School's Report 2012 National Senior Certificate (NSC) Examination

SCHOOL’S REPORT 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION 

1

Vision 4 

Mission 4 

Strategic Goals and Objectives 5 

Values 7 

Acronyms 8 

Preface by the MEC 10 

Overview by the Head of Departmment 12 

CHAPTER 1 - POLICY TRAJECTORIES 

1.1 Introduction 16 

1.2 The relationship between the Provincial Growth Development Plan and Education 17 

1.3 Educational Indicators Pivotal to the Provincial Growth Development Plan 18 

1.4 Proposed Interventions Necessary for the Provincial Growth Development Plan to Become Reality 19 

1.5 The Department’s Contribution to National Outcomes 20 

1.6 Action Plan to 2014 towards the Realisation of Schooling 2025 21 

CHAPTER 2 - THE SCHOOLING LANDSCAPE OF THE PROVINCE 


2.2 Schools’ Landscape 24 

2.3 Early Childhood Education 25 

2.4 The Distinguishing Characteristic of the Province of Kwazulu-Natal 25 

2.5 Quintile Ranking of Schools 26 

2.6 Educator Landscape 27 

2.7 Infrastructure Landscape 28 

2.8 Other Significant Features 30 

2.9 Conclusion 30 

CHAPTER 3 - SYSTEMIC INPUT 


3.2 Curriculum Management and Delivery 34 

3.3 Matric Intervention Programme 36 

3.4 Curriculum and Assessment Policy Statements (CAPS) 38 

3.5 Provincial Intervention Team (PIT) 38 

3.6 Special Needs Education Services (SNES) 38 

3.7 Addressing Social Ills 39 

3.8 Infrastructure Planning and Delivery Management 40 

3.9 QLTC 44 

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Table of Contents 

CHAPTER 4 - ASSESSMENT 

4.1 Evaluation and Assessment 48 

4.2 The Importance of Assessment 48 

4.3 Annual National Assessments (ANA) 2012 49 

4.4 The 2012 National Senior Certificate (NSC) 52 

CHAPTER 5 - ANALYSIS OF ANNUAL NATIONAL ASSESSMENTS (ANA) RESULTS - 2012 


5.2 Provincial Overrall Performance Percentage 60 

5.3 Comparison of National and Provincial Learner Performance 62 

5.4 Comparison of 2011 and 2012 Learner Performance 63 

5.5 Learners Who Performed At 50% and Higher 65 

5.6 Learner Performance per District 68 

5.7 Learner Performance by Quintiles 71 

5.8 Learner Performance per Achievement Levels 74 

5.9 Learner Performance by Gender 77 

5.10 Limitations of the Survey 80 

5.11 Conclusion 80 

CHAPTER SIX - ANALYSIS OF NSC RESULTS - 2012 

6.1 Provincial Analysis 84 

6.2 Performance by Gender 88 

6.3 NSC Passes by Type of Qualification 88 

6.4 Performance in Different Categories 90 

6.5 Performance per quintile ranking 92 

6.6 Candidates’ performance in selected subjects, 2011 - 2012 96 

CONCLUSION 112 

ANNEXUURES 

NOTES 

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STRATEGIC GOALS AND 

OBJECTIVES 

The strategic goals are an instrument focusing the Department in achieving the vision using the 

mission as a vehicle. The articulation of the goals contributes to a concerted effort in ensuring 

that goals achieve the vision which in turn achieves the Provincial, National and International 

mandates of the Education Sector. The strategic goals of the Department are: 

STRATEGIC GOAL 1 

Strategic Objective 1.1 




BROADEN ACCESS TO EDUCATION AND 

PROVIDE RESOURCES 

To increase access to education in public 

ordinary schools. 

To provide infrastructure, financial, human and 

technological resources. 

To implement teaching, management and 

governance support programmes at all schools. 

To provide diverse curricula and skills oriented 

programmes across the system. 





IMPROVE SCHOOLS’ FUNCTIONALITY AND 

EDUCATIONAL OUTCOMES AT ALL LEVELS. 

To implement quality assurance measures, 

assessment policies and systems to monitor 

success of learners. 

To develop and enhance the professional quality and 

academic performance of managers and teachers in all 

institutions. 

To administer effective and efficient examination and 

assessment services. 




DEVELOP HUMAN RESOURCE AND 

ORGANISATIONAL CAPACITY AND 

ENHANCE SKILLS 

To develop the skills of the Department’s workforce at all 

levels. 

To ensure equitable distribution of human resource in the 

Department. 

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DEVELOP SCHOOLS INTO CENTRES OF 

COMMUNITY FOCUS, CARE AND SUPPORT 

To implement an integrated programme in dealing with the 

impact of communicable diseases, and HIV/AIDS in the 

workplace and in all institutions. 

To provide support to mitigate the challenges of 

unemployment, and child-headed households. 

ENSURE GOOD CORPORATE GOVERNANCE, 

MANAGEMENT AND AN EFFICIENT 

ADMINISTRATION 

To implement administrative management systems and 

accounting procedures in order to ensure maximum support 

to curriculum delivery. 

To implement the Batho Pele principles in all institutions. 

To decisively deal with issues of fraud, corruption and 

maladministration. 

To implement the Education Management System to 

improve information management. 

PROMOTE NATIONAL IDENTITY AND SOCIAL 

COHESION 

To promote youth development, arts, culture and sports in 

all institutions. 

To preserve heritage through utilisation of national symbols 

in encouraging unity and patriotism amongst the people of 

KZN. 

To develop strong partnerships with all education 

stakeholders. 

To implement nation building programmes and projects. 

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VALUES 

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ACRONYMS 

8


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The advent of a democratic dispensation in our country has seen many developments that have 

propelled our country to be recognised as a nation among the nations of the worlds. The freedom 

that has been attained must be protected by ensuring that all our citizens receive good quality 

education. 

The sustainability of the gains we have made is dependent on the solid foundation that we must lay 

in education of our children and society. Evidence suggests that the country has made significant 

progress in increasing access of our young people to education who otherwise would not have had 

an opportunity to education. There has also been an increase in the number of learners who access 

basic services that support development. 

Similarly, there is still a lot to be done with respect to improving the quality of basic education in our 

country. To this extent, our government has declared education as the apex priority to ensure that we 

can collectively work towards the attainment of improved outcomes in education. This is a decision 

that seeks to ensure that our education system becomes equitable, accessible and relevant. 

In response to this national mandate, we have endeavoured to ensure that we increase our levels of 

accountability in the management of education in the country. It is a responsibility we have accepted 

with the conscious belief that our people deserve better. We have also subjected ourselves to be 

measured through independent evaluation tools that will determine the progress that we are making 

in transforming our education system. This is to ensure that our young people receive the best 

quality support in our education system in our lifetime. 

We are cognisant that there are challenges that still confront the education system in our Country 

and the province. These are structural and systemic problems that have entrenched themselves as if 

they were the true character of our education system. Consequently, we have begun a process of the 

transformation of the schooling system in KwaZulu-Natal with a view of dismantling any remaining 

vestiges that are unwarranted in our system. 

Our goal to enhance service delivery and provide high quality education for all the Province’s learners 

has necessitated that we streamline the schooling system to make it more efficient and less wasteful. 

To do this we will embark on a programme for the transformation of our schooling system. The 

transformation programme will address the following key issues: 

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PREFACE BY THE HONOURABLE MR E. S. MCHUNU, 

MEMBER OF THE EXECUTIVE COUNCIL (MEC) 

• The transformation of small and non-viable schools 

• The elimination of multi-grade teaching 

• Streamlining of the typologies of the schooling system 

• Renaming of schools 

• The establishment of Model Schools. 

• Provision of support to ECD sites for 0 - 4 year olds in collaboration with the Department 

of Social Development and Department of Health. 

• Ensuring that all children are given access to 2 years of ECD programmes before 

Grade 1. 

• Ensure access to education for learners with barriers to learning 

The progress we have made, taken together with the transformation programme we shall embark 

on implementing, will ensure that we set the schooling system in KwaZulu-Natal on a trajectory 

for the future. The results of the Annual National Assessment and the National Senior Certificate 

examinations for 2012 show the significant improvements that we are making in the education of our 

children. 

We shall consolidate the foundation we have laid so that it does not get shaken. This is a path we 

have set ourselves for the good of our education system. We are striving for excellence towards 

2014. 

Mr ES Mchunu, MPL 

MEC for Education 

KwaZulu-Natal Provincial Government 

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I am pleased to present the 2012 School’s Report for the KwaZulu–Natal Department of Education. 

It is a report that provides information with regard to the path that the Department of Education has 

traversed in 2012 in our quest for quality education for all learners in our province. This report shows 

progress and consolidation of the efforts that have been implemented to date. 

In fact, 2012 has been characterised as a year of International and National assessments. The 

education system in our country and province have subjected itself to these external evaluations to 

independently track the measure of impact that the system is making in the achievement of education 

outcomes. The TIMMS report which measure trends in mathematics and science performance have 

improved over the last decade. Similarly, the PIRLS report which measured reading efficiency of 

learners have also shown an improvement in the reading abilities of our learners. However, there is 

more that remains to be done to which we are committed to doing. 

It is noteworthy that the national results that we present in the KwaZulu-Natal schools report 2012 in 

respect of the Annual National Assessment (ANA) and the National Senior Certificate (NSC) confirm 

an increase in the performance of the schooling system in KwaZulu–Natal. The data presented in 

this report will make guide in a systematic way an improvement in the interventions to be made. 

The KwaZulu-Natal Department of Education is closely working towards a data – driven delivery 

system. This is to ensure that any action we take to correct the deficiencies in the system will be 

based on evidence that exists and therefore can be tailor made. 

The 2012 NSC results show that KwaZulu-Natal has achieved 73.1% pass rate with 93 003 learners 

qualifying for the NSC. This signifies a 5% increase in pass rate in 2012 compared to 2011 (68.1%) 

and a contribution of 10 000 more learners passing in 2012 compared to 83 201 that passed in 2011. 

This will contribute to the increase in the skills base of the country. The 2012 pass rate is also the 

highest pass rate that the province has achieved since the introduction of the NSC. The systematic 

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OVERVIEW BY THE HEAD OF DEPARTMENT 

increase in this performance demonstrates a system that is stabilising. We are also encouraged by 

an improvement in the number of learners who passed Mathematics and Physical Science compared 

to 2011. These achievements serve as a yardstick for our direction for improvement going forward. 

We remain committed to working harder to ensure that no learner is left behind. 

We shall press forward towards achieving excellence in quality education for all. 

SNP, Sishi, PhD 

Head of Department: Education 

KwaZulu-Natal Provincial Government 

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CHAPTER ONE 

_________________________ 

Policy Trajectories 

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1.1 Introduction 

The KwaZulu-Natal Department of Education subscribes to the legislative mandates informing 

National and Provincial priorities. Against this background, cognisance has been taken of the 

“National Development Plan 2030”, and the “Provincial Growth Development Plan”, so as to provide 

a holistic, high quality service to its clients. 

In complying with THE NATIONAL DEVELOPMENT PLAN 2030, the education system needs to 

meet the following five priorities: 

• High quality Early Childhood Development Education, with access rates exceeding 90% 

• Quality school education with globally competitive literacy and numeracy standards. 

• Further and Higher Education and Training that enables people to fulfill their potential. 

• An expanding Higher Education sector that is able to contribute towards rising income, higher 

productivity and the shift to a more knowledge-intensive economy. 

• A wider system of innovation that links key public institutions (universities and science 

councils) with areas of the economy consistent with our economic priorities. 

The Province of KwaZulu-Natal is therefore making every effort to meet the mandates of the National 

Development Plan 2030. This can be done if the Province endeavours to improve: 

• the number of candidates passing the National Senior Certificate 

• the number of Bachelor passes 

• the number of candidates passing Information Technology, Consumer Studies, Hospitality 

Studies, Tourism, Computer Applications Technology, Sciences and Mathematics, amongst 

others. 

KwaZulu-Natal’s challenges in terms of poverty, unemployment and under-development are certainly 

not unique. On the contrary the rest of the country and indeed many developing countries in the 

world face similar challenges. For this reason the KZN Department of Education aligns its intended 

outcomes to the international and national policy contexts, namely the National Development Plan 

2030, through the Provincial Growth Development Plan. 

In meeting and complying with national mandates, Provincial Growth and Development Strategies 

have a crucial role to play in giving effect to Government’s concept of a Developmental state, through: 

• Growth and Economy 

• Reducing unemployment 

• Eradicating Poverty 

• Ensuring greater Social Inclusion and Cohesion 

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Education will ensure that that the Provincial Growth Development Plan will provide the province 

with a strategic framework for improving the economic growth through developmental interventions, 

putting people first, particularly the poor and vulnerable, and building sustainable communities, 

livelihoods and living environments. 

The KwaZulu- Natal Department of Education believes that a holistic and effective education system 

will meet the social and economic demands of the country’s needs. 

The four pillars identified by the Department as being key to service delivery and fundamental to the 

Province’s growth, are: 

• Accountability 

• Planning and Monitoring 

• Early Childhood Development 

• Assessment 

1.2 The relationship between the Provincial Growth Development Plan 

and Education 

Early childhood development, primary and secondary education are intrinsically linked to the 

Provincial Growth Development Plan. Education is regarded as fundamental to the aspirations 

of the province in relation to growth and development. The focus is placed on language literacy, 

mathematics and science abilities as these are key to economic growth and development. The goal 

of our education system must be to give every child an equal opportunity to develop the knowledge, 

skills values and attitudes to make a positive contribution in society. The Department of Education 

Strategic Plans has baselines set in 2010/2011 and projected to 2015. 

Educational challenges are reflected both in the low number of youth that finish school and in the 

poor quality issues as measured by the Department and articulated by various stakeholders. Specific 

interventions must target towards the many factors that result in the spatial inequalities in education 

particularly the unequal provision of educational infrastructure and materials, qualified teachers, 

and inequitable access to remedial and specialized education to learners with needs for these. 

Basic services such as water, sanitation and electricity must be provided to schools, the quality of 

management and school governance must be enhanced, and the quality of teaching and learning 

addressed. Under-performance cannot be tolerated. 

On issues of quality, the Department of Basic Education conducts Annual National Assessments 

(ANA) across the system and it is continually being refined. This provides a useful tool from which 

the province can learn about the performance of learners at Grades 3, 6 and 9 levels, and about the 

success or failure of the schooling system. In addition, matric results still serve as a comparative 

benchmark at a school leaving level – not just the pass rate, but actual numbers succeeding in 

particular areas. 

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It must be recognized that educational performance is influenced by community and family 

dynamics, and not all measures of success are in the hands of the school or teacher. Participation 

is the responsibility of parents and the community, as is support and encouragement to learners. In 

turn, teachers should try to “add value” to the abilities of the children they teach – improving their 

performance whatever the starting point. 

1.3 Educational Indicators Pivotal to the Provincial Growth 

Development Plan 

1.3.1 Number of Five Year Old Children in Education Institutions (Public And Private) 

The 2012 baseline is 207 436 children and the 2015 target is 211 680. Note: StatsSA records that in 

2009, 70% of children in the province attended a pre-school, whereas nationally the figure was 78%. 

The national goal is universal coverage (100%) by 2014. 

1.3.2 Retention Rate: Grades 10 through 12 

Data shows the retention rate is the problem period in terms of retention; from Grade 9 some 12% 

of learners drop out each year. While 96% of children aged 15 are in school, only 93% of 16 year 

olds are, and 72% of 18 year olds. The baseline is to be determined; which should increase to 80% 

in 2020 and to 90% in 2030. 

1.3.3 Percentage of Learners in Grade 3 Achieve Over 50% in ANA. 

The current 2012 baseline is 41% of learners which should increase to increase to 60% by 2014 

(national target), 70% by 2020 and to 80% in 2030. 

1.3.4 Percentage of Learners in Grade 6 Achieve Over 50% in ANA 

The 2012 baseline is 35% of learners which should increase to 60% by 2014 (national target), 70% 

in 2020, and to 80% in 2030. 

1.3.5 Percentage of Learners in Grade 9 Achieve Over 50% in ANA 

The 2012 baseline is not known, due to this being a pilot year. The targets should also be 60% by 

2014, 70% by 2020 and 80% by 2030. 

1.3.6 Number of Learners Who Pass Selected Subjects in the National Senior 

Certificate 

Key indicator subjects include Mathematics and the language of learning. Targets will be developed 

depending on the selection of subjects. 

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1.4 Proposed Interventions Necessary for the Provincial Growth 

Development Plan to Become Reality: 

1.4.1. Review and resource teacher education and capacity-building programmes 

1.4.2. Improve teacher deployment and utilisation 

1.4.3. Efficient data collection to track learner progress and enhance retention 

1.4.4. Efficient delivery of basic services, school infrastructure, equipment, materials 

1.4.5. Support for effective governance in schools 

1.4.6. Ensuring the provision of inclusive schools for children with special learning needs 

1.4.7. Promoting the use of new technologies 

1.4.8. Review the funding model. 

1.4.9. Enhance technical vocational schools programmes 

The interventions are multi-faceted, and are integral to the Strategic and Operational Plans of the 

Department of Education and other contributing agencies. 

The KZN MEC for Education, the Honourable MEC Mr E. S. Mchunu, is targeting six priority areas 

that the department needs to put special emphasis on in order to ensure provision of “equitable 

access to quality education for the people of KwaZulu-Natal”. 

The Six Priority Areas are: 

• Curriculum Management 

• Infrastructure 

• Management 

• Teacher Supply and Capacity 

• Funding 

• Classroom Equipment. 

These six priorities will ensure that teaching and learning occur in an environment which is supported 

by high levels of curriculum management, infrastructure provision, managerial skills at all levels, both 

in the classroom, and from an advisory perspective, teacher. Enhanced attention to teacher morale, 

through adequate training, supply and capacity, coupled with adequate funding and classroom 

equipment, will inform the realisation of the MEC’s key priorities. 

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1.5 The Department’s Contribution to National Outcomes 

Schooling 2025 is a national plan aimed at enhancing the quality of education in schools with 

the support of Head offices and districts in provinces. It forms a consolidation of existing public 

commitments and is intended to flag priorities and key measurable areas of performance for all 

levels, including schools. 

In addressing the national plan the Department has launched the Programme of Action, which is 

aimed at elaborating and simplification of the Annual Performance Plan (APP). The Department 

has aligned the goals of Schooling 2025, to all the initiatives and intervention programmes, to the 

Department’s Programme of Action. This ensures that the KwaZulu-Natal Department of Education 

is in sync with National mandates, and contributes towards National goals and outcomes, rather than 

working in “silos”. 

The KwaZulu-Natal Department of Education’s vision is to promote “a well educated, skilled and 

highly developed citizenry’. Its goal to enhance service delivery and provide high quality education 

for all the Province’s learners has necessitated that the department streamlines the schooling system 

to make it more efficient and less wasteful. The intended transformation programme will address the 

following key issues: 

• the transformation of small and non-viable schools 

• the elimination of multi-grade teaching 

• streamlining of the typologies of the schooling system 

• re-naming of certain schools 

• the establishment of Model Schools. 

• provision of support to ECD sites for 0 - 4 year old children in collaboration with the 

Department of Social Development and Department of Health. 

• ensuring that all children are given access to 2 years of ECD programmes before Grade 1. 

• ensure access to education for learners with barriers to learning 

The Delivery Agreement signed by the MEC for Education implies that the Department of Education 

is constitutionally bound to provide quality basic education to all learners in KZN. The provision of 

quality basic education is a fundamental requirement for all children. That is why the Department 

has consistently sought to improve teaching and learning in schools. The provision of classroom 

equipment has been identified as one of the means to realise the goal of providing quality education. 

The Department has identified the provisioning of minimum and basic classroom equipment during 

the 2012 academic year as a priority. It is however, important to note that provisioning of classroom 

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equipment for all schools equitably, is constrained by the limited resources that are available. 

Therefore, it is required that a funding model be developed to ensure that the provisioning of 

classroom equipment is guaranteed for all schools. 

1.6 Action Plan to 2014 towards the Realisation of Schooling 2025 

The KwaZulu-Natal Department of Education is endeavouring to comply with the “Action Plan to 

2014 towards the Realisation of Schooling 2025”. Areas that have been prioritised, include: 

• an increase in the number of learners in Grade 3, who by the end of the year have mastered 

the minimum language and numeracy competencies for Grade 3. 

• an increase in the number of learners in Grade 6, who by the end of the year have mastered 

the minimum language and mathematics competencies for Grade 6. 

• an increase in the number of learners in grade 9, who by the end of the year have mastered 

the minimum language and Mathematics competencies in grade 9. Goal 4. 

• increase in the number of Grade 12 learners, who become eligible for a Bachelors programme 

at a university. 

• increase in the number of Grade 12 learners who pass Mathematics. 

• increase the number of Grade 12 learners who pass Physical science. 

• improvement in the average performance in languages of Grade 6 learners. 

• Improvement in the average performance in Mathematics of Grade 6 learners. 

• ensuring that all children remain effectively enrolled in school up to the year in which they 

turn 15. 

This chapter has shown an intergrated nature of policy processes and the role of the KwaZulu-Natal 

Department of Education in addressing them. 

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CHAPTER TWO 

_________________________ 

The Schooling Landscape 

of the Province 

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KwaZulu-Natal is the largest Province in terms of geographical expansion with a total of 2 869 918 

learners in 6256 schools. The institutions are spread over 184 606 square kilometres, and much of 

it is rural, with limited infrastructure and the lack of basic infrastructure and communications. These, 

together with the dearth of inadequate health and safety provisions, have a profound negative impact 

on the nature and quality of curriculum delivery. 

There are about 10,2 million people in KwaZulu-Natal. In the context of a curriculum that seeks to 

involve parents and the community, this poses challenges for the schooling system. The HIV and 

AIDS pandemic prevalent amongst this population adds additional complexities. 

The Province has one of the highest illiteracy levels in the country. Of the 5 million people who are 

HIV positive in the country, 3 million are in KwaZulu-Natal. The Province also has the highest number 

of infant mortality rate and the highest number of Tuberculosis cases. 

All of the above mentioned diseases can be easily transmitted from parent to child and this has a 

severe impact on the performance of learners. 

The majority of schools in urban areas are well resourced with reasonably well qualified educators, 

because many of them are attracted to the cities. They also have good infrastructure and reliable 

means of communication and transport. In sharp contrast to this, schools in the rural areas are 

characterized by poor infrastructure, less reliable transport and communication, with under-qualified 

and even un-qualified teachers. 

2.2 Schools’ Landscape 

KwaZulu-Natal is characterised by extremes in terms of topographical and geographical factors. The 

Province’s 6256 schools are categorised as both public and independent schools, in the primary, 

secondary and combined categories, as is evident in table A. Public Schools are government 

funded schools. Independent Schools are schools that may or may not be funded by government, 

and Elsen schools are schools for learners with special educational needs. These are in Table A. 

DISTRICT 

TABLE A: NUMBER OF SCHOOLS BY DISTRICT, LEVEL AND OWNERSHIP 

Independent 

Public 

Combined Primary Secondary LSEN TOTAL Combined Primary Secondary LSEN TOTAL 

AMAJUBA 5 3 1 9 56 133 53 6 248 

ILEMBE 3 3 37 274 117 2 430 

PINETOWN 24 17 7 48 36 330 133 11 510 

SISONKE 5 5 10 132 235 78 2 447 

UGU 10 3 3 16 24 328 140 3 495 

UMGUNGUNDLOVU 18 17 15 50 45 328 125 9 507 

UMKHANYAKUDE 3 2 1 6 15 369 153 3 540 

UMLAZI 30 8 12 1 51 16 307 140 19 482 

UMZINYATHI 4 2 6 100 288 109 2 499 

UTHUKELA 7 4 1 1 13 58 271 117 3 449 

UTHUNGULU 7 8 1 1 17 42 427 192 7 668 

ZULULAND 5 5 10 91 463 185 3 742 

PROVINCE 121 74 40 4 239 652 3753 1542 70 6017 

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2.3 Early Childhood Education 

The following table provides the number of schools, number of Grade R learners and practitioners/ 

educators per district. 

TABLE B: GRADE R - NO. OF SCHOOLS AND PRACTITIONERS 

District No. of schools with Grade R No. of Grade R Learners No. of educators/ 

practitioners 

Amajuba 160 8 779 320 

Ilembe 287 12 808 445 

Uthukela 302 13 752 443 

Pinetown 302 26 131 780 

Ugu 315 16 777 509 

Umgungundlovu 345 15 387 514 

Umkhanyakude 355 18 903 590 

Umlazi 276 17 901 528 

Umzinyathi 342 13 918 431 

Uthungulu 405 24 583 756 

Sisonke 341 14 849 468 

Zululand 504 16 417 604 

Total 3934 200 205 6 388 

95.2% of 5 year olds are in schools. Out of 5 189 528 children within 0-4 cohort, 1 220 882 are 

in KwaZulu-Natal. (2011 Mid-year Population estimates report). This constitutes 23% of the South 

African Children. Of these 123 506 is receiving ECD Services in 1619 registered sites and unregistered 

home and community base care. Since 2009, five hundred and ninety two ECD classrooms have 

been built, which means that that there is increased access to education. 

2.4 The Distinguishing Characteristic of the Province of Kwazulu- 

Natal 

The unique features of the province may be encapsulated in some of the following statistics: There 

are 2 869 918 learners in the province, with 95 686 educators in ordinary public and independent 

schools. In South Africa, 23% of teachers and 23% of learner cohort are from KwaZulu-Natal. The 

province has a total budget of R34 billion. 

These basic infrastructure and educational resources have a profound impact on the nature 

and quality of the curriculum that can be delivered. A sum of R40 billion is needed to elevate the 

infrastructure backlog. 

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Enrolment: Gender Per District 

The enrolment per gender for 2012 is indicated in the table below. 

DISTRICT 

TABLE C: GENDER PER DISTRICT 

INDEPENDENT 

PUBLIC 

Female Male Female Male 

TOTAL 

AMAJUBA 661 649 66 627 68 987 136 924 

ILEMBE 624 608 85 049 88 129 174 410 

PINETOWN 4 936 5 419 169 841 174 853 355 049 

SISONKE 374 341 74 903 77 127 152 745 

UGU 2 446 2 309 105 582 108 489 218 826 

UMGUNGUNDLOVU 7 106 7 230 111 574 115 991 241 901 

UMKHANYAKUDE 736 782 117 251 120 831 239 600 

UMLAZI 7 902 6 247 163 328 163 273 340 750 

UMZINYATHI 613 534 97 193 98 760 197 100 

UTHUKELA 957 1 001 101 270 104 709 207 937 

UTHUNGULU 2 121 1 962 147 171 149 769 301 023 

ZULULAND 1 220 1 043 143 444 147 741 293 448 

PROVINCE 29 696 28 125 1 383 233 1 418 659 2 859 713 

2.5 Quintile Ranking of Schools 

Schools are ranked per quintile, from quintile 1 to 5, with quintile 1 being the poorest of the poor, and 

quintile 5 being schools that are affluent. 

The KZN Department of Education has assigned to each school poverty score, which allows the 

Department to sort all public ordinary schools from poorest to the least poor. 

The determination of the poverty score has been based on the relative poverty of the community 

around the school premised on the unemployment rate, income and level of education as indicators 

of poverty, sourced from Census data. 

Each school is linked to a specific geographic area and place name closest to that particular school. 

Schools from poorer geographic areas are allocated more money and schools from affluent areas 

allocated least amounts. 

This is to ensure that preferential funding into poorer communities translate into effective interventions 

and assist in combating historical disadvantage. 

Quintile 1, 2 and 3 are now declared no-fee schools, and quintiles 4 and 5 fee-paying. The methodology 

utilized seeks to promote pro-poor funding that treats equally poor schools equally irrespective of the 

district or province they find themselves in. 

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The following table provides information on the number of public schools (excluding ELSEN schools) 

per quintile per district. 

TABLE D: QUINTILES PER DISTRICT IN PUBLIC CHOOLS 2012 

(excluding ELSEN schools) 

DISTRICT Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 TOTAL 

AMAJUBA 48 62 67 51 14 242 

ILEMBE 181 137 79 23 8 428 

PINETOWN 6 50 178 150 115 499 

SISONKE 163 227 38 15 2 445 

UGU 172 200 77 21 22 492 

UMGUNGUNDLOVU 73 139 179 50 57 498 

UMKHANYAKUDE 248 236 44 9 537 

UMLAZI 3 15 94 166 185 463 

UMZINYATHI 329 101 43 19 5 497 

UTHUKELA 134 123 152 25 12 446 

UTHUNGULU 232 234 127 35 33 661 

ZULULAND 365 239 102 29 4 739 

PROVINCE 1 954 1 763 1 180 593 457 5 947 

2.6 Educator Landscape 

KwaZulu-Natal has 6000 schools spread over a large geographic area and mostly rural, with a 

learner population of 2,8 million. According to KZNDoE Persal, there are over 88 287 educator 

workforce. Of these, 14 809 are unqualified and underqualified. There is a reported acute shortage of 

teachers of Mathematics, Science and Technology. These subjects are taught by un/under qualified 

teachers. Of the 14 809, 7 259 have degrees or diplomas, 7 550 of these only have matriculation, the 

bulk of them teach in rural schools. Attrition rate stands at approximately 6% (4 500) due to mortality, 

retirement, ill-health, misconduct and resignations. Approximately 2 420 substitute educators are 

appointed in each financial year. 

Newly qualified teachers (NQT) for the KwaZulu-Natal public school system are largely produced 

from the public and private higher education institutions that have campuses within KwaZulu-Natal. 

The output from these institutions is in the region of 1800 graduates annually. Teacher up-grading 

and re-skilling programmes are still offered by some Higher Education Institutions (HEIs) to address 

the province’s un-qualified and under-qualified teachers. 

There is a mismatch between supply and demand of educators. A resultant problem arising out 

of this mismatch is that unqualified and under-qualified teachers are continually being employed 

to address the schools’ immediate needs. Individuals with no qualifications are being employed, 

largely in rural context due to the non-availability of qualified personnel. 

27

Arising out of the situation analysis, the KwaZulu-Natal Department of Education is partnering with 

Higher Education Institutions to address the shortage of adequately trained and qualified educators. 

These include, inter alia: interventions and specialized areas of tuition and training for trainee and 

existing educators. 

2.7 Infrastructure Landscape 

The determination of demand forecast in KwaZulu-Natal Province is extremely difficult as the 

dynamics around macro- and micro-migration continues to constantly changes at a rapid rate. 

This makes long and even medium-term forecasting problematic, when deciding on the placing of 

permanent infrastructure facilities. 

Growth trends within the specific community/settlement/township/suburb are brought into focus 

when determining sustained need for specific facilities. With the urbanization process, driven by the 

demand of industry for a skilled workforce, it is anticipated that demand will continue to change at 

an accelerated rate. 

The Action Plan to 2014 for the KwaZulu-Natal Department of Education sets out 13 goals to be 

achieved. 4 Of the 13 goals deal with School Infrastructure and Support Services. These are the first 

steps towards the realisation of the bigger and long-term vision of quality education in schools by 

2025. The provision of adequate infrastructural resources to schools, benefits the local community 

in immense proportions. A school with adequate sporting facilities is a source of development for the 

local community. 

The school infrastructure provision is informed by the planning process undertaken in terms of the 

Minimum Uniform Norms and Standards for Infrastructure. There are two types of classifications 

of infrastructure, taking into account a school as a unit of measure, namely, basic functionality and 

optimum functionality. 

The Department is currently dealing with the issues of basic functionality as a first phase. This 

will include projects such as water provision, sanitation, electricity and security, together with the 

eradication of inappropriate structures. Thereafter, issues of eliminating gross overcrowding, where 

a school is provided with all facilities required for optimum functionality, will be tackled. The last 

phase will be curriculum redress, where a school will be provided with a specific, targeted resource, 

e.g. laboratory, computer room, media centre, etc., to enhance the delivery of the curriculum. 

In February 2011 the KwaZulu-Natal Provincial Executive Council tasked the Provincial Planning 

Commission to prepare the KwaZulu-Natal Provincial Growth and Development Strategy (PGDS) to 

drive and direct growth and development in the Province to the year 2030. The PGDS consists of a 

Strategic Analysis of the current growth and development situation in the Province, and sets a vision 

on where the Province aims to be in 2030. 

The Provincial Spatial Economic Development Strategy (PSEDS) does not attempt to identify a 

functional hierarchy of transport logistics corridors or routes throughout the province, but instead it 

focuses its attention on activity/development corridors. These development corridors are not intended 

to be the basis for a transport logistics network. It is however essential that the development corridors 

are adequately served by appropriate transport and logistics infrastructure 

28


From the classification of economic potential and the classification of poverty, a matrix of development 

corridors and nodes has been identified which will serve two functions, namely: 

• to facilitate the increased growth of existing centres and corridors of economic development 

in the province; and 

• to ensure that the potential for economic development within areas of high poverty is realised. 

The nodes and activity corridors identified are illustrated on the maps below. 

The Government Immovable Asset Management Act, No. 19 of 2007 (GIAMA), has introduced 

measures to ensure a uniform framework for the management of immovable assets used by (or 

are reserved for) a national or a provincial department in support of its service delivery objectives. 

This process is underpinned by the Department’s strategic planning with regards to infrastructure 

management, from acquisition through to disposal. With the Department of Public Works as 

custodians, the table below indicates the infrastructure assets of the Department. 

Standard Classrooms 73 310 

Multipurpose Classrooms 943 

Specialist Rooms 1 407 

Media Centre 1 289 

Computer Room 1 110 

Prefab Classrooms 2 091 

Strongrooms 1 128 

Toilet Seats 98 521 

Sport fields 3 082 

Schools with Water 5 177 

Schools with Electrification 5 489 

Schools with Fencing 5 321 

29

2.8 Other Significant Features 

The Department of Education has noted significant achievements in 2012, despite the numerous 

challenges. Among these are: 

2.8.1 Infrastructure: 

The number of no-fee schools has increased to 4 915 in 2012, including farm schools. 80% 

of schools are no fee schools. 1 872 025 Learners are benefitting from the budget of R1.637 

billion allocated to education. 

2.8.3 National School Nutrition Programme (NSNP): 

There is daily provision of nutritious meals to approximately 2 239 228 learners. The 

programme has been extended to high schools in quintiles 1 – 3 and some primary schools 

in quintiles 4 and 5. There is a review of NSNP policy, with increased participation of cooperatives. 

The honorarium for volunteers has increased from R600 in 2006 to R 780 in 

2012. 

2.9 Conclusion 

It is evident that the KwaZulu-Natal schools’ landscape is far different to that of other provinces. The 

rural and urban divide, the socio-economic disparities, coupled with high levels of unemployment, 

poverty and the scourge of the HIV Aids pandemic, make the challenges facing the province of 

greater magnitude. However, despite the challenges, the Province is making gigantic strides in 

addressing the issues of educational transformation, and educational delivery, a reality. 

30



31


CHAPTER THREE 

_________________________ 

Systemic Inputs 

33


This chapter focuses on systemic inputs that demonstrate progress with respect to improvement of 

schooling in the province. 

The Delivery Agreement between the MEC for Education and the Minister of Basic Education is 

based on Action Plan 2014 towards the Realisation of Schooling 2025. In this agreement, the 

MEC is required to provide accountability, access to Early Childhood Development, Monitoring and 

Assessment across the system. 

The MEC for Education has identified the following six priorities, which, unless addressed will have 

consistently undesirable impact on the outcomes that the education system seeks to achieve. These 

are: 

• Curriculum management and delivery 

• Teacher supply, demand and capacity 

• Classroom equipment 

• Infrastructure 

• Management at all levels 

• Funding 

The developments with respect to some of the above priority areas have been reported on in the 

preceding chapter.To ensure that the above areas can receive attention in a meaningful way, the 

Department has finalised the implementation of the new organisational structure that provides direct 

support for the prioritised areas. The new organisational structure has also ensured that a branch is 

created with the sole purpose of managing teaching and learning in all schools in the province. 

3.2 Curriculum Management and Delivery 

At the core of developing a skilled citizenry, is the delivery of the curriculum. The quality, variety and 

depth of the curriculum will determine the usefulness of the citizens in enhancing the development 

of the country. The Department developed numerous improvement plans with a view to support 

curriculum implementation. 

These interventions were intended to ensure that learning outcomes are improved for all learners 

schools in the province. The section below provide a synoptic description of the strategies that were 

implemented for supporting an improvement in curriculum implementation. 

34


3.2.1 Early Childhood Development 

The National Development Plan has indicated the need for 2 years of ECD before Grade 1. The 

Department has gradually introduced formal Grade R classes since 2007. White Paper 5 of 2000 

has required all provincial Departments to have met 85% target of learners enrolled for ECDby 2010, 

85% of 5 year olds in the province had attended Grade R. KwaZulu-Natal was the only province that 

achieved 93% of five year olds in Grade R by 2010, which exceeded the national target. 

By September 2012, the Province had enrolled 200 205 learners (95.2% of 5 year olds) into Grade 

R in 3934 primary schools in the province. However more has to be done with regard to the quality of 

the programme. This has enabled the department to increase access and provide early development 

oppertunities of learning to enhance learner development. 

(i) 

Collaboration with the Department of Social Development (DSD) 

In collaboration with the DSD, an interdepartmental committee has been established to ensure that 

an integrated ECD programme is developed for the province. In this regard, there is a drive to 

increase the number of 4 year olds that access ECD. The project was launched in April 2012 and will 

be expanded in 2013 to address the following objectives. 

• Opening of doors, in existing centres, for more 4 year olds 

• Establish new centres (crèches and home based facilities) 

• Recruitunemployed youth to work as caregivers and facilitators 

• Train more caregivers and facilitators 

• Identify existing sites that can be used to open new centres like underutilised schools, 

Community halls and any other suitable community and home centres 

• Involve various crèche forums and non-governmental organisations. 

These are intended to ensure that access to ECD is strengthened. Although the pre-grade R is a 

responsibility of the DSD, the Department of Education has a responsibility ensure that appropriate 

curriculum is provided for learners at those sites. 

The Department of Education has also provided a stipend to the play facilitators in home base 

centres using the grant from Expanded Public Works Programme. The Department is also providing 

support and stipend to 991 practitioners that are working in various crèches in the Province. These 

contribute to job creation and poverty alleviation. 

3.2.2 Literacy and Numeracy Strategy 

Analysis of ANA and NSC results showed areas that required attention in the lower grades and in the 

FET band. Performance in the GET band has a direct bearing on the performance on the FET phase. 

35

(i) 

Poor Literacy and Numeracy Skills 

ANA results in 1-9 Grades, for both Numeracy and Languages have been consistently poor. This 

motivated the development of an improvement plan for these subjects. The Province developed the 

Literacy and Numeracy Strategy which gives a framework to guide the KZN Provincial Department to 

improve learner performance in Literacy and Numeracy. The purpose of the strategy was to support 

improved learning and teaching in the classroom to improve learner performance. 

(ii) 

Standard Reading Programme 

One of the key features of the Literacy and Numeracy Strategy is reading. A KZN circular no 62 0f 

2011 communicating a compulsory 30 minute reading period daily was sent to schools. To support 

schools in effective utilisation of the reading, a manual on “How to develop and implement 

a reading programme” has been developed. This is a practical handbook for teachers highlighting 

several approaches to reading promotion. This manual was supplied to schools. 

Each circuit manager is required to ensure that schools under their jurisdiction observe the reading 

period. In going forward the department will introduce a standardised reading assessment across 

the province in order to ensure that the acquisition of reading skills can be entrenched across the 

system. 

3.2.3 LTSM 

The Literacy and Numeracy Strategy was also supported by the use of Learning and Teaching 

Support Material (LTSM). This was to promote a text rich environment. In this regard, the Department 

provided learners with Literacy and Numeracy Workbooks to support these areas of study. 

The Department of Education provides LTSM to schools in two forms. There is LTSM that is provided 

through the allocations from norms and standards for school funding. The second form of LTSM is 

provided through the allocation of funding for the supply of library materials and resources through 

the Education Libraries and Information Technology Services (ELITS) Directorate. 

The supply and distribution of LTSM from the norms and standards is managed through a managing 

agent. The managing agent has been contracted for the period 2010/11 to 2012/13. In this regard, 

the Department of Education purchases LTSM on behalf of schools without 21c function in terms 

of the South Africa Schools Act. There are 3 185 schools in this category. The section 21c schools 

purchase LTSM on their own subject to them meeting conditions set by the Department. There are 

2775 schools in this category. 

3.3 Matric Intervention Programme 

After the release of NSC results in January 2012, the Province of KwaZulu-Natal analysed the 

performance of learners for each subject in each District as well as the general performance 

of schools in each of the 12 Districts. Consequently, the Department of Education developed a 

programme comprising of different intervention activities for the improvement of Matric results in 

2012 and beyond. 

36


The programme focuses on the following key areas of interventions: 

(i) 

Interventions to improve learner performance: This includes the areas listed below. 

(a) 

(b) 

(c) 

(d) 

the qualitative analysis of results as per the final report from the analytical moderators, 

identification of gaps in the subjects, 

development of training materials for educators in Mathematics, Physical Sciences 

and Accounting, 

training of educators in high enrolment subjects. 

(ii) 

Assessment: This includes 

(a) 

(b) 

(c) 

the quantitative analysis if the results, 

classification of schools into categories of performance with attention to underperforming 

schools, schools that have underperformed in the past four years, 

an assessment programme that will cover high enrolment subjects (Mathematics, 

Mathematical Literacy, Afrikaans, English, IsiZulu, Accounting, Business Studies, 

Economics, Life Sciences, Physical Sciences, Geography and Tourism). 

(iii) 

Learner Supplementary Materials: These focus on, 

(a) 

the provision of guidance documents on examination skills, examination syllabus and 

model responses derived from learners’ scripts in the previous years. 

(iv) 

Supplementary tuition: This will take form of the extended learning opportunities will include: 

(a) 

(b) 

(c) 

(d) 

Afternoon school programme and Saturday classes 

winter schools 

springs schools 

School revision programmes. 

The main purpose of this programme was to improve school effectiveness through the improvement 

of teaching, learning and assessment in 2012 and beyond. However, the above strategies extended 

to Grades 10 and 11 learners in order to ensure that these learners can be supported to deal with 

the demands of the National Senior Certificate qualification. 

37

3.4 Curriculum And Assessment Policy Statements (CAPS) 

The Curriculum and Assessment Policy Statements (CAPS) have been implemented in schools in 

the following manner: 

Grades R-3 and Grade 10: 2012 

Grades 4-6 and Grade 11: 2013 

Grades 7-9 and Grade 12: 2014 

The implementation of the CAPS in the Foundation Phase and Grade 10 proceeded well in the first 

year of implementation. In preparation for the implementation of the CAPS in 2013, teachers for 

the Intermediate Phase and Grade 11 had to be trained. In this regard, 39 897 Intermediate Phase 

teachers and 15 445 Grade 11 teachers were trained in 2012 for implementation of the CAPS in 

2013. 

3.5 Provincial Intervention Teams (PIT) 

One of the strategic interventions has been the establishment of the Provincial Intervention Team 

(PIT). This was established to diagnose causes of underperformance in schools and recommend 

intervention remediation programmes. The PIT would focus on the following: 

• Pace Setters 

• Lesson Planning 

• Learners’ class work 

• Formal and Internal Assessment Tasks 

• Practical Assessment Tasks (PAT) 

• Subject Examination Guidelines Grade 12 

• LTSM 

• Homework and any other materials supplied by the DBE or the KZN Department of 

Education. 

The work of the PIT has ensured that the Department could identify the weaknesses of curriculum 

management at the classroom level and therefore introduce the necessary interventions. 

3.6 Special Needs Education Services (SNES) 

In an effort to improve service delivery a needs analysis among districts was done of schools with 

learners with disabilities. The analysis revealed that there was need for support in enhancing school 

improvement plans, subject selection and examination concessions. Consequently, programmes 

addressing these needs were developed. 

38


A provincial task team on skills development (including officials from Career Guidance, Disabled 

Persons of South Africa (DPSA), Special Schools, FET Colleges and Higher Education Institutions) 

was established. The main aim of this task team is to ensure that learning and teaching for disabled 

learners lead to successful access to Higher Education and/or employment. 

3.7 Addressing Social Ills 

While the Department of Education is focusing on providing adequate resources and achieving high 

academic results, attention has been paid to addressing social ills that confront society and affect 

learners. 

3.7.1 My Life My Future Programme 

Among these social ills challenges are high rates of teenage pregnancy in schools, substance abuse 

and the scourge of HIV and AIDS. The “My Life, My Future” Campaign has been introduced with the 

aim of mitigating the impact of social ills on the delivery of quality basic education. As part of this 

campaign the department has also identified and prioritized top 20 schools with the highest rates of 

learner pregnancy in each of the 12 districts (a total of 240 in the province) where intensive Life Skills 

and Sexual Reproductive Health programmes are being implemented. 

In the 240 schools targeted, there has been a 35% drop in the number of pregnancies from 5 348 in 

2010 to 3 457 in 2011. 

3.7.2 Co – Curricular Services 

The Department has also introduced co-curricular programmes in an attempt to change of behaviour 

and attitudes which is a long term investment and the development of a variety of skills. The cocurricular 

programme consists of three programmes: 

• youth programmewhich focuses on leadership skills 

• arts and culture programmewith a focus on the arts and 

• sportsprogrammewith a focus on sports delivery. 

3.7.3 National School Nutrition Programme 

The National School Nutrition Programme (NSNP) was introduced in 1994 (previously known 

as Primary School Nutrition Programme) as part of the Government’s initiative towards poverty 

alleviation. 

There are 5274 schools enrolled in the programme with a total of 2,242,000 learners benefiting in the 

current financial year. 1262 quintile 1 – 3 secondary schools with 680,614 learners are provided with 

nutritious meals for 193 days. Meals are prepared at school and served before 10h00 to assist with 

active participation in class. In 2012 the Department sought to transform the procurement of service 

providers so that more local communities benefitted and quality food was provide. The introduction 

of the programme to schools has assisted both in terms of poverty alleviation and improved learner 

attendance, which has contributed to improved learner retention in schools. 

39

3.8 Infrastructure Planning And Delivery Management 

The Department continues to create learning spaces that will enhance teaching and learning and 

make education an inspirational process. Through the infrastructure unit, new initiatives that seek 

to transform the schooling system have been put in place. These include the recapitalization and 

extension of technical and agricultural schools, and institutionalizing the model schools. Infrastructure 

has also positioned itself to support the rationalization of non-viable schools by creating spaces in 

the neighbouring schools to accommodate the additional learners. 

The commitments to the transformation process is taking place in the context of limited resources and 

increasing backlogs. In monetary terms the cost backlogs has remained stable. The commitments 

to the provision of sports fields in all school have further increased the cost of backlogs to R45 billion. 

The annual budget of R2.4 billion is inadequate to respond to the identified commitments. However, 

despite the backlog, the department has endeavoured to provide adequate learning spaces to all 

districts in the province. 

Infrastructure Space 2012-2013 Amount 

Standard Classroom 9580 R 2 653 660 000 

Multi-Purpose Classroom 10606 R 6 893 900 000 

Media Centres 2985 R 2 358 150 000 

Computer Rooms 3108 R 2 454 925 000 

Offices 25833 R 1 808 310 000 

Storerooms 23709 R 3 319 260 000 

Strongrooms 5754 R 374 010 000 

SNP Kitchen/Tuckshop 5551 R 1 221 220 000 

Girls’ Toilet Seats 21645 R 865 800 000 

Boys’ Toilet Seats and Urinal Spaces 16141 R 564 935 000 

Staff Toilet Seats 24553 R 982 120 000 

Disabled Toilet 7274 R 327 330 000 

Water 762 R 152 400 000 

Electricity 1718 R 343 600 000 

Fence 618 R 185 400 000 

external works 5551 R 9 802 008 000 

TOTAL excluding VAT + Fees R 34 307 028 000 

VAT + Fees R 10 978 248 960 

TOTAL including VAT + Fees R 45 285 276 960 

40


3.8.1 The Model School 

The concept of model school was developed in the 2011-2012 financial year and has matured in the 

2012-2013 financial year. The comprehensive list of schools is being finalized but Ndumo School 

of Excellence and Mpumelelo High school in uMkhanyakude and Thukela, respectively, are at an 

advanced stage of design and will be on site in the financial year 2013/2014. 

3.8.2 Technical And Agricultural Schools 

The department implemented the recapitalisation for Technical High Schools.The purpose for 

recapitalizing the Technical High schools is to ensure that the provision of technical vocational 

education and skills are accessible to learners in rural and under-served areas of the province. 

The recapitalization process involved the following: 

• Training of teachers 

• Machinery, Tools and Equipment 

• Refurbishment of workshops 

• New Workshops 

The Department has completed 15 workshops in 6 Technical High Schools in its attempt to recapitalize 

the technical schools and give credence to its commitments to transforming the schooling system. 

More technical schools are planned for construction and/or recapitalization. The department will be 

adding more schools in order to ensure a wider spread in all the districts. 

There are three Agricultural schools that are being revitalised by the Province and due for completion 

in the current financial year. The plan is to have at least one Agricultural high school per district. 

41

3.8.3 New Schools 

A total of 17 new schools are at different levels of construction. Ten of these schools are earmarked 

for completion in the current financial year. An additional 30 schools are in the different levels of 

designs and will be on site in the current financial year for completion in the 2013 MTEF. 

The rapid urbanization has exerted pressure on the Department to respond by providing learning 

space on an increasing basis while it ensures that rural communities are not neglected. The 

ambitious Cornubia Development has opened an opportunity for the department to support Ethekwini 

Municipality in realizing a sustainable community development through collaborative planning. Three 

schools are earmarked for the development with the first schools targeted to be completed in 2014. 

3.8.4 Mud Schools 

In addition to the new schools, the Department has also replaced 54 schools which were built from 

mud structures in the province, largely in Umzimkhulu Municipal area which the province inherited 

from Eastern Cape Province. The communities in the affected areas can now send their children to 

schools to learn under dignified conditions. The Department is currently focusing on the replacement 

of isolated mud units which have been identified in some of the schools. 

3.8.5 Curriculum Upgrades And Laboratories 

The changing curriculum has placed a huge responsibility on the Department to provide laboratories, 

computer rooms, workshops and media centres. Curriculum redress sub-programme is used to 

respond to this responsibility and is central in the improvement of the Mathematics and Science 

teaching in high schools. The Department is planning to decrease the distance to the nearest school 

with a laboratory until all schools have laboratories. A total of 240 special classrooms are planned 

for 2012/13 financial year. 

3.8.6 Emergency Response 

Unpredictable weather patterns continue to disrupt the normal rollout of programmes and has had 

adverse impact on the schools in the province. The cost of these repairs has had to be borne by the 

Department of Education as the disaster fund only allocates a minimal amount to the rehabilitation of 

these schools. The consequence of this has been that the other equally important programmes had 

to be sacrificed in order to deal with the emergency situation at the schools. 

3.8.7 Water and Sanitation 

The issue of water and sanitation continues to be a challenge. While the Department has built 

more than 1000 toilets seats at the end of the 2 nd quarter of 2012/13, and restored dignity to many 

learners and schools, sanitation service is still below the minimum functionality level. The ageing and 

resultant collapse of many pit latrines that were counted as adequate in the 2006 National Education 

Information Education Management System (NEIMS) survey has neutralized the departments pursuit 

of reaching zero levels of schools without water and sanitation in the province. In the last five years 

the Department has built more than sixteen thousand (16 000) toilets seats. 

42


3.8.8 Electrification 

The current reports indicate that there are 540 schools without electricity in the province. The fact that 

the other 5400 schools have electricity is a testimony to the department’s commitment to improving 

the quality of the education. The electrification programme continues to be rolled-out with assistance 

from the Department of Energy. In 2012/13 alone 34 schools have been fitted with solar panels. By 

the end of the financial year an additional 20 schools will be completed. The projection is that by 

2014 all schools in the province will have electricity. Provision and maintenance of solar electrical 

systems by the department is receiving attention. However the rampant vandalism of the panels and 

battery storage is an area of concern that requires consolidated input of all role players. 

3.8.9 Infrastructure: Early Childhood Development (ECD) 

Over and above the inclusion of ECD classrooms with all the new primary schools, there is a 

dedicated programme for the provisioning and supplying of ECD facilities. The department is busy 

with 669 classrooms and 2294 toilets seats for ECD over the current MTEF periods which are either 

at various stages of planning or construction, with 157 completed during the current financial year. 

It is envisaged that the target of 300 ECD classrooms will easily be met by the end of the current 

financial year. 

3.8.10 Infrastructure: Education for Learners with Special Education Needs (ELSEN) 

and Full Service Schools (FSS) 

A dedicated programme totalling 177 schools (ELSEN or FSS) has 96 and 46 projects at various 

stages of planning and construction concurrently. Six (6) of the projects are large in nature with 

the provision of hostel accommodation and dining halls in addition to the specialist and general 

infrastructure accommodation requirements for ELSEN schools. The balance of the projects includes 

the building of support centres, addressing accessibility ramps, and general repairs and renovations. 

During this financial year, 17 projects have been completed. 

3.8.11 Sports Fields 

All new schools are designed with the provision of sporting facilities. A sports field and normally 2 

netball courts are being provided as the basic provisioning of sporting facilities. These facilities have 

also been incorporated with the planning of the Upgrades and Additions programme where space is 

available within the school sites. 

The Department is an active participant in the Infrastructure Development Improvement Programme 

(IDIP) which is funded by National Treasury. It aims to institutionalize forward planning and adoption 

of best practices as espoused by Construction Industry Development Board (CIDB). The IDIP 

technical assistant is resident in the province and is attached to the Chief Directorate: Infrastructure 

Planning and Delivery Management. The role of the Technical Assistant is to interact with all levels 

of administration in the Department. 

43

The “Guidelines Relating to Planning for Public School Infrastructure” developed by DBE constitutes a 

guide that will enable the department to undertake an assessment of how its infrastructure compares 

to the norms as proposed. The department has for the past three years been working with these draft 

guidelines in mind and has based the implementation of the infrastructure programme thereon. In 

addition, the completion of standardized plans for all learning spaces has ensured uniformity in the 

delivery of school infrastructure. 

The department has also started the process of realizing Private Public Partnerships (PPP) to 

expedite the delivery of infrastructure. A Steering Committee has been formally constituted and 4 

possible nodes/packages identified for consideration. Transaction Advisors have been appointed and 

are working on the finer details as prescribed by National Treasury. In the context of thedisjuncture 

between the backlogs and the available budget, the realization of the PPP would accelerate the 

speed with which the Department achieves the outcomes of schooling 2025 where all schools will 

attain minimum functionality level by 2014 and optimal functionality level by 2025. 

3.9 QLTC 

The Quality Learning and Teaching Campaign (QLTC) strives to bring into reality the delivery of quality 

learning and teaching through a collaborative effort between the Department of Education, Teacher 

Unions, School Governing Bodies, Parents, Learners, traditional leaders, business, communities, 

ELRC, SACE and other interested parties inside and outside the education domain. QLTC envisage a 

situation where all inclusive QLTC structures will be established to monitor amongst other issues the 

enforcement of non-negotiables, pledges and other Departmental programmes being implemented. 

QLTC is striving to turn all our schools into centres of excellence. QLTC will over and above also 

monitor the basic functionality of schools anchored on the following pillars: 

• Code of conduct for teachers, learners and support staff 

• Procedures and mechanism of attending to absenteeism of learners, teachers and 

support staff 

• Sound leadership and management ,governance and relationships 

• Curriculum roll out plan 

• Provisioning and resources ,learner achievement , 

• Policies on school safety & security, Disciplinary procedures 

• Communication strategy with Parents and Communities 

• Teacher Development roll out plan 

The successful implementation requires the collective effort of all stakeholders in education. In this 

regard, the QLTC will be used as a vehicle to ensure the delivery and support of these programmes. 

44



45


CHAPTER FOUR 

_________________________ 

Assessment 

47

4.1 Evaluation and Assessment 

Assessment and evaluation are important concepts in education. Evaluation determines the level 

of quality of performance or outcomes and enables decision-making based on the level of quality 

demonstrated. Assessment provides feedback on knowledge, skills, values, and work products for 

the purpose of elevating future performances and learning outcomes. 

Evaluations can be distinguished according to their functions, which are formative and summative 

evaluations. Formative evaluation accompanies the development process, it serves the purpose of 

quality assurance. Its primary goal is to identify the strength and weaknesses of the implementation. 

Summative evaluation on the other hand ensures the control of quality, effects and utility of an 

educational course. Formative and summative evaluations can complement each other at the 

beginning of the project, formative evaluation usually plays a greater role towards the end, summative 

evaluation often receives a greater emphasis. 

The tools of assessment in education are based on three main pillars which are curriculum, systemic 

and performance assessments. This takes place at three levels, namely: 

• Conceptual level: Learners demonstrate the consistent use of subject concepts. 

• Objective level: Learners demonstrate the extent to which the acquired knowledge is aligned 

to learning objectives. 

• Strategic level: Learners are continually assessed to evaluate the successes and failures of 

the system and strategically design working interventions for closing the gaps. 

However, the discussion in this chapter only pertains to the aspects of curriculum and systemic 

assessments. 

4.2 The Importance of Assessment 

Assessment serves as a success-check for the fulfillment of teaching and learning. It can focus 

on an individual learner, a group of learners/class, institution or the education system as a whole. 

Assessment can be utilized either to diagnose the areas which have not been mastered by learners 

and the possible reasons for not mastering the content or for learner progression from one grade to 

the next. In instances where assessment is used as a diagnostic tool, it assists educators to consider 

better approaches to teaching and identify suitable remedial programmes for learning. 

This report contains details of assessment as a diagnostic tool for the success of teaching and 

learning in Grades 1- 6 and 9 in the form of the Annual National Assessments (ANA) as well as 

assessment for learner progression in Grade 12 (National Senior Certificate). 

48


4.3 Annual National Assessments (ANA) 2012 

The national (ANA), regional and international studies, such as Systemic Evaluation (SE), Southern 

and African Consortium for Monitoring Education Quality (SACMEQ) and Trends in International 

Mathematics and Science Studies (TIMSS) respectively; revealed that learners in South African 

schools cannot read and write at the appropriate grade and age level, and their Mathematics skills 

are also inadequate. These findings compelled the government of South Africa to prioritise the 

improvement of the level of learner attainment especially in Literacy and Numeracy skills which are 

foundational skills of learning in education. 

The President of the Republic of South Africa, in his state of the nation address (2010) committed 

towards an independent ongoing national system of standardized testing in Grades 3, 6 and 9. He 

further set the improvement targets of 60% levels of achievement in Literacy and Mathematics by 

2014. ANA is therefore considered a central assessment tool for tracking and supporting learner 

progress as stated in the Action Plan 2014, Towards the Realization of Schooling 2025, a sector plan 

for basic education in South Sfrica. 

The key expected effects of ANA can be summarised as follows: 

• Serve as a diagnostic tool to identify areas of strength and weakness in teaching and learning. 

• Expose teachers to better assessment practices, which reduce the existing gap between 

standardised and school-based assessments. 

• Provide districts with information to target schools in need of assistance especially the 

underperforming schools. 

• Encourage schools to celebrate outstanding performance as revealed by ANA. 

• Empower parents by providing them with information about the education of their children. 

ANA provides valid, reliable and credible information for monitoring the learner progress in terms of 

curriculum coverage and conceptual understanding. It provides guidance in planning the distribution 

of Language and Mathematics resources in the General Education and Training (GET) band, which 

covers Grades R-9. The 2012 ANA is a second national assessment in the country for the majority 

of learners in the schooling system. The first ANA was written in 2011. Prior to that ANA was written 

on a limited scale (sample basis) as Foundations for Learning (FFL) programme was implemented. 

4.3.1 Learner Registration 

In improving the ANA administration in 2012, the Department of Basic Education (DBE) mandated 

that all learners who would participate in ANA should be registered ahead of the test. A total of 

1 611 129 learners in 6119 schools in KwaZulu-Natal were registered for the ANA in 2012. The 

following table represents the total statistics of learner enrolment per district per grade for the 2012 

ANA. 

49

TABLE 1: ANA Enrolment per District per Grade 

District Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 9 Total 

LSEN 

PUBLIC AND STATE-FUNDED 

INDEPENDENT SCHOOLS 

ALL 3268 1581 1872 1422 1539 460 978 11120 

Amajuba 14340 12977 11698 11070 10721 13868 10920 85594 

Ilembe 13617 12759 11680 11607 10870 10748 11341 82622 

Othukela 22031 18552 16966 17500 16403 17682 16402 125536 

Pinetown 34946 29254 26435 26005 25814 27332 26126 195912 

Sisonke 16187 13856 12012 12152 11882 11410 12098 89597 

Ugu 21713 18344 15707 15414 15251 19176 15731 121336 

Umgungundlovu 22965 19576 17877 17245 16980 18117 17736 130496 

Umkhanyakude 26825 22804 19739 19469 19357 21714 18643 148551 

Umlazi 29621 26069 23768 23398 22539 19611 23103 168109 

Umzinyathi 21435 18463 16242 16360 15971 16533 16069 121073 

Uthungulu 29395 25771 23678 22281 21998 25437 22502 171062 

Zululand 26303 24356 21805 22100 21086 23539 20932 160121 

Total 282646 244362 219479 216023 210411 225627 212581 1611129 

4.3.2 Preparing learners for writing 2012 ANA 

The ANA tests were written from 18-21 September 2012 across the country. In preparing learners 

to write ANA in September 2012, educator/learner support materials were developed, printed and 

distributed to schools. Each school was provided with copies of terms 1, 2 and 3 of Grades 1- 6 and 9 

Language and Mathematics frameworks, exemplar question papers, memoranda as well as a series 

of Mathematics booklets and worst performed questions in the previous ANA test papers. These 

materials were to familiarize educators and learners with standardized assessment and to acquaint 

them with assessment techniques used in ANA. Subject Advisors were trained on the utilization of 

these materials in order to support schools appropriately. 

The pilot tests for Language and Mathematics in Grades 3 and 6 were developed and administered 

to track the curriculum coverage, i.e. how ready were the learners for writing ANA in September 

2012. The pilot results were shared with districts so that they could provide informed and focused 

support to schools. 

4.3.3 Tests Development 

The test papers for Grades 1 - 6 and 9 in Language and Mathematics were nationally developed, 

moderated and edited. For quality assurance purposes the test papers were also externally 

scrutinised and reviewed by a committee which constituted of international subject experts. The test 

papers for Grades 1-3 were available in English, IsiZulu, Afrikaans, SeSotho and IsiXhosa; which 

are the Languages of Teaching and Learning (LOLT) in KZN schools in the Foundation Phase. They 

were also adapted for Leaners with Special Education Needs (LSEN) learners. 

50


4.3.4 Printing, Packing and Distribution of Test Papers 

The printing of ANA question papers for the participating learners was centralized at provincial level. 

Test papers were packed per school per grade per subject in sealed envelopes which were labeled 

with the name of the school. The question papers were distributed according to the LOLT of the 

particular school. They were collected by the principals of schools on the day of writing from various 

nodal points closer to schools. This function was performed successfully though some problems 

regarding learner statistics and LOLT were encountered and resolved as soon as they were reported. 

4.3.5 Training of Role-players on ANA Processes 

The DBE provided all provinces with a standardized ANA administration manual in order to ensure 

consistency in administration, marking, moderation and monitoring. This required the training of 

different role-players including district and Head Office officials who in turn trained the chief invigilators 

(principals).The chief invigilators trained the invigilators (educators). Each school was provided with 

at least two copies of the manual to ensure consistency in the administration of ANA test papers. 

4.3.6 Test Administration 

The time-table for 2012 ANA administration was communicated to the system well in advance 

to ensure adequate preparations by schools. The tests were written from 18 to 21 September 

2012. The administration of tests in public schools was conducted by educators while the district 

officials administered the tests in the independent state-funded schools. Special schools were also 

considered in the administration of ANA. The officials from the DBE, the province and the districts 

closely monitored the administration of tests in schools and reported daily to DBE. 

4.3.7 Marking and Moderation at School Level 

In Public Schools the marking of scripts was done by educators who are teaching Language and 

Mathematics in their respective grades. School Management Teams (SMTs) moderated a 10% 

sample of scripts per subject per class. With regard to the state-funded independent schools, marking 

and moderation was done at a central venue by the appointed markers. 

Schools were provided with an analysis instrument and educators were required to record the 

responses of learners for each question per content area. This record enabled the identification 

of the challenging content areas /learning outcomes (LOs) in particular grades and phases. The 

awareness of the challenging content areas/learning outcomes per grade per phase enabled the 

schools to develop appropriate grade and phase improvement plans pertaining to the teaching and 

learning of Language and Mathematics. 

4.3.8 Centralized Marking and Moderation of marks 

In line with the national ANA guidelines, three scripts per subject per class per school were sampled 

by the principals and submitted to the district offices for delivery to a centralized marking venue. 

However, all the scripts of the higher grades, either Grade 3 or 6, for the state-funded independent 

schools were marked at a centralized marking venue. Centralized moderation was done for the 

first time for grades 1 – 6 and 9 at Vryheid Comprehensive High School which was approved and 

selected as an Examination Centre. The DBE randomly sampled 96 schools to be prioritized for 

further verification of marking. 

51

(i) 

Selection and appointment of markers 

The markers were selected and appointed in accordance with Chapter E of the Personnel 

Administration Measures (PAM). The selection teams comprised officials from Quality Assurance 

and Curriculum GET (both province and district) Directorates. The Organized Labour observed the 

process. The minimum criteria required educators who are currently teaching the grade and the 

subject concerned. The qualifying educators were nominated for centralized moderation on the basis 

of seniority in terms of years of service in the grade and relevant phase. 

(ii) 

Marking and Moderation Procedures 

The subject specialists who had been trained by DBE conducted memoranda discussion sessions 

with all the markers at the marking centre before commencing marking to standardise marking. 

Marking was done as per the DBE stipulated norm time for each grade and paper. The senior and 

chief markers moderated 10% of the scripts that had been marked by the markers. The process of 

marking and moderation at the marking centre was monitored by the DBE, provincial and district 

officials. The Organised Labour also observed the process. 

4.3.9. Data Capturing and Processing 

The capturing of the learners’ scores was done by a contracted service provider. The DBE was 

responsible for the analysis of data and the release of a report. The content of the national report 

comprises the average performance percentage of learners as well as the learner performance 

per achievement level per subject per grade. Hence, the province developed a supplementary 

diagnostic instrument that focussed on the analysis of the performance of learners in the particular 

content area/learning outcome. This process also identified the worst performed questions as well 

as possible misconceptions with a view to develop focused interventions. 

4.3.10. Reporting 

The Minister of Basic Education released the results of ANA on 3 December 2012. The KZN province 

will share the results with all the stakeholders through the colloquia which will be conducted in all 12 

districts. The findings will lead to the development of relevant intervention strategies focusing on the 

identified areas for development in the teaching and learning of Language and Mathematics in the 

GET band. The reporting on ANA 2012 results is discussed in Chapter 5 of this report. 

4.4 The 2012 National Senior Certificate (NSC) 

The National Senior Certificate is a qualification at Level 4 on the National Qualifications Framework 

(NQF) that was introduced in 2008 for the first time to grade 12 candidates who comply with the 

national policy requirements set out in the policy document, The National Senior Certificate: A 

Qualification at level 4 on the National Qualifications Framework (NQF). 

The National Senior Certificate is nationally and internationally recognized as an “exit point” in South 

Africa from the schooling system, and as an entrance qualification to tertiary institutions and study. 

52


In the South African context, the National Senior Certificate enables one to follow the different fields 

of study in Higher Education institutions. 

The National Senior Certificate is a three-year programme starting from grade 10 to 12. The NSC 

qualification is made up of an examination component [written] at 75% and a Continuous Assessment 

Component [SBA] at 25%. Continuous Assessment is a compulsory component of the final promotion 

mark for all full-time learners. 

4.4.1 Preparations for the National Senior Certificate Examination 

Each provincial Department had to comply with strict time-frames and mandates of the National 

Department. The examination cycle of the KZN Department of Education spans eighteen months. 

It comprises various activities and processes, which are inter-dependent and intra-dependent. The 

major activities and processes are outlined herein, for a holistic understanding of the examination 

cycle. 

(i) 

Registration of examination centres 

The department registered 1730 examination centres for the 2012 National Senior Certificate 

Examination within the stipulated deadline of 31 st October 2011. All examination centres registered, 

met the requirements for the accreditation as examination centres for the 2012 NSC examination. 

The registered examination centres have complied with the following: 

• A signed contract as per KZN Circular 57 of 2011 

• Proof of registration with the Department of Education 

• Proof of Umalusi registration as well as the Health and Fire Certificates 

The graph below shows the distribution of NSC examination centres in the province. The largest 

number of the examination centres was found in Zululand, Uthungulu, Umlazi, Umgungundlovu and 

Pinetown districts. 

53

(ii) 

Registration of candidates 

The province registered 132 503 full time candidates and 24 844 part-time candidates for 2012 

examinations. The registration figures are summarised in the table below. The table shows that the 

districts with the largest number of examination centres have the largest number of candidates. These 

are Zululand (13 316), Uthungulu (14 693), Umlazi (19 543), Pinetown (15 941) and Umgungundlovu 

(12 407). 

TABLE 2: ENTRIES FOR 2012 NSC EXAMINATION 

DISTRICT FULL-TIME PART-TIME TOTAL 

Umkhanyakude 10840 2230 13 070 

Zululand 13 316 1 866 15 182 

Uthungulu 14 693 2 727 17 420 

Uthukela 8 715 679 9 394 

Umzinyathi 7 758 1 203 8 961 

Amajuba 6 576 722 7 298 

Umgungundlovu 12 407 3 354 15 761 

Ugu 9 594 1 414 11 008 

Sisonke 5 732 1 096 6 828 

Umlazi 19 543 6 446 25 984 

Pinetown 15 941 2 384 18 325 

Ilembe 7 388 723 8 111 

Totals 132 503 24 844 157 347 

(iii) 

Compilation of the School Based Assessment (SBA) marks 

The school-based assessment (SBA) forms 25% of the final mark. The moderation of SBA is done at 

school, cluster, district and provincial level. Common assessment tasks are set at provincial level for 

underperforming schools and the rest of the schools set their own formal assessment tasks. 

School based assessment provides learners with study and research skills especially when they 

do projects and assignments. When these skills are properly developed, learners are well prepared 

for the examinations. In 2012, seven districts were sampled for provincial moderation i.e. ILembe, 

Pinetown, Ugu, Umkhanyakude, Umlazi, Sisonke and Uthungulu. The 195 sampled schools were 

moderated in nine subjects (Mathematics, Mathematical Literacy, Physical Sciences, Economics, 

Geography, Computer Applications Technology, Information Technology, Life Sciences, Accounting, 

History and Life Orientation). The focus of the moderation process was on the quality of assessment 

tasks, utilisation of assessment tools, and evidence of learner performance. 

The Department of Basic Education (DBE) conducted external moderation of SBA in the province. 

Three districts were sampled for the external moderation of SBA. The final stage of moderation was 

the verification of the compilation of SBA marks by Umalusi. 

54


(iv) 

Processing, Printing and Packing of Question Papers 

The province complied with the national policy regarding processing, printing and packing of question 

papers. 

• Question papers were kept in a strong room and accessed through passwords given by 

Department of Basic Education; 

• Printing and packing of question papers was done in an area where there were surveillance 

cameras. 

(v) 

• Question papers were packed in terms of enrolment, subject, school, district, etc. which was 

checked against the statistics and packing schedules. 

Distribution of Question Papers and Examination Material to Districts and Nodal Points 

Distribution of question papers was done in line with National prescripts. Question papers and 

examination material were delivered to the District Offices by the contracted security service provider 

on a staggered basis. Distribution at nodal points was done by District Officials on a daily basis 

during the examination session. Chief Invigilators collected the question papers that were being 

written on that day from the nodal point. 

(vi) 

Control of Answer Booklets/scripts 

At the nodal points and district offices script control was done, to ensure that all scripts were accounted 

for. Districts maintained statistics on answer booklets distributed, used, spoilt and returned unused. 

As some schools are located far from district offices, nodal points were identified to render support 

to these schools. All nodal points were monitored to ensure compliance. Generators were hired as 

back-up for schools that wrote Computer Application Technology and Information Technology. 

4.4.2 Concessions 

The province was in compliance with the requirements and the principles of inclusivity. 298 

concession applications were received and processed. These included 106 immigrant status 192 

other concessions. The concession application committee met on a monthly basis together with 

district officials to process the applications. Chief Markers were trained on the handling of concession 

cases and the marking of concession scripts. 

4.4.3 Marking of the 2012 National Senior Certificate Examination answer scripts 

The selection of all categories of markers was done in line with the Personnel Administration Measures 

(PAM). The following categories of markers were appointed for the NSC 2012 Examination: 

55

TABLE 3: NUMBER OF MARKERS FOR THE 2012 NSC EXAMINATION 

NO. DUTY GRANTED NUMBER APPOINTED 

1 Chief Markers 66 

2 Deputy Chief Markers 202 

3 Senior Markers 1505 

4 Markers 7660 

(i) 

The establishment and management of marking centres 

In compliance with national prescripts, the province identified and approved 28 marking centres to be 

utilized for the 2012 NSC marking session. The placement of subjects in marking centres was done 

on the basis of the number of markers per subject. The capacity of marking centres range between 

150 markers and 500 markers. 

(ii) 

Marking managers 

Analytical moderators, chief markers and deputy chief markers were appointed and trained on 

their roles and responsibilities. Responsibility managers were appointed from district Examinations 

personnel to oversee the entire marking process. 

(iii) 

Examination Assistants (EA’s) 

Examination Assistants (1 284) were short-listed, tested and appointed temporally for NSC 

Examinations. These assistants participated in critical administrative, examination related functions. 

(iv) 

Dealing with Irregularities and Other Forms of Examination Misconduct 

The following Provincial structures were in place to deal with examination integrity in compliance 

with policy. 

• The Provincial Examinations Irregularities Committee (PEIC) tasked to deal with irregularities 

at Provincial level. 

• District Examination Irregularity Committee (DEIC) tasked to deal with irregularities at district 

level. 

• Schools Assessment Irregularity Committee (SAIC) tasked to deal with irregularities at school 

level. 

The Provincial Examinations Irregularities Committees are functional during the investigation of 

irregularities and the conduct of hearings. 

56


4.4.4 Monitoring of the Conduct of Examinations 

The irregularities discovered in the 2012 NSC are being investigated. These will be finalised by mid- 

January 2013. Candidates will be informed of the outcomes of the investigations before the end of 

January 2013. 

4.4.5 Supplementary Examinations 

The supplementary examinations are meant to give the second chance to candidates who did meet 

the minimum requirements for promotion. This is a question for social justice and improved access. 

This is applicable in the following: 

• If the candidate is short of two subjects to obtain the National Senior Certificate Qualification, 

the candidate may sit for these two subjects, as per the entry for NSC 2012 examination. 

If a candidate was medically unfit and as a result, was absent from one or more external 

examination session, he/she may register for any number of subjects provided that evidence 

is produced. 

• If there was a death in the immediate family of a candidate (father, mother, brother, sister, 

grandparents, husband, wife, legal partner and children) he/she may register for any number 

of subjects provided that evidence is produced. A candidate, who did not write the examination 

or part thereof, has the option to write the supplementary examination only in the paper or 

papers that he/she was unable to write. 

• A candidate who provides documentary evidence that he/she qualified for admission to a 

higher education institution or for an occupation, but does not satisfy the higher education 

faculty requirements or the requirements for the specific occupation, may be allowed to 

register for a maximum of two subjects, as per the entry for NSC 2011, in order to satisfy 

such admission requirements. 

Candidates who were medically unfit or had a death in a family will have to submit proof to write 

the supplementary examination and will receive an entry form with the statement of results. School 

Based Assessment marks (CASS marks captured for the NSC November 2012 Examination) will be 

used to satisfy internal assessment requirements. 

The province has put in place a plan to extend this privilege to deserving candidates. The timetable 

for the 2013 National Senior Certificate Supplementary Examination was printed and distributed 

to schools in November 2012. The closing date for entries for candidates is 21 January 2013. The 

examination will commence on 14 February 2013 and concludes on 20 March 2013. 

57


CHAPTER FIVE 

_________________________ 

Analysis of Annual National 

Assessments (ANA) Results-2012 

59


The Annual National Assessments (ANA) provides valuable evidence on curriculum implementation. 

The results of the ANA are analysed and interventions developed to address gaps which have been 

identified. It is important to note that there has been a remarkable improvement in the achievement 

of learning outcomes for Language and Mathematics in most grades in 2012 in the province. The 

2012 ANA results can be viewed as evidence to the fact that the system responds positively to the 

interventions that the Department has put in place after the 2011 ANA report. 

Since Grade 9 learners have participated for the first time in ANA, the results will form the baseline 

data which will enable the Department to establish an objective national benchmark. This yardstick 

will measure Language and Mathematics achievement levels at the end of the Senior Phase given 

the fact that Grade 9 is a critical transition grade into the Further Education and Training Band of the 

schooling system. 

Note: 

• All the scores and percentages that are represented in tables and graphs of this chapter have 

been rounded to the nearest whole number. 

• The concept average refers to a single mark that summarises the performance of all the 

learners in a particular test, for a particular group of learners. It is determined by finding the 

sum of all marks and dividing it by the number of candidates in the group. It is important to 

note that some learners would have performed above and others below the average mark. 

5.2 Provincial Overall Performance Percentage 

Figure 1 shows the performance of learners in Mathematics and Language at the Foundation Phase 

in 2012 

Figure 1: Performance in the Foundation Phase: 2012 

60


Figure 1 shows that learners achieve at the adequate level in Language for all grades at the Foundation 

phase. The figure shows that in Mathematics learners achieve at the substantial level (69%) in 

Grade 1 and at adequate level (58%) in Grade 2. The trend indicates that learner performance in 

Mathematics declines from Grade 1 to Grade 3. It is also evident that learners in Grades 1 performed 

better in Mathematics than in Language while the performance in Grade 3 is better in Language than 

in Mathematics. 

Figure 2 shows the performance of Grades 4, 5, 6 and 9 learners in Home Language, First Additional 

Language and Mathematics in 2012. 

Figure 2: Performance in Grades 4, 5, 6 and 9: 2012 

It emerges in Figure 2 that learners who wrote Home Language (HL) performed better in all grades 

than learners who wrote First Additional Language (FAL). There seems to be a slight difference in the 

performance average percentages from grade to grade and the highest scores (41% and 35% for HL 

and FAL respectively) are found in Grade 6. Contrary to the performance in Language, the average 

percentages in Mathematics declined from 39% in Grade 4 to 12% in Grade 9. 

61

5.3 Comparison of National and Provincial Learner Performance 

Figure 3 compares the general learner performance between national and KZN in Language at the 

Foundation phase. 

Figure 3: Comparison of Learner Performance at the Foundation Phase: Language 

It is evident from the Figure 3 that the national and provincial averages in Language are the same 

in Grade 1 whereas the provincial averages are higher than national averages in Grades 2 and 3 by 

3% and 2% respectively. 

Figure 4 compares the general learner performance between national and KZN in Language in 

Grades 4-6 and 9. 

Figure 4: Comparison of Learner Performance in Grades 4-6 and 9: Language 

Figure 4 reflects that the national percentage averages are generally higher than provincial averages 

except in Grade 5 FAL. 

62


Figure 5 provides the comparison of learner performance in Grades 1-6 and 9 in Mathematics. 

Figure 5: Comparison of Learner Performance in Grades 1-6 and 9: Mathematics 

A great improvement in learner performance is displayed in Figure 5 from Grade1-6 where the 

provincial average percentages are greater than national percentages. In Grade 9 it is only the 

difference of 1% and this data forms the baseline. 

5.4 Comparison of 2011 and 2012 Learner Performance 

Figure 6 compares the average pass percentage marks for Grades 1-6 and 9 between 2011 and 

2012 in Mathematics. 

Figure 6: Average percentage marks for Grades 1-6 and 9 in 2011 and 2012: Mathematics 

In Figure 6 it is observed that learners generally performed better in Mathematics in 2012 compared 

to 2011. There was a slight increase (4, 7% average) in average percentage marks for Grades 1, 2 

and 5; and significant increase of 11% and 12% in Grades 3 and 4 respectively. There is a decline 

of 6% in Grade 6. Grade 9 performances could not be compared as it was for the first time for these 

learners to write ANA. 

63

Figure 7 compares the average pass percentage marks for Grades 1-3 between 2011 and 2012 in 

Language. 

Figure 7: Average percentage marks for Grades 1-3 in 2011 and 2012: Language 

It is apparent in Figure 7 that learners in 2012 obtained the same score of 58% in Grade 1 and 2 

Language. There was a decline of 1% in grade1 and 4% in Grade 3. In considering 2011 and 2012 

average percentage marks, there is a conspicuous increase of 8% and 15% in Grades 2 and 3 

respectively. 

Unlike the situation in the Foundation Phase, it is unfair to compare learner performance in Language 

at the Intermediate phase and Grade 9. The reason being that, for the first time in 2012 two tests 

were set, one at Home Language (HL) level and the other at First Additional Language (FAL) level 

in Grades 4-6 and 9. Learners, therefore, wrote either of these tests in 2012 which was not the case 

in 2011. 

64


5.5 Learners Who Performed At 50% and Higher 

Figure 8 shows the percentage of learners who obtained 50% and above in Mathematics in Grades 

1-6 and 9. 

Figure 8: Learners who performed at 50% and higher: Mathematics 

Figure 8 illustrates that it is only in Grades 1 and 2 where more than 40% learners performed at or 

higher than the adequate achievement level. The pattern indicates that the number of learners, who 

perform at adequate achievement level or above, decrease from Grade 1 (79%) to Grade 6 (12%). It 

appears therefore that learners at the Intermediate Phase achieve lower in Mathematics than at the 

Foundation phase. The learners at the Senior Phase showed the worst scenario in the GET band as 

only 2% of the learners managed to perform at the adequate achievement level or higher. 

65

Figure 9 shows the percentage of learners who obtained 50% and above in Mathematics in Grades 

1-3. 

Figure 9: Learners who performed at 50% and higher: Language 

In Figure 9, the distribution of the average percentages of learners who scored at the adequate level 

of performance and more indicates that Grade 2 has the highest percentage (70%) and Grade 3 has 

the lowest (59%). There is a slight increase of 5% from Grade 1 to Grade 2 and a decrease of 11% 

from Grade 2 to Grade 3. 

66


Figure 10 shows the percentage of learners who obtained 50% and above in Language in Grades 

4-6 and 9. 

Figure 10: Percentage of learners who achieved at 50% or more: Home Language and First 

Additional Language 

Figure 10 illustrates that the percentages of learners who achieved at 50% or higher in HL ranges 

from 27% in Grade 5 to 35% in Grade 6 while in FAL ranges from 18% in Grades 5 and 9 to 24% in 

Grade 4. It can also be observed that there are higher percentages of learners who achieved at the 

adequate and higher levels of performances in HL than in FAL from Grades 4 to 9. 

67

5.6 Learner Performance per District 

Figure 11 shows performance in Mathematics and Language in Grade 3 in the twelve districts. 

Figure 11: District performance in Mathematics and Language: Grade 3 

The district average percentage marks for Grade 3 Mathematics and Language are represented 

in Figure 11. With regard to Mathematics, Figure 11 reflects that the districts generally perform at 

the moderate level of achievement. It also appears that the Umlazi district had the highest average 

percentage mark (49%) and the Amajuba and Umkhanyakude districts had the lowest (35%). With 

respect to Language, the Umlazi and Ilembe districts had the highest average percentage mark 

(58%) and Sisonke had the lowest (48%). Generally, the average performance of the districts in 

Language is at the adequate level of achievement. Comparatively, all districts perform better in 

Language than in Mathematics. 

68


Figure 12 shows performance in Mathematics, Home Language and First Additional Language in 

Grade 6 in the twelve districts. 

Figure 12: District performance in Mathematics, HL and FAL: Grade 6 

69

Figure 13 shows performance in Mathematics, Home Language and First Additional Language in 

Grade 9 in the twelve districts. 

Figure 13: District performance in Mathematics, HL and FAL: Grade 9 

In Figure 13 the district average percentage marks for Grade 9 Mathematics, Home Language 

and First Additional Language are displayed. Concerning learner performance in Mathematics, 

learners in Umlazi district achieved the highest percentage (16%) and Ugu district obtained the 

lowest percentage (9%). In Home Language, Othukela district had the highest percentage (45%) 

while Umkhanyakude district had the lowest percentage (28%). Relating to learner performance in 

First Additional Language, Umlazi district learners performed at a highest percentage (42%) while 

Sisonke district performed at the lowest percentage (28%). 

70


5.7 Learner Performance by Quintiles 

Figure 14 shows the performance of quintiles 1, 3 and 5 across Grades 1-6 and 9 in Mathematics. 

Figure 14: Quintiles 1, 3 and 5 performances across grades: Mathematics 

In Figure 14 the quintile 5 (well resourced) schools performed better than quintile 3 (average 

resourced) schools and quintile 1 (poorly resourced) schools. It is of interest for further investigation 

to note that in most grades learners in quintile 1 and 3 schools performed at almost the same 

level and quintile 1 schools performed better than quintile 3 in grades 3 and 9 in Mathematics. The 

performance of quintile 5 learners in Mathematics (20%) does not match the resources that these 

schools have. 

71

Figure 15 shows the performance of quintiles 1, 3 and 5 across Grades 1-3 in Language. 

Figure 15: Quintiles 1, 3 and 5 performances across grades in Foundation Phase: Language 

The performance of learners per quintile ranking shows that learners in well-resourced schools 

perform better than those that are in under resourced schools; however there seem to be no gap in 

performance between adequate and poorly resourced schools. 

Figure 15 shows a performance of quintiles 1, 3 and 5 across Grades 4-6 and 9 in Language. 

72


Figure 16: Quintiles 1, 3 and 5 performances across grades in Intermediate phase and Grade 

9: Language 

In Figure 16 it becomes evident that the more the schools are resourced the better chances for 

learners to perform. It is however cause for concern that learners of quintile 3 schools performed at 

almost the same level as those from quintile 1 schools. 

73

5.8 Learner Performance per Achievement Levels 

The interpretation of the graphs in this section requires the understanding of the achievement levels. 

The key of the achievement levels is as follows: 

Rating Code Percentage Descriptor 

Level 1 (L1) 0-29% Not achieved 

Level 2 (L2) 30-39% Elementary achievement 

Level 3 (L3) 40-49% Moderate achievement 

Level 4 (L4) 50-59% Adequate achievement 

Level 5 (L5) 60-69% Substantial achievement 

Level 6 (L6) 70-79% Meritorious achievement 

Level 7 (L7) 80-100% Outstanding achievement 

Figure 17 illustrates the performance per achievement level in Grade 3 Mathematics and Language. 

Figure 17: Performance per achievement levels: Grade 3 Mathematics and Language 

There are more learners who performed at achievement levels 1 to 4 in Mathematics than in Language. 

Contrary, there are more learners who performed at achievement levels 5 to 7 in Language than in 

Mathematics. Therefore, learners in Grade 3 achieved better in Language than in Mathematics. 

74


There are more learners who performed at achievement levels 1 to 4 in Mathematics than in Language. 

Contrary, there are more learners who performed at achievement levels 5 to 7 in Language than in 

Mathematics. Therefore, learners in Grade 3 achieved better in Language than in Mathematics. 

Figure 18 illustrates the performance per achievement level in Grade 6 Mathematics, Home Language 

and First Additional Language. 

Figure 18: Performance per achievement levels: Grade 6 Mathematics, Home Language and 

First Additional language 

Figure 18 Indicates that there are more learners who achieved at lower levels in FAL than in HL. 

With regard to achievement in Mathematics, few learners performed at adequate and higher levels 

of achievement. 

75

Figure 19 illustrates the performance per achievement level in Grade 9 Mathematics, Home Language 

and First Additional Language. 

Figure 19: Performance per achievement level: Grade 9 Mathematics, Home Language and 

First Additional language 

A higher number of learners achieved at lower levels (Levels 1 and 2) in FAL than in HL. From Level 

2 upwards, the number of learners is higher for HL than FAL, which implies that learners achieved 

better in HL than in FAL. Pertaining to Mathematics, very few learners performed at adequate and 

high levels of achievement. 

76


5.9 Learner Performance by Gender 

Figure 21 indicates Grade 3 learner achievement by gender in Mathematics and Language. 

Figure 21: Grade 3 achievement in Mathematics and Language by gender 

Figure 21 indicates that Grade 3 female learners performed better than male learners in both 

Mathematics and Language. It also shows that there is a slight difference (3%) in Mathematics 

performances as compared to significant difference (8%) in Language. 

77

Figure 22 indicates Grade 6 learner achievement by gender in Mathematics, Home Language and 

First Additional Language. 


Figure 22 reveals that Grade 6 female learners achieved higher than male learners in both 

Mathematics and Language. It further displays that there is a small difference (2%) in Mathematics 

percentage marks and significant difference of 6% and 5% in HL and FAL respectively. 

78


Figure 23 indicates Grade 9 learner achievement by gender in Mathematics, Home Language and 

First Additional Language. 


The pattern of high performance by the females in Mathematics, Home Language and First Additional 

Language in Grade 9 is shown in Figure 23. The differences in their percentages range from 1% in 

Mathematics to 7% in the FA L. 

79

5.10 Limitations of the Survey 

Some of the specific limitations that need to be borne in mind relate to making comparisons between 

the results of ANA 2011 and 2012. Therefore, the comparisons of assessments reflected in this 

report must be viewed with caution. The limitations relate to the following: 

• The design and methodologies used in ANA are still at an infancy stage. Generally it takes 

time for these to stabilize. 

• The different times of testing would have impacted on learner performance. In 2011 the tests 

were administered in February, while in 2012 testing was done in September. 

• The scope of work tested in 2011 covered a full year’s work, while in 2012 only work covered 

in the first three quarters of the year was tested. 

Notwithstanding the above, the results of 2012 and the comparisons, where applicable provide critical 

and useful information for monitoring the levels and quality of learning outcomes in basic education. 

5.11 Conclusion 

The key finding regarding the provincial overall performance is that learner achievement in both 

Language and Mathematics at the Foundation phase was largely of adequate quality and level. 

Pertaining to the intermediate phase in general and in Grade 9 Mathematics in particular, learner 

achievement showed a wide-range of deficiencies in basic knowledge and competencies. 

The findings of ANA 2012 have presented valuable lessons to inform the sharpening of the strategies 

of the education system towards improving the quality of basic education. In spite of a great 

improvement on learner performance in 2012, we still have a long way to go towards realizing the 

desired 60% threshold of learners mastering the adequate Language and Mathematics competencies 

by the end of Grades 3, 6 and 9 in 2014. 

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81


CHAPTER SIX 

_________________________ 

Analysis of NSC Results - 2012 

83

6.1. Provincial Analysis 

6.1.1. Overall Provincial Performance 

Figure 1: Overall Performance 

The total number of candidates who wrote the NSC in 2012 is marginally higher than the number of 

candidates who wrote in 2011. The graph above indicates that a total of 93003 candidates fulfilled the 

requirement for the achievement of their NSC certificates, with more than 9800 candidates achieving 

in 2012 compared to 83201 achieved in 2011. 

Figure 2 : Number of passes over the years from 2008 to 2012 

84


Figure 3: Pass rate: 2008 to 2012 

The graph below demonstrates an improvement in the provincial pass rate from 2008 to 

2012. 

The overall provincial achievement rate for 2012 is 73.1. In terms of the pass rate, the KwaZulu Natal 

Department of Education is demonstrating an increasing trend since the first NSC examination in 

2008. The province has shown an improving performance by more than 14% since 2008, reaching a 

historic mark of 73.1% in 2012. This is an increase of 5 % compared to 2011. 

Table 1: Overall Provincial Performance 

2008 2009 2010 2011 2012 

District Wrote Passed Wrote Passed Wrote Passed Wrote Passed Wrote Passed 

Amajuba 6915 4183 6326 4063 5249 4135 5687 4156 6364 4942 

Ilembe 7946 4080 7906 4362 6749 4679 7030 4616 7165 5038 

Pinetown 18215 11518 17344 11217 15874 11309 14314 9807 15556 12046 

Sisonke 6465 2887 6170 2830 4774 2961 5339 3523 5500 3789 

Ugu 11214 6435 10098 6050 8892 6143 9128 6241 9370 6745 

Umgungundlovu 13080 8361 12198 8046 11174 8477 10700 7733 11643 8693 

Umkhanyakude 11726 4608 10550 5145 9418 5983 10400 5748 10407 6781 

Umlazi 21423 16014 20745 14894 18996 14978 16392 12618 18554 14832 

Umzinyathi 6846 3364 7186 3967 6511 4507 6255 4627 7460 5281 

Uthukela 9829 5795 8748 5629 8282 6079 8756 5991 8440 6175 

Uthungulu 15353 7533 13978 7272 13638 8726 14230 9069 14022 9416 

Zululand 14499 8280 13394 8143 12887 8579 13628 9072 12772 9265 

Province 143511 83058 134643 81618 122444 86556 121859 83201 127253 93003 

85

Figure 4: Districts ranked in order of pass rate. 

There has been a significant improvement in the performance of each district. Umlazi district has 

the highest achievement rate in the province, with achievement of 79.9%. Amajuba district and 

Umgungundlovu were second and third with achievement rates of 77.7% and 77.4% respectively. 

It is noteworthy that nine (9) out of twelve (12) districts achieved above 70% with five districts 

achieving above the provincial average (73.1%). This is demonstrable of the improving system in 

terms of overall performance. Although the districts like Sisonke, UThungulu and Umkhanyakude 

have shown an improvement in their 2012 NSC performance and all achieving above 65%, there 

is a need for educational interventions in 2013 which will focus on alleviating their performances 

to surpass the provincial average. It is pleasing to note that dedication, hard work and the impact 

of focused interventions and support are paying dividends in the improvement of performance in 

Umkhanyakude and Pinetown districts which have improved by 9.9% and 8.9% respectively. 

86


The graph below illustrates the quantum of improvement in each district and the province overall: 

Figure 5 : Quantum of improvement 

87

6.2 Performance by Gender 

Of the 127253 candidates who wrote the 2012 NSC examinations, more female candidates wrote 

the 2012 NSC examinations, that is 67854 (53.3%) were female 59399 (47%) were male candidates. 

However, in terms of the overall pass rate, male candidates performed better than female candidates, 

obtaining 73.8% and 72.5%, respectively. 

6.3 NSC Passes by Type of Qualification 

Figure 6: Comparison of NSC passes by type of qualification 

Figure 6 indicates that there has been a significant increase in the number of candidates who qualify 

for university endorsement. Of the 93003 candidates who wrote the 2012 NSC examination, 34779 

(37.4%) obtained a qualification that would admit learners straight for a bachelor studies. This is an 

increase of 7382 candidates compared to the 2011 learner cohort that wrote the NSC examination. 

The increase is also recorded for the learners that obtained the NSC with a diploma qualification. 

88


Figures 7 and 8 provide an analysis of the overall number of candidates that qualified for admission 

to the institutions of higher learning and the percentage contribution over the years. 

Figure 7: Number of candidates who qualified for university admission 

Of the 93003 candidates that achieved, a total of 92894 candidates qualify for admission to the 

institutions of higher learning with a total of 34 779 candidates being able to be admitted straight 

to the university and 36841 learners who could pursue diploma studies at either universities or 

technikons. This leaves a fraction of 21274 legible to pursue certificate courses at the institutions of 

higher learning. 

Figure 8: Percentage of learners in different type of qualification 

Figure 8 indicates that there are more candidates that qualify in the 2012 NSC examination to pursue 

causes at the institutions of higher learning; 27.3%; 29 and 16.7% having qualified for bachelor, 

diploma and higher certificate admission, respectively. 

89

Table 2: NSC passes by type of qualification 

The table below indicates the number of passes by type of qualification, per district. 

District Name Wrote Bachelor Diploma H-Cert NSC Achieved 

AMAJUBA 6364 1842 1941 1159 0 4942 

ILEMBE 7165 1524 2150 1343 21 5038 

PINETOWN 15556 5175 4683 2186 2 12046 

SISONKE 5500 1135 1549 1105 0 3789 

UGU 9370 2497 2641 1606 1 6745 

UMGUNGUNDLOVU 11643 3663 3295 1731 4 8693 

UMKHANYAKUDE 10407 1937 2869 1969 6 6781 

UMLAZI 18554 6987 5467 2363 15 14832 

UMZINYATHI 7460 1615 2163 1489 14 5281 

UTHUKELA 8440 2206 2374 1591 4 6175 

UTHUNGULU 14022 3085 4037 2282 12 9416 

ZULULAND 12772 3113 3672 2450 30 9265 

TOTAL 127253 34779 36841 21274 109 93003 

6.4 Performance In Different Categories 

Figure 9: Performance of schools in different categories. 

Of 1712 schools that set for the 2012 NSC examination, 34 schools performed below 20% in 2012, 

whilst 106 100% pass rate. There has been an increase in the number of schools that perform in the 

quantum of above 60%, to 1240 (72.4%), from 1058 (61.8%) of 2011. Overall 472 (28.6%) of the 

schools obtained a pass rate of below 60%, which is still a matter of serious concern. This is an area 

that will be the focus of the interventions in 2013 and beyond. 

90


The pass rate in different categories is illustrated in the pie graph in figure 10. 

Of 1712 schools that set for the 2012 NSC examination, 34 schools performed below 20% in 2012, 

whilst 106 100% pass rate. There has been an increase in the number of schools that perform in 

the quantum of above 60%, to a whopping 1240 (72.4%), from 1058 (61.8%) of 2011. Overall 472 

(28.6%) of the schools obtained a pass rate of below 60%, which is still a matter of serious concern. 

This is an area that will be the focus of the interventions in 2013 and beyond. 

Table 3: Pass rates within different percentage categories: 2012 

DISTRICTS 0 – 19.9% 20 – 39.9% 40 – 59.9% 60 – 79.9% 80 –99.99% 

Amajuba 0 1 10 23 29 4 

ILembe 2 6 30 36 39 7 

Pinetown 2 5 28 56 52 15 

Sisonke 1 8 18 30 22 5 

Ugu 4 8 22 47 38 6 

Umgungundlovu 4 12 23 57 45 12 

UMkhanyakude 2 14 39 72 23 1 

Umlazi 0 9 24 40 74 18 

Umzinyathi 3 11 22 52 39 12 

Uthukela 3 6 21 50 39 11 

UThungulu 13 13 53 60 48 7 

Zululand 2 13 40 70 64 8 

exacly 

100% 

Province 36 106 330 593 512 106 

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6.5 Performance per quintile ranking 

Figure 12 shows that the number of learners who passed by quintile classification ranged from 14 

346 in quintile 1 to 18604 in quintile five. Of the 93003 learners who achieved the NSC in 2012, 54 

249 (58.3 are from schools in quintile 1 to 3. This is an achievement considering that the majority of 

these schools lack basic educational resources, but have performed against all odds. 

Figure 12: Pass rate in different quintiles. 

Figure 12 above indicates the performance rate at different quintile ranking. It is interesting to note 

that the average performance for schools even in quintile 1 is 66.8. The figure also confirms that the 

higher the quintile classification of schools the higher the percentage pass rate of candidates. 

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Table 4: Performance in different categories 

Performance in different categories 

0 - 19.99 20 - 39.99 40 - 49.99 50 - 69.99 70 - 79.99 80 -99.99 100 TOTAL 

Quintile 1 15 39 41 129 66 123 18 431 

Quintile 2 14 24 39 160 91 116 21 465 

Quintile 3 4 28 27 123 85 85 8 360 

Quintile 4 0 2 8 55 34 80 5 184 

Quintile 5 0 0 1 15 15 109 18 158 

undefined 3 13 1 22 9 23 36 107 

TOTAL 36 106 117 504 300 536 106 1705 

Table 4 above shows a reduction in the number of schools that have performed below 20%. However, 

it is still a concern that overall 33 schools in quintile 1 to 3 still perform below 20%. The concern is 

equally noted on the number of schools in quintile 1 to 3 that perform below 50%, a total 198 schools 

of the 223 schools that perform below 50%. It is interesting to note that there are 18 schools in 

quintile 1 which obtained a 100% pass despite the challenges conditions they operate under. Overall 

schools in quintile 1 to 3 have contributed 47 schools with 100% passes, which is 44.3% of the total 

number of schools with 100%. 

Figures 13 – 17 provides a breakdown of performance per quintile ranking of schools. 

Figure 13: Performance in Quintile 1 schools 

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95

6.6 Candidates performance in selected subjects, 2011 - 2012 

The graphs below Figure 1 shows pass rates per subjects as compared between 2011 and 2012 in 

Accounting, Agricultural Sciences, Business Studies, Economics, Geography, History, Life Sciences, 

Mathematical Literacy, Mathematics and Physical Sciences. All these subjects were targeted for 

interventions in 2012 and they formed part of the common testing programme in 2012. All the 

schools that obtained pass percentages below 60% wrote standardised tests in the listed subjects in 

March, June and September. The results of the common tests were analysed on quartley basis and 

feedback was used by subject advisors and other relevant role players to prepare for interventions. 

The 2012 National Senior Certificate results show that 8 of the ten popular subjects improved in 

2012. These are Accounting, Agricultural Sciences, Business Studies, Economics, Geography, 

History, Mathematics and Physical Sciences. Mathematical Literacy and Life Sciences declined from 

their 2011 pass percentage. The province obtained History, Mathematical Literacy, Economics and 

Business Studies at 80% and above. Two subjects were obtained at 70% and above in KwaZulu 

Natal. These are Geography and Agricultural Sciences whilst Accounting and Life Sciences were 

obtained at 60% and above. In 2011 the province obtained Mathematics at 39.5%. In 2012 none of 

the popular subjects shown in Figure 1 was obtained at 30%. It is good to see the province gradually 

improving in Mathematics and Physical Sciences as the case is in 2012. 

96


Figures 2 to 10 provides an analysis of performance in individual selected subjects. 

Accounting 

Accounting is one of the subjects which were targeted for interventions in the province. Figure 2 below 

is a graph that compares the pass rates in Accounting between 2011 and 2012. The graph shows 

that the pass percentage increased by 7% between 2011 and 2012 with 62.4% of the registered 

candidates passing the subject in 2011 and 66.4% of the registered candidates passing the subject 

in 2012. This is an improvement of 9%. The graph also shows the improvement in the quality of 

passes in Accounting. In 2011 only 35.8% of candidates passed at 40% and above. In 2012 this 

percentage increased to 43.3% which is a 7.9% increase. 

Figure 2(a) Comparison of the pass rate in Accounting: 2011 and 2012 

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Figure 2(b) Comparison of the overall passes in Accounting: 2011 and 2012 

Agricultural Sciences 

One of the critical science subjects offered by candidates in Kwa Zulu Natal is Agricultural Sciences. 

This subject was also targeted for interventions and it formed part of the common testing programme. 

Figure 3 below compares the pass percentage between 2011 and 2012 in Agricultural Sciences as 

well as the quality of passes. In 2011 the pass percentage in Agricultural Sciences was 75.0% and in 

2012 it was 76.8%. This is an increase of 7.3% from the 2011 pass percentage. The graph shows that 

the quality of passes improved in 2012 when compared with that of 2011. In 2011 a total of 44.6% of 

candidates passed at 40% and above and in 2012 this percentage increased by 1.7% giving 46.3%. 

The improvement in the quality of passes shows that provincial interventions are not only targeting 

the quantities of learners who pass the subjects but it takes quality of learner performance seriously. 

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Figure 3(a) Comparison of the pass rate in Agricultural Science: 2011 and 2012 

Figure 3(b) Comparison of the overall passes in Agricultural Science: 2011 and 2012 

99

Business Studies 

The performance of learners in business studies in 2012 improved from that of 2011. Figure 4 below 

shows that the percentage of registered candidates who passed Business Studies in 2011 was 

78.4% and in 2012 this improved to 85.8%. This is an improvement of 7.4% from the 2011 pass 

percentage. Besides the improvement in the pass percentage, there was an increase of 9.3% in 

the percentage of learners who passed Business Studies at 40% and above. In 2011 only 55.9% 

of registered candidates passed Business Studies at 40% and above and in 2012 this percentage 

increased to 65.2%. 

Figure 4(a) Comparison of the pass rate in Business Studies: 2011 and 2012 

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Figure 4(b) Comparison of the overall passes in Business Studies: 2011 and 2012 

Economics 

Economics was targeted for interventions in the province with an intention to improve learner 

performance qualitatively. Figure 4 below is a graph that compares the pass rates in Economics 

between 2011 and 2012. The graph shows that the pass percentage increased by 7.3% between 

2011 and 2012 with 73.8% of the registered candidates passing Economics in 2011 and 81.1% of the 

registered candidates passing the subject in 2012. In 2012 there was an improvement in the quality 

of passes in Economics as well. In 2011 a total of 44.4% of the candidates passed Economics at 

40% and above. In 2012 the percentage of registered candidates passing Economics at 40% and 

above increased to 56.8% which is a 12.8% increase. 

101

Figure 5(a) Comparison of the pass rate in Economics: 2011 and 2012 

Figure 5(b) Comparison of the overall passes in Economics: 2011 and 2012 

102


Geography 

Geography is one of the subjects in which the province improved both qualitatively and quantitatively. 

The subject was part of the common testing programme and it is one of the critical science subjects 

offered by candidates in Kwa Zulu Natal since 2008. Figure 6 below compares the pass percentage 

between 2011 and 2012 in Geography as well as the quality of passes. In 2011 the pass percentage 

in Geography was 73.7% and in 2012 it is 75.9%. This is an increase of 2.2% from the 2011 pass 

percentage. The graph shows that the quality of passes improved in 2012 when compared with that 

of 2011. In 2011 the province had 49.0% of candidates who passed with 40% and above and in 

2012 this percentage increased by 0.6% giving 49.6%. The improvement in the quality of passes in 

Geography shows that provincial interventions successfully improved the passes numerically and 

qualitatively. 

Figure 6(a) Comparison of the pass rate in Geography: 2011 and 2012 

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Figure 6(b) Comparison of the overall passes in Geography: 2011 and 2012 

History 

History is one of the subjects in which the performance of learners improved between 2011 and 2012. 

This improvement is attributed to focused interventions in the province which aimed at increasing 

the percentage of learners who pass History and the percentage of learners who pass at 40% 

and above. Figure 7 below is a graph that illustrates a comparison of pass percentages in History 

between 2011 and 2012. The graph indicates that the pass percentage increased by 8.7% between 

2011 and 2012 with 80.9% of the registered candidates passing Economics in 2011 and 89.6% of 

the registered candidates passing the subject in 2012. In 2012 there was also an improvement in 

the quality of passes in History. In 2011 the candidates who passed History at 40% and above were 

60%. In 2012 the percentage of registered candidates passing History at 40% and above increased 

to 72.8% which is a 12.8% increase. 

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Figure 7(a) Comparison of the pass rate in History: 2011 and 2012 

Figure 7(b) Comparison of the overall passes in History: 2011 and 2012 

105

Life Sciences 

One of the critical science subjects offered by candidates in Kwa Zulu Natal is Life Sciences. This 

subject was targeted for interventions and it formed part of the common testing programme. Figure 

8 below is a graph that compares the pass percentage between 2011 and 2012 in Life Sciences as 

well as the quality of passes. The graph shows that there was a slight decline in the performance 

of registered candidates in Life Sciences (2012) compared to 2011. The decline is in both pass 

percentage and quality of passes. In 2011 the pass percentage in Life Sciences was 68.8% and in 

2012 it was 67.0%. This is a decline of 1.7% from the 2011 pass percentage. The graph also shows 

that the quality of passes declined in 2012 when compared with that of 2011. In 2011 the percentage 

of candidates passed at 40% and above was 42.0% and in 2012 this percentage decreased by 0.3% 

giving 41.7%. 

Figure 8(a): Comparison of the pass rate in Life Sciences: 2011 and 2012 

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Figure 8(b): Comparison of the overall passes in Life Sciences: 2011 and 2012 

Mathematical Literacy 

Mathematical Literacy is one of the subjects which were targeted for interventions in the province. 

Figure 9 below is a graph that compares the pass rates in Mathematical Literacy between 2011 and 

2012. The graph illustrates that the pass percentage declined by 0.6% between 2011 and 2012 

with 80.9% of the registered candidates passing the subject in 2011 and 80.3% of the registered 

candidates passing it in 2012. The graph also shows a decline in the percentage of registered 

candidates who passed Mathematical Literacy at 40% and above between 2011 and 2012. The 

percentage of learners who passed Mathematical Literacy at 40% and above declined from 56.6% 

in 2011 to 49.1% in 2012. This is a decline of 7.5%. 

107

Figure 9(a) Comparison of the pass rate in Mathematical Literacy: 2011 and 2012 

Figure 9(b) Comparison of the overall passes in Mathematical Literacy: 2011 and 2012 

108


Mathematics 

Mathematics was targeted for interventions in the province since 2008.The intention is to improve the 

quality of learner performance. Figure 10 as shown below is a graph that compares the pass rates in 

Mathematics between 2011 and 2012. The graph shows that the pass percentage increased by 8.6% 

between 2011 and 2012 with 39.5% of the registered candidates passing Mathematics in 2011 and 

48.1% of them passing the subject in 2012 cohort. In 2012 there was an improvement in the quality 

of passes in Mathematics as well. In 2011 at total of 23.2% of the candidates passed Mathematics at 

40% and above. In 2012 the percentage of registered candidates passing Mathematics at 40% and 

above increased to 29.6% which is a 6.4% increase. 

Figure 10(a): Comparison of the pass rate in Mathematics: 2011 and 2012 

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Figure 10(a): Comparison of the overall passes in Mathematics: 2011 and 2012 

Physical Sciences 

Physical Science is one of the subjects in which the province improved both qualitatively and 

quantitatively. The subject was part of the common testing programme and it is one of the critical 

science subjects offered by candidates in Kwa Zulu Natal since 2008. Figure 11 below is a graph 

that compares the pass percentage between 2011 and 2012 in Physical Sciences as well as the 

quality of passes. In 2011 the pass percentage in Physical Sciences was 51.9% and in 2012 it is 

58.3%. This is an increase of 6.4% from the 2011 pass percentage. The graph also shows that the 

quality of passes improved in 2012 when compared with that of 2011. In 2011 a total of 30.8% of 

candidates passed at 40% and above and in 2012 this percentage increased by 4.4% giving 35.2. 

The improvement in the quality of passes in Physical Sciences shows that provincial interventions 

successfully improved the passes numerically and qualitatively. 

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Figure 11(a): Comparison of the pass rate in Physical Science: 2011 and 2012 

Figure 11(b): Comparison of the pass rate in Physical Science: 2011 and 2012 

111

CONCLUSION 

The quantitative and qualitative data of this chapter, has indicated that the province is on a steady 

course to educational excellence. It is important to note that the systematic improvement in 

performance indicates that the system is stabilising. These achievements indicate that the future is 

being built on a solid foundation. The statistics will, no doubt, serve as a guide for future investments 

and interventions. 

The KwaZulu-Natal Department of Education congratulates the cohort of 2012, for doing the province 

and the country proud. The Department of Education is committed to the realisation of national 

and provincial goals, through the “National Development Growth Plan”, the “Provincial Growth 

Development Plan”, and the “Action Plan to 2014: Towards the Realisation of Schooling 2025” . 

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113

114


ANNEXURES 

115

Overall Performance by Centre 

District Centre No Centre Name Quintile Entered Wrote Pass Pass % 

AMAJUBA 5213127 SINQOBILE COMBINED 1 10 10 10 100,00% 

AMAJUBA 5213202 AMAJUBA H 5 51 51 51 100,00% 

AMAJUBA 5213211 FERRUM H 5 162 159 159 100,00% 

AMAJUBA 5213242 ISLAMIC COLLEGE NEWCASTLE 3 3 3 100,00% 

AMAJUBA 5213213 HOPE H 5 98 98 97 98,98% 

AMAJUBA 5213234 UTRECHT H 4 29 28 27 96,43% 

AMAJUBA 5213103 DANNHAUSER S 4 47 47 45 95,74% 

AMAJUBA 5213220 NEWCASTLE H 5 159 158 151 95,57% 

AMAJUBA 5213104 DNC COMBINED 4 38 35 33 94,29% 

AMAJUBA 5213235 ZAMA S 2 109 107 100 93,46% 

AMAJUBA 5213206 BUHLEBOMZINYATHI S 3 78 76 70 92,11% 

AMAJUBA 5213223 PHENDUKANI H 4 227 220 201 91,36% 

AMAJUBA 5213229 SIYAMUKELA H 4 243 239 217 90,79% 

AMAJUBA 5213203 AMAZULU H 4 88 85 77 90,59% 

AMAJUBA 5213216 LINCOLN HEIGHTS S 5 184 180 163 90,56% 

AMAJUBA 5213126 SESIYABONGA H 3 148 148 133 89,86% 

AMAJUBA 5213125 PHATHAKAHLE H 2 61 61 54 88,52% 

AMAJUBA 5213228 SIYALUNGELWA S 2 34 34 30 88,24% 

AMAJUBA 5213210 EMALAHLENI COMBINED 4 58 58 51 87,93% 

AMAJUBA 5213133 XOLANI H 3 110 104 91 87,50% 

AMAJUBA 5213117 MALAMBULE S 2 89 86 75 87,21% 

AMAJUBA 5213214 IKHWEZI H 4 98 96 83 86,46% 

AMAJUBA 5213232 ST OSWALDS S 5 149 146 126 86,30% 

AMAJUBA 5213221 NHLOSOKUHLE S 3 124 114 96 84,21% 

AMAJUBA 5213222 PANORAMA COMBINED 5 100 99 83 83,84% 

AMAJUBA 5213108 IMPALA H 3 33 30 25 83,33% 

AMAJUBA 5213201 AMADADA H 4 28 24 20 83,33% 

AMAJUBA 5213236 ZIPHAKAMISENI H 4 299 281 233 82,92% 

AMAJUBA 5213109 INDONSA S 4 200 192 159 82,81% 

AMAJUBA 5213208 DEDANGIFUNDE H 3 236 230 189 82,17% 

AMAJUBA 5213131 THEMBALENTSHA H 4 137 136 111 81,62% 

AMAJUBA 5213132 THUBELIHLE H 3 100 98 79 80,61% 

AMAJUBA 5213101 CACAMEZELA S 3 208 194 156 80,41% 

AMAJUBA 5213119 MNYAMANDE S 3 87 85 67 78,82% 

AMAJUBA 5213120 MUZOKHANYAYO S 3 106 103 81 78,64% 

AMAJUBA 5213233 UMZILIKAZI S 2 60 60 47 78,33% 

AMAJUBA 5213218 MZAMO H 3 118 115 88 76,52% 

AMAJUBA 5213231 ST LEWIS BERTRANDS S 3 216 210 158 75,24% 

AMAJUBA 5213241 ISABELOSETHU H 2 18 16 12 75,00% 

AMAJUBA 5213230 SIZANANI SS 3 100 96 70 72,92% 

AMAJUBA 5213105 EMFUNDWENI H 3 87 86 61 70,93% 

AMAJUBA 5213209 DUCK PONDS H 4 176 165 114 69,09% 

AMAJUBA 5213225 SABELA SS 4 149 145 100 68,97% 

AMAJUBA 5213116 LENGOLA S 2 35 32 22 68,75% 

AMAJUBA 5213212 HLALANATHI H 4 110 102 69 67,65% 

AMAJUBA 5213227 SEKUSILE SS 4 73 71 48 67,61% 

AMAJUBA 5213121 MZIWETHU H 3 84 84 56 66,67% 

AMAJUBA 5213118 MANA H 2 117 116 77 66,38% 

AMAJUBA 5213130 THATHUNYAWO S 2 127 124 82 66,13% 

AMAJUBA 5213239 KADWA S 2 43 41 27 65,85% 

AMAJUBA 5213207 CHARLESTOWN H 2 33 32 21 65,63% 

AMAJUBA 5213129 SIZIMELE H 2 107 102 63 61,76% 

AMAJUBA 5213205 BETHAMOYA H 4 152 146 90 61,64% 

AMAJUBA 5213111 INZULULWAZI S 2 14 13 8 61,54% 

AMAJUBA 5213224 PHUZUKUBONA PUBLIC S 3 18 18 11 61,11% 

AMAJUBA 5213124 OSIZWENI H 4 141 137 83 60,58% 

AMAJUBA 5213106 ENZIMANE COMBINED 2 19 19 11 57,89% 

AMAJUBA 5213215 ISIKHALISEZWE H 3 166 161 84 52,17% 

AMAJUBA 5213219 NCANDU COMBINED 1 26 26 13 50,00% 

AMAJUBA 5213243 NGCAKA COMBINED 2 10 10 5 50,00% 

AMAJUBA 5213240 IZAZI S 3 43 39 19 48,72% 

AMAJUBA 5213122 NDWAKAZANA COMBINED 3 23 23 11 47,83%

AMAJUBA 5213128 SIPHUTHANDO PUBLIC COMBINED 3 33 32 15 46,88% 

AMAJUBA 5213112 ISIPHOSEMVELO H 2 78 78 36 46,15% 

AMAJUBA 5213110 INGABADE H 2 30 29 13 44,83% 

AMAJUBA 5213217 MDUMISENI H 4 140 134 58 43,28% 

AMAJUBA 5213134 ZIBAMBELENI S 3 99 87 24 27,59% 

ILEMBE DISTRICT 

ILEMBE 5413115 MBUYISELO H 3 68 68 68 100,00% 

ILEMBE 5413209 ISIBANISEZWE S 1 54 53 53 100,00% 

ILEMBE 5413220 MZOBANZI JS 3 29 28 28 100,00% 

ILEMBE 5413310 KHETHIMFUNDO S 2 40 40 40 100,00% 

ILEMBE 5413333 SIMUNYE S 2 23 23 23 100,00% 

ILEMBE 5413334 SISEBENZILE S 3 32 31 31 100,00% 

ILEMBE 5413345 DUMANE COMMERCIAL H 1 33 32 32 100,00% 

ILEMBE 5413127 STANGER H 4 80 79 78 98,73% 

ILEMBE 5413318 MASHIYAMAHLE S 2 130 123 121 98,37% 

ILEMBE 5413233 THANDAYIPHI JS 1 29 29 28 96,55% 

ILEMBE 5413339 UKUZAMAKWETHU S 2 26 22 21 95,45% 

ILEMBE 5413107 IMPOQABULUNGU S 3 155 155 145 93,55% 

ILEMBE 5413112 MADLANGA JS 2 41 40 37 92,50% 

ILEMBE 5413240 VUKILE H 2 172 172 159 92,44% 

ILEMBE 5413332 SIBONGINHLANHLA S 1 13 13 12 92,31% 

ILEMBE 5413104 GLENHILLS S 4 129 129 119 92,25% 

ILEMBE 5413230 SIKHONJWA SS 1 38 37 34 91,89% 

ILEMBE 5413309 KHANYISA S 2 25 24 22 91,67% 

ILEMBE 5413136 ZAKARIYYA MUSLIM 21 21 19 90,48% 

ILEMBE 5413232 SIPINHLANHLA H 1 22 21 19 90,48% 

ILEMBE 5413221 NDUKENDE S 1 30 29 26 89,66% 

ILEMBE 5413119 NKWENKWEZI S 3 133 128 114 89,06% 

ILEMBE 5413213 MACAPHUNA S 1 19 18 16 88,89% 

ILEMBE 5413215 MASIWELA COMBINED 2 18 18 16 88,89% 

ILEMBE 5413322 NGUNGWINI S 1 51 51 45 88,24% 

ILEMBE 5413237 UKUKHANYAKWEZWE JS 1 50 49 43 87,76% 

ILEMBE 5413113 MANDINI ACADEMY 5 40 40 35 87,50% 

ILEMBE 5413203 EZITHABENI S 1 57 56 49 87,50% 

ILEMBE 5413231 SINENHLANHLA S 1 16 16 14 87,50% 

ILEMBE 5413235 TSHUTSHUTSHU S 1 65 64 56 87,50% 

ILEMBE 5413207 INHLOKOZI H 1 25 22 19 86,36% 

ILEMBE 5413239 VELANGEZWI H 1 60 58 50 86,21% 

ILEMBE 5413130 STANGER S 4 206 202 174 86,14% 

ILEMBE 5413137 THUKELA S 3 95 94 80 85,11% 

ILEMBE 5413129 STANGER MANOR S 5 210 209 177 84,69% 

ILEMBE 5413311 LIHLITHEMBA S 3 112 103 87 84,47% 

ILEMBE 5413301 AM MOOLA S 2 19 19 16 84,21% 

ILEMBE 5413102 BANGUNI SS 3 38 37 31 83,78% 

ILEMBE 5413344 SONDODA S 2 7 6 5 83,33% 

ILEMBE 5413134 TUGELA S 5 52 52 43 82,69% 

ILEMBE 5413238 UMZWANGEDWA H 1 28 28 23 82,14% 

ILEMBE 5413131 STANGER SOUTH S 4 85 85 69 81,18% 

ILEMBE 5413328 OUR LADY OF THE ROSARY S 2 94 94 76 80,85% 

ILEMBE 5413226 PHEZUKOMKHONO H 1 41 41 33 80,49% 

ILEMBE 5413216 MBHEKAPHANSI H 1 47 46 37 80,43% 

ILEMBE 5413241 ZEPHANIA S 2 46 46 37 80,43% 

ILEMBE 5413306 HLONIPHANI S 2 59 51 41 80,39% 

ILEMBE 5413234 THEO HLALANATHI S 1 35 35 28 80,00% 

ILEMBE 5413229 SAKHISIZWE H 2 44 44 35 79,55% 

ILEMBE 5413312 LUKHASA S 2 21 19 15 78,95% 

ILEMBE 5413236 UBUHLEBEMBIZA S 1 12 9 7 77,78% 

ILEMBE 5413228 SABUYAZE H 1 48 48 37 77,08% 

ILEMBE 5413105 GROUTVILLE H 3 130 129 99 76,74% 

ILEMBE 5413323 NJUBANJUBA S 2 53 51 39 76,47% 

ILEMBE 5413331 QINISANI H 2 81 74 56 75,68% 

ILEMBE 5413324 NOMBIKA S 3 99 97 72 74,23%

ILEMBE 5413122 SHAKASKRAAL S 4 129 125 92 73,60% 

ILEMBE 5413329 PHUZULWAZI S 1 36 30 22 73,33% 

ILEMBE 5413117 MTHENGENI H 3 124 119 87 73,11% 

ILEMBE 5413305 GIJIMANI S 1 29 29 21 72,41% 

ILEMBE 5413208 INKONJANE S 2 19 18 13 72,22% 

ILEMBE 5413342 WOSIYANE S 1 19 18 13 72,22% 

ILEMBE 5413335 SIYAPHUMULA S 2 46 46 33 71,74% 

ILEMBE 5413103 DARNALL S 4 48 48 34 70,83% 

ILEMBE 5413205 HLONONO S 1 81 77 54 70,13% 

ILEMBE 5413121 QOQULWAZI S 2 54 53 37 69,81% 

ILEMBE 5413111 LETHITHEMBA S 2 23 23 16 69,57% 

ILEMBE 5413302 CHIEF NGONYAMA S 2 79 78 54 69,23% 

ILEMBE 5413326 NTABINAMAFUTHA S 2 35 35 24 68,57% 

ILEMBE 5413106 IMBUYISELO S 3 49 48 32 66,67% 

ILEMBE 5413210 JONASE H 1 40 36 24 66,67% 

ILEMBE 5413313 MABAYANA S 2 55 54 36 66,67% 

ILEMBE 5413303 GCINIMFUNDO S 1 59 56 37 66,07% 

ILEMBE 5413325 NQAKATHELA S 2 49 49 32 65,31% 

ILEMBE 5413201 AMAPHUPHESIZWE S 1 56 56 36 64,29% 

ILEMBE 5413219 MQUNGEBE S 2 28 28 18 64,29% 

ILEMBE 5413316 MANABA S 2 16 14 9 64,29% 

ILEMBE 5413133 TSHELENKOSI S 4 120 117 75 64,10% 

ILEMBE 5413214 MANGCENGEZA JS 1 24 22 14 63,64% 

ILEMBE 5413109 ISINYABUSI H 3 132 126 79 62,70% 

ILEMBE 5413110 KWAVUSUMUZI H 3 136 134 84 62,69% 

ILEMBE 5413338 UBUHLEBESIZWE JS 1 66 60 37 61,67% 

ILEMBE 5413307 INDUKWENTSHA S 1 28 26 16 61,54% 

ILEMBE 5413125 SIPHIWE S 1 27 25 15 60,00% 

ILEMBE 5413330 QALAKAHLE H 2 91 88 52 59,09% 

ILEMBE 5413211 KRANSKOP H 2 102 99 58 58,59% 

ILEMBE 5413320 MZINGEZWI S 1 58 53 31 58,49% 

ILEMBE 5413317 MANZINI S 1 22 21 12 57,14% 

ILEMBE 5413223 NGQOKWANE H 1 51 51 29 56,86% 

ILEMBE 5413315 MAHLUBE S 2 41 39 22 56,41% 

ILEMBE 5413135 UDUMO H 3 106 102 57 55,88% 

ILEMBE 5413120 NONHLEVU S 3 215 213 119 55,87% 

ILEMBE 5413202 ESIQHOQHWENI JS 1 27 27 15 55,56% 

ILEMBE 5413304 GCINOKUHLE JS 1 9 9 5 55,56% 

ILEMBE 5413128 STANGER ML SULTAN S 5 162 161 89 55,28% 

ILEMBE 5413124 SIKHUTHELE H 2 63 61 32 52,46% 

ILEMBE 5413132 TSHANA H 3 110 106 53 50,00% 

ILEMBE 5413227 QWABE S 1 74 72 35 48,61% 

ILEMBE 5413123 SHEKEMBULA H 3 71 69 33 47,83% 

ILEMBE 5413108 INGOBAMAKHOSI S 2 71 70 33 47,14% 

ILEMBE 5413101 AMATIGULU H 3 53 51 24 47,06% 

ILEMBE 5413225 PHAKATHWAYO JS 2 49 47 22 46,81% 

ILEMBE 5413337 SOTOBE H 2 30 30 14 46,67% 

ILEMBE 5413116 MGANDENI H 2 83 82 37 45,12% 

ILEMBE 5413321 NGCONGANGCONGA H 1 44 40 18 45,00% 

ILEMBE 5413336 SIZAMISENI S 1 21 20 9 45,00% 

ILEMBE 5413114 MATHUBESIZWE H 3 305 293 130 44,37% 

ILEMBE 5413204 HLANGABEZA H 1 45 43 19 44,19% 

ILEMBE 5413217 MEHLOMLUNGU JS 2 49 49 21 42,86% 

ILEMBE 5413314 MAGUDWINI JS 1 36 35 15 42,86% 

ILEMBE 5413118 NDONDAKUSUKA SS 3 60 52 22 42,31% 

ILEMBE 5413206 IKHUSANA COMBINED 1 31 31 13 41,94% 

ILEMBE 5413346 KWANGOZA S 1 31 31 13 41,94% 

ILEMBE 5413222 NGCOLOSI S 2 48 45 18 40,00% 

ILEMBE 5413319 MSHIYANE H 1 20 19 7 36,84% 

ILEMBE 5413308 ISIFISOSETHU SS 1 58 56 19 33,93% 

ILEMBE 5413340 UYIKHULU S 1 17 17 5 29,41% 

ILEMBE 5413218 MENYEZWAYO S 1 11 11 3 27,27% 

ILEMBE 5413212 LETHUXOLO S 1 40 38 10 26,32% 

ILEMBE 5413343 ZULEKA PARUK S 4 4 1 25,00% 

ILEMBE 5413126 SOMSHOKO S 3 68 56 10 17,86% 

ILEMBE 5413327 NTULI COMBINED 1 19 16 0 0,00%

PINETOWN DISTRICT 

PINETOWN 5412107 GELOFTE H 4 45 45 45 100,00% 

PINETOWN 5412108 HIGHWAY CHRISTIAN ACADEMY 14 14 14 100,00% 

PINETOWN 5412112 KLOOF H 5 198 195 195 100,00% 

PINETOWN 5412113 MARIANNHILL S PRIVATE INDEPENDANT 108 108 108 100,00% 

PINETOWN 5412122 RACING & EQUESTRIAN ACADEMY 7 7 7 100,00% 

PINETOWN 5412127 STAR COLLEGE 33 33 33 100,00% 

PINETOWN 5412133 WESTVILLE GIRLS H 5 218 218 218 100,00% 

PINETOWN 5412138 ROSEWAY WALDORF H 15 15 15 100,00% 

PINETOWN 5412234 KWATHINTWA SCHOOL FOR THE DEAF 7 7 7 100,00% 

PINETOWN 5412311 INANDA SEMINARY S 73 72 72 100,00% 

PINETOWN 5412345 PHOENIX MUSLIM 20 20 20 100,00% 

PINETOWN 5412422 MOUNT EDGECOMBE PRIVATE 9 9 9 100,00% 

PINETOWN 5412431 SEATIDES COMBINED 5 67 58 58 100,00% 

PINETOWN 5412439 VERULAM INDEPENDENT 7 7 7 100,00% 

PINETOWN 5412440 VERULAM ISLAMIC 23 23 23 100,00% 

PINETOWN 5412121 PINETOWN GIRLS` H 5 213 213 212 99,53% 

PINETOWN 5412426 PALMVIEW S 5 133 133 132 99,25% 

PINETOWN 5412433 SOLVISTA S 5 126 125 124 99,20% 

PINETOWN 5412109 HILLCREST H 5 204 203 201 99,01% 

PINETOWN 5412408 CRAWFORD NORTH COAST 92 92 91 98,91% 

PINETOWN 5412437 TRENANCE MANOR S 5 88 79 78 98,73% 

PINETOWN 5412412 FAIRBREEZE S 4 78 78 77 98,72% 

PINETOWN 5412132 WESTVILLE BOYS H 5 224 222 219 98,65% 

PINETOWN 5412435 TEMPLE VALLEY S 5 66 65 64 98,46% 

PINETOWN 5412429 SACRED HEART S 4 61 61 60 98,36% 

PINETOWN 5412307 GREENBURY S 5 239 235 231 98,30% 

PINETOWN 5412407 CRAWFORD COLLEGE LA LUCIA 114 112 110 98,21% 

PINETOWN 5412232 ZIZAMELE JS 2 51 50 49 98,00% 

PINETOWN 5412438 TRENANCE PARK S 4 92 91 89 97,80% 

PINETOWN 5412427 PHOENIX S 5 114 114 111 97,37% 

PINETOWN 5412316 JG ZUMA H 4 112 112 109 97,32% 

PINETOWN 5412410 EARLINGTON S 5 107 106 103 97,17% 

PINETOWN 5412428 RYDALPARK S 5 112 112 108 96,43% 

PINETOWN 5412423 MOUNTVIEW S 4 185 185 178 96,22% 

PINETOWN 5412105 DR AD LAZARUS S 5 131 130 125 96,15% 

PINETOWN 5412441 VERULAM S 5 146 144 138 95,83% 

PINETOWN 5412434 STANMORE S 5 126 125 119 95,20% 

PINETOWN 5412404 BELVERTON S 4 139 136 129 94,85% 

PINETOWN 5412420 LENAREA S 5 37 36 34 94,44% 

PINETOWN 5412120 PINETOWN BOYS` H 5 123 121 114 94,21% 

PINETOWN 5412402 AVOCA S 5 111 110 103 93,64% 

PINETOWN 5412411 EASTBURY S 5 61 61 57 93,44% 

PINETOWN 5412424 NKOSIBOMVU S 3 206 205 191 93,17% 

PINETOWN 5412417 HAVENPARK S 5 99 98 91 92,86% 

PINETOWN 5412123 RESERVOIR HILLS S 5 60 60 55 91,67% 

PINETOWN 5412416 GROVE END S 5 63 63 57 90,48% 

PINETOWN 5412409 CRYSTAL POINT S 5 134 134 121 90,30% 

PINETOWN 5412334 SENZOKWETHU S 3 111 108 97 89,81% 

PINETOWN 5412444 WOODVIEW S 5 67 67 60 89,55% 

PINETOWN 5412415 GLENHAVEN S 4 122 121 108 89,26% 

PINETOWN 5412308 HILLVIEW S 4 148 144 128 88,89% 

PINETOWN 5412210 KWANTEBENI COMPREHENSIVE H 3 89 88 78 88,64% 

PINETOWN 5412220 PHEZULU H 3 114 112 99 88,39% 

PINETOWN 5412101 ALBINI H 4 119 119 105 88,24% 

PINETOWN 5412336 SIVANANDA TECHNICAL H 4 126 125 107 85,60% 

PINETOWN 5412202 GABIGABI SS 3 62 60 51 85,00% 

PINETOWN 5412413 FERNDALE COMBINED 4 103 100 85 85,00% 

PINETOWN 5412304 DALEVIEW S 5 94 93 79 84,95% 

PINETOWN 5412436 TONGAAT S 4 179 176 149 84,66% 

PINETOWN 5412425 NORTHMEAD S 5 147 147 124 84,35% 

PINETOWN 5412329 NKOSINATHI S 3 133 126 104 82,54% 

PINETOWN 5412203 HLAHLINDLELA H 3 68 62 51 82,26% 

PINETOWN 5412418 INANDA NEWTOWN COMPREHENSIVE 4 157 157 129 82,17% 

PINETOWN 5412208 KWABAZOTHINI H 3 63 61 50 81,97% 

PINETOWN 5412125 SITHOKOZILE S 5 166 164 134 81,71% 

PINETOWN 5412131 USETHUBENI YOUTH 28 27 22 81,48%

PINETOWN 5412326 NEW RIVER P 3 16 16 13 81,25% 

PINETOWN 5412405 BROOKDALE S 5 74 74 60 81,08% 

PINETOWN 5412219 NOGUNJWA H 2 120 116 94 81,03% 

PINETOWN 5412102 BUHLEBEMFUNDO S 4 157 151 122 80,79% 

PINETOWN 5412340 UMTAPHO H 2 207 190 153 80,53% 

PINETOWN 5412227 THANDAZA H 3 92 91 73 80,22% 

PINETOWN 5412124 SITHENGILE S 4 168 165 132 80,00% 

PINETOWN 5412116 NDGENGETHO H 4 122 112 89 79,46% 

PINETOWN 5412406 BUFFELSDALE S 5 54 52 41 78,85% 

PINETOWN 5412343 ZEPH DLOMO S 4 108 99 77 77,78% 

PINETOWN 5412341 VUYISWA MTOLO H 4 143 141 109 77,30% 

PINETOWN 5412323 MQHAWE S 3 184 181 139 76,80% 

PINETOWN 5412421 LOCKHAT H 3 44 43 33 76,74% 

PINETOWN 5412313 INTSHISEKELO S 3 209 201 154 76,62% 

PINETOWN 5412104 DICK NDLOVU H 4 75 75 57 76,00% 

PINETOWN 5412114 MARIANNRIDGE S 3 139 136 103 75,74% 

PINETOWN 5412332 PHEMBISIZWE H 4 61 61 46 75,41% 

PINETOWN 5412206 KHABAZELA H 4 78 77 58 75,32% 

PINETOWN 5412305 DR JL DUBE H 4 132 129 97 75,19% 

PINETOWN 5412324 MVABA H 3 151 145 109 75,17% 

PINETOWN 5412103 DASSENHOEK H 3 44 44 33 75,00% 

PINETOWN 5412117 NILGIRI S 3 167 164 123 75,00% 

PINETOWN 5412223 SIPHESIHLE H 4 96 96 72 75,00% 

PINETOWN 5412213 LUTHAYI H 3 128 126 94 74,60% 

PINETOWN 5412135 WYEBANK S 4 201 200 149 74,50% 

PINETOWN 5412335 SITHABILE S 3 121 115 85 73,91% 

PINETOWN 5412430 SASTRI PARK S 5 37 34 25 73,53% 

PINETOWN 5412309 IGUGULABASHA H 4 44 41 30 73,17% 

PINETOWN 5412401 AMAOTI NO 3 COMBINED 3 44 44 32 72,73% 

PINETOWN 5412319 MAGQIBAGQIBA JS 3 41 40 29 72,50% 

PINETOWN 5412347 THANDOLWESIZWE SP 3 46 46 33 71,74% 

PINETOWN 5412212 LUPHAPHE H 3 56 56 40 71,43% 

PINETOWN 5412322 MBHEKI S 3 45 42 30 71,43% 

PINETOWN 5412403 AVONFORD S 5 94 94 67 71,28% 

PINETOWN 5412325 MZUVELE S 4 130 121 86 71,07% 

PINETOWN 5412218 MYEKA S 3 113 110 78 70,91% 

PINETOWN 5412432 SIPHESIHLE S 3 48 48 34 70,83% 

PINETOWN 5412328 NHLANHLAYETHU S 3 144 139 98 70,50% 

PINETOWN 5412321 MANDLENKOSI H 3 120 118 83 70,34% 

PINETOWN 5412110 ILANGA S 4 112 107 75 70,09% 

PINETOWN 5412230 UXOLOPHAMBILI S 3 61 60 42 70,00% 

PINETOWN 5412302 BHEKISISA H 4 32 20 14 70,00% 

PINETOWN 5412118 NTEE H 4 116 116 81 69,83% 

PINETOWN 5412443 WESTHAM S 5 39 38 26 68,42% 

PINETOWN 5412333 PHOENIX TECHNICAL S 5 176 171 115 67,25% 

PINETOWN 5412342 ZAKHE H 4 185 173 116 67,05% 

PINETOWN 5412130 UMQHELE PUBLIC S 5 105 105 70 66,67% 

PINETOWN 5412314 ISIBONELO SS 4 148 144 96 66,67% 

PINETOWN 5412111 ISIZINDA S 3 108 105 69 65,71% 

PINETOWN 5412228 THOLULWAZI S 2 56 55 36 65,45% 

PINETOWN 5412137 ZWELINJANI S 3 49 49 32 65,31% 

PINETOWN 5412134 WOZAMOYA H 3 109 109 71 65,14% 

PINETOWN 5412201 AMATSHEZULU H 3 104 103 67 65,05% 

PINETOWN 5412330 NQABAKAZULU H 4 200 192 124 64,58% 

PINETOWN 5412337 SIYATHUTHUKA S 4 42 42 27 64,29% 

PINETOWN 5412226 THABELA H 4 68 66 42 63,64% 

PINETOWN 5412303 DABEKA S 3 140 137 87 63,50% 

PINETOWN 5412447 ANCHORLITE COLLEGE - PHOENIX 20 19 12 63,16% 

PINETOWN 5412215 MAQHUTSHANA JS 3 55 51 32 62,75% 

PINETOWN 5412344 ZIPHEMBELENI S 4 69 67 42 62,69% 

PINETOWN 5412327 NEWLANDS EAST S 4 145 143 89 62,24% 

PINETOWN 5412320 MAKHAPHA COMBINED 3 59 57 35 61,40% 

PINETOWN 5412115 MATHINTA S 3 89 89 54 60,67% 

PINETOWN 5412306 DUMEHLEZI H 3 66 64 38 59,38% 

PINETOWN 5412414 FORESTHAVEN S 5 27 27 16 59,26% 

PINETOWN 5412214 MAPHINDA S 2 36 36 21 58,33% 

PINETOWN 5412221 RIETVALLEI COMBINED 3 84 84 49 58,33% 

PINETOWN 5412301 AMANDLETHU S 3 262 259 151 58,30%

PINETOWN 5412442 WATERLOO JS 5 112 104 60 57,69% 

PINETOWN 5412136 ZIPHATHELE S 4 62 59 34 57,63% 

PINETOWN 5412331 OHLANGE S 4 69 68 39 57,35% 

PINETOWN 5412222 SIKHETHUXOLO H 3 178 178 102 57,30% 

PINETOWN 5412217 MNYAMENI S 3 95 93 53 56,99% 

PINETOWN 5412224 SIYAJABULA H 3 153 143 81 56,64% 

PINETOWN 5412119 PINEHILL PRIVATE 27 25 14 56,00% 

PINETOWN 5412315 JE NDLOVU S 4 23 22 12 54,55% 

PINETOWN 5412310 IMBEKA S 3 26 26 14 53,85% 

PINETOWN 5412229 UKUSA SS 3 108 101 54 53,47% 

PINETOWN 5412318 KWESETHU H 4 120 112 59 52,68% 

PINETOWN 5412339 THUBALETHU S 2 45 40 21 52,50% 

PINETOWN 5412209 KWADINABAKUBO COMBINED 3 119 117 58 49,57% 

PINETOWN 5412129 THORNWOOD S 3 178 167 82 49,10% 

PINETOWN 5412205 ISIBUKOSEZWE H 3 162 159 76 47,80% 

PINETOWN 5412233 MAPHETHETHA H 2 56 55 26 47,27% 

PINETOWN 5412211 KWAVUTHA S 2 18 17 8 47,06% 

PINETOWN 5412231 ZIFIKELE H 3 74 72 33 45,83% 

PINETOWN 5412317 KHETHOKUHLE S 4 77 69 31 44,93% 

PINETOWN 5412128 THOKOZAMNGANGA H 3 73 72 32 44,44% 

PINETOWN 5412346 MANDOSI COMBINED 2 44 43 19 44,19% 

PINETOWN 5412312 INHLAKANIPHO H 4 57 55 24 43,64% 

PINETOWN 5412338 SULEMAN PATEL S 3 32 28 12 42,86% 

PINETOWN 5412139 WESTMEAD S 3 52 52 20 38,46% 

PINETOWN 5412216 MDEPHA H 3 134 133 48 36,09% 

PINETOWN 5412207 KHAMANGWA S 2 28 26 8 30,77% 

PINETOWN 5412204 INGQUNGQULU H 3 65 59 18 30,51% 

PINETOWN 5412126 ST JUDE COLLEGE 31 27 8 29,63% 

PINETOWN 5412225 ST JULIUS S 3 115 114 20 17,54% 

PINETOWN 5412106 FULTON SCHOOL FOR THE DEAF 6 6 0 0,00% 

SISONKE DISTRICT 

SISONKE 5313113 MAVANGANA S 2 16 15 15 100,00% 

SISONKE 5313125 DINGIZWE JS 1 62 37 37 100,00% 

SISONKE 5313304 DLANGANI H 2 35 33 33 100,00% 

SISONKE 5313307 FAITH-WAY CHRISTIAN 11 11 11 100,00% 

SISONKE 5313318 NGONYAMA H 2 17 17 17 100,00% 

SISONKE 5313203 KOKSTAD COLLEGE 5 76 76 75 98,68% 

SISONKE 5313118 NTABANE H 2 73 70 69 98,57% 

SISONKE 5313108 LITTLE FLOWER S 2 148 147 142 96,60% 

SISONKE 5313328 PHOLELA PUBLIC H 3 71 71 68 95,77% 

SISONKE 5313317 NDABISEKHAYA H 2 27 27 25 92,59% 

SISONKE 5313312 MANDADLA H 2 12 12 11 91,67% 

SISONKE 5313325 SONYONGWANA H 2 84 83 76 91,57% 

SISONKE 5313417 RIETVLEI SS 99 95 86 90,53% 

SISONKE 5313112 MASAMENI S 2 45 45 40 88,89% 

SISONKE 5313302 CENTOCOW H 2 103 97 86 88,66% 

SISONKE 5313423 DIEPKLOOF COMBINED 2 24 24 21 87,50% 

SISONKE 5313106 IXOPO H 4 62 62 54 87,10% 

SISONKE 5313406 ENTSIKENI SS 92 91 79 86,81% 

SISONKE 5313401 CLYDESDALE SS 248 239 202 84,52% 

SISONKE 5313119 SINEVUSO S 2 34 32 27 84,38% 

SISONKE 5313104 IMPIYAMANDLA JS 2 54 50 42 84,00% 

SISONKE 5313109 LUSIBALUKHULU H 1 80 77 64 83,12% 

SISONKE 5313114 NCOMANI H 2 84 80 65 81,25% 

SISONKE 5313105 IMPUNGA S 2 101 101 82 81,19% 

SISONKE 5313402 DRC SS 112 109 88 80,73% 

SISONKE 5313410 JOZANA SS 39 36 29 80,56% 

SISONKE 5313405 ENGWAQA SS 115 113 91 80,53% 

SISONKE 5313314 MDINGI H 2 40 40 32 80,00% 

SISONKE 5313323 SIQHOZA S 1 30 29 23 79,31% 

SISONKE 5313309 LESHMAN S 2 47 43 34 79,07% 

SISONKE 5313326 ZAKHEZULU H 2 18 18 14 77,78% 

SISONKE 5313422 DULATI COMBINED 2 38 36 28 77,78% 

SISONKE 5313313 MANDLEZIZWE S 2 43 42 32 76,19%

SISONKE 5313111 MARIATHAL COMBINED 2 128 127 95 74,80% 

SISONKE 5313407 GINYIQHINGA COMPREHENSIVE H 47 46 34 73,91% 

SISONKE 5313301 BATLOKOA S 3 20 19 14 73,68% 

SISONKE 5313308 KWAMVIMBELA S 2 27 26 19 73,08% 

SISONKE 5313103 HLOKOZI H 1 74 71 51 71,83% 

SISONKE 5313201 CARL MALCOMESS H 3 215 212 150 70,75% 

SISONKE 5313425 MFULAMHLE COMBINED 2 28 27 19 70,37% 

SISONKE 5313408 IBISI SS 158 152 105 69,08% 

SISONKE 5313330 GINYANE H 2 68 67 46 68,66% 

SISONKE 5313306 ENHLANHLENI COMBINED 3 38 37 25 67,57% 

SISONKE 5313305 DUMABEZWE H 3 49 46 31 67,39% 

SISONKE 5313204 MOUNT CURRIE S 4 186 183 123 67,21% 

SISONKE 5313202 FRANKLIN S 3 70 69 46 66,67% 

SISONKE 5313315 MQULELA JS 2 17 9 6 66,67% 

SISONKE 5313319 NTABENDE S 2 47 45 30 66,67% 

SISONKE 5313320 NTWASAHLOBO S 2 15 15 10 66,67% 

SISONKE 5313303 DINGEKA H 3 136 135 89 65,93% 

SISONKE 5313117 NONKWENKWANA S 2 33 29 19 65,52% 

SISONKE 5313420 ZWELINZIMA SS 106 101 65 64,36% 

SISONKE 5313316 NDABAKAZIBUZWA S 1 47 36 23 63,89% 

SISONKE 5313414 MSUDUKENI SS 244 230 146 63,48% 

SISONKE 5313115 NDELA S 2 31 30 19 63,33% 

SISONKE 5313127 WEBBSTOWN 2 36 34 21 61,76% 

SISONKE 5313415 MTHWANE SS 77 72 44 61,11% 

SISONKE 5313404 EMAUS SS 65 64 39 60,94% 

SISONKE 5313409 INDAWANA SS 45 44 26 59,09% 

SISONKE 5313101 AMAZABEKO H 2 93 92 54 58,70% 

SISONKE 5313327 ZASHUKE H 1 44 43 25 58,14% 

SISONKE 5313421 EMTSHIBENI S 3 44 43 25 58,14% 

SISONKE 5313107 KWATHATHANI H 2 60 58 33 56,90% 

SISONKE 5313123 UKUTHULA S 2 53 52 29 55,77% 

SISONKE 5313321 QULASHE COMBINED 1 21 20 11 55,00% 

SISONKE 5313311 MAHLAHLA S 1 89 82 45 54,88% 

SISONKE 5313110 LUSWAZI S 1 47 42 23 54,76% 

SISONKE 5313403 DUMAKUDE SS 12 11 6 54,55% 

SISONKE 5313329 RALPH HARDINGHAM S 1 78 72 39 54,17% 

SISONKE 5313211 SHAYAMOYA AREA S 3 217 214 113 52,80% 

SISONKE 5313120 SIZISIZWE S 1 94 89 46 51,69% 

SISONKE 5313102 BUTHATHUBUNYE H 2 109 101 51 50,50% 

SISONKE 5313121 THELAMUVA H 2 42 40 20 50,00% 

SISONKE 5313116 NOKWEJA S 2 82 79 34 43,04% 

SISONKE 5313424 KROMHOEK COMBINED 1 22 22 9 40,91% 

SISONKE 5313205 THIBANE COMBINED 1 15 15 6 40,00% 

SISONKE 5313418 SINGISI COMP H 60 55 20 36,36% 

SISONKE 5313413 MABANDLA SS 75 70 25 35,71% 

SISONKE 5313411 LADAM SS 39 37 13 35,14% 

SISONKE 5313416 NOMPUMELELO SS 89 88 28 31,82% 

SISONKE 5313310 MADULINI S 1 38 34 10 29,41% 

SISONKE 5313208 GLEN EDWARD SS 3 42 42 12 28,57% 

SISONKE 5313412 LOURDES H 20 20 5 25,00% 

SISONKE 5313419 ZAMOKUHLE SS 26 26 6 23,08% 

SISONKE 5313324 SKOFILL S 1 74 69 8 11,59% 

UGU 5312102 BHEKAMANDELU H 1 10 10 10 100,00% 

UGU 5312122 MALUSI H 2 57 54 54 100,00% 

UGU 5312245 PORT SHEPSTONE ISLAMIC 18 17 17 100,00% 

UGU 5312266 WESBURY COLLEGE OF SCIENCE 22 21 21 100,00% 

UGU 5312319 SIPHEPHILE S 2 14 14 14 100,00% 

UGU 5312334 UMZINTO ISLAMIC 16 15 15 100,00% 

UGU 5312246 PORT SHEPSTONE S 4 172 169 167 98,82% 

UGU 5312257 SUID-NATAL H 5 61 61 60 98,36% 

UGU 5312241 OXFORD INTERNATIONAL H 109 106 104 98,11% 

UGU 5312243 PORT SHEPSTONE H 5 246 245 240 97,96% 

UGU 5312314 SCOTTBURGH H 5 87 87 85 97,70% 

UGU 5312233 MTHUSI H 2 86 85 83 97,65%

UGU 5312322 SIZATHINA JS 1 48 48 46 95,83% 

UGU 5312144 BUHLEBETHU H 1 105 104 99 95,19% 

UGU 5312258 THE WOODS 40 40 38 95,00% 

UGU 5312239 NOMBUSO H 2 121 119 113 94,96% 

UGU 5312321 SIVELILE JS 1 37 37 35 94,59% 

UGU 5312242 PHATHWA S 3 69 68 64 94,12% 

UGU 5312205 EZINQOLENI JS 2 63 63 59 93,65% 

UGU 5312218 MARBURG S 5 153 152 141 92,76% 

UGU 5312317 SINGELE H 3 32 32 29 90,63% 

UGU 5312136 SIBUKOSETHU H 2 22 20 18 90,00% 

UGU 5312267 MARGATE MIDDLE SCHOOL 3 28 28 25 89,29% 

UGU 5312248 SEHOLE COMBINED 4 130 130 116 89,23% 

UGU 5312128 MQHAKAMA H 2 56 55 49 89,09% 

UGU 5312129 MTWALUME H 1 176 176 155 88,07% 

UGU 5312146 KWABHAVU H 1 44 41 36 87,80% 

UGU 5312210 HARDING S 4 109 108 94 87,04% 

UGU 5312327 UMZINTO S 5 159 154 134 87,01% 

UGU 5312224 MDLANGASWA H 2 95 91 79 86,81% 

UGU 5312250 SINOMUSA S 2 67 66 57 86,36% 

UGU 5312312 SANYWANA H 1 30 29 25 86,21% 

UGU 5312207 GALENI H 4 46 46 39 84,78% 

UGU 5312260 THOLIMFUNDO S 2 64 63 53 84,13% 

UGU 5312307 MNCINDO H 1 25 25 21 84,00% 

UGU 5312208 GAMALAKHE COMMERCIAL H 4 137 135 113 83,70% 

UGU 5312324 SUKAMUVA H 1 66 64 53 82,81% 

UGU 5312249 SIKANISWENI S 2 46 45 37 82,22% 

UGU 5312309 QIKO H 1 29 28 23 82,14% 

UGU 5312315 SIBUYILE SS 1 28 27 22 81,48% 

UGU 5312264 MAHELANE S 1 87 85 69 81,18% 

UGU 5312311 ROSEVILLE S 5 95 94 76 80,85% 

UGU 5312325 THOLISU S 1 26 26 21 80,77% 

UGU 5312240 OLWANDLE H 3 99 97 78 80,41% 

UGU 5312230 MLONDE H 2 67 66 53 80,30% 

UGU 5312132 SIBINGIMFUNDO H 2 81 79 63 79,75% 

UGU 5312206 GABANGEZWE S 1 80 79 63 79,75% 

UGU 5312303 GUGULESIZWE S 3 152 152 120 78,95% 

UGU 5312318 SIPHAPHEME H 1 160 159 125 78,62% 

UGU 5312149 MAYIYANA H 1 38 37 29 78,38% 

UGU 5312305 KWAHLUZINGQONDO S 2 65 64 50 78,13% 

UGU 5312261 UMZUMBE H 3 51 50 39 78,00% 

UGU 5312202 BHEKI S 2 126 121 94 77,69% 

UGU 5312253 SIYAPHAMBILI S 2 58 57 44 77,19% 

UGU 5312231 MSHWESHWE H 3 95 95 73 76,84% 

UGU 5312151 MVUTHULUKA S 1 34 34 26 76,47% 

UGU 5312259 THOBIGUNYA H 2 107 106 81 76,42% 

UGU 5312223 MCUSHWA JS 1 61 59 44 74,58% 

UGU 5312217 MAKHANDA H 3 105 102 76 74,51% 

UGU 5312254 SOUTH COAST ACADEMY 51 51 38 74,51% 

UGU 5312114 ISINAMUVA H 2 40 39 29 74,36% 

UGU 5312247 QHINQA H 2 78 77 57 74,03% 

UGU 5312251 SISTER JOANS H 3 104 102 75 73,53% 

UGU 5312123 MANGQUZUKA H 2 111 109 80 73,39% 

UGU 5312101 BHANOYI S 2 142 140 102 72,86% 

UGU 5312234 MTWANUNGAMIZIZWE H 1 29 29 21 72,41% 

UGU 5312330 ZITHOKOZISE H 3 40 39 28 71,79% 

UGU 5312143 ZIBONELE JS 2 97 94 67 71,28% 

UGU 5312306 KWAJABULA H 2 46 45 32 71,11% 

UGU 5312221 MBONWA S 2 93 93 66 70,97% 

UGU 5312112 INKOSI U-MDIBANISO COMPREHENSIVE H 2 104 103 73 70,87% 

UGU 5312316 SIHLE H 2 209 206 145 70,39% 

UGU 5312226 MDULASHI JS 2 138 135 95 70,37% 

UGU 5312211 INGWEMABALA COMPREHENSIVE H 3 96 94 66 70,21% 

UGU 5312103 BHEKAMEVA H 2 49 49 34 69,39% 

UGU 5312130 NANI JS 2 69 68 47 69,12% 

UGU 5312236 NCIYA H 2 84 81 54 66,67% 

UGU 5312320 SITHUTHUKILE S 1 18 18 12 66,67% 

UGU 5312220 MBAMBI H 2 96 93 61 65,59%

UGU 5312212 JOLWAYO S 2 169 166 108 65,06% 

UGU 5312119 LUTHULI H 4 280 277 179 64,62% 

UGU 5312265 SOZABE H 3 80 70 45 64,29% 

UGU 5312335 KWAPHIKAZIWA S 2 15 14 9 64,29% 

UGU 5312323 SIZOPHUMELELA H 2 78 75 48 64,00% 

UGU 5312263 ZUZICEBO H 2 59 58 37 63,79% 

UGU 5312142 THEMBUZULU S 2 21 19 12 63,16% 

UGU 5312308 PHINDAVELE H 2 123 114 71 62,28% 

UGU 5312147 KWAFICA H 2 138 136 84 61,76% 

UGU 5312115 KHANYA H 2 61 57 35 61,40% 

UGU 5312215 KWAMASOSHA H 3 179 176 106 60,23% 

UGU 5312238 NOBAMBA H 3 96 93 56 60,22% 

UGU 5312126 MGAMULE H 2 54 50 30 60,00% 

UGU 5312227 MERLEWOOD S 3 144 142 84 59,15% 

UGU 5312237 NKONKA H 3 118 117 69 58,97% 

UGU 5312113 INQOLOBANE JS 1 27 24 14 58,33% 

UGU 5312145 GOBUME H 1 95 90 51 56,67% 

UGU 5312204 ECEKEZA S 1 96 92 52 56,52% 

UGU 5312121 MABUTHELA H 1 43 41 23 56,10% 

UGU 5312133 SIBONGUJEKE JS 1 25 25 14 56,00% 

UGU 5312328 VUMANDABA S 3 40 40 22 55,00% 

UGU 5312337 HLENGIWE S 3 32 31 17 54,84% 

UGU 5312140 SIZANAYO H 2 24 22 12 54,55% 

UGU 5312302 DALISIZO H 1 13 13 7 53,85% 

UGU 5312228 MGUDLWA H 2 40 40 21 52,50% 

UGU 5312222 MBUSI H 2 137 132 69 52,27% 

UGU 5312106 ELWAZI H 2 39 37 19 51,35% 

UGU 5312104 BONGUZWANE S 2 108 101 51 50,50% 

UGU 5312138 SITHOKOZILE JS 2 67 64 32 50,00% 

UGU 5312310 ROBERT HLONGWA S 3 28 28 14 50,00% 

UGU 5312116 KHATHI H 2 39 37 18 48,65% 

UGU 5312105 DUBANDLELA H 2 41 40 17 42,50% 

UGU 5312127 MNGOMENI H 1 20 19 8 42,11% 

UGU 5312304 INYONEMHLOPHE S 2 20 19 8 42,11% 

UGU 5312131 NTABALUKHOZI H 1 55 55 23 41,82% 

UGU 5312150 MTUMASELI H 1 49 46 18 39,13% 

UGU 5312225 MDLANGATHI S 2 126 125 48 38,40% 

UGU 5312125 MFIMFITHA H 1 30 29 11 37,93% 

UGU 5312313 SAPHUMULA SS 1 32 27 10 37,04% 

UGU 5312203 DWALALESIZWE H 1 59 57 20 35,09% 

UGU 5312209 HAFULENI SS 2 202 196 68 34,69% 

UGU 5312107 FINGQINDLELA S 1 46 44 15 34,09% 

UGU 5312332 EMGANGENI S 2 11 11 3 27,27% 

UGU 5312120 MABIYA SS 1 58 58 12 20,69% 

UGU 5312333 NOMAZWE H 1 30 29 6 20,69% 

UGU 5312134 SIBONGUMFEKA SS 2 48 46 9 19,57% 

UGU 5312336 SAMUEL MKHIZE H 1 51 48 7 14,58% 

UGU 5312301 CHARLES HLENGWA H 3 36 35 4 11,43% 

UGU 5312256 ST MARTIN DE PORRES COMPREHENSIVE 8 8 0 0,00% 

UMGUNGUNDLOVU DISTRICT 

UMGUNGUNDLOVU 5311103 DWENGU H 2 24 21 21 100,00% 

UMGUNGUNDLOVU 5311114 ISMONT H 2 9 9 9 100,00% 

UMGUNGUNDLOVU 5311132 SENZOSABASHA S 2 5 5 5 100,00% 

UMGUNGUNDLOVU 5311142 WARTBURG-KIRCHDORF 4 46 45 45 100,00% 

UMGUNGUNDLOVU 5311203 BETHEL CHRISTIAN ACADEMY 1 1 1 100,00% 

UMGUNGUNDLOVU 5311204 C21 PRIVATE 12 11 11 100,00% 

UMGUNGUNDLOVU 5311209 DUNVERIA S 5 42 37 37 100,00% 

UMGUNGUNDLOVU 5311216 HOWICK H 5 107 104 104 100,00% 

UMGUNGUNDLOVU 5311222 MARITZBURG MUSLIM 46 46 46 100,00% 

UMGUNGUNDLOVU 5311319 PIETERMARITZBURG GIRLS` H 5 223 222 222 100,00% 

UMGUNGUNDLOVU 5311326 ZAKHE AGRICULTURAL COLLEGE 24 24 24 100,00% 

UMGUNGUNDLOVU 5311330 CHISTLEHURST ACADEMICS & ARTS 5 5 5 100,00% 

UMGUNGUNDLOVU 5311230 RAISETHORPE S 5 280 273 272 99,63% 

UMGUNGUNDLOVU 5311301 ALEXANDRA H 5 207 202 201 99,50%

UMGUNGUNDLOVU 5311313 MARITZBURG COLLEGE 5 228 226 224 99,12% 

UMGUNGUNDLOVU 5311231 RUSSEL H 5 99 96 95 98,96% 

UMGUNGUNDLOVU 5311316 ML SULTAN PMB S 5 180 179 176 98,32% 

UMGUNGUNDLOVU 5311238 VOORTREKKER H 5 56 56 55 98,21% 

UMGUNGUNDLOVU 5311205 CARTER H 5 185 184 180 97,83% 

UMGUNGUNDLOVU 5311227 NOTTINGHAM ROAD COMBINED 1 36 35 34 97,14% 

UMGUNGUNDLOVU 5311214 HEATHER S 5 175 173 167 96,53% 

UMGUNGUNDLOVU 5311415 LUGAJU JS 2 29 28 27 96,43% 

UMGUNGUNDLOVU 5311232 SIBONGUMBOMVU COMBINED 4 27 24 23 95,83% 

UMGUNGUNDLOVU 5311220 KHARINA S 5 171 167 158 94,61% 

UMGUNGUNDLOVU 5311215 HERITAGE ACADEMY 38 37 35 94,59% 

UMGUNGUNDLOVU 5311421 MCONJWANA H 2 137 125 118 94,40% 

UMGUNGUNDLOVU 5311217 HOWICK S 4 109 106 100 94,34% 

UMGUNGUNDLOVU 5311402 BHEKUXIMBA H 3 110 103 97 94,17% 

UMGUNGUNDLOVU 5311240 WOODLANDS S 5 151 149 140 93,96% 

UMGUNGUNDLOVU 5311139 THUTHUKISA S 1 34 33 31 93,94% 

UMGUNGUNDLOVU 5311408 INGQWANGELE H 3 34 33 31 93,94% 

UMGUNGUNDLOVU 5311119 MAYIZEKANYE H 1 16 16 15 93,75% 

UMGUNGUNDLOVU 5311419 MATOMELA H 2 108 104 97 93,27% 

UMGUNGUNDLOVU 5311213 HAYTHORNE S 5 221 213 198 92,96% 

UMGUNGUNDLOVU 5311111 INGQAYIZIVELE JS 2 14 14 13 92,86% 

UMGUNGUNDLOVU 5311133 SIBONGUMUSA H 2 122 115 106 92,17% 

UMGUNGUNDLOVU 5311233 SILVER HEIGHTS S 5 103 101 93 92,08% 

UMGUNGUNDLOVU 5311417 MAFAHLENI H 2 13 12 11 91,67% 

UMGUNGUNDLOVU 5311404 EMZAMWENI H 3 104 101 92 91,09% 

UMGUNGUNDLOVU 5311218 INJOLOBA S 3 91 89 81 91,01% 

UMGUNGUNDLOVU 5311143 YISE H 2 21 21 19 90,48% 

UMGUNGUNDLOVU 5311226 NORTHBURY PARK S 5 135 135 122 90,37% 

UMGUNGUNDLOVU 5311239 WESTON AGRICULTURAL COLLEGE 4 42 41 37 90,24% 

UMGUNGUNDLOVU 5311105 EZULWINI COMBINED 1 19 18 16 88,89% 

UMGUNGUNDLOVU 5311122 MNTONJANI S 2 9 9 8 88,89% 

UMGUNGUNDLOVU 5311305 EASTWOOD S 4 239 232 206 88,79% 

UMGUNGUNDLOVU 5311123 MPHELANDABA S 3 27 26 23 88,46% 

UMGUNGUNDLOVU 5311113 INKUMANE H 2 8 8 7 87,50% 

UMGUNGUNDLOVU 5311225 NIZAMIA ISLAMIC 29 29 25 86,21% 

UMGUNGUNDLOVU 5311322 SIYAHLOMULA S 3 72 70 60 85,71% 

UMGUNGUNDLOVU 5311121 MCOSELELI S 3 34 34 29 85,29% 

UMGUNGUNDLOVU 5311425 MTHOLANGQONDO S 2 32 31 26 83,87% 

UMGUNGUNDLOVU 5311327 ZAMAZULU S 4 102 99 83 83,84% 

UMGUNGUNDLOVU 5311115 KHAYELIHLE H 2 18 18 15 83,33% 

UMGUNGUNDLOVU 5311104 EKUPHOLENI H 3 29 29 24 82,76% 

UMGUNGUNDLOVU 5311109 GEORGENAU COMBINED 4 47 46 38 82,61% 

UMGUNGUNDLOVU 5311435 SIYAZAMA S 2 36 34 28 82,35% 

UMGUNGUNDLOVU 5311329 AMAKHOLWA S 3 59 55 45 81,82% 

UMGUNGUNDLOVU 5311429 PHAYIPHINI S 4 98 95 77 81,05% 

UMGUNGUNDLOVU 5311112 INHLANHLAYABEBHUZE H 3 43 41 33 80,49% 

UMGUNGUNDLOVU 5311403 CHIBELIHLE COMBINED 2 56 56 45 80,36% 

UMGUNGUNDLOVU 5311406 IMBALI JS 2 10 10 8 80,00% 

UMGUNGUNDLOVU 5311436 UMTHOQOTHO H 3 137 130 103 79,23% 

UMGUNGUNDLOVU 5311127 NGANGEZWE H 3 58 55 43 78,18% 

UMGUNGUNDLOVU 5311110 GOBIZEMBE H 3 58 58 45 77,59% 

UMGUNGUNDLOVU 5311431 SHAYABANTU H 3 55 53 41 77,36% 

UMGUNGUNDLOVU 5311125 MTHULI SS 2 92 88 68 77,27% 

UMGUNGUNDLOVU 5311438 SIBANESIHLE H 3 70 68 52 76,47% 

UMGUNGUNDLOVU 5311414 LANGSYDE 76 75 57 76,00% 

UMGUNGUNDLOVU 5311412 LADUMA H 3 51 49 37 75,51% 

UMGUNGUNDLOVU 5311210 EDENDALE TECHNICAL H 4 264 253 191 75,49% 

UMGUNGUNDLOVU 5311212 ESTHER PAYNE SMITH S 5 64 61 46 75,41% 

UMGUNGUNDLOVU 5311237 UMTHOMBO S 4 36 32 24 75,00% 

UMGUNGUNDLOVU 5311314 MEHLOKAZULU S 4 82 80 60 75,00% 

UMGUNGUNDLOVU 5311117 MASIJABULE H 2 134 131 98 74,81% 

UMGUNGUNDLOVU 5311424 MSIMUDE H 3 52 47 35 74,47% 

UMGUNGUNDLOVU 5311430 QOQISIZWE H 3 119 117 87 74,36% 

UMGUNGUNDLOVU 5311120 MBAMBANGALO H 3 70 66 49 74,24% 

UMGUNGUNDLOVU 5311124 MPOLWENI S 3 57 57 42 73,68% 

UMGUNGUNDLOVU 5311409 INSIKA JS 3 37 37 27 72,97% 

UMGUNGUNDLOVU 5311138 THOLIZWE S 2 63 62 45 72,58% 

UMGUNGUNDLOVU 5311309 IKUSASELIHLE H 2 244 226 164 72,57%

UMGUNGUNDLOVU 5311427 NGCEDOMHLOPHE H 3 106 105 76 72,38% 

UMGUNGUNDLOVU 5311420 MAZWENDODA SS 2 80 72 52 72,22% 

UMGUNGUNDLOVU 5311318 NSIKAYETHU S 4 197 193 138 71,50% 

UMGUNGUNDLOVU 5311141 UNOBHALA H 3 42 42 30 71,43% 

UMGUNGUNDLOVU 5311312 MARION H 43 42 30 71,43% 

UMGUNGUNDLOVU 5311317 NOMASWAZI H 192 175 125 71,43% 

UMGUNGUNDLOVU 5311428 NHLATHIMBE S 2 43 42 30 71,43% 

UMGUNGUNDLOVU 5311321 SIQONGWENI S 4 133 122 87 71,31% 

UMGUNGUNDLOVU 5311323 SOBANTU S 3 117 105 74 70,48% 

UMGUNGUNDLOVU 5311221 LINPARK H 5 109 108 76 70,37% 

UMGUNGUNDLOVU 5311118 MATATANE S 2 99 94 66 70,21% 

UMGUNGUNDLOVU 5311228 NYONITHWELE S 3 104 103 72 69,90% 

UMGUNGUNDLOVU 5311101 BANQOBILE H 3 94 93 65 69,89% 

UMGUNGUNDLOVU 5311201 ASIBEMUNYE H 3 106 98 68 69,39% 

UMGUNGUNDLOVU 5311401 ASANDE S 2 64 63 43 68,25% 

UMGUNGUNDLOVU 5311102 COOL AIR S 4 47 46 31 67,39% 

UMGUNGUNDLOVU 5311410 KHULEKONKE S 3 101 98 66 67,35% 

UMGUNGUNDLOVU 5311434 SIYANDA S 3 131 127 85 66,93% 

UMGUNGUNDLOVU 5311146 EBUNGUNI H 20 18 12 66,67% 

UMGUNGUNDLOVU 5311302 ARTHUR BLAXALL 16 3 2 66,67% 

UMGUNGUNDLOVU 5311223 MPOPHOMENI S 3 145 137 90 65,69% 

UMGUNGUNDLOVU 5311320 RICHMOND COMBINED 5 84 81 53 65,43% 

UMGUNGUNDLOVU 5311416 LUTHANDO H 2 51 46 30 65,22% 

UMGUNGUNDLOVU 5311324 SUKUMA COMPREHENSIVE 4 114 109 71 65,14% 

UMGUNGUNDLOVU 5311128 NONDENISA S 2 145 143 93 65,03% 

UMGUNGUNDLOVU 5311306 FUNDOKUHLE S 4 143 136 88 64,71% 

UMGUNGUNDLOVU 5311135 ST JOSEPHS S 3 34 33 21 63,64% 

UMGUNGUNDLOVU 5311206 COPESVILLE S 3 132 121 76 62,81% 

UMGUNGUNDLOVU 5311207 DABULAMANZI COMBINED 1 25 24 15 62,50% 

UMGUNGUNDLOVU 5311311 KWAPATA S 3 159 152 94 61,84% 

UMGUNGUNDLOVU 5311407 IMVUNULO S 3 78 76 47 61,84% 

UMGUNGUNDLOVU 5311432 SIKHULULIWE S 3 57 55 34 61,82% 

UMGUNGUNDLOVU 5311423 MPANDE H 3 95 94 58 61,70% 

UMGUNGUNDLOVU 5311130 NSONGENI S 1 26 26 16 61,54% 

UMGUNGUNDLOVU 5311331 WILLOWFOUNTAIN INTERMEDIATE 3 39 39 24 61,54% 

UMGUNGUNDLOVU 5311303 BONGUDUNGA S 3 84 80 48 60,00% 

UMGUNGUNDLOVU 5311308 HUBA H 2 77 75 45 60,00% 

UMGUNGUNDLOVU 5311234 SMERO S 3 132 116 68 58,62% 

UMGUNGUNDLOVU 5311202 ASITHUTHUKE COMBINED 3 12 12 7 58,33% 

UMGUNGUNDLOVU 5311437 ZUZULWAZI JS 3 12 12 7 58,33% 

UMGUNGUNDLOVU 5311325 UMLULAMA S 3 91 89 51 57,30% 

UMGUNGUNDLOVU 5311129 NSIKAKAZI H 1 18 18 10 55,56% 

UMGUNGUNDLOVU 5311140 TRUSTFEED COMBINED 3 56 56 31 55,36% 

UMGUNGUNDLOVU 5311405 GOBINDLOVU COMPREHENSIVE H 3 85 84 45 53,57% 

UMGUNGUNDLOVU 5311126 MUZIKAWUTHANDWA H 2 24 23 12 52,17% 

UMGUNGUNDLOVU 5311304 CONGCO H 2 50 50 26 52,00% 

UMGUNGUNDLOVU 5311108 GCEWU S 1 25 24 12 50,00% 

UMGUNGUNDLOVU 5311211 EMINYEZANENI S 4 50 48 24 50,00% 

UMGUNGUNDLOVU 5311219 JABULA COMBINED 3 20 20 10 50,00% 

UMGUNGUNDLOVU 5311241 BROOKBY LEARNING PROJECT 2 2 1 50,00% 

UMGUNGUNDLOVU 5311136 SWAYIMANA H 2 95 92 45 48,91% 

UMGUNGUNDLOVU 5311418 MASIMDUMISE JS 3 28 27 13 48,15% 

UMGUNGUNDLOVU 5311328 ZIBUKEZULU TECHNICAL 4 44 38 18 47,37% 

UMGUNGUNDLOVU 5311333 UMVUZO S 3 139 134 61 45,52% 

UMGUNGUNDLOVU 5311106 FUNUNDU H 2 18 18 8 44,44% 

UMGUNGUNDLOVU 5311310 INDALA H 3 291 230 100 43,48% 

UMGUNGUNDLOVU 5311411 KWAMNCANE H 3 115 112 47 41,96% 

UMGUNGUNDLOVU 5311422 MLUNGISI S 3 105 102 42 41,18% 

UMGUNGUNDLOVU 5311145 MJELE S 2 64 60 24 40,00% 

UMGUNGUNDLOVU 5311229 ONVERWAG COMBINED 2 32 30 12 40,00% 

UMGUNGUNDLOVU 5311224 MSUNDUZI FINISHING 38 33 13 39,39% 

UMGUNGUNDLOVU 5311235 TENDELA COMBINED 3 19 18 7 38,89% 

UMGUNGUNDLOVU 5311307 GEORGETOWN S 3 159 142 55 38,73% 

UMGUNGUNDLOVU 5311335 OXFORD COLLEGE 161 25 9 36,00% 

UMGUNGUNDLOVU 5311134 SIKHULILE S 2 48 43 15 34,88% 

UMGUNGUNDLOVU 5311433 SIMINZA H 2 53 47 16 34,04% 

UMGUNGUNDLOVU 5311413 LANGALAKHE H 3 70 65 22 33,85% 

UMGUNGUNDLOVU 5311137 THOKOZWAYO S 2 30 27 9 33,33%

UMGUNGUNDLOVU 5311208 DOORNKLOOF COMBINED 3 22 22 7 31,82% 

UMGUNGUNDLOVU 5311315 MKHOBENI H 3 60 51 13 25,49% 

UMGUNGUNDLOVU 5311131 SENZAKAHLE S 2 36 36 8 22,22% 

UMGUNGUNDLOVU 5311144 MABOMVINI COMBINED 1 18 18 4 22,22% 

UMGUNGUNDLOVU 5311116 MADLANYOKA H 2 48 46 8 17,39% 

UMGUNGUNDLOVU 5311336 ISIBANI ACADEMY 167 63 10 15,87% 

UMGUNGUNDLOVU 5311107 GAJU S 2 22 21 3 14,29% 

UMGUNGUNDLOVU 5311147 HOPE VALLEY FARM 1 7 7 1 14,29% 

UMGUNGUNDLOVU 5311332 ICESA CITY CAMPUS - PMB 3 0 0 

UMKHANYAKUDE DISTRICT 

UMKHANYAKUDE 5111258 ZAMINTUTHUKO S 1 39 38 38 100,00% 

UMKHANYAKUDE 5111249 STAR OF THE SEA H 2 89 88 86 97,73% 

UMKHANYAKUDE 5111210 ISICELOSETHU H 2 66 63 61 96,83% 

UMKHANYAKUDE 5111104 CWAKEME S 2 53 51 49 96,08% 

UMKHANYAKUDE 5111209 INGWAVUMA H 2 69 67 63 94,03% 

UMKHANYAKUDE 5111232 NDAMKANE H 2 26 25 23 92,00% 

UMKHANYAKUDE 5111231 NANSINDLELA COMBINED 4 36 36 33 91,67% 

UMKHANYAKUDE 5111140 SIPHOSABADLETSHE H 1 82 81 72 88,89% 

UMKHANYAKUDE 5111341 SINETHEZEKILE COMBINED 2 237 230 203 88,26% 

UMKHANYAKUDE 5111207 HAMBISANANI H 2 111 110 97 88,18% 

UMKHANYAKUDE 5111262 UBOMBO TECHNICAL & COMMERCIAL 264 215 186 86,51% 

UMKHANYAKUDE 5111138 SIBONGASONKE JS 1 45 42 36 85,71% 

UMKHANYAKUDE 5111106 EQAKWINI H 1 57 55 47 85,45% 

UMKHANYAKUDE 5111123 MKHALIPHI H 1 96 89 76 85,39% 

UMKHANYAKUDE 5111237 NODINEKA JS 1 94 93 79 84,95% 

UMKHANYAKUDE 5111235 NHLANGE JS 2 31 31 26 83,87% 

UMKHANYAKUDE 5111240 NSALAMANGA H 1 83 82 68 82,93% 

UMKHANYAKUDE 5111241 NYAMANE S 2 85 81 67 82,72% 

UMKHANYAKUDE 5111120 MBOPHA H 3 145 143 118 82,52% 

UMKHANYAKUDE 5111261 JOHN WESLEY KOSI BAY PRIVATE 26 17 14 82,35% 

UMKHANYAKUDE 5111219 MASHALAZA H 1 102 101 83 82,18% 

UMKHANYAKUDE 5111226 MSIYANE H 2 58 56 46 82,14% 

UMKHANYAKUDE 5111148 MTUBATUBA H 3 38 38 31 81,58% 

UMKHANYAKUDE 5111332 MOSES ZIKHALI S 2 75 70 57 81,43% 

UMKHANYAKUDE 5111234 NGAZINI JS 2 22 19 15 78,95% 

UMKHANYAKUDE 5111137 SHIYINKOSI S 3 49 46 36 78,26% 

UMKHANYAKUDE 5111254 LUBHOKO COMPREHENSIVE H 25 23 18 78,26% 

UMKHANYAKUDE 5111308 ESIPHONDWENI H 1 66 64 50 78,13% 

UMKHANYAKUDE 5111225 MSHUDU JS 1 69 67 52 77,61% 

UMKHANYAKUDE 5111220 MAVELA H 1 166 165 128 77,58% 

UMKHANYAKUDE 5111251 VULAKWENILE JS 2 107 107 83 77,57% 

UMKHANYAKUDE 5111135 NTAMINEMIDWA H 1 22 22 17 77,27% 

UMKHANYAKUDE 5111328 MDUKU H 2 128 127 98 77,17% 

UMKHANYAKUDE 5111307 ESIGEDENI JS 1 35 35 27 77,14% 

UMKHANYAKUDE 5111342 SUKASAMBE JS 1 17 17 13 76,47% 

UMKHANYAKUDE 5111117 MASIBONISANE S 2 244 233 178 76,39% 

UMKHANYAKUDE 5111213 JEVU JS 2 106 101 77 76,24% 

UMKHANYAKUDE 5111247 SITHEMBINHLANHLA S 1 73 71 54 76,06% 

UMKHANYAKUDE 5111243 QOSHAMA SS 2 42 41 31 75,61% 

UMKHANYAKUDE 5111103 BUKIMVELO H 1 64 61 46 75,41% 

UMKHANYAKUDE 5111151 KINGDOM CHRISTIAN COLLEGE 21 20 15 75,00% 

UMKHANYAKUDE 5111335 MTWAZI COMBINED 3 71 68 51 75,00% 

UMKHANYAKUDE 5111337 NOBIYA H 2 30 28 21 75,00% 

UMKHANYAKUDE 5111347 NKANYISO S 1 21 20 15 75,00% 

UMKHANYAKUDE 5111128 NGEBEZA H 2 52 47 35 74,47% 

UMKHANYAKUDE 5111126 NDABEZIPHEZULU S 1 36 35 26 74,29% 

UMKHANYAKUDE 5111255 LUBELO S 2 40 38 28 73,68% 

UMKHANYAKUDE 5111330 MMEMEZI S 2 42 41 30 73,17% 

UMKHANYAKUDE 5111244 SHAYINA H 2 91 89 65 73,03% 

UMKHANYAKUDE 5111324 MANKENKE JS 1 19 18 13 72,22% 

UMKHANYAKUDE 5111201 AMANDLA H 2 69 68 49 72,06% 

UMKHANYAKUDE 5111325 MANTINTI H 1 26 25 18 72,00% 

UMKHANYAKUDE 5111253 ZOMBIZWE H 2 47 46 33 71,74%

UMKHANYAKUDE 5111246 SIBHAMU H 1 56 53 38 71,70% 

UMKHANYAKUDE 5111217 MALOBENI H 1 50 49 35 71,43% 

UMKHANYAKUDE 5111331 MNTANENKOSI 65 63 45 71,43% 

UMKHANYAKUDE 5111211 ISIPHOSETHU SS 2 73 73 52 71,23% 

UMKHANYAKUDE 5111129 NHLIZIYO S 2 40 38 27 71,05% 

UMKHANYAKUDE 5111227 MTHANTI COMMERCIAL and TECHNICAL S 2 55 55 39 70,91% 

UMKHANYAKUDE 5111204 DUMANGEZE S 1 85 84 59 70,24% 

UMKHANYAKUDE 5111233 NDUMO S 2 95 90 63 70,00% 

UMKHANYAKUDE 5111146 UMFOLOZI H 4 186 184 128 69,57% 

UMKHANYAKUDE 5111236 NHLANHLIVELE JS 1 25 23 16 69,57% 

UMKHANYAKUDE 5111352 MTHAMBALALA S 1 37 36 25 69,44% 

UMKHANYAKUDE 5111223 MHLUPHEKI JS 1 52 52 36 69,23% 

UMKHANYAKUDE 5111348 SIYAPHAMBILI S 2 44 42 29 69,05% 

UMKHANYAKUDE 5111111 IKUSASALETHU S 2 202 200 138 69,00% 

UMKHANYAKUDE 5111218 MANHLENGA JS 1 22 22 15 68,18% 

UMKHANYAKUDE 5111208 IDUNDUBALA S 2 25 25 17 68,00% 

UMKHANYAKUDE 5111113 KUFEZEKILE S 1 82 81 55 67,90% 

UMKHANYAKUDE 5111238 NOTHANDO H 1 60 59 40 67,80% 

UMKHANYAKUDE 5111114 KWABULAWAYO S 2 31 31 21 67,74% 

UMKHANYAKUDE 5111112 ISOLESIZWE SS 1 71 67 45 67,16% 

UMKHANYAKUDE 5111252 ZANDLAZETHU H 2 113 106 71 66,98% 

UMKHANYAKUDE 5111250 THONGWANA JS 1 98 93 62 66,67% 

UMKHANYAKUDE 5111149 DLILANGA S 3 48 47 31 65,96% 

UMKHANYAKUDE 5111248 SIZAMINQUBEKO COMBINED 2 61 61 40 65,57% 

UMKHANYAKUDE 5111143 SOMFULA S 2 165 159 104 65,41% 

UMKHANYAKUDE 5111116 MADWALENI S 2 100 100 65 65,00% 

UMKHANYAKUDE 5111139 SILETHUKUKHANYA H 3 131 128 83 64,84% 

UMKHANYAKUDE 5111119 MBONGENI H 1 31 31 20 64,52% 

UMKHANYAKUDE 5111323 MANGWAZANA S 2 33 31 20 64,52% 

UMKHANYAKUDE 5111205 EZINHLABENI S 1 101 100 64 64,00% 

UMKHANYAKUDE 5111216 LANGELIHLE H 1 59 58 37 63,79% 

UMKHANYAKUDE 5111131 NKOSANA H 2 87 84 53 63,10% 

UMKHANYAKUDE 5111228 MTSHAKELA H 1 64 62 39 62,90% 

UMKHANYAKUDE 5111230 NAMANENI H 1 113 107 67 62,62% 

UMKHANYAKUDE 5111141 SIYAQALA S 2 64 61 38 62,30% 

UMKHANYAKUDE 5111122 MGWAZENI S 3 121 116 72 62,07% 

UMKHANYAKUDE 5111142 SIYELULAMA H 2 71 71 44 61,97% 

UMKHANYAKUDE 5111108 EZIFUNDENI H 1 87 84 52 61,90% 

UMKHANYAKUDE 5111245 SHENGEZA H 1 80 80 49 61,25% 

UMKHANYAKUDE 5111239 NQOBIZAZI JS 2 37 36 22 61,11% 

UMKHANYAKUDE 5111147 VEZOBALA JS 2 50 48 29 60,42% 

UMKHANYAKUDE 5111125 NDABAZAMANINA H 1 30 30 18 60,00% 

UMKHANYAKUDE 5111312 INJULA COMBINED 2 65 65 39 60,00% 

UMKHANYAKUDE 5111309 EZIBUKWENI S 2 164 152 91 59,87% 

UMKHANYAKUDE 5111321 MAKHASA H 2 63 57 34 59,65% 

UMKHANYAKUDE 5111340 SANDLASENKOSI S 2 29 27 16 59,26% 

UMKHANYAKUDE 5111107 ESIQIWINI S 2 84 76 45 59,21% 

UMKHANYAKUDE 5111110 GODLOZA H 2 48 44 26 59,09% 

UMKHANYAKUDE 5111311 IGUGU LESIZWE S 2 196 187 110 58,82% 

UMKHANYAKUDE 5111132 NKOSIKAYINGANGATHI S 2 67 58 34 58,62% 

UMKHANYAKUDE 5111327 MDOLOMBA JS 2 43 41 24 58,54% 

UMKHANYAKUDE 5111105 EMTHULASIZWE H 2 45 43 25 58,14% 

UMKHANYAKUDE 5111329 MJINDI S 1 93 89 51 57,30% 

UMKHANYAKUDE 5111150 NKOMBOSE S 3 44 42 24 57,14% 

UMKHANYAKUDE 5111203 BHEKINDLELA H 3 22 21 12 57,14% 

UMKHANYAKUDE 5111229 MTSHELEKWANE S 1 36 35 20 57,14% 

UMKHANYAKUDE 5111320 MADLAKA JS 2 24 21 12 57,14% 

UMKHANYAKUDE 5111127 NDIMANDE H 1 55 53 29 54,72% 

UMKHANYAKUDE 5111133 NOMATHIYA S 3 192 189 103 54,50% 

UMKHANYAKUDE 5111130 NKODIBE S 3 182 178 97 54,49% 

UMKHANYAKUDE 5111136 PHIWAMANDLA S 1 73 70 38 54,29% 

UMKHANYAKUDE 5111224 MLINGO H 2 24 24 13 54,17% 

UMKHANYAKUDE 5111121 MDUNGANDLOVU H 2 82 76 41 53,95% 

UMKHANYAKUDE 5111303 BIVA COMBINED 2 68 65 35 53,85% 

UMKHANYAKUDE 5111318 LIFALETHU S 2 40 36 19 52,78% 

UMKHANYAKUDE 5111214 KHOBONGO JS 1 31 29 15 51,72% 

UMKHANYAKUDE 5111317 KWAGIBA H 2 73 70 36 51,43%

UMKHANYAKUDE 5111344 ZENZELENI S 2 122 116 59 50,86% 

UMKHANYAKUDE 5111145 THULASIBONE H 1 68 63 32 50,79% 

UMKHANYAKUDE 5111343 VUKANI-BANTWANA H 1 73 69 35 50,72% 

UMKHANYAKUDE 5111257 MZIBULI S 1 36 36 18 50,00% 

UMKHANYAKUDE 5111202 AMANDLETHU JS 2 82 76 37 48,68% 

UMKHANYAKUDE 5111313 JIKIJELA JS 2 64 64 31 48,44% 

UMKHANYAKUDE 5111206 GAMULA JS 1 51 50 24 48,00% 

UMKHANYAKUDE 5111301 BHEVULA H 1 75 73 34 46,58% 

UMKHANYAKUDE 5111134 NONDUMISO S 2 95 92 42 45,65% 

UMKHANYAKUDE 5111322 MALABELA JS 1 80 73 33 45,21% 

UMKHANYAKUDE 5111319 MABANDLENI H 1 78 78 35 44,87% 

UMKHANYAKUDE 5111326 MAVUSO H 1 56 56 25 44,64% 

UMKHANYAKUDE 5111109 GILONKI S 1 39 36 16 44,44% 

UMKHANYAKUDE 5111339 NTSINDE COMMERCIAL H 2 33 31 13 41,94% 

UMKHANYAKUDE 5111333 MPIYAKHE H 2 109 107 44 41,12% 

UMKHANYAKUDE 5111102 BONGA S 1 83 78 31 39,74% 

UMKHANYAKUDE 5111314 JUSTICE NXUMALO S 1 97 96 38 39,58% 

UMKHANYAKUDE 5111315 KWABAMBA JS 2 73 72 28 38,89% 

UMKHANYAKUDE 5111310 HLAZAZANE JS 2 37 34 13 38,24% 

UMKHANYAKUDE 5111334 MSHANGUZANA H 1 31 29 11 37,93% 

UMKHANYAKUDE 5111115 KWAGXABA S 1 53 47 17 36,17% 

UMKHANYAKUDE 5111212 ISIVUNGUVUNGU JS 1 66 64 23 35,94% 

UMKHANYAKUDE 5111118 MAWOMBE S 2 62 59 21 35,59% 

UMKHANYAKUDE 5111242 PHUNGAZA H 1 177 173 61 35,26% 

UMKHANYAKUDE 5111101 ASIPHIKELELE S 2 49 43 15 34,88% 

UMKHANYAKUDE 5111144 THEKELISULWAZI S 2 50 48 14 29,17% 

UMKHANYAKUDE 5111221 MDLADLA H 1 74 70 20 28,57% 

UMKHANYAKUDE 5111336 NHLAMBANYATHI JS 2 29 27 7 25,93% 

UMKHANYAKUDE 5111302 BHUKWANA H 1 71 65 16 24,62% 

UMKHANYAKUDE 5111124 MMISO H 2 58 54 13 24,07% 

UMKHANYAKUDE 5111338 NTSHINGWAYO S 2 17 15 2 13,33% 

UMKHANYAKUDE 5111316 KWADONSA P 1 1 1 0 0,00% 

UMKHANYAKUDE 5111222 MFINGOSE P 1 1 0 0 

UMLAZI DISTRICT 

UMLAZI 5411110 DURBAN GIRLS` H 5 227 226 226 100,00% 

UMLAZI 5411114 IHSAAN GIRLS` COLLEGE 24 24 24 100,00% 

UMLAZI 5411124 OPEN AIR 18 18 18 100,00% 

UMLAZI 5411125 PORT NATAL 5 62 61 61 100,00% 

UMLAZI 5411127 QUEENSBURGH GIRLS H 5 182 182 182 100,00% 

UMLAZI 5411131 SATHYA SAI CHATSWORTH 24 24 24 100,00% 

UMLAZI 5411136 WERDA 5 39 39 39 100,00% 

UMLAZI 5411201 AL-FALAAH COLLEGE 53 53 53 100,00% 

UMLAZI 5411210 CRESCENT GIRLS` H 63 63 63 100,00% 

UMLAZI 5411211 DANVILLE PARK GIRLS` H 5 156 156 156 100,00% 

UMLAZI 5411216 DURBAN NORTH COLLEGE 5 58 57 57 100,00% 

UMLAZI 5411228 NORTHLANDS GIRLS` H 5 114 114 114 100,00% 

UMLAZI 5411240 THE KENMONT 22 21 21 100,00% 

UMLAZI 5411284 ST BARNABAS INDEPENDENT 13 13 13 100,00% 

UMLAZI 5411341 VIKINGOZI S 3 40 39 39 100,00% 

UMLAZI 5411344 EAST COAST CHRISTIAN COLLEGE 11 9 9 100,00% 

UMLAZI 5411415 MENZI H 4 83 82 82 100,00% 

UMLAZI 5411420 NEW FOREST H 5 142 142 142 100,00% 

UMLAZI 5411314 KINGSWAY H 5 218 217 216 99,54% 

UMLAZI 5411231 ORIENT ISLAMIC 134 134 133 99,25% 

UMLAZI 5411109 CROSSMOOR S 4 229 226 224 99,12% 

UMLAZI 5411112 GLENWOOD H 5 227 226 224 99,12% 

UMLAZI 5411222 GROSVENOR GIRLS` H 5 163 162 160 98,77% 

UMLAZI 5411214 DURBAN GIRLS` S 5 78 78 77 98,72% 

UMLAZI 5411229 NORTHWOOD H 5 216 215 211 98,14% 

UMLAZI 5411436 VELABAHLEKE H 4 115 111 108 97,30% 

UMLAZI 5411115 KHARWASTAN S 5 221 220 214 97,27% 

UMLAZI 5411325 NDEYA ZENEX S 3 38 36 35 97,22% 

UMLAZI 5411103 ARENA PARK S 5 214 211 205 97,16% 

UMLAZI 5411402 DLOKO H 4 66 64 62 96,88%

UMLAZI 5411417 MOWAT PARK H 5 144 143 138 96,50% 

UMLAZI 5411220 GEORGE CAMPBELL TECHNICAL H 5 167 166 160 96,39% 

UMLAZI 5411234 RIDGE PARK COLLEGE 5 175 173 166 95,95% 

UMLAZI 5411230 OAKRIDGE COLLEGE 25 24 23 95,83% 

UMLAZI 5411215 DURBAN H 5 160 160 153 95,63% 

UMLAZI 5411315 KUSWAG 5 66 65 62 95,38% 

UMLAZI 5411142 HOLY FAMILY COLLEGE 21 21 20 95,24% 

UMLAZI 5411312 ISOLEMAMBA S 3 146 134 127 94,78% 

UMLAZI 5411119 MARGOT FONTEIN S 4 191 185 175 94,59% 

UMLAZI 5411108 EDEN COLLEGE DURBAN 36 36 34 94,44% 

UMLAZI 5411120 MARKLANDS S 5 90 89 84 94,38% 

UMLAZI 5411403 EKWAZINI H 4 91 88 83 94,32% 

UMLAZI 5411227 NEW WEST S 5 251 250 235 94,00% 

UMLAZI 5411236 SASTRI COLLEGE 5 144 144 135 93,75% 

UMLAZI 5411423 PR PATHER S 5 120 119 111 93,28% 

UMLAZI 5411302 AMANZIMTOTI H 5 101 99 92 92,93% 

UMLAZI 5411106 BRINDHAVAN S 4 43 41 38 92,68% 

UMLAZI 5411134 SOUTHLANDS S 5 214 212 196 92,45% 

UMLAZI 5411416 MEREBANK S 5 199 197 181 91,88% 

UMLAZI 5411233 PARKHILL S 5 164 160 147 91,88% 

UMLAZI 5411331 SIBUSISIWE COMPREHENSIVE TECHNICAL H 4 121 121 111 91,74% 

UMLAZI 5411129 RISECLIFF S 5 96 93 85 91,40% 

UMLAZI 5411128 QUEENSBURGH H 5 163 162 148 91,36% 

UMLAZI 5411121 MEADOWLANDS S 5 115 113 103 91,15% 

UMLAZI 5411426 REUNION S 4 124 123 112 91,06% 

UMLAZI 5411138 WINGEN HEIGHTS S 5 246 245 223 91,02% 

UMLAZI 5411317 LUGOBE S 3 58 54 49 90,74% 

UMLAZI 5411438 WENTWORTH S 5 141 140 127 90,71% 

UMLAZI 5411203 BECHET S 5 194 190 171 90,00% 

UMLAZI 5411206 CENTENARY S 5 174 169 152 89,94% 

UMLAZI 5411207 CHESTERVILLE EXTENSION S 5 100 89 80 89,89% 

UMLAZI 5411126 PROTEA S 5 43 38 34 89,47% 

UMLAZI 5411102 APOLLO S 5 85 82 73 89,02% 

UMLAZI 5411223 HILLGROVE S 5 129 127 113 88,98% 

UMLAZI 5411113 IHSAAN BOYS` COLLEGE 10 9 8 88,89% 

UMLAZI 5411301 ADAMS COLLEGE 4 155 153 136 88,89% 

UMLAZI 5411123 NEWHAVEN S 4 150 150 133 88,67% 

UMLAZI 5411235 RIVERDENE S 5 96 95 84 88,42% 

UMLAZI 5411332 SIDELILE H 4 119 119 105 88,24% 

UMLAZI 5411409 ISIPINGO S 4 143 143 126 88,11% 

UMLAZI 5411205 BURNWOOD S 5 215 208 183 87,98% 

UMLAZI 5411221 GROSVENOR BOYS` H 5 90 90 79 87,78% 

UMLAZI 5411217 EFFINGHAM S 4 137 136 119 87,50% 

UMLAZI 5411326 NDONYELA JS 3 17 16 14 87,50% 

UMLAZI 5411105 BRETTONWOOD H 5 153 150 131 87,33% 

UMLAZI 5411117 KWASANTI PUBLIC S 3 194 193 168 87,05% 

UMLAZI 5411421 OGWINI COMPREHENSIVE 4 433 419 362 86,40% 

UMLAZI 5411133 SHALLCROSS S 5 50 50 43 86,00% 

UMLAZI 5411429 STRELITZIA S 5 197 196 168 85,71% 

UMLAZI 5411435 UMLAZI SS 4 176 175 150 85,71% 

UMLAZI 5411225 LAKEHAVEN S 5 105 97 83 85,57% 

UMLAZI 5411212 DURBAN ACADEMY H 5 150 145 124 85,52% 

UMLAZI 5411237 SEA COW LAKE S 4 124 123 104 84,55% 

UMLAZI 5411242 WIGGINS S 3 132 128 108 84,38% 

UMLAZI 5411122 MONTARENA S 4 108 108 91 84,26% 

UMLAZI 5411406 GANGES S 4 150 136 114 83,82% 

UMLAZI 5411137 WESTCLIFF S 5 80 79 66 83,54% 

UMLAZI 5411132 SAVANNAH PARK S 5 94 90 75 83,33% 

UMLAZI 5411253 DURBAN MATRIC & FET ACADEMY 30 18 15 83,33% 

UMLAZI 5411414 MASON LINCOLN SPECIAL 7 6 5 83,33% 

UMLAZI 5411432 UMBILO S 5 167 166 138 83,13% 

UMLAZI 5411208 CHESTERVILLE S 3 174 154 128 83,12% 

UMLAZI 5411140 WOODHURST S 5 76 74 61 82,43% 

UMLAZI 5411330 SIBAMBANEZULU H 3 100 97 79 81,44% 

UMLAZI 5411226 MAYVILLE S 3 71 68 55 80,88% 

UMLAZI 5411316 KWAMAKHUTHA COMPREHENSIVE H 4 135 129 104 80,62% 

UMLAZI 5411303 CHARLES SABELO H 3 37 35 28 80,00%

UMLAZI 5411339 UMKOMAAS S 4 160 160 125 78,13% 

UMLAZI 5411104 ASOKA S 4 83 82 64 78,05% 

UMLAZI 5411238 SPARKS ESTATE S 5 151 146 113 77,40% 

UMLAZI 5411336 SOBONAKHONA S 3 60 59 45 76,27% 

UMLAZI 5411437 VUKUZAKHE H 4 76 75 57 76,00% 

UMLAZI 5411439 ZWELETHU S 4 138 131 99 75,57% 

UMLAZI 5411441 ZWELIHLE SS 4 91 90 68 75,56% 

UMLAZI 5411407 IGAGASI H 4 164 159 120 75,47% 

UMLAZI 5411425 QHILIKA S 4 200 194 145 74,74% 

UMLAZI 5411130 ROSSBURGH H 5 141 133 99 74,44% 

UMLAZI 5411422 OKUMHLOPHE SS 4 182 181 134 74,03% 

UMLAZI 5411224 HUNT ROAD S 5 79 77 56 72,73% 

UMLAZI 5411404 EMBIZWENI H 3 101 100 71 71,00% 

UMLAZI 5411401 CLAIRWOOD S 5 201 189 133 70,37% 

UMLAZI 5411218 FAIRVALE S 5 148 144 101 70,14% 

UMLAZI 5411433 UMLAZI COMMERCIAL H 4 150 145 99 68,28% 

UMLAZI 5411307 FOLWENI H 3 91 88 60 68,18% 

UMLAZI 5411111 GLENOVER S 5 77 73 49 67,12% 

UMLAZI 5411139 WITTEKLIP S 5 48 45 30 66,67% 

UMLAZI 5411311 ISISUSA S 1 25 12 8 66,67% 

UMLAZI 5411340 UMTHENTE H 2 20 18 12 66,67% 

UMLAZI 5411408 INTERFELLOWSHIP CHRISTIAN 43 42 28 66,67% 

UMLAZI 5411440 ZWELIBANZI H 4 211 207 138 66,67% 

UMLAZI 5411306 ESIZIBENI SIVANANDA VASWANI COMP H 3 219 214 142 66,36% 

UMLAZI 5411405 ENALENI S 4 105 99 65 65,66% 

UMLAZI 5411219 FUTURA H 349 332 217 65,36% 

UMLAZI 5411204 BONELA S 4 120 118 77 65,25% 

UMLAZI 5411232 OVERPORT S 5 161 151 98 64,90% 

UMLAZI 5411413 MAKHUMBUZA H 3 24 22 14 63,64% 

UMLAZI 5411428 SISHOSONKE H 4 32 30 19 63,33% 

UMLAZI 5411328 NTWENHLE S 3 119 116 73 62,93% 

UMLAZI 5411319 MBAMBANGWE S 3 78 75 47 62,67% 

UMLAZI 5411412 MAFUMBUKA H 4 115 107 67 62,62% 

UMLAZI 5411342 ZAMAKAHLE H 3 16 16 10 62,50% 

UMLAZI 5411334 SIPHEPHELE S 3 79 71 44 61,97% 

UMLAZI 5411116 KING SHAKA H 4 86 86 53 61,63% 

UMLAZI 5411320 MCOTHOYI S 4 109 103 63 61,17% 

UMLAZI 5411335 SIYABONGA S 2 148 144 88 61,11% 

UMLAZI 5411135 WELBEDENE S 4 66 64 39 60,94% 

UMLAZI 5411327 NOMAVIMBELA H 2 22 20 12 60,00% 

UMLAZI 5411321 MHAWU H 3 58 58 34 58,62% 

UMLAZI 5411411 KWAMGAGA H 4 119 115 66 57,39% 

UMLAZI 5411318 MASAKHANENI SS 4 83 82 47 57,32% 

UMLAZI 5411250 ANCHORLITE INDEPENDENT 86 49 28 57,14% 

UMLAZI 5411333 SIKHWAMA H 3 30 28 16 57,14% 

UMLAZI 5411424 PHAMBILI H 5 71 67 38 56,72% 

UMLAZI 5411434 UMLAZI COMTECH 4 479 460 258 56,09% 

UMLAZI 5411246 ICESA MATRIC SCHOOL 64 43 24 55,81% 

UMLAZI 5411313 KHULABEBUKA S 3 37 35 19 54,29% 

UMLAZI 5411245 ZIMELE H 76 61 33 54,10% 

UMLAZI 5411209 CHRISTIAN H 225 165 89 53,94% 

UMLAZI 5411324 NATHANIEL SABELO S 3 26 26 14 53,85% 

UMLAZI 5411410 KWAMATHANDA H 4 75 67 36 53,73% 

UMLAZI 5411343 ZUZUMQHELE H 4 41 30 16 53,33% 

UMLAZI 5411323 MTHAMBO H 2 58 57 30 52,63% 

UMLAZI 5411101 AJ MWELASE S 4 87 82 43 52,44% 

UMLAZI 5411338 UMKHUMBI H 4 137 134 69 51,49% 

UMLAZI 5411107 CHATSWORTH S 5 48 43 22 51,16% 

UMLAZI 5411430 SWELIHLE S 4 114 106 54 50,94% 

UMLAZI 5411118 LAMONTVILLE H 4 194 186 88 47,31% 

UMLAZI 5411249 ISLAMIC DAWAH COLLEGE 31 22 10 45,45% 

UMLAZI 5411308 FUNDINDUKU S 3 41 38 17 44,74% 

UMLAZI 5411322 MNGANIWAKHE S 4 93 83 36 43,37% 

UMLAZI 5411431 UMBELEBELE H 4 95 92 38 41,30% 

UMLAZI 5411304 DR NEMBULA H 3 72 66 25 37,88% 

UMLAZI 5411419 NDUKWENHLE H 4 64 60 22 36,67%

UMLAZI 5411143 DUMISANI MAKHAYE H 3 75 74 26 35,14% 

UMLAZI 5411309 HAMILTON MAKHANYA S 3 27 24 8 33,33% 

UMLAZI 5411247 SEASON'S ACADEMY 101 85 26 30,59% 

UMLAZI 5411418 MZIWAMANDLA H 4 125 112 34 30,36% 

UMLAZI 5411243 AFRICAN VISION S 433 135 36 26,67% 

UMLAZI 5411329 NWABI H 3 47 43 11 25,58% 

UMLAZI 5411427 SHUMAYELA S 3 81 78 17 21,79% 

UMZINYATHI DISTRICT 

UMZINYATHI 5212109 MANQOBA S 2 38 37 37 100,00% 

UMZINYATHI 5212239 INDLOZANA H 1 31 30 30 100,00% 

UMZINYATHI 5212241 LOBETHAL INDEPENDANT 9 9 9 100,00% 

UMZINYATHI 5212246 THEMANE P 1 7 6 6 100,00% 

UMZINYATHI 5212253 EMKHAMO COMBINED 1 30 30 30 100,00% 

UMZINYATHI 5212254 PHUMELELA S 1 23 21 21 100,00% 

UMZINYATHI 5212305 FUNULWAZI S 1 7 7 7 100,00% 

UMZINYATHI 5212334 QHOBO JS 1 14 14 14 100,00% 

UMZINYATHI 5212408 GREYTOWN H 4 89 89 89 100,00% 

UMZINYATHI 5212412 MAKHOSONKE S 2 19 19 19 100,00% 

UMZINYATHI 5212415 MGWEMPISI COMBINED 1 25 25 25 100,00% 

UMZINYATHI 5212419 MZONIWE JS 2 20 20 20 100,00% 

UMZINYATHI 5212102 DUNDEE H 5 134 133 131 98,50% 

UMZINYATHI 5212221 MHLAKOTHI H 1 69 66 65 98,48% 

UMZINYATHI 5212106 GORDON MEMORIAL H 1 38 38 37 97,37% 

UMZINYATHI 5212421 OPHOFINI S 1 52 50 48 96,00% 

UMZINYATHI 5212406 ESOKHENI H 3 24 23 22 95,65% 

UMZINYATHI 5212318 NOMDUMO H 1 41 41 39 95,12% 

UMZINYATHI 5212411 MAKHEDAMA H 1 91 86 81 94,19% 

UMZINYATHI 5212317 NHLALAKAHLE S 1 34 34 32 94,12% 

UMZINYATHI 5212425 UPPER UMVOTI COMBINED 1 20 17 16 94,12% 

UMZINYATHI 5212307 IDLAMADODA S 1 51 50 47 94,00% 

UMZINYATHI 5212409 GREYTOWN S 4 143 142 133 93,66% 

UMZINYATHI 5212115 SAREL CILLIERS S 4 137 137 128 93,43% 

UMZINYATHI 5212301 CELUMUSA S 2 16 15 14 93,33% 

UMZINYATHI 5212217 MAHLOKOHLOKO S 1 28 28 26 92,86% 

UMZINYATHI 5212107 LEWIS P 1 65 64 59 92,19% 

UMZINYATHI 5212332 KUFANELESIBONGE JS 1 26 24 22 91,67% 

UMZINYATHI 5212205 CABANGOKUHLE H 2 183 181 165 91,16% 

UMZINYATHI 5212402 BUSANA H 2 117 116 104 89,66% 

UMZINYATHI 5212114 PHATHIZWE H 1 28 27 24 88,89% 

UMZINYATHI 5212311 MDONSWA H 1 26 25 22 88,00% 

UMZINYATHI 5212225 MSIMBITHI S 1 33 33 29 87,88% 

UMZINYATHI 5212238 ZWELINJANI S 1 41 39 34 87,18% 

UMZINYATHI 5212306 HLUBI H 1 45 45 39 86,67% 

UMZINYATHI 5212111 ML SULTAN GLENCOE S 4 45 43 37 86,05% 

UMZINYATHI 5212113 NKONZA S 1 21 21 18 85,71% 

UMZINYATHI 5212223 MPIKAYIZEKANYE S 1 96 93 79 84,95% 

UMZINYATHI 5212252 MAFEMFUNDO S 1 27 26 22 84,62% 

UMZINYATHI 5212316 NDLANGAMANDLA S 3 71 69 58 84,06% 

UMZINYATHI 5212401 BUHLEBUYEZA S 4 90 89 74 83,15% 

UMZINYATHI 5212212 JAJILE H 1 56 53 44 83,02% 

UMZINYATHI 5212232 SIYABONGA S 1 49 47 39 82,98% 

UMZINYATHI 5212215 MACINGWANE S 1 21 17 14 82,35% 

UMZINYATHI 5212108 MACEBA S 1 131 127 104 81,89% 

UMZINYATHI 5212206 DLABESUTHE H 1 94 85 69 81,18% 

UMZINYATHI 5212247 UMBONJE H 1 54 53 43 81,13% 

UMZINYATHI 5212322 SIHAYO H 2 81 79 64 81,01% 

UMZINYATHI 5212310 MATHUKULULA S 2 29 26 21 80,77% 

UMZINYATHI 5212342 NGWANE JS 1 26 26 21 80,77% 

UMZINYATHI 5212229 PANO JS 1 44 41 33 80,49% 

UMZINYATHI 5212103 DUNDEE S 3 145 145 115 79,31% 

UMZINYATHI 5212237 ZIMISELENI JS 1 24 24 19 79,17% 

UMZINYATHI 5212119 SPRINGLAKE H 2 83 81 64 79,01% 

UMZINYATHI 5212314 MSIMBU S 1 66 60 47 78,33%

UMZINYATHI 5212202 BATSHAZWAYO H 1 21 18 14 77,78% 

UMZINYATHI 5212207 DLENYANE COMBINED 1 50 49 38 77,55% 

UMZINYATHI 5212308 LENEHA TUMISI S 2 101 100 77 77,00% 

UMZINYATHI 5212302 EBRAHIM LOCKAT S 2 14 13 10 76,92% 

UMZINYATHI 5212201 BATHEMBU H 1 47 47 36 76,60% 

UMZINYATHI 5212319 NTALANTALA S 1 82 75 57 76,00% 

UMZINYATHI 5212216 MADUDULA H 1 60 54 41 75,93% 

UMZINYATHI 5212203 BHAMBATHA H 1 32 32 24 75,00% 

UMZINYATHI 5212403 CANDABUTHULE H 2 95 90 67 74,44% 

UMZINYATHI 5212112 MLANDOWETHU S 1 43 39 29 74,36% 

UMZINYATHI 5212116 SEBENZAKUSAKHANYA S 4 89 89 66 74,16% 

UMZINYATHI 5212101 DILIZELA H 2 48 46 34 73,91% 

UMZINYATHI 5212423 SIPHAKEME COMBINED 2 45 45 33 73,33% 

UMZINYATHI 5212424 UMVOTI H 1 92 86 63 73,26% 

UMZINYATHI 5212117 SHIYANE S 1 61 56 41 73,21% 

UMZINYATHI 5212325 UBONGUMENZI S 3 127 123 90 73,17% 

UMZINYATHI 5212231 SAKHISIZWE S 1 11 11 8 72,73% 

UMZINYATHI 5212309 MANGENI S 1 33 29 21 72,41% 

UMZINYATHI 5212233 SOMASHI H 1 58 54 39 72,22% 

UMZINYATHI 5212329 ZAMOKWAKHE S 1 18 18 13 72,22% 

UMZINYATHI 5212416 MOUNT ERNESTINA COMBINED 2 75 72 52 72,22% 

UMZINYATHI 5212222 MHLANGEZULU S 1 39 38 27 71,05% 

UMZINYATHI 5212248 ZOMBANE H 1 46 38 27 71,05% 

UMZINYATHI 5212234 THUTHUKANI SS 27 24 17 70,83% 

UMZINYATHI 5212328 WETSIE S 1 24 24 17 70,83% 

UMZINYATHI 5212417 MUDEN COMBINED 2 41 41 29 70,73% 

UMZINYATHI 5212338 ENHLOPHENI H 1 18 17 12 70,59% 

UMZINYATHI 5212228 NYONIYEZWE H 1 36 36 25 69,44% 

UMZINYATHI 5212414 MASHINGIZELA H 1 46 45 31 68,89% 

UMZINYATHI 5212249 ZONYAMA H 1 27 22 15 68,18% 

UMZINYATHI 5212304 ESIKHUMBUZWENI S 1 52 50 34 68,00% 

UMZINYATHI 5212224 MQAMATHI H 1 77 74 50 67,57% 

UMZINYATHI 5212250 BHEKABANTU S 1 60 55 37 67,27% 

UMZINYATHI 5212213 KWADUNGE H 1 39 39 26 66,67% 

UMZINYATHI 5212313 MGIDLA H 2 60 60 40 66,67% 

UMZINYATHI 5212331 ZINDLALELE S 1 68 66 44 66,67% 

UMZINYATHI 5212105 ETHANGENI COMBINED 5 107 107 71 66,36% 

UMZINYATHI 5212340 JAMA S 1 43 43 28 65,12% 

UMZINYATHI 5212343 SICELIMFUNDO COMBINED 1 72 69 44 63,77% 

UMZINYATHI 5212219 MBOMVU P 1 48 41 26 63,41% 

UMZINYATHI 5212243 MTHALENI S 1 41 41 26 63,41% 

UMZINYATHI 5212226 MSINGA H 2 85 78 49 62,82% 

UMZINYATHI 5212208 DOLO COMBINED 1 52 48 30 62,50% 

UMZINYATHI 5212324 THEMBUNYAWO S 2 22 21 13 61,90% 

UMZINYATHI 5212303 EKUCABANGENI S 3 161 157 97 61,78% 

UMZINYATHI 5212330 ZICOLE S 3 89 87 53 60,92% 

UMZINYATHI 5212337 EKUTHUTHUKENI S 1 60 58 35 60,34% 

UMZINYATHI 5212320 PHAKATHWAYO S 1 37 35 21 60,00% 

UMZINYATHI 5212214 MABIZELA H 1 63 62 37 59,68% 

UMZINYATHI 5212321 PHUMULANI S 3 112 106 63 59,43% 

UMZINYATHI 5212218 MAWELE H 1 52 49 29 59,18% 

UMZINYATHI 5212104 EBUSI COMBINED 4 25 24 14 58,33% 

UMZINYATHI 5212410 HERMANNSBURG COMBINED 3 53 51 29 56,86% 

UMZINYATHI 5212120 THALANA S 3 143 135 76 56,30% 

UMZINYATHI 5212227 NOGIDA H 1 70 66 37 56,06% 

UMZINYATHI 5212420 NDLOLOTHI S 3 26 25 14 56,00% 

UMZINYATHI 5212327 VELAPHANSI S 1 19 18 10 55,56% 

UMZINYATHI 5212333 LANGAZELA S 2 140 137 76 55,47% 

UMZINYATHI 5212418 MUNTUKABONI S 1 23 22 12 54,55% 

UMZINYATHI 5212336 BHEKISIZWE S 59 58 31 53,45% 

UMZINYATHI 5212230 SAKHISENI H 1 93 91 46 50,55% 

UMZINYATHI 5212323 SIYANDA S 2 114 107 54 50,47% 

UMZINYATHI 5212326 UKUPHUMULA S 1 35 28 14 50,00% 

UMZINYATHI 5212339 HWANQANA COMBINED 1 85 81 38 46,91% 

UMZINYATHI 5212235 USIZO H 1 34 32 15 46,88%

UMZINYATHI 5212245 NOMAFU H 1 31 31 14 45,16% 

UMZINYATHI 5212341 KLWANA P 1 54 50 22 44,00% 

UMZINYATHI 5212242 MABASO S 1 48 48 21 43,75% 

UMZINYATHI 5212211 FUNDOKUHLE H 1 114 111 46 41,44% 

UMZINYATHI 5212312 MGAZI S 2 153 148 61 41,22% 

UMZINYATHI 5212407 GCOTOI H 1 54 54 21 38,89% 

UMZINYATHI 5212240 KWAZENZELE H 1 48 43 16 37,21% 

UMZINYATHI 5212244 MUNTU H 1 34 31 11 35,48% 

UMZINYATHI 5212428 KRANSKOP COMBINED 3 12 12 4 33,33% 

UMZINYATHI 5212204 BUNYEBETHU H 1 55 52 17 32,69% 

UMZINYATHI 5212121 ENYANYENI S 3 24 22 7 31,82% 

UMZINYATHI 5212210 ESETHU H 1 45 38 12 31,58% 

UMZINYATHI 5212335 MHAYISE S S 32 32 10 31,25% 

UMZINYATHI 5212236 VELAPHI H 1 15 13 4 30,77% 

UMZINYATHI 5212405 ELSIE MTSHALI COMBINED 3 35 34 9 26,47% 

UMZINYATHI 5212413 MAQHINGA MEMORIAL H 2 74 70 17 24,29% 

UMZINYATHI 5212422 QHUBINYATHI S 2 31 29 4 13,79% 

UMZINYATHI 5212110 MAWENI H 1 21 21 2 9,52% 

UMZINYATHI 5212209 DUMAPHANSI JS 1 45 43 2 4,65% 

UMZINYATHI 5212118 SIBONGINHLANHLA JS 1 1 0 0 

UTHUKELA DISTRICT 

UTHUKELA 5211113 MEADOWSWEET COMBINED 3 53 51 51 100,00% 

UTHUKELA 5211130 UKHAHLAMBA H 2 34 31 31 100,00% 

UTHUKELA 5211131 UKHALI H 1 36 33 33 100,00% 

UTHUKELA 5211226 SIRAATUL HAQ ISLAMIC 16 16 16 100,00% 

UTHUKELA 5211237 DARUL HIKMA ISLAMIC 20 19 19 100,00% 

UTHUKELA 5211315 LIMEHILL H 3 71 70 70 100,00% 

UTHUKELA 5211404 HARVEST COMBINED 41 40 40 100,00% 

UTHUKELA 5211407 ISLAMIC EDUCATIONAL CENTRE 15 15 15 100,00% 

UTHUKELA 5211411 LADYSMITH H 5 178 178 178 100,00% 

UTHUKELA 5211416 MASHOBANE S 3 9 9 9 100,00% 

UTHUKELA 5211417 MASOYI S 3 23 23 23 100,00% 

UTHUKELA 5211402 EMHLWANENI H 3 148 143 141 98,60% 

UTHUKELA 5211412 LADYSMITH S 5 159 158 155 98,10% 

UTHUKELA 5211102 AMAPHISI H 3 44 44 43 97,73% 

UTHUKELA 5211425 STEADVILLE S 5 88 88 86 97,73% 

UTHUKELA 5211209 DRAKENSBERG S 4 146 144 139 96,53% 

UTHUKELA 5211301 BANDE H 1 49 48 46 95,83% 

UTHUKELA 5211406 INGULA H 3 130 124 117 94,35% 

UTHUKELA 5211222 MPUMELELO H 1 52 52 49 94,23% 

UTHUKELA 5211320 NCINJANE S 3 52 52 49 94,23% 

UTHUKELA 5211219 KWADLAMINI H 2 17 16 15 93,75% 

UTHUKELA 5211322 NGOZA S 2 27 27 25 92,59% 

UTHUKELA 5211128 TSHANIBEZWE H 2 55 53 49 92,45% 

UTHUKELA 5211313 INTANDOYESIZWE H 3 93 92 85 92,39% 

UTHUKELA 5211208 DRAKENSBERG COMPREHENSIVE H 3 79 78 72 92,31% 

UTHUKELA 5211228 SOBABILI H 2 53 52 48 92,31% 

UTHUKELA 5211212 ESTCOURT H 4 97 96 88 91,67% 

UTHUKELA 5211427 THEMBELA H 2 71 71 65 91,55% 

UTHUKELA 5211123 SOKESIMBONE H 1 32 32 29 90,63% 

UTHUKELA 5211227 SIZATHINA H 1 62 61 55 90,16% 

UTHUKELA 5211302 BHEKABATHEMBU S 1 11 10 9 90,00% 

UTHUKELA 5211214 ESTCOURT SS 3 151 149 134 89,93% 

UTHUKELA 5211428 UXOLO NOKUZWANA S 3 19 19 17 89,47% 

UTHUKELA 5211430 WINDSOR S 5 138 138 122 88,41% 

UTHUKELA 5211306 EMABHEKAZI COMBINED 2 68 64 56 87,50% 

UTHUKELA 5211101 AMANGWANE H 2 107 103 90 87,38% 

UTHUKELA 5211333 UMBANGO S 3 79 79 68 86,08% 

UTHUKELA 5211420 NDALELA H 3 90 83 71 85,54% 

UTHUKELA 5211118 NOBOMI S 2 28 27 23 85,19%

UTHUKELA 5211124 TABHANE S 2 108 106 90 84,91% 

UTHUKELA 5211314 JOBE SS 1 25 25 21 84,00% 

UTHUKELA 5211323 NSIKAYEZWE COMBINED 1 25 25 21 84,00% 

UTHUKELA 5211217 INJESUTHI H 1 59 56 47 83,93% 

UTHUKELA 5211215 HLABANE H 1 33 31 26 83,87% 

UTHUKELA 5211220 MHUBHENI H 3 44 43 36 83,72% 

UTHUKELA 5211327 SAHLUMBE H 1 43 43 36 83,72% 

UTHUKELA 5211421 NTABABUSUKU JS 2 12 12 10 83,33% 

UTHUKELA 5211211 EMTSHEZI H 3 143 129 105 81,40% 

UTHUKELA 5211409 KWAPHAYIKENI H 2 76 75 61 81,33% 

UTHUKELA 5211303 BHEKINTUTHUKO S 3 72 68 55 80,88% 

UTHUKELA 5211424 SIZAKAHLE PUBLIC S (Ladysmith) 3 142 141 113 80,14% 

UTHUKELA 5211317 MANDLAKHE S 1 12 10 8 80,00% 

UTHUKELA 5211203 BHEKATHINA H 2 74 73 58 79,45% 

UTHUKELA 5211405 HLOPHE S 3 20 19 15 78,95% 

UTHUKELA 5211119 NQOBILE COMBINED 1 29 28 22 78,57% 

UTHUKELA 5211309 ENGQONDWENI H 2 32 32 25 78,13% 

UTHUKELA 5211329 SICELUKUKHANYA H 4 85 82 64 78,05% 

UTHUKELA 5211328 SAKHELWE H 3 206 203 158 77,83% 

UTHUKELA 5211418 MHLANGANYELWA COMBINED 3 30 30 23 76,67% 

UTHUKELA 5211414 MAGWABABA H 3 50 47 36 76,60% 

UTHUKELA 5211213 ESTCOURT S 4 124 123 94 76,42% 

UTHUKELA 5211109 KWANTATSHANA PUBLIC S 3 38 38 29 76,32% 

UTHUKELA 5211334 ZIKODE H 1 21 21 16 76,19% 

UTHUKELA 5211129 UBULINGA S 2 113 105 79 75,24% 

UTHUKELA 5211111 MAQOQA S 2 27 24 18 75,00% 

UTHUKELA 5211125 THINTWA S 2 22 20 15 75,00% 

UTHUKELA 5211415 MANGCENGEZA H 3 14 12 9 75,00% 

UTHUKELA 5211330 SIGWEJE H 3 78 75 56 74,67% 

UTHUKELA 5211332 SIPHIMFUNDO S 1 51 51 38 74,51% 

UTHUKELA 5211408 KLIPRIVER H 5 132 124 91 73,39% 

UTHUKELA 5211231 WEENEN COMBINED 2 64 63 46 73,02% 

UTHUKELA 5211233 ENKOMOKAZINI TECHNICAL H 3 61 59 43 72,88% 

UTHUKELA 5211311 IMPOLWANE S 3 81 81 59 72,84% 

UTHUKELA 5211232 WEMBEZI S 3 114 109 79 72,48% 

UTHUKELA 5211122 QHOZO H 1 71 70 50 71,43% 

UTHUKELA 5211115 MQEDANDABA H 1 65 62 44 70,97% 

UTHUKELA 5211413 MADILIKA COMBINED 3 34 34 24 70,59% 

UTHUKELA 5211126 THOKOZA H 3 55 52 36 69,23% 

UTHUKELA 5211201 ABANTUNGWA H 3 74 71 49 69,01% 

UTHUKELA 5211112 MAVUMBUKA H 1 76 74 51 68,92% 

UTHUKELA 5211114 MHLWAZINI S 1 50 48 33 68,75% 

UTHUKELA 5211426 TATANE S 2 17 16 11 68,75% 

UTHUKELA 5211326 QOPHINDLELA S 4 102 100 68 68,00% 

UTHUKELA 5211121 POTSHINI H 3 28 28 19 67,86% 

UTHUKELA 5211403 ENTONJENI H 2 65 58 39 67,24% 

UTHUKELA 5211319 MZIMELA H 1 69 67 45 67,16% 

UTHUKELA 5211210 EMTHONJENIWOLWAZI S 3 70 69 46 66,67% 

UTHUKELA 5211325 PHOWENI S 3 10 9 6 66,67% 

UTHUKELA 5211431 ZANKOSHENI H 2 24 24 16 66,67% 

UTHUKELA 5211310 EZAKHENI H 5 62 61 40 65,57% 

UTHUKELA 5211312 INCINJANA S 3 17 17 11 64,71% 

UTHUKELA 5211307 EMBIZENI H 1 105 102 65 63,73% 

UTHUKELA 5211105 BANGANI H 2 89 85 54 63,53% 

UTHUKELA 5211304 DUMISA PUBLIC S 1 24 24 15 62,50% 

UTHUKELA 5211321 NETHEZEKA H 1 8 8 5 62,50% 

UTHUKELA 5211223 NGIBONGELENI H 3 85 85 53 62,35% 

UTHUKELA 5211107 HOYE S 2 38 37 23 62,16% 

UTHUKELA 5211202 AMAHLUBI S 3 122 122 75 61,48% 

UTHUKELA 5211104 BAMBAZI H 1 98 88 54 61,36% 

UTHUKELA 5211110 MAFU H 2 105 100 61 61,00% 

UTHUKELA 5211239 THEMBALIHLE COMBINED 2 49 46 28 60,87% 

UTHUKELA 5211305 EKUKHULENI H 4 174 170 103 60,59% 

UTHUKELA 5211238 GANNAHOEK INTERMEDIATE 1 17 17 10 58,82% 

UTHUKELA 5211120 NTATHAKUSA S 3 123 115 67 58,26% 

UTHUKELA 5211230 VUKASEKUSILE S 3 42 38 22 57,89%

UTHUKELA 5211308 ENDAKANE H 3 58 57 33 57,89% 

UTHUKELA 5211229 TATAZELA S 3 109 105 60 57,14% 

UTHUKELA 5211316 LOKOTHWAYO COMBINED 1 73 72 40 55,56% 

UTHUKELA 5211127 THOLITHEMBA H 2 187 171 94 54,97% 

UTHUKELA 5211207 COLENSO COMBINED 3 72 71 38 53,52% 

UTHUKELA 5211106 EKWALUSENI H 3 36 34 18 52,94% 

UTHUKELA 5211116 MTHENDE H 1 113 97 51 52,58% 

UTHUKELA 5211206 CELUKUPHIWA P 3 70 70 36 51,43% 

UTHUKELA 5211423 SILINDOKUHLE S 3 35 35 18 51,43% 

UTHUKELA 5211205 BONOKUHLE H 2 131 128 65 50,78% 

UTHUKELA 5211103 AMAZIZI H 2 23 22 11 50,00% 

UTHUKELA 5211216 HLATHIKHULU H 2 76 76 38 50,00% 

UTHUKELA 5211422 SICELOKUHLE H 3 117 112 56 50,00% 

UTHUKELA 5211331 SILOKOZA S 1 66 65 31 47,69% 

UTHUKELA 5211410 KWAPHINDAVELE COMBINED 3 19 19 9 47,37% 

UTHUKELA 5211117 NGCONGCOSI H 2 56 55 26 47,27% 

UTHUKELA 5211218 KHANDIMFUNDO S 3 175 171 78 45,61% 

UTHUKELA 5211429 WESSELSNEK COMBINED 3 32 31 14 45,16% 

UTHUKELA 5211235 BHEKUNDI S 3 61 61 23 37,70% 

UTHUKELA 5211225 SIPHOKUHLE H 3 52 51 18 35,29% 

UTHUKELA 5211234 KHULANGOLWAZI H 3 13 12 4 33,33% 

UTHUKELA 5211324 PHINDOKUHLE H 3 69 64 20 31,25% 

UTHUKELA 5211224 NJEZA S 1 48 45 14 31,11% 

UTHUKELA 5211318 MANKAYANA H 1 39 38 11 28,95% 

UTHUKELA 5211236 MTHANIYA COMBINED 1 17 17 3 17,65% 

UTHUKELA 5211108 ISIBUKO H 1 20 19 3 15,79% 

UTHUKELA 5211204 BHUNGANE H 2 76 74 7 9,46% 

UTHUKELA 5211132 BERGVILLE CHRISTIAN ACADEMY 2 0 0 

UTHUKELA 5211243 ESTCOURT CHRISTIAN ACADEMY 1 0 0 

UTHUNGULU DISTRICT 

UTHUNGULU 5113105 ESHOWE H 5 132 130 130 100,00% 

UTHUNGULU 5113120 MHLAKAZA H 1 21 20 20 100,00% 

UTHUNGULU 5113135 UPHEZENI S 2 16 16 16 100,00% 

UTHUNGULU 5113406 BHEKUKWAZI S 2 46 44 44 100,00% 

UTHUNGULU 5113455 PHUMOSIZINI S 2 16 16 16 100,00% 

UTHUNGULU 5113465 ST CATHERINES H 15 15 15 100,00% 

UTHUNGULU 5113472 WELABASHA H 2 142 136 136 100,00% 

UTHUNGULU 5113208 ISANDLWANA S 5 72 72 71 98,61% 

UTHUNGULU 5113316 MASHINGA H 1 215 199 195 97,99% 

UTHUNGULU 5113442 MGEZENI H 2 268 252 246 97,62% 

UTHUNGULU 5113109 GQOKINSIMBI JS 2 75 74 72 97,30% 

UTHUNGULU 5113237 ZITHUME H 2 34 32 31 96,88% 

UTHUNGULU 5113114 MAGEMFANE H 1 30 29 28 96,55% 

UTHUNGULU 5113106 GALA H 1 26 26 25 96,15% 

UTHUNGULU 5113446 MPEPHOSE S 2 24 24 23 95,83% 

UTHUNGULU 5113302 AMAZONDI JS 1 49 45 43 95,56% 

UTHUNGULU 5113108 GCWALULWAZI H 4 88 88 84 95,45% 

UTHUNGULU 5113236 ZINQOBELE S 1 69 66 63 95,45% 

UTHUNGULU 5113431 KHOMBINDLELA H 4 178 176 168 95,45% 

UTHUNGULU 5113429 JOHN ROSS COLLEGE 5 142 142 135 95,07% 

UTHUNGULU 5113416 EMPANGENI H 5 200 197 187 94,92% 

UTHUNGULU 5113308 EMTHUNGWENI H 1 42 38 36 94,74% 

UTHUNGULU 5113459 RICHARDSBAAI H 5 110 110 104 94,55% 

UTHUNGULU 5113142 PRINCESS LANGAZANA S 2 54 51 48 94,12% 

UTHUNGULU 5113447 MTHONJANENI H 3 49 48 45 93,75% 

UTHUNGULU 5113122 NDLUYESILO H 2 72 71 66 92,96% 

UTHUNGULU 5113401 AMANGWE H 3 29 27 25 92,59% 

UTHUNGULU 5113139 ZWELITHINI H 4 92 90 83 92,22% 

UTHUNGULU 5113207 INIWE S 3 11 11 10 90,91% 

UTHUNGULU 5113475 ZIPHOZONKE H 3 99 98 89 90,82% 

UTHUNGULU 5113473 YANGUYE H 2 52 50 45 90,00% 

UTHUNGULU 5113460 SIBEKEZELE S 2 38 36 32 88,89%

UTHUNGULU 5113204 EZAKHELENI H 1 57 53 47 88,68% 

UTHUNGULU 5113346 VELANGAYE H 1 268 261 231 88,51% 

UTHUNGULU 5113119 MGITSHWA H 2 47 43 38 88,37% 

UTHUNGULU 5113310 GOLOZELA S 1 120 94 82 87,23% 

UTHUNGULU 5113464 SIZAKAHLE JS 3 23 23 20 86,96% 

UTHUNGULU 5113318 MATHOLAMNYAMA S 1 56 53 46 86,79% 

UTHUNGULU 5113110 GWEBUSHE JS 2 15 15 13 86,67% 

UTHUNGULU 5113214 MBUYISENI H 3 31 30 26 86,67% 

UTHUNGULU 5113450 NKOSITHANDILE S 2 153 147 127 86,39% 

UTHUNGULU 5113421 EZWENILETHU S 2 25 22 19 86,36% 

UTHUNGULU 5113412 EKUPHELENI S 3 97 89 76 85,39% 

UTHUNGULU 5113101 BAGIBILE H 2 66 64 54 84,38% 

UTHUNGULU 5113454 OLD MILL H 5 178 176 147 83,52% 

UTHUNGULU 5113329 MVUTSHINI H 1 51 48 40 83,33% 

UTHUNGULU 5113458 RICHARDS BAY S 5 137 136 113 83,09% 

UTHUNGULU 5113222 NJINGILI S 2 30 29 24 82,76% 

UTHUNGULU 5113235 ZIMEME H 1 30 29 24 82,76% 

UTHUNGULU 5113223 NOGABISELA H 2 34 34 28 82,35% 

UTHUNGULU 5113141 MTHONGA S 1 12 11 9 81,82% 

UTHUNGULU 5113231 TISAND TECHNICAL H 5 135 135 110 81,48% 

UTHUNGULU 5113424 HLUMA S 3 80 79 64 81,01% 

UTHUNGULU 5113439 MBUSOWABATHETHWA SS 3 58 57 46 80,70% 

UTHUNGULU 5113303 BHILIBANA JS 1 31 31 25 80,65% 

UTHUNGULU 5113335 NONGAMLANA H 1 45 45 36 80,00% 

UTHUNGULU 5113435 LIZWI S 4 69 69 55 79,71% 

UTHUNGULU 5113445 MNINGI H 2 197 193 152 78,76% 

UTHUNGULU 5113227 QHAKAZA S 3 122 121 95 78,51% 

UTHUNGULU 5113466 THANDUYISE H 5 121 119 93 78,15% 

UTHUNGULU 5113461 SIBONOKUHLE H 3 72 71 55 77,46% 

UTHUNGULU 5113117 MATHEKU S 3 36 31 24 77,42% 

UTHUNGULU 5113425 IHAWULETHU S 2 53 51 39 76,47% 

UTHUNGULU 5113327 MPHEMBA H 2 160 146 111 76,03% 

UTHUNGULU 5113453 OBUKA SS 1 40 40 30 75,00% 

UTHUNGULU 5113210 KHULA H 5 245 242 180 74,38% 

UTHUNGULU 5113467 THOLOKUHLE S 4 267 260 193 74,23% 

UTHUNGULU 5113408 DLEMUDLEMU S 2 51 50 37 74,00% 

UTHUNGULU 5113234 ZENZELENI MASHAMASE S 2 63 61 45 73,77% 

UTHUNGULU 5113402 AQUADENE S 5 81 79 58 73,42% 

UTHUNGULU 5113405 BHEKIKUSASA H 2 33 29 21 72,41% 

UTHUNGULU 5113430 KHANYISELISIZWE H 2 55 54 39 72,22% 

UTHUNGULU 5113206 HLAMVANA S 5 201 197 142 72,08% 

UTHUNGULU 5113128 NTABANTUZUMA H 2 114 113 81 71,68% 

UTHUNGULU 5113344 SIZWESONKE JS 1 35 35 25 71,43% 

UTHUNGULU 5113418 ENHLANGWINI S 2 42 42 30 71,43% 

UTHUNGULU 5113428 ISULOMPHAKATHI S 2 63 63 45 71,43% 

UTHUNGULU 5113427 ISIPHEPHELO H 3 91 87 62 71,26% 

UTHUNGULU 5113330 NGONO S 1 424 377 265 70,29% 

UTHUNGULU 5113441 MFANISO S 3 30 30 21 70,00% 

UTHUNGULU 5113202 DLANGEZWA H 4 190 189 132 69,84% 

UTHUNGULU 5113116 MANXELE S 2 34 33 23 69,70% 

UTHUNGULU 5113317 MASHUSHU H 1 37 33 23 69,70% 

UTHUNGULU 5113328 MTHIYAQHWA S 2 165 158 110 69,62% 

UTHUNGULU 5113104 BHEKESHOWE H 2 60 59 41 69,49% 

UTHUNGULU 5113426 INCAPHAYI H 2 29 29 20 68,97% 

UTHUNGULU 5113305 BIZIMALI H 1 270 254 175 68,90% 

UTHUNGULU 5113309 GODIDE H 1 19 16 11 68,75% 

UTHUNGULU 5113217 MTHUNZINI H 2 149 146 100 68,49% 

UTHUNGULU 5113314 LUSHABA S 1 111 101 69 68,32% 

UTHUNGULU 5113306 DR SJ BALOYI 2 57 53 36 67,92% 

UTHUNGULU 5113218 MUNTONOKUDLA S 3 86 80 54 67,50% 

UTHUNGULU 5113410 DOVER COMBINED 3 89 86 58 67,44% 

UTHUNGULU 5113434 LINDINKOSI S 3 47 46 31 67,39% 

UTHUNGULU 5113133 SUNNYDALE S 4 114 111 74 66,67% 

UTHUNGULU 5113420 EZIGQIZWENI H 1 34 33 22 66,67% 

UTHUNGULU 5113422 GIJIMANA SS 2 27 27 18 66,67% 

UTHUNGULU 5113440 MEVAMHLOPHE H 3 93 91 60 65,93%

UTHUNGULU 5113444 MKHONTO H 2 33 32 21 65,63% 

UTHUNGULU 5113320 MBATSHAZWA S 1 23 23 15 65,22% 

UTHUNGULU 5113111 HHASHI S 2 20 20 13 65,00% 

UTHUNGULU 5113423 GQOKUBUKHOSI S 25 20 13 65,00% 

UTHUNGULU 5113469 UMBIYA S 2 91 90 58 64,44% 

UTHUNGULU 5113102 BATSHAZWAYO S 1 28 28 18 64,29% 

UTHUNGULU 5113134 UBAMBISWANO H 4 84 75 48 64,00% 

UTHUNGULU 5113112 IMPANDE H 2 36 36 23 63,89% 

UTHUNGULU 5113220 NGWENYA S 3 33 33 21 63,64% 

UTHUNGULU 5113414 EMKHAYIDENI TECHNICAL H 3 125 125 79 63,20% 

UTHUNGULU 5113456 QHAMUKA S 3 88 87 54 62,07% 

UTHUNGULU 5113333 NKANDLA S 2 81 79 49 62,03% 

UTHUNGULU 5113224 NZUZA S 2 77 73 45 61,64% 

UTHUNGULU 5113322 MLOYISWA JS 2 26 26 16 61,54% 

UTHUNGULU 5113326 MPHATHESITHA JS 2 96 93 57 61,29% 

UTHUNGULU 5113131 SIPHOSETHU H 2 43 43 26 60,47% 

UTHUNGULU 5113451 NONGWELEZA H 3 133 118 71 60,17% 

UTHUNGULU 5113343 SIBHAKABHAKA S 1 10 10 6 60,00% 

UTHUNGULU 5113205 HLAKANIPHANI S 3 47 47 28 59,57% 

UTHUNGULU 5113126 NOQANDELA JS 1 33 32 19 59,38% 

UTHUNGULU 5113121 NDLONGOLWANE H 1 63 56 33 58,93% 

UTHUNGULU 5113331 NGWEKAZI H 2 87 84 49 58,33% 

UTHUNGULU 5113432 KWANXUSA H 3 99 96 56 58,33% 

UTHUNGULU 5113229 SIHUBELA S 2 32 31 18 58,06% 

UTHUNGULU 5113417 ENCUTSHINI H 2 26 26 15 57,69% 

UTHUNGULU 5113409 DONDOTHA H 3 30 30 17 56,67% 

UTHUNGULU 5113125 NOMAYACA H 2 64 62 35 56,45% 

UTHUNGULU 5113138 YAMELA S 2 49 48 27 56,25% 

UTHUNGULU 5113213 MATAMZANA DUBE S 4 127 125 70 56,00% 

UTHUNGULU 5113474 ZAKHEKAHLE S 2 9 9 5 55,56% 

UTHUNGULU 5113470 UMKHOSI H 42 38 21 55,26% 

UTHUNGULU 5113211 MAJIYA S 2 146 140 77 55,00% 

UTHUNGULU 5113323 MNQANDI H 2 36 35 19 54,29% 

UTHUNGULU 5113448 NDLABEYILANDULA S 2 59 54 29 53,70% 

UTHUNGULU 5113233 UPHINDO S 3 30 30 16 53,33% 

UTHUNGULU 5113462 SINQOBILE H 2 33 30 16 53,33% 

UTHUNGULU 5113201 DLAMVUZO SS 5 107 98 52 53,06% 

UTHUNGULU 5113129 PHANGIFA COM-TECH 2 37 36 19 52,78% 

UTHUNGULU 5113203 EMOYENI H 3 56 56 29 51,79% 

UTHUNGULU 5113345 UMZIKAZI H 1 107 101 52 51,49% 

UTHUNGULU 5113436 MANQAMU H 2 122 121 62 51,24% 

UTHUNGULU 5113437 MANZIMHLOPHE H 2 50 49 25 51,02% 

UTHUNGULU 5113225 ONGOYE S 3 112 112 57 50,89% 

UTHUNGULU 5113216 MJABULISENI S 1 56 52 26 50,00% 

UTHUNGULU 5113347 VULEKA SCHOOL FOR THE DEAF 4 4 2 50,00% 

UTHUNGULU 5113433 LANGALIBOMVU H 1 78 74 37 50,00% 

UTHUNGULU 5113457 QONDINDLELA S 2 32 32 16 50,00% 

UTHUNGULU 5113226 QANTAYI H 4 89 89 44 49,44% 

UTHUNGULU 5113321 MBIZWE H 2 36 33 16 48,48% 

UTHUNGULU 5113471 UYENGO S 3 121 118 57 48,31% 

UTHUNGULU 5113107 GAWOZI S 3 106 104 50 48,08% 

UTHUNGULU 5113463 SITHEKU H 2 64 57 27 47,37% 

UTHUNGULU 5113468 TSHELAMANZI S 3 38 38 18 47,37% 

UTHUNGULU 5113127 NQUMIZWE S 2 52 49 23 46,94% 

UTHUNGULU 5113342 SENZELA JS 1 32 30 14 46,67% 

UTHUNGULU 5113324 MNYAKANYA H 2 87 82 38 46,34% 

UTHUNGULU 5113411 DUMANIKAHLE H 2 104 103 47 45,63% 

UTHUNGULU 5113415 EMONDINI H 3 116 112 51 45,54% 

UTHUNGULU 5113130 PHINDULIMI H 2 65 64 29 45,31% 

UTHUNGULU 5113338 PHEMBELA S 1 32 31 14 45,16% 

UTHUNGULU 5113413 ELANGENI S 1 56 51 23 45,10% 

UTHUNGULU 5113118 MAVUMENGWANE H 1 126 114 51 44,74% 

UTHUNGULU 5113319 MBANGAYIYA JS 1 39 36 16 44,44% 

UTHUNGULU 5113438 MASAKHANE H 3 143 129 57 44,19% 

UTHUNGULU 5113232 UMDLAMFE S 5 209 197 86 43,65% 

UTHUNGULU 5113419 ENTEMBENI H 2 74 71 30 42,25%

UTHUNGULU 5113313 KING CETSHWAYO S 1 61 57 24 42,11% 

UTHUNGULU 5113113 MAFUNDA S 1 105 90 37 41,11% 

UTHUNGULU 5113315 MAGQAMA H 1 42 39 16 41,03% 

UTHUNGULU 5113443 MKHOMBISI H 2 104 97 39 40,21% 

UTHUNGULU 5113341 SENZAKAHLE JS 2 30 25 10 40,00% 

UTHUNGULU 5113219 NDESHENI H 3 105 102 39 38,24% 

UTHUNGULU 5113301 AMAPHUTHU H 1 53 47 17 36,17% 

UTHUNGULU 5113228 SIBHAKUZA S 1 59 56 20 35,71% 

UTHUNGULU 5113452 NTONGANDE H 3 115 115 40 34,78% 

UTHUNGULU 5113215 MCABANGO H 3 24 23 7 30,43% 

UTHUNGULU 5113407 CEBISA H 2 47 46 14 30,43% 

UTHUNGULU 5113403 BALONDO H 3 42 34 10 29,41% 

UTHUNGULU 5113339 PHINDIZWE H 1 60 59 17 28,81% 

UTHUNGULU 5113137 VELAMUVA H 2 40 39 11 28,21% 

UTHUNGULU 5113132 SIPHOSO S 2 107 102 28 27,45% 

UTHUNGULU 5113449 NHLOYANA S 2 60 59 16 27,12% 

UTHUNGULU 5113334 NKANYISO H 1 45 39 10 25,64% 

UTHUNGULU 5113312 ITHALA H 1 59 56 14 25,00% 

UTHUNGULU 5113136 UYAYA S 1 65 57 11 19,30% 

UTHUNGULU 5113230 SIYABONGA S 2 53 53 10 18,87% 

UTHUNGULU 5113336 NQAMANA JS 1 12 11 2 18,18% 

UTHUNGULU 5113212 MASHANANDANE S 1 94 89 16 17,98% 

UTHUNGULU 5113332 NJIKINI COMBINED 1 21 17 3 17,65% 

UTHUNGULU 5113304 BHUQWINI H 1 82 35 5 14,29% 

UTHUNGULU 5113209 ISIKHALASENKOSI JS 2 15 15 2 13,33% 

UTHUNGULU 5113221 NIKIZA S 3 8 8 1 12,50% 

UTHUNGULU 5113325 MPHAHLENI S 2 32 25 3 12,00% 

UTHUNGULU 5113124 NOMAQONI JS 2 49 47 5 10,64% 

UTHUNGULU 5113115 MANDLOSUTHU S 2 14 12 1 8,33% 

UTHUNGULU 5113103 BHAMU H 2 34 32 2 6,25% 

UTHUNGULU 5113123 NOKHALELA H 1 81 71 4 5,63% 

ZULULAND DISTRICT 

ZULULAND 5112115 INKAMANA S 26 26 26 100,00% 

ZULULAND 5112136 NCWECWE S 2 13 13 13 100,00% 

ZULULAND 5112211 ISIKHWEBEZI H 1 49 47 47 100,00% 

ZULULAND 5112222 MATHOLE H 1 74 67 67 100,00% 

ZULULAND 5112231 MUZIWENGQONDO S 2 28 28 28 100,00% 

ZULULAND 5112314 IMIZAMO S 1 8 8 8 100,00% 

ZULULAND 5112406 KHAMBULA COMBINED 2 7 7 7 100,00% 

ZULULAND 5112522 PONGOLA AKADEMIE 4 24 24 24 100,00% 

ZULULAND 5112131 MATHUNJWA S 1 79 78 77 98,72% 

ZULULAND 5112216 MABHIDLA H 1 57 55 54 98,18% 

ZULULAND 5112127 LANDBOU H 4 45 45 44 97,78% 

ZULULAND 5112236 NOMZIMANA H 1 43 43 42 97,67% 

ZULULAND 5112520 MTSHEKULA H 2 43 41 40 97,56% 

ZULULAND 5112345 PHUMANYOVA H 3 263 243 236 97,12% 

ZULULAND 5112234 NGQENGELELE H 1 53 53 51 96,23% 

ZULULAND 5112106 ENQABENI COMBINED 1 26 26 25 96,15% 

ZULULAND 5112142 PIONIER H 4 98 98 94 95,92% 

ZULULAND 5112229 MQINISENI H 1 25 24 23 95,83% 

ZULULAND 5112326 MANDLAKAZI H 1 91 87 83 95,40% 

ZULULAND 5112242 SENZANGAKHONA S 2 59 59 56 94,92% 

ZULULAND 5112330 MCHITHEKI H 3 110 109 103 94,50% 

ZULULAND 5112303 BHOKWE S 2 54 53 50 94,34% 

ZULULAND 5112321 KITAKITA H 1 54 53 50 94,34% 

ZULULAND 5112516 MASIPHULA JS 2 54 52 49 94,23% 

ZULULAND 5112526 SIGQAMISE S 3 119 112 105 93,75% 

ZULULAND 5112210 IMPUMELELO H 2 60 60 56 93,33% 

ZULULAND 5112155 VRYHEID H 5 162 158 146 92,41% 

ZULULAND 5112306 EMPILWENI JS 2 83 77 71 92,21% 

ZULULAND 5112238 NSIKAYENDLU H 4 166 165 152 92,12% 

ZULULAND 5112213 JAMES NXUMALO AGRICULTURAL H 4 66 63 58 92,06% 

ZULULAND 5112357 THULWANA H 1 12 12 11 91,67%

ZULULAND 5112125 KWABHANYA S 2 61 59 54 91,53% 

ZULULAND 5112507 INTONGA H 2 40 35 32 91,43% 

ZULULAND 5112325 KWAZWIDE H 3 47 45 41 91,11% 

ZULULAND 5112524 SEBENZAKANZIMA S 3 66 65 59 90,77% 

ZULULAND 5112402 BAQULUSINI COMBINED 2 56 50 45 90,00% 

ZULULAND 5112405 KANYEKANYE H 3 51 50 45 90,00% 

ZULULAND 5112152 UMFOLOZI S 1 49 46 41 89,13% 

ZULULAND 5112323 KWADOMBA H 1 47 46 41 89,13% 

ZULULAND 5112112 HLANGUZA COMBINED 3 9 9 8 88,89% 

ZULULAND 5112150 SIPHOSINI H 2 40 36 32 88,89% 

ZULULAND 5112226 MHLAMBANSILA H 1 48 45 40 88,89% 

ZULULAND 5112227 MNYAMANA H 1 79 72 64 88,89% 

ZULULAND 5112501 BAMBANANI H 3 122 116 103 88,79% 

ZULULAND 5112243 SHIBILIKA S 1 72 61 54 88,52% 

ZULULAND 5112219 MAPHOVELA H 1 27 26 23 88,46% 

ZULULAND 5112201 BANTUBANINGI H 1 66 59 52 88,14% 

ZULULAND 5112214 JOKO S 1 50 48 42 87,50% 

ZULULAND 5112251 VUKUZA H 1 51 48 42 87,50% 

ZULULAND 5112324 KWA-ZIPHETHE S 1 98 95 83 87,37% 

ZULULAND 5112128 LANGENI COMBINED 1 40 39 34 87,18% 

ZULULAND 5112137 NGALI S 2 63 62 54 87,10% 

ZULULAND 5112246 SIYANGEMPUMELELO H 2 133 124 108 87,10% 

ZULULAND 5112512 LANGA JS 3 177 165 143 86,67% 

ZULULAND 5112301 BANZANA S 2 72 72 62 86,11% 

ZULULAND 5112340 NKOWANE H 1 57 57 49 85,96% 

ZULULAND 5112335 MSHANELOWESIZWE H 1 80 78 67 85,90% 

ZULULAND 5112126 KWANOTSHELWA S 2 112 104 89 85,58% 

ZULULAND 5112318 KING BHEKUZULU H 4 124 122 104 85,25% 

ZULULAND 5112154 VRYHEID COMPREHENSIVE S 4 138 134 113 84,33% 

ZULULAND 5112333 MLOKOTHWA H 3 159 157 131 83,44% 

ZULULAND 5112130 MALANDELA S 2 18 18 15 83,33% 

ZULULAND 5112511 LANDOKWAKHE S 2 73 65 54 83,08% 

ZULULAND 5112240 NTABASUKA S 1 61 59 49 83,05% 

ZULULAND 5112320 KING PHUMZUZULU H 2 58 57 47 82,46% 

ZULULAND 5112156 ZAMANGOTHANDO S 2 18 17 14 82,35% 

ZULULAND 5112514 MAGWEGWANA S 2 120 111 91 81,98% 

ZULULAND 5112336 MTHOMBOWESIZWE H 1 34 33 27 81,82% 

ZULULAND 5112208 GQOKAMANDLA JS 1 87 86 70 81,40% 

ZULULAND 5112221 MASIBUMBANE H 4 219 217 176 81,11% 

ZULULAND 5112230 MTHUNZIWOXOLO S 1 102 98 79 80,61% 

ZULULAND 5112408 KHANYISELUZULU S 1 46 46 37 80,43% 

ZULULAND 5112244 SIBANISAKHE H 1 54 45 36 80,00% 

ZULULAND 5112344 NQOBIZITHA H 1 47 45 36 80,00% 

ZULULAND 5112235 NHLUNGWANE H 1 93 86 68 79,07% 

ZULULAND 5112110 GUDU S 2 100 95 75 78,95% 

ZULULAND 5112245 SITHOLINHLANHLA S 2 42 38 30 78,95% 

ZULULAND 5112129 MACHANGA S 3 65 61 48 78,69% 

ZULULAND 5112252 ZWELONKE H 1 122 117 92 78,63% 

ZULULAND 5112117 ISOLOMUZI S 2 125 122 95 77,87% 

ZULULAND 5112339 NKAWU S 1 61 57 44 77,19% 

ZULULAND 5112202 BHEKIFA H 1 37 35 27 77,14% 

ZULULAND 5112523 PONGOLA INTERMEDIATE 2 36 35 27 77,14% 

ZULULAND 5112133 MONDLO S 3 105 100 77 77,00% 

ZULULAND 5112328 MATHANGETSHITSHI H 2 77 76 58 76,32% 

ZULULAND 5112203 DIKANA H 1 93 88 67 76,14% 

ZULULAND 5112228 MPUNGAMHLOPHE S 2 72 71 54 76,06% 

ZULULAND 5112218 MAHLABATHINI H 4 117 112 85 75,89% 

ZULULAND 5112349 PRINCE SILWANE H 2 29 29 22 75,86% 

ZULULAND 5112220 MAQHINGENDODA H 3 85 82 62 75,61% 

ZULULAND 5112332 MFINYELI H 2 129 127 96 75,59% 

ZULULAND 5112322 KWADENGE SS 2 73 69 52 75,36% 

ZULULAND 5112341 NOJU S 3 86 81 61 75,31% 

ZULULAND 5112121 KLEIN-EDEN P 2 28 28 21 75,00% 

ZULULAND 5112148 SIKHIYE S 2 25 24 18 75,00% 

ZULULAND 5112319 KING DINUZULU H 3 75 72 54 75,00% 

ZULULAND 5112502 BONGINHLANHLA H 2 69 67 50 74,63% 

ZULULAND 5112308 FALAZA H 1 174 157 117 74,52%

ZULULAND 5112517 MBHEKWA H 3 117 113 84 74,34% 

ZULULAND 5112506 ENHLANHLENI S 3 53 50 37 74,00% 

ZULULAND 5112205 EKUDUBEKENI H 3 93 92 68 73,91% 

ZULULAND 5112317 IVUNA H 1 72 69 51 73,91% 

ZULULAND 5112404 H MANTSHINGA COMBINED 3 69 68 50 73,53% 

ZULULAND 5112135 MVUZINI S 3 15 15 11 73,33% 

ZULULAND 5112225 MDUMELA S 1 100 99 72 72,73% 

ZULULAND 5112107 FILIDI S 3 110 107 77 71,96% 

ZULULAND 5112414 MUZIWESIZWE H 3 103 99 71 71,72% 

ZULULAND 5112111 HAMU H 1 26 24 17 70,83% 

ZULULAND 5112212 IVUNGU H 2 54 48 34 70,83% 

ZULULAND 5112418 SOGADUZELA S 1 10 10 7 70,00% 

ZULULAND 5112504 DWALENI H 4 98 93 65 69,89% 

ZULULAND 5112337 NHLANHLAYETHU S 2 79 79 54 68,35% 

ZULULAND 5112250 UMHLOLUTHINI H 1 41 41 28 68,29% 

ZULULAND 5112233 NENDE S 1 22 22 15 68,18% 

ZULULAND 5112403 GROOTSPRUIT COMBINED 1 22 22 15 68,18% 

ZULULAND 5112420 UZWANO S 1 25 25 17 68,00% 

ZULULAND 5112519 MPINDISO H 3 83 80 54 67,50% 

ZULULAND 5112241 PHIKWASE H 1 78 76 51 67,11% 

ZULULAND 5112123 KONFOOR COMBINED 1 31 24 16 66,67% 

ZULULAND 5112307 ENDLOVUKAZI H 1 42 39 26 66,67% 

ZULULAND 5112310 FUNDUKHALIPHE H 1 78 71 47 66,20% 

ZULULAND 5112354 SINKONKONKO H 1 57 53 35 66,04% 

ZULULAND 5112353 SIBUSISO H 2 52 47 31 65,96% 

ZULULAND 5112138 NGOTSHE S 1 89 85 56 65,88% 

ZULULAND 5112347 PRINCE MNYAYIZA H 3 79 76 50 65,79% 

ZULULAND 5112331 MEYAMA H 2 29 29 19 65,52% 

ZULULAND 5112401 ABAQULUSI H 1 81 78 51 65,38% 

ZULULAND 5112304 BONGOKUHLE H 2 78 76 49 64,47% 

ZULULAND 5112103 BUSEKHAYA H 2 15 14 9 64,29% 

ZULULAND 5112157 MPOFINI S 3 180 174 111 63,79% 

ZULULAND 5112315 ISIHLAHLASENKOSI H 1 61 60 38 63,33% 

ZULULAND 5112528 SOMILE H 2 52 49 31 63,27% 

ZULULAND 5112513 MAGUTSHWA H 2 99 98 61 62,24% 

ZULULAND 5112521 OPHONGOLA H 3 149 137 85 62,04% 

ZULULAND 5112232 NDLOVANA H 4 78 76 47 61,84% 

ZULULAND 5112249 THOLUKUKHANYA H 1 85 81 50 61,73% 

ZULULAND 5112204 EKHOMBE H 1 52 52 32 61,54% 

ZULULAND 5112407 KHANYANJALO S 4 61 59 36 61,02% 

ZULULAND 5112120 KHONDLO S 3 98 97 59 60,82% 

ZULULAND 5112509 KHULUMELUZULU H 2 84 84 51 60,71% 

ZULULAND 5112327 MASIBHEKANE H 2 50 48 29 60,42% 

ZULULAND 5112209 IMBILANE H 4 92 88 53 60,23% 

ZULULAND 5112237 NSABEKHULUMA H 1 77 75 45 60,00% 

ZULULAND 5112515 MANZAMHLOPHE INTERMEDIATE 1 21 20 12 60,00% 

ZULULAND 5112316 ITSHOBHANA JS 1 64 57 34 59,65% 

ZULULAND 5112409 KWAMNYAYIZA H 1 52 52 31 59,62% 

ZULULAND 5112415 NGEBHUZANA H 1 31 29 17 58,62% 

ZULULAND 5112311 HAMBANGENDLELA H 1 70 70 41 58,57% 

ZULULAND 5112508 KHOZA H 2 38 36 21 58,33% 

ZULULAND 5112503 DINGUKWAZI SS 3 303 279 162 58,06% 

ZULULAND 5112525 SIBUMBENE H 2 57 57 33 57,89% 

ZULULAND 5112531 VUKANIMAZULU S 2 27 26 15 57,69% 

ZULULAND 5112355 SIYAPHAKAMA H 1 48 47 27 57,45% 

ZULULAND 5112248 ST VICTOR S 2 83 82 47 57,32% 

ZULULAND 5112529 SOZAMA H 4 93 89 51 57,30% 

ZULULAND 5112253 TSHANIBEZWE S 1 43 42 24 57,14% 

ZULULAND 5112147 SIHLENGENI COMBINED S 1 47 44 25 56,82% 

ZULULAND 5112153 UQWEQWE S 1 62 59 33 55,93% 

ZULULAND 5112417 SIYAZIZAMELA S 1 9 9 5 55,56% 

ZULULAND 5112518 MLOMOKAZULU JS 3 71 67 37 55,22% 

ZULULAND 5112215 KWABHAMU JS 1 42 40 22 55,00% 

ZULULAND 5112505 DWARSRAND P 2 12 11 6 54,55% 

ZULULAND 5112143 SEKETHWAYO S 3 58 57 31 54,39% 

ZULULAND 5112343 NQABAYEMBUBE H 2 37 35 19 54,29% 

ZULULAND 5112309 FUMANA COMBINED 1 65 61 33 54,10%

ZULULAND 5112510 KWAMZIWENTSHA H 2 25 23 12 52,17% 

ZULULAND 5112114 IKHETHELO S 2 71 71 37 52,11% 

ZULULAND 5112108 GELEKEDLE S 3 165 163 84 51,53% 

ZULULAND 5112149 SIKHULILE COMBINED 2 37 35 18 51,43% 

ZULULAND 5112350 PRINCE SOJIYISA H 1 65 63 32 50,79% 

ZULULAND 5112351 PRINCE TOKOTOKO H 3 61 60 28 46,67% 

ZULULAND 5112421 KWAMPUNZI COMBINED 1 36 35 16 45,71% 

ZULULAND 5112101 BEMBASKOP COMBINED S 1 23 22 10 45,45% 

ZULULAND 5112116 IQHAWELESIZWE CP 2 48 47 21 44,68% 

ZULULAND 5112206 EKWANDENI COMBINED 1 18 18 8 44,44% 

ZULULAND 5112413 MTHINGANA JS 2 50 43 19 44,19% 

ZULULAND 5112346 PRINCE BHEKINTHINTA H 1 35 34 15 44,12% 

ZULULAND 5112358 ZIBHEBHU H 1 46 42 18 42,86% 

ZULULAND 5112134 MUZIWEPHAHLA S 2 63 60 25 41,67% 

ZULULAND 5112342 NOMZINTO H 1 38 36 15 41,67% 

ZULULAND 5112224 MAZONKE H 1 82 76 31 40,79% 

ZULULAND 5112302 BHAQALWESIZWE H 1 43 42 17 40,48% 

ZULULAND 5112207 FELIFA S 1 76 75 30 40,00% 

ZULULAND 5112348 PRINCE NDABUKO H 2 25 25 10 40,00% 

ZULULAND 5112109 GOBENI COMBINED 1 48 48 19 39,58% 

ZULULAND 5112410 KWASA H 3 119 112 40 35,71% 

ZULULAND 5112532 ONGANE COMBINED 1 15 14 5 35,71% 

ZULULAND 5112312 HESHE JS 1 38 37 12 32,43% 

ZULULAND 5112334 MPIKANINA H 1 79 78 25 32,05% 

ZULULAND 5112145 SHONGOLOLO COMBINED 2 58 57 18 31,58% 

ZULULAND 5112356 SIZABONKE S 1 19 19 6 31,58% 

ZULULAND 5112223 MATSHITSHOLO H 2 123 122 38 31,15% 

ZULULAND 5112305 EMANONO H 1 45 42 13 30,95% 

ZULULAND 5112527 SIQALUKUBONA H 2 41 40 12 30,00% 

ZULULAND 5112132 METZELFONTEIN COMBINED 3 27 26 7 26,92% 

ZULULAND 5112239 NTABABOMVU JS 2 28 26 7 26,92% 

ZULULAND 5112530 UMNGAMA INTERMEDIATE 1 40 39 10 25,64% 

ZULULAND 5112119 KHETHUKUTHULA S 2 15 13 2 15,38% 

ZULULAND 5112151 SIQOPHUMLANDO S 2 21 21 2 9,52% 

ZULULAND 5112419 UMHLAHLANDLELA JS 1 1 0 0

School's Report 2012 National Senior Certificate (NSC) Examination

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