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Benchmarking analysis shows SA’s National Senior Certificate compares favourably with international standards

25 May 2010

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

The focus of the study addressed two key areas, namely 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.

“œThe 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 cohort of learners at Grade 12 in South Africa wrote the National Senior Certificate examination.  Once the results were released, various commentators speculated in the press about the quality of the new NSC qualification and its associated curriculum,” explains Anne Oberholzer, CEO of the Independent Examinations Board.

“œIt 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.  Such a study provides invaluable information for future reviews of the curriculum and guiding improvements.”

The IEB was successful in obtaining additional financial assistance from three funding sources for the NSC benchmarking study namely the Zenex Foundation, the Anglo American Chairman’s Fund and the University of Pretoria.

The benchmarking study was based on 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;  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.

“œThrough the participation in the benchmarking project all four funding organisations have shown their support to an important initiative of the Department of Education.  The report’s findings are reassuring and its recommendations are sobering.  In short, the South African qualification meets its intended international standards. The IEB is proud to have led this project and be in a position to make this report available to the education system at large,” says Anne.

In its executive summary, the report highlighted the following:

• 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 National Senior Certificate 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 needed 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 drop-out 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 whole of 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, and 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, whilst serving to strengthen the links between achievement at Grade 9 and the start of NSC at Grade 10.

Stakeholder Feedback about the Benchmarking Analysis:

Umalusi CEO, Dr Mafu S. Rakometsi

“œThe IEB has shared the major findings of the report on the National Senior Certificate with Umalusi, Quality Council for General and Further Education and Training. The fact that the report, commissioned from UK Naric, the organisation which evaluates foreign qualifications for equivalence-setting purposes in the United Kingdom, regards the NSC as a robust qualification, albeit with areas that can be strengthened, accords closely with Umalusi’s own research on the NSC. Undertaken with the support of Higher Education South Africa, the Umalusi research (in print) evaluates the NSC, the Cambridge International Examinations Board qualifications and those of the International Baccalaureate Organisation. The IEB-UK Naric report has evaluated the NSC against the Edexcel qualifications, so it is to be welcomed that both reports reflect positively on the new South African matric qualification.”

Dr Dawie Marais, University of Pretoria:

“œThe 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.”

Prof Crain Soudien, Deputy Vice Chancellor of the University of Cape Town and Chairman of the IEB

“œI am pleased with the outcome of the evaluation by UK NARIC as it re-assures South Africans that the new National Senior Certificate and its underpinning curriculum are recognized to be of an international standard by a credible organization.  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.”

Gail Campbell from the Zenex Foundation:

“One of the strategic objectives of the Zenex Foundation is to assist learners to achieve a quality National Senior Certificate which in turn provides a pathway to careers in scarce skills in South Africa. By contributing to an international benchmarking project of the NSC, the Zenex Foundation is ensuring that the qualification has both credibility and quality status in South Africa and internationally. Through the participation in the benchmarking project Zenex is positioned to add value to the Education Department.”

Sam Isaacs from SAQA, Executive Officer:

“œSAQA welcomes this report as it again demonstrates that qualifications registered on our National Qualifications Framework are internationally comparable.”