Student well being-revised 3-13-14 (2) Minister Angie Motshekga: Announcement of 2014 matric results | South African Government. Speech delivered at the announcement of the 2014 National Senior Certificate (NSC) examinations results by Mrs Angie Motshekga, Minister of Basic Education, Auckland Park Deputy Minister! Chairperson and Members of the Portfolio Committee Chairperson and Members of the Select Committee on Education and RecreationActing Chairperson of the SABC Board, Professor Mbulaheni MaguvheSABC COO Mr Hlaudi Motsoeneng,Members of the Executive Councils,Acting Director-General and Heads of Education Departments, Representatives of Education Formations and Stakeholders, Top Performing Learners and their Parents and Grandparents, Fellow South Africans Good evening! The year 2014 is the watershed year as it marked the completion of the implementation of the Curriculum and Assessment Policy Statement (CAPS) throughout the education system.
It is a year when the first cohort of Grade 12 learners wrote the CAPS-aligned final examinations for the National Senior Certificate. Quality Assurance and Standardisation. Boys still outperforming girls in matric exams:Tuesday 6 January 2015. In 2014 girls are not only faring worse than the boys in key subjects like Maths and Physical Science, their results are deteriorating at a faster pace than those of their male counterparts. (SABC) Although a high number of girls achieved passes in the National Senior Certificate (NSC) in 2014, boys still outperformed the fairer sex with 77.5% pass rate compared to 74.4%. This is in line with a trend show in the 2013 matric results, where 80% of males compared to females (78%) passed the NSC examination.
It was found then that the percentage of males that passed the NSC examination has been consistently higher than the percentage of females that passed. This trend continues when it comes to the key subjects of Maths and Physical Science. In Physical Science, girls’ performance decreased by 6.6 percentage points (from 65.7% to 59.1%), and boys’ by 5.1 percentage points (from 69.3% to 64.2%). Class of 2014 results drop 2.4 percentage points:Monday 5 January 2015.
Basic Education Minister Angie Motshekga announcing matric results in Johannesburg on Monday. (SABC) Basic Education Minister Angie Motshekga has announced that the national matric pass rate for the Class of 2014 was 75.8%, a drop of 2.4 percentage points from the 2013 figure of 78.2%. Motshekga pointed out that last year saw the completion of the implementation of the Curriculum and Assessment Policy Statement (CAPS) throughout the education system. She also announced that some of the 58 exam centers in KwaZulu-Natal and the Eastern Cape where group copying was suspected to have occurred, have been cleared. Eleven of the 39 centres in KZN and three of the 19 centres in the Eastern Cape, have been cleared after investigations by her department and Umalusi. The remaining 28 centres in Kwa Zulu Natal and 16 in the Eastern Cape will be further investigated, with results expected to be finalised by the end of January 2015. Click below for the full speech.
Single-sex education for girls: what the research shows - AGSA. Research shows that there are "positive effects of single-sex schooling" in Australia in relation to numeracy and literacy testing and tertiary entrance scores. In addition, research shows that girls benefit from single-sex environments where there are no expectations that they should fulfil traditional gender stereotypes in the subjects they study, the activities they participate in or the careers they pursue. Girls attending girls' schools are more confident and assertive in single-sex environments. Research demonstrates that girls feel empowered to behave in a more competitive ways without the presence of boys. Girls in girls’ schools are free to pursue academic excellence in any area they choose, including in the 'gender atypical' areas of science, technology, engineering and maths (STEM).
Statistics show that girls from girls' schools are more likely to study STEM at school and pursue university studies and careers in STEM fields. References. NASSPE: Research > Single-Sex vs. Coed: The Evidence. Let's begin with two recent studies in which students were RANDOMLY assigned either to single-gender or coed classrooms, with no opt-out. We are aware of no other studies in which students were randomly assigned either to single-gender or coed classrooms, with no parental opt-out allowed. Any such study would be illegal in the United States; in the United States, federal statute 34 CFR 106.34 requires that any assignment to a single-gender classroom or school must be completely voluntary. In the first study, researchers from the University of Pennsylvania traveled to Seoul South Korea, because in Seoul, students are RANDOMLY assigned either to single-gender or to coed high schools.
The assignment is truly random, and compulsory. Students cannot "opt out" of either the single-gender format or the coed format. What were the results? Our analyses show that single-sex schools are causally linked with both college entrance exam scores and college-attendance rates for both boys and girls. 1. Why single sex school education?
Preamble: The matter of single-sex education has received increased attention in recent years. In compiling this report I have consulted and read widely as well as experienced both single and co-education myself in the eight schools I have taught at in both South Africa and New Zealand over the past 30 years. I have also been fortunate enough to attend a number of international conferences over the years looking at best practice. As I am now the Headmaster of a boy’s school, Maritzburg College, it is prudent for me to focus on what is best for boys. The International Boys’ Schools Coalition [IBSC] was founded in 1995 to look at what is best for boys. The IBSC is a not-for-profit organization of schools dedicated to the education and development of boys worldwide, the professional growth of those who work with them, and the advocacy and the advancement of institutions–primarily schools for boys– that serve them.
New Research on Boys 1. 2. How many of you have both daughters and sons? 10. EUDAEMONIA, THE GOOD LIFE. (MARTIN SELIGMAN:) In order to answer the question of what I want to do and what my ambitions are, it's worth surveying what psychology has done and what psychology can be proud of. The domain of psychology that I come from — clinical psychology, social psychology — has one major medal on its chest: If you look back to 1945 to 1950, no major mental illness was treatable.
It was entirely smoke and mirrors. The National Institute of Mental Health essentially invested between $20 and $30 billion — It's never been the National Institute of Mental Health by the way; it's always been Mental Illness — on the question of the relief of mental illness. And by my count, the $20 billion, 50-year investment produced the following two great achievements. The first is that 14 major mental illnesses are now treatable. Two of them are curable, either by specific forms of psychotherapy or specific drugs. The two curable ones, people always ask, are probably panic disorder and blood and injury phobia. Hedonism, Eudaemonia, and the Secret of Happiness. Flickr: Nicki Dugan Pogue cc license As you sit at your console or squint at these letters on a tiny screen, ask yourself this: Are you happy? Are your kids happy? And wouldn’t eating Twinkies make you all happier? In a minute we’ll take a deeper look at that last question, but first we have to set the ground rules.
First, what is “happiness”? Aristippus, a Greek philosopher who lived in the fourth century BC, thought that if you feel good more than you feel bad, you are happy. But might happiness be more than simply feeling good without feeling bad (and maybe the lingering afterglow of smugness)? That’s where the eudaemonists come in. From the eudaemonic perspective, happiness can really suck.
In other words, it expands the definition of happiness into eudaemonic territory. The thing is, as much as it seems like people who prioritize the in-the-moment experience of happiness would have overall higher well-being, that’s only sometimes the case. About Garth Sundem Like this: Like Loading... Eudaimonia.
Discussion of the links between virtue of character (ethikē aretē) and happiness (eudaimonia) is one of the central concerns of ancient ethics, and a subject of much disagreement. As a result there are many varieties of eudaimonism. Two of the most influential forms are those of Aristotle[3] and the Stoics. Aristotle takes virtue and its exercise to be the most important constituent in eudaimonia but acknowledges also the importance of external goods such as health, wealth, and beauty. By contrast, the Stoics make virtue necessary and sufficient for eudaimonia and thus deny the necessity of external goods.[4] Definition[edit] The good composed of all goods; an ability which suffices for living well; perfection in respect of virtue; resources sufficient for a living creature. So, as Aristotle points out, saying that eudaimon life is a life which is objectively desirable, and means living well, is not saying very much.
Main views on eudaimonia and its relation to aretē[edit] Socrates[edit] Girls do better without boys at school, study finds. Girls are far more likely to thrive, get GCSEs and stay in education if they go to a single-sex school, according to new research, which reveals pupils who are struggling academically when they start secondary school reap the biggest rewards of girls-only schooling. The analysis of the GCSE scores of more than 700,000 girls taught in the state sector concludes that those at girls' schools consistently made more progress than those in co-ed secondaries.
The fact that pupils with the lowest test scores when they started secondary made the biggest leap in girls' school will reopen the debate about whether more children should have access to a single-sex education in order to drive up results. The number of girls schools has dwindled in the state sector since the 1970s and has been dropping more recently among private schools, as more and more parents demand co-ed schools.
However, other leading academics said the research was more conflicting.