school resourcing, parent and community involvement and learner welfare. By tackling each theme with practical, implementable programmes and securing the buy-in of teachers, government, business and civil society, the NECT has already proved itself more than a talk-shop.

There was healthy and frank discussion between business and government with the Minister of Basic Education, Mrs Angie Motshekga, reiterating the fact that the NECT has made huge strides in mobilising the private sector, as well as society and labour unions to take part in improving the quality of education in South Africa. 

President Zuma called on all the MECs and Ministers present to report back to him about what they have done to support the NECT in practical and tangible ways.  However, he also urged the assembled business leaders to continue BLSA’s drive to secure more committed funding. BLSA has set itself and its members a target of R200-R300 million in the initial, three-year phase of the NECT – funding that will be matched by government.  The NECT is managed and lead by an independent team of educationalists acting as a monitoring and evaluation board, to ensure that spending on interventions and training is as cost-effective as possible. This structure has boosted business confidence in the enterprise.

The bottom line, according to the President, is that fixing South Africa’s basic education system cannot be dismissed as “the government’s problem” by any serious business. This isn’t a case of feel-good gestures or the easing of social consciences – it’s an economic necessity. It is the centrepiece of the NDP. “We cannot grow the economy, or hope to provide economic opportunity to all our citizens, without radical improvement in the quality of education. Funding the NECT may count as corporate social investment, but it is really an investment in long-term business sustainability and economic stability.”

 

2011 november examinations

These previous examination question and memorandum papers may be used for classroom enrichment exercises and for revision purposes.

Explanatory Notes
HL - Home Language; FAL - First Additional language; SAL - Second Additional Language
P - Question Paper; M - Memorandum

Languages
  HL FAL SAL
Afrikaans P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: EC FS GT KZN LP MP NC NW WC | P2 | M1: EC FS GT KZN LP MP NC NW WC | M2
English P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: GP LP | P2 | M1: GP LP | M2
IsiNdebele P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3  
IsiXhosa P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: GP WC EC | P2 | M1: EC GP WC | M2
IsiZulu P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: GP KZN | P2 | M1: GP KZN | M2
Sepedi P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: LP | P2 | M1: LP | M2
Sesotho P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: FS GP | P2 | M1: FS GP | M2
Setswana P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3 P1: GP NW | P2 | M1: GP NW | M2
Siswati P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3  
Tshivenda P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3  
Xitsonga P1 | P2 | P3 | M1 | M2 | M3 P1 | P2 | P3 | M1 | M2 | M3  
   
   
Non-Languages
Accounting P1 | P1 Afr | Memo 1 | Memo 1 Afr | Answerbook | Antwoordboek
Agricultural Science P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Agricultural Technology P1 | P1 Afr | Memo 1 | Memo 1 Afr
Agricultural Management Practice P1 | P1 Afr | Memo 1 | Memo 1 Afr
Business Studies P1 | P1 Afr | Memo 1 | Memo 1 Afr
Civil Technology P1 | P1 Afr | Memo 1 | Memo 1 Afr
Computer Applications Technology P1 | P1 Afr | P1 Info Sheet | P1 Info Sheet Afr | Speed Test | Speed Test Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | M1 Optional Speed | M1 Optional Speed Afr | Memo 2 | Memo 2 Afr | Data Disk to Schools | P1 Backup | P1 Backup Afr | P1 Backup Info Sheet | P1 Backup Info Sheet Afr |  Backup Disk to Schools
Consumer Studies P1 | P1 Afr | Memo | Memo Afr
Dance Studies P1 | P1 Afr | Memo 1 | Memo 1 Afr
Design P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr
Dramatic Arts P1 | P1 Afr | Memo 1 | Memo 1 Afr
Economics P1 | P1 Afr | Memo 1 | Memo 1 Afr
Electrical Technology P1 | P1 Afr | Memo 1 | Memo 1 Afr
Engineering Graphics and Design P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr 
Geography

P1 | P1 Afr | P1 Addendum | P1 Addendum Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr

History P1 | P1 Afr | P1 Annexure | P1 Annexure Afr | P2 | P2 Afr | P2 Addendum | P2 Addendum Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Hospitality Studies P1 | P1 Afr | Memo 1 | Memo 1 Afr
Information Technology

P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr | Learner Files | Learner Files Afr | Solutions | Opplossings

Life Sciences Version 1: P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Version 2: P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Mathematics P1 | P1 Afr | P2 | P2 Afr | P3 | P3 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr | Memo 3 | Memo 3 Afr
Mathematical Literacy P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Mechanical Technology P1 | P1 Afr | Memo 1 | Memo 1 Afr
Music P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Physical Sciences P1 | P1 Afr | P2 | P2 Afr | Memo 1 (Eng & Afr) | Memo 2 (Eng & Afr)
Religion Studies P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr | Memo 2 | Memo 2 Afr
Tourism P1 | P1 Afr | Memo 1 | Memo 1 Afr
Visual Arts P1 | P1 Afr | P2 | P2 Afr | Memo 1 | Memo 1 Afr

 


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