Which issue/s do you most want to address with the help of data, in 2026? Scan the code with your phone, or click here to vote.           ON THE DDD CALENDAR       Let’s hit the ground running! Next week’s webinars focus on timetabling for assessment readiness. Join a session to learn how to align your school-based assessments, revision time and term plans. You’ll also get tips on connecting DDD data trends (like grade-level gaps and subject performance dips) with timetable adjustments ahead of assessment windows. Click any button below for details, or to reserve your seat:             UP NEXT: In the first week of February we’ll explore how to analyse school and subject performance using the DDD School Achievement report. This will include how to identify which subjects to prioritise, as well as how to download and interpret the report data.                 DATA NEWS AND UPDATES       NSC RESULTS: Provinces celebrate!             ABOVE: Free State officials celebrated at a formal event on 16 January, to recognise the academic performance of the province’s 2025 matric cohort.               ABOVE: Congratulations to all the top performers in North West, who celebrated their hard-earned accolades last week. Also seen above is Temogo Matong from Setswakgosing Secondary School in Morokweng Village, in Dr Ruth Segomotsi Mompati District. Temogo is the top Grade 12 learner nationally in Quintile 2 schools.
	TOP PROVINCE: MOST DDD USERS In 2025, the provinces with the most officials registered on DDD (averaged across all four terms) were: Gauteng: 7 863 registered DDD users Limpopo: 4 014 KwaZulu-Natal: 3 403     TOP PROVINCE: ACTIVE USERS The provinces with the highest average number of officials actively using the DDD Dashboard were: Limpopo: 56% of users logged in Mpumalanga: 54% Eastern Cape: 53%   TOP PROVINCE: REPEAT USERS The provinces with the most users who logged into DDD in consecutive terms to track progress, were: Mpumalanga: 36% returned each term Eastern Cape: 31% Limpopo: 30%
	PASS THE FIRST TEST: WHY EARLY DATA USE COUNTS       With the release of the 2025 NSC results, education officials have access to valuable evidence about system performance. But this is only the start: using data insights early in the year allows you to identify practical issues that can be addressed immediately. For example, subject-level data can highlight consistent weaknesses in areas such as mathematics problem-solving or physical science. Identifying these patterns in January makes it possible to adjust teaching plans, organise targeted support, or prioritise curriculum coverage before learners fall behind. Early data use can also surface learner progression challenges. Attendance and progression trends may point to learners who are at risk of repeating grades or dropping out later in the year. Schools can respond by strengthening learner monitoring, adjusting timetables, or putting support in place early. A data-led approach at the start of the year promotes clarity and alignment. When plans and targets are grounded in evidence, conversations across provincial, district, and school levels become more purposeful. Remember: Using data does not mean adding complexity; it means asking better questions. Where are the greatest needs? Which schools or subjects require early support? What interventions are most likely to make a difference? As the school year begins, data is one of the strongest tools available to you. Use it now, to invest in better decisions, better support, and better outcomes.
	FROM EVIDENCE TO ACTION: LEKGOTLA 2026       At this week’s Basic Education Lekgotla, President Cyril Ramaphosa acknowledged that NSC results reflect steady progress. However, critical challenges remain, with an opportunity to use data to help achieve the following: Strengthen foundational learning early - Use literacy and numeracy data in the Foundation and Intermediate Phases to identify gaps early. - Track progress in real time, rather than waiting several years to assess impact. - Prioritise evidence-based teaching approaches in early grades. Identify and support learners at risk of dropping out - Use attendance, progression and assessment trends as early warning indicators. - Intervene before problems becomes entrenched, particularly in Grades 10-12. Support teachers through data-informed professional development - Align teacher support to subject-specific challenges and classroom needs. - Use data to guide coaching, training and curriculum support. Enable safe, healthy learning environments - Use school-level data to monitor attendance, nutrition and learner well-being. By acting decisively on the insights already available, the education sector can build on recent gains and deliver more equitable, sustainable outcomes.
To share feedback on this newsletter email: Communication@newleaders.co.za       For DDD technical assistance contact: help@dbedashboard.co.za                             dbedashboard   The DDD programme is an initiative of the Department of Basic Education, in collaboration with the Michael & Susan Dell Foundation and New Leaders Foundation.

This email was sent to [email address suppressed]. If you are no longer interested you can unsubscribe instantly.