South Africa’s Matric not that bad after all

The standards and rigour of the syllabi and examinations of the new National Senior Certificate (NSC) are favourable in overall comparability to the United Kingdom's GCE AS (Advanced Subsidiary) Levels, according to a benchmarking study of the NSC commissioned by the Independent Examinations Board (IEB) and undertaken by the UK’s National Agency (NARIC) responsible for providing information and advice about vocational, academic and professional skills and qualifications from all over the world.

The focus of the study addressed two key areas – to provide an analysis of the state-developed qualification design features; and to review the assessment of it, using the IEB support documentation and assessment instruments at NSC level.

The motivation for the IEB to embark on the benchmarking study is underpinned by the Board’s commitment to building both the local education landscape and the confidence of detractors in the South African system.

In 2008 the first batch of South African Grade 12 learners wrote the NSC examination. Once the results were released, various commentators speculated about the quality of the new qualification and associated curriculum, said Anne Oberholzer, chief executive officer of the IEB.

“It was the disquiet that the IEB felt as a result of these speculations that encouraged us to consider an independent evaluation of the qualification and its associated curriculum.

"The evaluation was intended to provide a concrete point from which to discuss the strengths and weaknesses of the curriculum and qualification rather than perceptions and speculations of various users of the South African system," she said.

The benchmarking study was based on the UK NARIC’s approach to credential evaluation, taking into account the design and assessment framework; broader observations of the curricula restructuring process; course objectives and learning outcome statements; structure of the final award; level descriptors; assessment process, grading structure and comparisons; as well as quality assurance and control mechanisms.

A sample of five subjects was used in the study, namely: English Home Language, Mathematics (including Paper 3), Physical Sciences, Life Sciences and Geography.

Executive summary highlights

·         The features of the NSC indicate a qualification with an underlying level that is both robust and fit for the purposes of examining senior secondary school levels.  In terms of the qualification’s comparability, the report concludes that the NSC at Grade 12 is broadly comparable to the GCE AS level.

·         For those candidates who undertake the IEB Advanced Programme in Mathematics, the report is satisfied that the additional content is more reflective of the requirements of the GCE A level. Furthermore, it is noted that there are considerations at the IEB to develop an advanced paper for English Home Language; it could be surmised that an advanced paper could further enhance the comparability of the subject to GCE A level standard.

·         Specific improvements would be required to ensure a more satisfactory crossover of content between Grade R to 9, and Grade 10. The importance of formally recognised achievement by the end of Grade 10 should not be underestimated and would be representative of the negotiation of a minimum threshold of standards. The need for a benchmark at this level does not necessarily suggest an obligatory exit point at Grade 10, but underlines the benefits of identifying a distinction between the standard at foundation education level and at senior secondary level.

·         There is a notable shortfall between NSC participation and Grade 12 NSC pass grades. Currently, statistical analysis suggests that only one-third of students starting Grade 10 are subsequently promoted to Grade 12, a factor that immediately highlights two critical issues: Firstly, recognition of achievement up to Grade 12 needs to be formally recognised; secondly, it is imperative that progression and pass grades improve and that dropout rates diminish. This will not only improve the success of the NSC, but will also increase its relevance to the young South African population.

·         There is a clear need to ensure that the provision of well-qualified teachers is available throughout the entire South Africa. This could focus both on the up-skilling of current teachers and on increasing the volume of readily available skilled teachers. Teacher training considerations should focus on a commitment to a specific B.Ed teacher training programme, incorporated alongside a drive to increase the numbers of skilled teachers currently working, with the aim of gradually raising the standard of delivery. The national department’s Foundations in Learning document as well as the Student’s Guide could be central to attaining these goals. An improvement of the educational provision from Grades R to 9 would further facilitate the increase in NSC success rates, while serving to strengthen the links between achievement at Grade 9 and the start of NSC at Grade 10.

Stakeholder feedback

Dr Dawie Marais from the University of Pretoria said the university sector welcomes the emphasis in the recommendations of the report on “the importance of ensuring the provision of well-qualified teachers across the system”.

Professor Crain Soudien, deputy vice chancellor of the University of Cape Town and chairperson of the IEB, said he is “pleased with the outcome of the evaluation by UK NARIC, as it reassures South Africans that the new National Senior Certificate and its underpinning curriculum are recognised to be of an international standard by a credible organisation.

"The recommendations of the report flag for us the importance of good teacher training so that we maintain our credibility in the international education landscape.”

The IEB

The IEB is an independent assessment agency apart from state and provincial examination boards operating within the constraints of national legislation and provisions of the national quality assurance body, Umalusi.

Umalusi has granted the IEB accreditation for the assessment of the National Senior Certificate.