The Department produces several national monitoring and evaluation reports. The reports contained in this link span from 2011 to 2015. The reports include the following:
Funza Lushaka Bursary Programme Implementation Evaluation
In October 2013 the DBE in partnership with the Department of Planning, Monitoring and Evaluation (DPME) commissioned an evaluation of the Funza Lushaka Bursary Programme (FLBP). The Funza Lushaka Bursary Programme (FLBP), was established in 2007 as a merit-bursary with the goal of attracting greater numbers of students into initial teacher education (ITE) programmes in South African universities.
The FLBP implementation evaluation was designed to obtain information about whether the programme is operating as intended, evaluating the appropriateness of programme design for the policy context, and determining the effectiveness of the programme in relation to its key deliverables, and its overall operational efficiency. The evaluation makes an assessment about programme sustainability, and points to future considerations for future evaluation of the programme impact. The evaluation focuses on the programme from 2007-2012 during which 23,392 students were funded under the Programme, representing on average 15% of the total ITE enrolment over the period.
The findings of the evaluation indicated that the Programme, which is considered a Government success story, is performing well. The overall recommendation was that the DBE should retain the Programme as it is an effective policy instrument to address supply requirements of qualified teachers in areas of scarce skills and should be sustained by Government, along with the improvements recommended in the report.
School Monitoring Survey
In the 2011/12 financial years, the Department of Basic Education (DBE) commissioned a School Monitoring Survey of ordinary public schools to monitor progress towards the achievement of some of the goals and indicators set out in the Action Plan to 2014: Towards the Realisation of Schooling 2025 and the Delivery Agreement. This was done through the School Monitoring Survey 2011/12 which used a range of indicators aligned with the Sector Plan to measure system performance nationally.
Reports on progess in the sector
The Department has produced reports since 2011 on progress made in the sector towards the realisation of the sector’s goals. The Delivery Agreement for Outcome 1 which was signed in 2010 as well as the sector plan, Action Plan to 2014: Towards the realisation of Schooling 2025 (the ‘Action Plan’) being championed by the Department of Basic Education (DBE) are the basis for this report. Reporting sources for these reports has included the School Monitoring Survey of 2011.
Independent formative workbook and textbook evaluation(2013)
In 2011/2012 the Department of Basic Education (DBE) in partnership with the United Nations Children’s Fund (UNICEF), commissioned an independent formative evaluation of approved DBE workbooks and textbooks. Selected language and mathematics workbooks for Grade 3, 6 and 9 as well as selected Siyavula textbooks for Grade 10 were evaluated. The focus of the evaluation was on the quality and utilisation of DBE approved workbooks and textbooks in South African public schools.
The impact of the introduction of Grade R on learning outcomes
In 2012/2013, the Department of Performance Monitoring and Evaluation (DPME) in the Presidency, in partnership with the Department of Basic Education (DBE) commissioned an Impact Evaluation of the Grade R programme. The evaluation was based on a complex statistical method used to estimate the effect of having attended Grade R on learning outcomes later in primary school. The study found an overall positive impact of Grade R on later learning outcomes in both language and mathematics. The estimated benefits were somewhat larger for language than for mathematics, though in both cases the size of the effects were fairly small relative to what one might have hoped to see. In some schools Grade R has contributed towards better learning, but in other schools it has not. Clearly one cannot take it for granted that Grade R is always quality Grade R. An improvement plan based on recommendations from the report has already been approved by the Department of Basic Education.
Evaluating the first phase of Grade 12 Mind the Gap study guides
The Mind the Gap study guides for Grade 12 learners were developed and distributed in 2012 in an effort to assist Grade 12 learners to mind-the-gap between failing and passing, by bridging-the-gap in learners’ understanding of commonly tested concepts so candidates can pass the National Senior Certificate (NSC). A Randomised Control Trial (RCT) was conducted in 2012 in an effort to measure the impact of the study guides on performance in the NSC. The report on the evaluation is provided below.