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| Want to benefit from useful alerts like the new early warning drop-out notice? Doing weekly (term-to-date) submissions is your first step! Join either of next week’s webinars to learn the ins and outs of how to submit data, including useful Valistractor and SA-SAMS tips. Click below to book your seat. | |||||
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| Learning how to use DDD’s features to support learner and subject performance is the webinar topic for mid-May. The sessions will cover how to access key info on the Overview, Detail and Achievement pages, plus tips on analysing school and learner performance. Click below or visit the Events section on the DDD Learning Hub to book your seat. | |||||
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| Mpumalanga delivers a lesson in data best practice | |||||
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| Doing the maths: Data plus planning multiplied by action, leads to education success. This was the theme of robust discussion at the Penreach social impact facility in Mbombela on 15 April, where representatives of the Mpumalanga Provincial Education Department shared their learnings with fellow officials, the DDD team and members of the National Association of Social Change Entities in Education (NASCEE). For more info on the work NASCEE is doing with partners in this sector, visit https://nascee.org.za/ | |||||
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| MORE SCHOOLS COULD BENEFIT Officials from 5 324 schools countrywide used the DDD Dashboard in term 1 2025, even though more than 16 700 schools submitted data. Is your school missing out? Log in today to start benefitting. |
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YOU MIGHT ALREADY HAVE ACCESS … More than 44 000 officials have access to DDD, and of these 10 943 logged in during term 1. Not sure if you have an account? You might! To check, send your full name and contact details to the helpdesk team. |
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GAUTENG LEADS THE DATA WAY When it comes to data champions, Gauteng leads the way, making up 33% of all officials who were active on DDD in term 1. This is closely followed by the Eastern Cape (with 14%), Limpopo (13%) and Mpumalanga (11%). |
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| BUILDING NEW HABITS, SCALING NEW HEIGHTS | ||||
| Can achieving new heights in school performance really be as simple as forming new data habits? The DDD school support initiative suggests it can. Implemented throughout 2024, the initiative aimed to reduce the number of low-performing/declining schools in 19 districts across Gauteng and North West, by empowering provincial officials to access, understand and use data to manage achievement gaps more effectively. More than 140 officials were trained in 10 sessions between April and October. Behaviours were the first to change, starting with a 46% increase in weekly data submissions, as well as more than 800 officials becoming highly active on the DDD Dashboard, regularly accessing critical performance insights. The subsequent results speak for themselves: By the end of the year, 90% (17 out of 19) of participating districts exceeded the 85% national pass rate (compared to only 11 districts in 2023). All districts improved their year-end results, with improvements in more than 80% of monitored subjects. Most important of all, 46% fewer learners achieved level 1 results (0-29%), alongside a 14% increase in learners attaining level 4 results (50% and above). To read more in the full 2024 DDD Impact Report, click here. |
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SUCCESS IS IN YOUR HANDS – AND AT YOUR FINGERTIPS | ||||
| Top-performing districts don’t become that way by accident. They require leadership to commit to use data-led approaches; schools to commit to regular, accurate data submissions; and officials to learn – and use – the tools at their disposal to view, analyse, understand and act. Ms Hildah Lubisi, Deputy Chief Education Specialist for Accounting in Mpumalanga is a walking example of just how successful that approach can be. Not only is she able to inspire officials by explaining the strategic value of using data from platforms like the DDD Dashboard to inform key learner interventions, but she has also mastered the skills needed to show them how exactly to do it. “With DDD we focus on analysing learner achievement per entity, looking at factors such as promotion and progression per term, as well as report marks vs common assessments and examination marks. We investigate the reasons for variances. This gives us a clear picture of what is needed, allowing us to plan ahead, set realistic targets, and take steps toward meeting them. We're no longer guessing - we're acting on evidence”. In this way the team is combining the best of both worlds: quick impact and sustainable change. It’s a lesson well learned. Thank you Ms Lubisi – we hear you! |
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