National Evaluation & Monitoring Reports

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.

National Periodic Reports

The Department produces periodic research reports including education focused reports based on national datasets or research as well as emerging issues in education. The available reports are as follows:


Macro Indicator Report

This report sets out the key trends in the macro-indicators for the education sector in South Africa. The report aims to give policy-makers, researchers and implementers a sense of the trajectory of the system over the past decade or more, with the intention of providing both a summary of the past and a guide for the future. The report mostly uses indicators that are widely used internationally. The indicators are “macro”-indicators in the sense that generally, they do not delve deeper into classroom process issues or school-level service delivery issues.

General Household Survey

The General Household Survey (GHS) is a survey conducted by Statistics South Africa (Stats SA) in approximately 25 000 households. This survey is conducted annually in July and was first compiled in 2002.

The Focus on Schooling Report 2015 focuses particularly on schooling information, including attendance by children at ECD centres, schools, educational institutions, completion, repetition, literacy, tuition fees, access to social grants, orphanhood, problems at schools and pregnancy among learners. The information in the report is useful for programme managers, decision makers, researchers and other government departments. Furthermore, the report will assist in tracking and monitoring some of the goals and indicators in the sector plan, Action Plan 2014 to 2019: Towards the Realisation of Schooling 2030.

The internal efficiency of the school system(2013)

This report reflects on patterns in access to schooling in South Africa while applying a framework of internal efficiency. The report does not comprehensively cover all sources of inefficiency in the system; neither does it contain cost-effectiveness analysis of specific educational interventions or policies. Rather, the report focuses on the ways in which learners enter and then progress through the system. This includes internal system inefficiencies caused by sub-optimal school entry patterns, grade repetition practices and drop-out patterns.

The status of learning and teaching in South African public schools

Research was conducted in 2010 on the language policy for schools which is guided by principles derived from the Constitution and the South African Schools Act (SASA). The purpose was to provide a trend analysis of language data for the period 1997/98 to 2007 in order to determine patterns and shifts in the status of the language in schools over time, and to provide a useful basis for assessing the effectiveness of policy implementation.

International Reports

South Africa is a signatory and participant in several international agreements. This is done through collaboration by the DBE with the Department of International Relations and Cooperation (DIRCO), the South African Human Right Commission (SAHRC) and other bodies. The DBE contributes in a range of fashions including planning, monitoring, and reporting based on these international imperatives. Reports on selected international agreements focusing on education are provided in this link.


General education quality diagnostic analysis and monitoring framework

The United Nations Educational, Scientific and Cultural Organisation (UNESCO), in collaboration with its Member States including South Africa, developed the General Education Quality Diagnostic Analysis and Monitoring Framework (GEQAF) to strengthen national capacity in assessing education systems based on local knowledge and expertise. The GEQAF contains 15 Analytical Tools covering all key aspects of an education system taking into account the interdependencies and linkages between the various aspects. The guideline and the South African country report are provided below.

Millennium Development Goals

The Millennium Development Goals (MDGs) are eight international development goals that were established through the Millennium Summit of the United Nations in 2000, following the adoption of the United Nations Millennium Declaration. The goals range from halving extreme poverty rates to halting the spread of HIV/AIDS and providing universal primary education. There are two goals that have implications for education, Goal 2 and 3. Selected country reports for the MDG’s are provided below.

Education For All (EFA) 2009 Country Progress Report: South Africa

Education for All (EFA) is a global initiative, launched 20 years ago, at the World Conference on Education for All in Jomtien, Thailand in 1990. It is led by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), in partnership with governments, development agencies, civil society, non-governmental organisations and the media. The EFA Framework for Action sets out 6 global goals which member countries report on. South African country reports are provided below.
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