Mary Metcalfe PILO 17 th May, 2016 MONITORING: KEY QUESTIONS PILO - - PowerPoint PPT Presentation

REFLECTING ON THE FIRST YEAR OF IMPLEMENTATION OF THE NECT DISTRICT IMPROVEMENT PROJECT IN 1200 SCHOOLS IN KWA-ZULU NATAL

Mary Metcalfe PILO

17th May, 2016

MONITORING: KEY QUESTIONS

PILO IS MONITORING IMPLEMENTATION CONTINUALLY

EVALUATION

THE RESPONSIBILITY OF THE NECT

TODAY

MONITORING: KEY QUESTIONS

• Is the model being implemented as intended?

– Implementa9on monitoring of process and delivery – Forma9ve-learning to improve delivery of the programme – Scale: the en9re district (Pinetown and uThungulu)

• What behaviours are changing?

– Theory of Change and Logic Models – Complex: layers of change

• What is the evidence?

– What data are we using to monitor?

• What are the lessons for implementaTon in 2016 and

2017?

– What have we learned from 2015 and what are we doing differently in 2016?

• What change is possible on scale?

THE CONTEXT OF THE NECT

• NECT allocates 90% of its resources to its District and

Schools Programme:

– Limpopo

• Vhembe
• Waterberg

– Eastern Cape

• Mount Frere
• Libode

– North West

• Bojanala

– Mpumalanga

• Bohlabela

– KwaZulu-Natal

• Pinetown
• uThungulu

SUPPORTED BY PILO

A campaign to be joined

WHAT HAVE WE UNDERTAKEN TO DELIVER?

AREA OUTCOMES TO BE ASSESSED

Learner Welfare and Development

• Increased % of learners in schools supported by the NECT

achieving at least 5% increase at the required level in curriculum aligned literacy/language, numeracy/ math and science tests in Grade 3 and 9 in 2017.

• Increased % of schools supported by the NECT achieving at least

40% in maths and science for Grade 12 by the end of 2018

• (increased) Number of schools and classrooms where the

number and quality of exercises meet the naTonal norm

NECT CONTRACTUAL OUTCOMES

AREA OUTCOMES TO BE ASSESSED Teacher Development

• Increased curriculum coverage by teachers
• Evidence of use of materials by teachers
• Improved learner assessment pracTces

Management and Leadership

• Increased teaching and learning Tme
• Evidence of improved management planning and supervision
• Evidence of improved curriculum management

District Development

• Availability of reports and data based on the use of the School

engagement tool by SA and CM

• Frequency of school engagements for school management

support and curriculum support

• Availability of a data dashboard with informaTon for the

engagement and guidance of schools Parent and Community Involvement

• Percentage of parents meeTngs in schools (discussing mahers

pertaining to curriculum coverage)

• Increase in community support of schools

NECT CONTRACTUAL OUTCOMES

ACROSS 1 200 SCHOOLS

HOW WILL THIS BE ACHIEVED?

WHAT IS OUR THEORY OF CHANGE?

LEARNING OUTCOMES IMPROVE THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS

Consistently plan, track and report on their teaching, and reflect on their learning

• Regularly

check teachers’ curriculum tracking & learners’ work;

• Work with

teachers to improve coverage & assist teachers with problems in relaTon to the curriculum coverage

• Meet HoDs

regularly to review the quality of coverage and tracking;

• Take acTon to

improve coverage Supervises the

• verall

management of curriculum in the school Engage with schools to idenTfy and solve key problems around the management of curriculum coverage Train and support HoD’s to supervise and support teachers in curriculum coverage CIRCUIT MANAGERS SUBJECT ADVISERS Work across silos to ensure data driven problem solving and support to schools TEACHERS HODS PRINCIPALS DISTRICT OFFICIALS

CURRICULUM COVERAGE IMPROVES

OVER-RIDING GOAL

• Professional, supporTve, conversaTons

about curriculum coverage based on evidence

IN ORDER TO

• IdenTfy and solve problems of Curriculum

Coverage

Monitor Report Respond

Peer CollaboraTon RouTne Agency

LEARNING OUTCOMES IMPROVE THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS

consistently plan, track and report on their teaching, and reflect on their learning regularly check teachers’ curriculum tracking and learners’ work; work with teachers to improve coverage, and assist teachers with problems in relaTon to the curriculum coverage meet HoDs regularly to review the quality of coverage and tracking; takes acTon to improve coverage and supervises the

• verall

management of curriculum in the school engage with schools to idenTfy and solve key problems around the management of curriculum coverage train and support HoD’s to supervise and support teachers in curriculum coverage CIRCUIT MANAGERS SUBJECT ADVISERS work across silos to ensure data driven problem solving and support to schools TEACHERS HODS PRINCIPALS DISTRICT OFFICIALS

CURRICULUM COVERAGE IMPROVES TOOLS AND TRAINING TO MAKE BEHAVIOUR CHANGE ROUTINE MUTUALLY REINFORCING FOCUS (DOSAGE IS SYSTEMIC)

53%

• f learners in South Africa

covered everything in the curriculum for their grade in 2011

WHAT ARE THE INTERVENTIONS?

OVERVIEW OF JIKA UMFUNDO IN 2015

TEACHERS HODS PRINCIPALS JIT TRAINING IN CONTENT AND PHASE : TERMS 1,2,3 TRACKER TRAINING & BEING THE SUBJECT ADVISER IN THE SCHOOL SMT TOOLS, TRAINING AND COACHING MODULE 1: MANAGEMENT AND LEADERSHIP MODULE 2: EFFECTIVE CURRICULUM SUPERVISION – BUILDING RELATIONSHIPS TO IMPROVE LEARNING MODULE 3: LEADING INSTRUCTION IN SCHOOLS CIRCUIT MANAGERS

MOBILE RELATIONSHIP TOOL PILOT

LEARNER WORKBOOKS AND POSTERS & RESOURCES PLANNERS & TRACKERS LESSON PLANS

ENGLISH FAL ISIZULU HL MATHS

GRADED READERS

TEACHER TOOLKITS PRODUCED & DELIVERED TO ALL PRIMARY SCHOOLS EACH TERM 2015 IN UTHUNGULU AND PINETOWN DISTRICTS: FOUNDATION PHASE

MATHS MATHS ISIZULU HL ISIZULU HL ENGLISH FAL ENGLISH FAL

GRADE 1 GRADE 3 GRADE 2

PLANNERS & TRACKERS

LESSON PLANS ISIZULU HL MATHS

FOUNDATION PHASE TEACHER TOOLKITS FOR EACH TERM IN 2016

ENGLISH FAL

GRADE 1 GRADE 3 GRADE 2

LESSON PLANS LESSON PLANS

PLANNERS & TRACKERS PLANNERS & TRACKERS

MATHEMATICS

GRADE 4 - 7 TEACHER TOOLKITS PRODUCED & DELIVERED TO ALL SCHOOLS EACH TERM IN 2016 IN UTHUNGULU AND PINETOWN DISTRICTS

ENGLISH FAL

ENGLISH FAL MATHEMATICS NATURAL SCIENCE GRADE 8 – 12 TEACHER TOOLKITS PRODUCED & DELIVERED TO ALL SCHOOLS EACH TERM 2016 IN UTHUNGULU AND PINETOWN DISTRICTS PHYSICAL SCIENCE

For each of the 8 approved textbooks (per subject per grade)

A PROFESSIONAL, SUPPORTIVE, MANAGEMENT CONVERSATION BASED ON EVIDENCE (OF LEARNERS WORK)

HoD TOOL 1: SUPERVISION PLANNER AND TRACKER HoD TOOL 2: STRUCTURING A SUPERVISION CONVERSATION (A PROFESSIONAL MANAGEMENT CONVERSATION BASED ON EVIDENCE) HoD TOOL 3: SMT SUPERVISION TRACKER

TECHNICAL TOOLS

PRINCIPAL TOOL: SMT SUPERVISION TRACKER

TECHNICAL TOOLS

CIRCUIT MANAGEMENT TOOL

CM TOOL

BASED ON EVIDENCE Circuit managers’ tool

SCREEN GRAB PILO CM MRT HEAT MA ONE CIRCUIT: PRIMARY SCHOOLS

Professional, supporTve, conversaTons based on evidence

DELIVERY AGAINST TARGETS

5 000 Heads of Department, 3 Times a year

425 Training sessions – subject and phase

1200 Schools,

• 815 Primary
• 385 Secondary

Four @mes a year

150 000 Toolkits to Teachers

2015

THE FIRST YEAR OF IMPLEMENTATION – TARGETS

JUST-IN-TIME CONTENT TRAINING FOR HEADS OF DEPARTMENT 1500 Heads of Department, Twice a year 2 000 Principals & Deputy Principals, Twice a year

60 Training Sessions

TEACHERS TOOLKITS DELIVERED FoundaTon Phase, Grades 4,8, 9 SCHOOL MANAGEMENT TEAM TRAINING AND COACHING TARGET: Each Circuit manager to complete the tool at each school every term CIRCUIT MANAGERS COMPLETE TOOL AT SCHOOLS

CHANGE AT SCALE

ImplementaTon led from within, not parallel delivery On a cosTng model that is replicable on scale

EXECUTING GOVERNEMNT’S PLANS

LocaTng responsibility where it must remain - integrated fully into logic and rouTnes All intervenTons execute:

• DBE AcTon Plan 2019
• NaTonal Learner Ahainment

Strategy

• Provincial Performance Plans

STAKEHOLDER LED

All stakeholders own and drive the iniTaTve:

• KZNDOE led
• Teacher Unions
• Faith communiTes, TradiTonal

leadership, youth structures

The NECT’s District Improvement Project in KwaZulu- Natal

ExecuTon: Change management + Monitor, Report, Respond Run as a campaign to be joined SUPPORTED BY THE PROGRAMME TO IMPROVE LEARNING OUTCOMES (PILO)

2015 MONITORING OF IMPLEMENTATION

AVERAGE 78% SCHOOL ATTENDANCE sustained over 3 terms

• FoundaTon phase: 90%
• Grade 4:

78%

• Grades 8-9:

65% AVERAGE 85% SCHOOL ATTENDANCE

• Across 3 modules sustained over 3 terms
• Coaching in school clusters (all schools

Module 1 &2, selected schools Mod. 3 SYSTEMS IN PLACE TO MONITOR AND RESPOND - 100% DELIVERY

• Some problems within schools
• 4th term – supplier delay

QUESTION 1: IS THE IMPLEMENTATION AND DELIVERY OF PROGRAMMES AS PLANNED? ACROSS SITES? IS THERE ADEQUATE CAPACITY? ARE SYSTEMS EFFECTIVE? TEACHERS TOOLKITS DELIVERED FoundaTon Phase, Grades 4,8, 9 JUST-IN-TIME TRAINING FOR HEADS OF DEPARTMENT SCHOOL MANAGEMENT TEAM TRAINING Inconsistent across circuits across terms (driven by the unplanned urgent, exacerbated by mulTple vacancies & instability) CIRCUIT MANAGERS COMPLETE TOOL AT SCHOOLS

MONITORING IMPLEMENTATION 2015

LEARNING OUTCOMES IMPROVE THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS

Consistently plan, track and report on their teaching, and reflect on their learning

• Regularly

check teachers’ curriculum tracking & learners’ work;

• Work with

teachers to improve coverage & assist teachers with problems in relaTon to the curriculum coverage

• Meet HoDs

regularly to review the quality of coverage and tracking;

• Take acTon to

improve coverage Supervises the

• verall

management of curriculum in the school Engage with schools to idenTfy and solve key problems around the management of curriculum coverage Train and support HoD’s to supervise and support teachers in curriculum coverage CIRCUIT MANAGERS SUBJECT ADVISERS Work across silos to ensure data driven problem solving & support to schools TEACHERS HODS PRINCIPALS DISTRICT OFFICIALS

CURRICULUM COVERAGE IMPROVES

TODAY: MONITORING IMPLEMENTATION

IMPLEMENTATION MONITORING QUESTIONS TEACHER TOOLKITS - 2015

• Are the toolkits being delivered?
• On Tme?
• Are the toolkits being used?
• Regularly?
• To plan and track?
• To reflect?
• For professional, supporTve

conversaTons based on evidence?

• Across

all sites?

• Within

all sites?

• Across

all grades? WHY? WHY NOT? MONITORING IMPLEMENTATION IN 2015 TO IMPROVE IMPLEMENTATION IN 2016

MONITORING TOOLKIT USAGE - 2015

• 1. SELF-REPORTED DATA
• All HoD and subject specialist teachers ahending the JIT

(content training) every term

• Self reported on a 5 point scale
• 2. COACH-REPORTED DATA
• Assessment of coaches from coaching sessions

Disagree 7% Don't know 3% Agree 71% Strongly Agree 19%

Disagree 5% Don't know 1% Agree 74% Strongly Agree 20%

THE TRACKERS AND/OR LESSONS PLANS WERE USED BY ALL TEACHERS IN OUR SCHOOL IN THE TERM

Term 1 Term 2

Term 2: 94% SMT COACHES ASSESSMENT, SEPTEMBER 2015 Term 1: 90% in agreement or strong agreement that the trackers and lesson plans are being used

SMT COACHES ASSESSMENT, SEPTEMBER 2015

Disagree 4% Don't know 2% Agree 72% Strongly Agree 22% Disagree 3% Don't know 2% Agree 72% Strongly Agree 23%

THE SCHOOL WAS ABLE TO USE THE TRACKER AND LESSON PLANS FOR THE TERM IN THE WAY THE TRAINING EXPLAINED THAT WE SHOULD USE THEM

TERM 1/2: 94/95% AGREE OR STRONGLY AGREE THAT THE TRACKERS AND LESSON PLANS ARE BEING USED AS EXPLAINED

Term 1 Term 2

BEHAVIOUR

THE SCHOOL IS DOING GREAT & IS READY TO HELP OTHERS THE SCHOOL IS ON TRACK THE SCHOOL IS STUCK AND NEEDS HELP I AM UNDECIDED

1 .The teachers are using the trackers rouTnely

3% 74% 20% 3%

• 2. The teachers are compleTng the

professional reflecTon secTon rouTnely

1% 72% 25% 2%

• 3. The HoDs have professional and supporTve

conversaTons based on evidence with teachers as a maher of rouTne. They are tracking coverage consistently and have a curriculum management supervision plan

1% 60% 23% 16%

• 4. The SMT looks at learners’ work to track

learner achievement against curriculum coverage

1% 60% 27% 12%

• 5. The Principal/ Deputy has her/his own

curriculum management supervision plan and is monitoring curriculum coverage

37% 42% 21%

• 6. The Principal/ Deputy is monitoring

assessment results against an assessment plan and against targets

9% 26% 36% 29%

REPORT FROM SMT COACHES: TERM 3 2015

CURRICULUM MANAGEMENT IN SCHOOLS

106 schools (9% sample) across both Districts visited by PILO staff with a structured interview schedule:

• RaTng of use and value of tools, with open-ended discussion
• VerificaTon on the basis of the evidence in physical review of

documents used QUALITATIVE AND QUANTITATIVE DATA

MONITORING TOOLKIT USAGE - 2015

• 1. SELF-REPORTED DATA
• 3. VERIFIED USAGE – SCHOOL REVIEWS (PILO)
• All HoD and subject specialist teachers ahending the JIT

(content training) every term

• Self reported on a 5 point scale

ALL RECORDS RETAINED FOR EVALUATION BY EXTERNAL M&E

• 2. COACH-REPORTED DATA
• Assessment of coaches from coaching sessions

Not at all 4% To some extent 34% Yes 62%

SELF-REPORTING: ARE THE TRACKERS BEING USED ROUTINELY? SCHOOL REVIEW 2015: UTHUNGULU (ALL SCHOOLS)

SELF ASSESSMENT: IN YOUR OPINION ARE THE TRACKERS BEING USED ROUTINELY? SCHOOL REVIEW 2015: UTHUNGULU PRIMARY & SECONDARY SCHOOLS

79% 43% 17% 52% FoundaTon Phase and Grade 4 (Primary) English FAL, Maths and Natural Science (Secondary)

Not at all To some extent Yes

83% 64% 50% 83% 58% 17% 27% 35% 17% 42%

9% 15%

FoundaTon phase Intermediate (Grade 4) Maths (Secondary) Natural Science (Secondary) English FAL (Secondary)

Not at all Don’t know To some extent Yes

SELF ASSESSMENT: IN YOUR OPINION, ARE THE TRACKERS BEING USED ROUTINELY? SCHOOL REVIEW 2015: PINETOWN

PRIMARY

SELF ASSESSMENT: USE OF TRACKERS

• FoundaTon Phase

– Reported adop9on across both districts over 90%

• Grade 4

– Good (s9ll over 90%) – but more ‘orange’, less certain

• Grades 8 & 9

– Less adop9on than Primary Schools – Subject varia9on

• High impact of FP

comprehensive toolkit

• FP more cohesive
• rganisa9onal units

within Schools and within District

• Span of control of HoDs

(people and subjects) increases into InterSen and again in Secondary Schools

• Grade 8 & 9 marginal

(in mul9ple ways) WHAT THE DATA SHOWS EXPLORING WHY?

TOOLKITS: VERIFIED USAGE

VERIFICATION OF USE OF TRACKERS: UTHUNGULU

SECONDARY SCHOOLS PRIMARY SCHOOLS

83% 78% 13% 4% 4% 17% The tracker is complete and up to date from the 3rd term The tracker reveals that curriculum coverage is up to date NO PARTLY YES 41% 39% 32% 26% 27% 35% The tracker is complete and up to date from the 3rd term The tracker reveals that curriculum coverage is up to date NO PARTLY YES

FP

PINETOWN VERIFICATION: USE OF TRACKERS

GRADE 4 SECONDARY 79% 89%

16% 5%

78% 78%

11%

22% 11%

30% 30%

8% 11%

62% 59%

The tracker is complete and up to date from the 3rd term The tracker reveals that curriculum coverage is up to date

SOME TEACHERS COMMENTS ON THE TRACKERS

The teacher knows exactly which aspects of the curriculum to teach on a daily basis and the resources needed for that, so it promotes organiza@on on the teacher’s part. The tracker is aligned to the CAPS document & makes it easy to record the actual ac@vi@es done in the classroom per week. Out of many

• p@ons given in the CAPS document the

tracker selects the exact task for the teacher. For the HOD it helps track curriculum coverage for each teacher so that she is aware who is where with regard to the

• curriculum. Those who are behind can

easily be assisted at an early stage in a suppor@ve manner. Trackers make the teachers’ work a bit

• lighter. The exemplar tests are useful because

they enable the teacher to judge the level at which his/her learners are. These tests are developmental from the side of the teacher. They teach you how to set a balanced paper. Trackers provide direc@on - they are logical & sequen@al in line with CAPS. The breakdown in @me alloca@on helps in pacing & tracking whether their work is s@ll on point. Teachers are happy & understand the usefulness of trackers, including, the goal of curriculum coverage which will lead to improvement of learning outcomes By far, the tracker is the most helpful tool ever given to the educator. Teachers know what to do, by which @me and when to finish it and move on to something else. Lesson planning is now a less challenging task. The tracker guides the teacher through resources that must be used for each lesson. CAPS is broken down into ac@onable tasks. Teachers know exactly what to do on each day HOD: At @mes teachers do not disclose incomplete work. The tool helps me uncover that and advise teachers to make plans to complete the term’s work.

VERIFICATION: USE OF TRACKERS

• Consistency of verified data relaTve to

self-assessment

– Self-assessment consistent with assessment on the basis of evidence – more so in Primary Schools

• Primary schools

– The tracker was complete and up to date in 83% of uThungulu and 79% of Pinetown Primary schools at the end of Term 3 – Secondary Schools

• Secondary Schools

– For Term 3, the Trackers are update (fully or partly) in 73% of uThungulu Secondary Schools and 38% of Pinetown Secondary School

WHAT THE DATA SHOWS IMPLICATIONS

• Self-assessment during

2016 implementa9on will provide reasonably reliable data

• Pinetown had a

dispropor9onate number

• f FSSP schools in their

sample – 71% of the Secondary Schools schools reviewed.

• The 73% take-up in

uThungulu is likely to be more representa9ve WE HAVE A GOOD BASIS FOR CONSOLIDATION OF DESIRED BEHAVIOURS IN BOTH DISTRICTS IN 2016

WHAT DID WE LEARN? HOW DID THIS IMPACT ON WHAT WE ARE DOING IN 2016?

“THE TRACKERS GO TOO FAST” TEACHERS AND HOD STRUGGLE WITH DEEPENING REFLECTION HOD STRUGGLE TO FIND TIME TO SUPERVISE CURRICULUM COVERAGE IS WHAT LEARNERS DO, NOT TEACHERS SOME LEARNING FROM 2015: IMPLICATIONS FOR 2016 SOME SCHOOLS ALREADY HAVE OWN TOOLS DIFFERENTIAL TAKE-UP

Professional, supporTve, conversaTons about curriculum coverage based on evidence IN ORDER TO IdenTfy and solve problems of Curriculum Coverage Monitor Report Respond

RouTne Agency Peer CollaboraTon SOLVING PROBLEMS OF CURRICULUM COVERAGE

“THE TRACKERS GO TOO FAST” SOME LEARNING FROM 2015: IMPLICATIONS FOR 2016

MANY TEACHERS SAY “THE TRACKER ‘GOES TOO FAST”

THIS IS A CRITICAL INSIGHT WHICH GOES TO THE HEART OF JIKA IMFUNDO

WHAT DETERMINES THE PACE IN THE TRACKERS? WHAT ARE THE CONSEQUENCES OF NOT KEEPING UP?

HOW CAN THE PROBLEM BE SOLVED?

WE TRACK CURRICULUM COVERAGE SO WE KNOW WHEN THERE IS A COVERAGE PROBLEM TO BE SOLVED

WHAT IS THE ROLE OF THE SMT?

“THE TRACKERS GO TOO FAST” TEACHERS AND HOD STRUGGLE WITH DEEPENING REFLECTION HOD STRUGGLE TO FIND TIME TO SUPERVISE CURRICULUM COVERAGE IS WHAT LEARNERS DO, NOT TEACHERS SOME LEARNING FROM 2015: IMPLICATIONS FOR 2016 SOLVING PROBLEMS OF CURRICULUM COVERAGE

“THE TRACKERS GO TOO FAST” TEACHERS AND HOD STRUGGLE WITH DEEPENING REFLECTION HOD STRUGGLE TO FIND TIME TO SUPERVISE CURRICULUM COVERAGE IS WHAT LEARNERS DO, NOT TEACHERS SOME LEARNING FROM 2015: IMPLICATIONS FOR 2016 SOME SCHOOLS ALREADY HAVE OWN TOOLS DIFFERENTIAL TAKE-UP SOLVING PROBLEMS OF CURRICULUM COVERAGE

Informs design

• f tools, SMT

training and JIT training, coaching, communicaTon, and stakeholder consultaTon

PRELIMINARY WORKING CATEGORIES

CATEGORY ACTION ESTIMATE % ESTIMATE EFFORT % 1 Don’t need Jika Imfundo – already having professional conversaTon based on evidence Recruit as School Champions 5 2 Early adopters – confident and independent users Profile as Champions and involve in Peer Coaching 10 3 Doing well – but needing some support Peer Coaching 30 30 4 Trying – but needing addiTonal support Group coaching facilitated by School coach 40 50 Very stuck – schools that have not begun to use the tools in any meaningful way 5 Because the schools did not ahend etc Assess if keen and willing to catch up 10 6 Because the schools are bedevilled with other problems Work with District to resolve blockages 5

OTHER ASPECTS OF MONITORING OF IMPLEMENTATION IN 2015 (no Tme today)

• JIT

– Adendance – Sa9sfac9on with training

• SMT

– Adendance – Sa9sfac9on with training – Self-reported and verified usage of SMT tools

• CM and TLS

– Rou9ne, regular comple9on of tool – Effec9ve heat map data – Cross-Silo collabora9on

LEARNING OUTCOMES IMPROVE THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS

Consistently plan, track and report on their teaching, and reflect on their learning

• Regularly

check teachers’ curriculum tracking & learners’ work;

• Work with

teachers to improve coverage & assist teachers with problems in relaTon to the curriculum coverage

• Meet HoDs

regularly to review the quality of coverage and tracking;

• Take acTon to

improve coverage Supervises the

• verall

management of curriculum in the school Engage with schools to idenTfy and solve key problems around the management of curriculum coverage Train and support HoD’s to supervise and support teachers in curriculum coverage CIRCUIT MANAGERS SUBJECT ADVISERS Work across silos to ensure data driven problem solving and support to schools TEACHERS HODS PRINCIPALS DISTRICT OFFICIALS

CURRICULUM COVERAGE IMPROVES

2016 70% 2017/8 2017 Entrench

THANK YOU