2021 Examinations-Readiness: DBE & Umalusi briefing

Meeting report

Introduction and Opening Remarks

The Chairperson opened the virtual meeting, welcoming all Members, the Department of Basic Education (DBE) and Umalusi. She said that it is important for the Committee Members to understand how ready the DBE and Umalusi are to handle the 2021 examinations. An apology was received from the Minister of Basic Education, who could not attend the meeting; she was attending the United Nations Educational, Scientific and Cultural (UNESCO) general conference. The Deputy Minister also sent an apology, as she was attending a Cabinet meeting.  

The Acting Director-General, Dr Graville Whittle, apologised on behalf of the Director-General for the DBE, Mr Hubert Mweli, who had other matters to attend, but would try to avail himself to the meeting when he gets the chance.

Learner and System Readiness for the 2021 NSC Examinations: DBE Briefing

Learner Readiness

Ms Cheryl Weston, Curriculum Director, said that the presentation will show the efforts of the national departments, provincial departments and schools to ensure that learners are ready for the examinations. The class of 2021 has been highly affected by the Covid-19 for the second, and they have lost half of the lessons as a result. This class has faced increased social challenges compared to other previous classes.

Key findings: Curriculum Monitoring

-Significant Curriculum Coverage

-Additional Teaching Time Created

-Intense Support of School Level

-Offering Of Vacation Schools

-Learning La

ICT Intervention

-Learning continuity

-Catch up (Learners who missed classes)

-Exam Preparations

-Care and Support (Learners affected by covid-19)

ICT Support

-Distribution of additional content to provinces

-Digital state-owned textbooks

-Mindset broadcasting solutions

-Virtual classrooms

-Content distribution through zero-rated websites

-Television broadcasting support

-SABC TV and DBE Partnership

System Readiness

Dr Rufus Poliah, Chief Director: National Assessment and Public Examinations, DBE, said this was the third examination written under difficult times of Covid-19.

-The class of 2021 had to navigate a complex and hazardous terrain to arrive at the 2021 National Senior Certificate (NSC) examinations.

-The November 2021 NSC examination will commence officially on Wednesday, 27 October 2021, and conclude on Tuesday, 07 December 2021.

-The third examination sitting is to be conducted under the Covid 19 environment after the Combined November 2020 and the May/June 2021 examinations

Registration

-All Provincial Education Departments (PEDs) completed the registration process of both candidates and centres by end of August 2021

-PEDs finalised the verification of the registration data.

-Centres have been classified according to their risk profiles.

-Designated Centres have also been established in some PEDs to cater mainly for the part-time candidates.

Writing

Dr Poliah said that printing, packing, storage and distribution have progressed as planned, and was the most important area monitored closely.

All candidates, including those who tested positive for Covid-19 or displayed Covid-19 symptoms, will be accommodated during the examination. Isolation rooms at examination centres will be used for the writing by candidates who test positive for Covid-19 or display symptoms during writing.

Monitoring

-The DBE will monitor both the writing and the marking of the November 2021 NSC Examination.

-A total of 50 part-time monitors and over 40 SISCO monitors are to be deployed across the provinces to monitor the writing of the November 2021 NSC Examination.

-Training of monitors was conducted during October 2021 at DBE and PEDs.

-PEDs have submitted their monitoring plans to the DBE and DBE is supporting PEDs accordingly.

Marking

Dr Poliah mentioned that this component was very important. A total of 41 596 have been employed based on the criteria. The DBE has brought mechanisms where markers before they mark must show that they can comply with tolerance range.

All marking centres will implement stringent Covid-19 protocols:

-A compliance officer

-Daily screening

-Masks, sanitising and social distancing

-PEDs will arrange for back-up marking centres in case an outbreak occurs at a specific centre.

-Markers are advised to vaccinate to reduce the risks.

 

School-based Assessment

-PEDs have completed their provincial moderation of school-based assessment.

-The capturing of the SBA marks is underway.

-Different modalities were used by PEDs to moderate SBA to ensure reliability and authenticity.

Management of Irregularities

Dr Poliah said that all provinces are doing the best they can to avoid any irregularity.

-There is improvement in most provinces on management of irregularities.

-Most provinces use dedicated officials to manage irregularities detected during marking.

-Administrative errors have decreased over the years.

Conclusion

Despite the unique and difficult challenges faced by the Class of 2021 the Basic Education Sector, with the support of partners, was able to ensure curriculum coverage. Since the start of the 2021 academic year, the sector, including teachers, seized every opportunity to negate the negative impact of the pandemic on teaching and learning.

Briefing by Umalusi on State of Readiness to Manage NSC Examinations

Prof John Volmink, Chairperson, Umalusi, started by introducing the delegation from Umalusi. The current academic year has been negatively affected by the national lockdown regulations caused by the pandemic. Umalusi has put in place precautionary measures by ensuring there are strict adherence to health protocols social such screening, social distancing, hand sanitising, wearing of mask by staff and monitors at all times.

Dr Mafu Rakometsi, CEO of Umalusi, presented the Umalusi mandate and regulatory framework, Framework for Quality Assurance of Assessment, and then concluded the presentation.

Ms Mary-Louise Madalane, Senior Manager: Quality Assurance, Umalusi, presented the State of Readiness Approach, and findings on the State of Readiness of the Department of Basic Education to conduct, administer and manage the 2021 NSC Examinations.

Key Findings

-The 2021 registration of candidates was finalised and final enrolment information was availed.

-The PEDs were found to be ready to provide the registered candidates with admission letters for the 2021 November examination cycle.

-The question papers for 2021 November examinations were moderated and approved on time; the consignments for their printing were also managed successfully by the DBE.

-All PEDs commenced with the selection and appointment of marking personnel, and Umalusi verification of appointed markers were conducted successfully. Shortages at three PEDs were noted, communicated to the Director-General, and are currently being addressed.

Conclusion

-Umalusi conducted the evaluation of the state of readiness of the DBE/PED. The entity was able to engage with the reports presented by the DBE/PED, and feedback was provided in a letter to the Director-General.

-Acceptable levels of readiness and related measures to ensure the conduct, administration and management of credible examinations by the DBE and all the PED were found to be in place and appreciated.

The efforts of the DBE and the PED in addressing the challenges brought about by the Covid-19 pandemic are truly appreciated.

Discussion

The Chairperson recounted that the DBE spokesperson, Dr Elijah Mhlanga, had earlier said: “There is no impact on the actual writing of the examination, as we do not require electricity for the writing of the examinations.” The Chairperson said it is not only the actual exams that were affected, it also impacts on the learners’ preparations for the examinations.

Mr P Moroatshehla (ANC) appreciated the two presentations from the DBE and Umalusi. He said the two entities were doing enough in uplifting the standard of education system in our land. The level of readiness in the matter of examinations is very encouraging. He expressed appreciation to Umalusi for always availing themselves when needed; he added that it is a good service to our nation. “We must make sure have we stabilised working places to create labour peace. To have labour peace is to make sure we have norms and standards that were utilised and approved by entities. If anyone does as they pleases, it is a recipe for unnecessary labour paralyses”, he commented.

He quoted an example of an Examination Centre in the Eastern Cape, where a person to qualify as a marker must write an aptitude test and pass it.

Mr Moroatshehla could not continue with his questions due to a connectivity problem.

Ms D Van Der Walt (DA) mentioned that there were lot of issues in the presentation that give a lot of thoughts and questions. The load shedding is an immediate threat to the 2021 NSC examinations, especially to matric students. She said not all schools were built in such a way that allow for sufficient daylight to illuminate exam venues. “We cannot have stage four load shedding for the whole week, and wonder what the next week will bring”, she added.

“We all know where some of our learners live and where they have to learn and prepare for exams, but we also know where some of our learners have to sit and write exams. “, she said. This current situation will definitely affect students. This is an emergency that needs a plan; it should not be mentioned just in passing, because it is an urgent matter that needs urgent attention across the nation of South Africa. What is happening to assist schools during load shedding time, specifically in this examinations period\?

Mr B Nodada (DA) said that the first question he had for the DBE and Umalusi was related to the massive dropout total of over 309 grade ten learners and that in many disadvantaged areas you will find that there is 0% matric pass rate in schools. There was a variety of learners support programmes that have been provided. Has the DBE done an analysis on the effectiveness and efficiency of these support programmes? Was there a documented report on these learner support programmes, and their effectiveness and efficiency? The resources put in place need to be measured to ensure that they were effective.

There seems to be different resources available for the grade twelve learners in different provinces. Is there a reason why there are different types of support or any standardised way used to measure the different supports for grade twelve learners?

To the DBE: he noted that there was a presentation about the registration of grade twelve learners. When looking into the comparison of the grade ten and eleven learners’ registration, there is a massive decline. Are there specific reasons why there is a decline in grade ten and eleven learners’ registration?

To Umalusi: there is an indication of staff shortages across the board. What were the measures put in place to temporarily address the issue, and ensure the necessary support required was given to the matriculants?

Umalusi indicated they have done an analysis of venues being prepared to house learners who have tested positive with Covid-19. If a learner is too sick to write a particular paper, what were the measures put in place to ensure they complete the examination?

It was mentioned in the presentation that there was a shortage of markers in September 2021. When Umalusi did its own evaluation, was the issue resolved? Were there still other provinces that had shortages of markers?

Mr Nodada said that, as the Portfolio Committee, it was very important for them moving forward to start doing curriculum effectiveness oversite thoroughly. This would be to see the effect of the curriculum that is provided to learners, and what the outcome would be versus if they would be eligible to the job market or participate in the economy.

In the support programmes put in place, the effectiveness thereof in ensuring it supports the current curriculum. He thought it is something the Members need to think about, especially in these current times.

Dr S Thembekwayo (EFF) considered the students affected by load shedding in their home environment, and some parents not having their own generators and solar systems to kick in when load shedding starts. Was there any differentiated learners support that is in place for such an occurrence?

She also pointed out that, every year, they hear of examination question paper leakage. It happened in 2020 as well; the Deputy Minister was running around investigating the matter. During the presentation, Umalusi, under Monitoring the State of The Readiness, mentioned contractors were hired to print the question papers. The question is: who has the responsibility? Where could the leakage be? Is it not possible that the leakage could come from these contractors who were responsible for the printing? It is not the Umalusi who were taking the responsibility in such occurrence.

How would the DBE, along with the Umalusi, make sure such occurrence does not happen? The next question, who is funding the running of the examinations, and how do they account for spending? Are there risk registers for all exam centres and marking centres?

Mr T Letsie (ANC) said that this load shedding will definitely affect the Matric class of 2021 negatively. “We do not know how many students were affected by load shedding last night, as they were preparing for today's papers. We do not know how many of them were affected earlier on; we don't know how many schools currently in the country were affected by load shedding”, he added.

It was mentioned that some of the schools generally were dark, it was indicated earlier on that the issue of a load shedding did not only affect students in preparations whilst at home, but even when they are at schools. When there is load shedding, water pump stations were also affected and, therefore, students will be affected by lack of water. This means that they cannot relieve themselves in a clean environment. 

The Portfolio Committee must consider holding a joint committee with the Department of Public Enterprise and Energy so they give them a clear indication of what happens when they switch off electricity irrespective of what time of the day.

It means these learners must study under extremely difficult conditions of candlelight. For those who come from impoverished communities do not have the opportunity to study for exams. A child who was doing very well throughout the year could fail to do well in the exam. There could be something at home, yet it is the results of load shedding.

He appreciated the Umalusi for a well-prepared presentation. There was a slide that indicated a breakdown of students for this academic year of 2021. Does Umalusi have a breakdown of learners who could not register for one reason?  Was it a lack ID documentation or any other reason out of all the numbers given? If you do, what would have been the reasons? What would the number be? What is the mitigating passage for them to write and correct the issues of registration?

In the DBE, what happened to the numbers of learners who have fallen through the cracks from those who started grade one in 2009, to those who are doing matric now in 2021? Is it because of possibly there is strict majors put in place in grade ten and eleven, or it is just a societal problems we are experiencing? He noted that there is an increased number in all provinces, from the learners who are registered this year as compared to 2020.

What mitigating strategies have been put in place by the Department to limit the cheating of learners who are writing these exams? Most of the students are caught cheating inside the examination room and by the invigilators.

He pleaded that the DBE try catch them before they enter the examination room, even if it means doing a thorough search, if the law allows it. That eliminates the possibility of them wanting to cheat. He had seen, on social media, a learner that had written what he would have thought to be the answers underneath his face mask. The learner was apparently caught inside the class, but there is no certainty whether he was caught or not. What are the mitigating factors that the DBE is putting in place?

On the number of invigilators, is the DBE certain there is enough invigilators? Taking into consideration the fact that they are now observing social distancing and COVID-19 protocols. Instead of learners sitting normally, social distancing is created. It means that more classrooms might be needed – to convert them into examination rooms. Is the DBE sorted with the invigilators across the country? If not, what are the mitigating factors put in place?

The Chairperson asked Mr Moroatshehla to write his questions due to poor connectivity. She thanked all the Members that have made a contribution, and both the presentations from the DBE and Umalusi.

She commended the DBE and Umalusi for being prepared in the midst all the challenges that are happening in the country; for making sure that all candidates registered are sitting for the examinations, and that they know that both the DBE and Umalusi are going to deliver throughout the country. Their professionalism was not doubted. She commended the DBE as well for ensuring that they have everything that might assist affected learners, COVID-19 wise. She wished the Department all the best, and expressed her confidence in its leadership.

Department Responses

Dr Poliah expressed appreciation for the insightful questions raised. These questions help the Department to reflect and introspect, and just to make sure that it is ready for the challenges that lie ahead. About the question raised by Mr Moroatshehla heard partly, Dr Poliah indicated that they have the PAM document, which provides the clear criteria, and the process for the appointment of markers. However, many of provinces will go beyond those criteria, within certain limits, which are managed and controlled by the DBE.

The issue of competency tests is supported nationally, but the Department is still in discussion with our labour unions. Like Mr Moroatshehla mentioned, labour peace is critical; to do something that would be at odds with our labour union is not advisable. That matter is still up for discussion.

Dr Poliah was having poor connectivity. Ms Weston was asked if she could deal with the issues around the Analysis of The Effectiveness of Interventions and the Standardised Support Rate.

Dr Poliah responded to the issue raised by Mr Moroatshehla on the competency test. The criteria and the process for the appointment of markers are stipulated clearly in the PAM document. All provinces across the board comply with the PAM criteria that are strictly monitored by both the DBE and Umalusi. Some provinces will go beyond the minimum criteria, and Western Cape is one of them – they administer a competency test, and the competency test is supported. They are still in the process of discussion with labour unions in having this element of assessment of markers embedded and promulgated as part of the PAM document.

As indicated in the presentation, there are several other mechanisms that were utilised to make sure that the most competent markers are appointed. One of them was the issue of making sure that markers can comply with a tolerance range. Only if they can prove over a series of scripts, that they can comply with the range that is allowed, are they authorised. So, a marker may be appointed, but if he's not authorised after having reported to the marking centre, then he will not be allowed to mark. This is something they would continue to report to the Portfolio Committee.

On load shedding, he mentioned they were in constant contact with Eskom. They had set up a series of meetings with them, and they were virtually in daily contact with them through a group chat. Unfortunately, the utility had not been able to assist the Department. The point they would make was that the Department had exam centres scattered throughout the country. It was impossible to isolate exam centres from the other areas. Eskom had asked the Department to try and liaise with provincial departments, and see what provincial departments could assist because it was the provincial units of Eskom that switch off the electricity at a particular time. The Department was not successful with this. The Director-General requested an urgent meeting with the CEO of Eskom, and that meeting would happen over the next few days to see what can be done to deal with this.

Dr Poliah noted that Mr Nodada raised an important point about the massive dropout of learners, particularly from grade ten. This is certainly on the radar of the DBE. It is a matter that they were dealing with. They knew some the reasons for the dropouts; one was learners not being able to cope with subjects that they have selected when they transitioned from grade nine to grade ten. This was when they selected their seven subjects, and poor learner performance was shown to be one of the main reasons for learner dropout.

What was important was to look at the improvement in the retention rate moving into grade eleven, and finally in grade twelve. They were aware that schools tend to allocate the best resources to grade twelve learners. As a result, grade tens and grade elevens may not be given the same attention. That was something they were dealing with. In schools that perform at a 0% pass rate, this was something monitored, whenever results are released. That was possibly one of the first analyses that they hone into. Together with the provincial departments, they would make sure that those schools are visited and given attention.

Again, the schools with 0% pass rate are being closely monitored, and the DBE will make sure that they do not repeat that kind of performance. The DBE will investigate what caused that poor performance. In most cases, it is the adult centres, finishing schools, and not the normal public schools, that produce this kind of performance.

With the evaluation of programmes, Ms Weston covered that adequately.

On the issue of learners not being able to write for whatever reason, he said that they go out of our way to make sure that all learners who are at school will write their exam. The only learners that may not be reached fully would be adult learners and learners that are repeating.

The DBE publicises through various types of notices – closing dates, requirements, etc., and undocumented learners are registered to write the exams. The DBE looked at its system, and there are about 170 000 learners that do not have an ID document that had been registered to write this exam. This matter was also raised by the Centre for Child Law. There were one or two undocumented learners, and were not registered, that was brought to the DBE’s attention; they were then registered immediately.

“As a matter of policy, we do not exclude learners for any reason, provided they comply with the minimum requirements in writing the exam”, he clarified. As indicated in the presentation, if a learner pitches up in an exam centre is not registered, DBE policy allows the learner to write the exam, and the DBE then investigates the reasons for the pupil not being registered. 

The issue of shortage of markers is an occurrence that the Department concerned about because it reoccurs every year. Some eligible educators are not applying, simply because marking is a residential process. Some of the educators would not prefer to be away from the comfort of their homes, to go and mark at some of these remote areas, where the marking centres are allocated.

The DBE has mechanisms in place to make sure that the shortages are attended to, and can attest to the fact that marking will not be compromised. The DBE even moves to the point of having scripts transferred from one province to another if the one province cannot cope. But the easiest option would be just to extend the marking session by a day or two to accommodate the increased markers. 

On Dr Thembekwayo’s question about paper leakages, and the use contractors, unfortunately, there is a need to have the procurement of printing machines outsourced. The Department found that this is the best option simply because technology in this printing machine is advancing at such a fast rate. The DBE cannot purchase these machines, because of the need to also have the necessary skills to be able to maintain these machines. The best option is to outsource, and that is the only component that we outsource.

Contractors brought into the printing process were mostly technicians, and this is done under the direct control of provincial officials. The requirement that the DBE has now put in is a senior official from the examination unit must be present at all times when printing is done.

“We have learned from my experiences of the past, and we have now strengthened that. We have also requested that all start with the outsiders or those that are appointed by the Department must be vetted”, he said. No outsider coming from a service provider will be at a printing venue or a distribution site if they have not been vetted. The DBE has done its best to put in additional mechanisms to make sure that which caused the leakages last year, will not reoccur.

On risk registers: as Umalusi mentioned, we have adopted a risk management approach and risks are managed at the different levels from the national department, provincial department, districts, and schools. We request at every level, that risks are identified, risks are analysed, and risk mitigation mechanisms are put in place. We can attest to this. 

In the matter of spending on exams, provincial departments are the ones that take responsibility for issues of procurement. For example, if one looks at the payment of marking personnel, and all examination-related work, that is regulated in national policy, and is very tightly controlled.

In the processes that provinces follow, the DBE has a clear policy, standard operating procedures, so that processes play an important part in determining the spending. The DBE can possibly do more in monitoring more closely than the spending across our provincial departments because exams are indeed a high-cost item.

He noted that Mr Letsie, on the issue on load shedding, which may also impact on water supply, had said that the Committee will bring this to the attention of the CEO of Eskom when that meeting could not take place. Learner dropout is a matter that the Department monitors very closely and deal with it; the retention rate is gradually improving. On irregularities in the classroom, he said that invigilators are given strict instructions in the protocols to be followed.

Before the commencement of every examination, there is a set list of instructions that are read out. And one of them is that learners must surrender any material cell phones that they have at that point. If they are found in possession of any material, even if it is unrelated, that is then declared as an irregularity. The DBE also go to the extent of even if a cell phone rings or a learner is found in possession of a cell phone, it is regarded as an irregularity and results will be nullified.

Ms Weston said that they are tempted at various stages in the process to monitor the effectiveness of the programmes. That is, for example, the reason why they do the face-to-face monitoring, or the reason for support classes that happen in the provinces or the schools. The reason for our whole monitoring process is to review the effectiveness of those programmes, as well as the quality of the teaching and learning that takes place. So, they sit in the classes, listen to the lessons that are being delivered. They also, as part of that whole process, interview learners, because the proof in the pudding is in the eating.

She said that they have interviewed learners to determine the perspective from the learners if the class is indeed or the intervention is supporting and helpful for the learners. That is one way in which they determined the effectiveness of the classes. And based on that, they give feedback to the provinces.

They identify where the areas for improvement are; they also collect during this process because they do it in all provinces. They share these practices between provinces, and this had been an ongoing process for some years. In the education sector, the DBE can see almost a standardisation in the support programmes. There are provinces that are focusing on addressing those areas that are identified on an annual basis – areas that must still be investigated.

The teachers are rated and, in many provinces, even the teachers that teach at those centres rated with the certain criteria that they use, must apply. Based on their performances at the school, they have been appointed to teach in those places. These are now the provincial or district-led classes.

It is not necessarily the normal extra tuition that you find that at the school level, but those that are managed at this legal provincial level. In addition, when one considers that it has been difficult and the Department has been trying many ways, even with the SABC around determining the scope, for example, of the radio lessons, what is the reach? And it is not an exact science at this stage; what the DBE does, for example, is to look at the actions that learners are having on the programme whilst the programme is ongoing.

The Department will look at the online programme – hits, downloads, interactions, and all of that gives an indication of the quality, reach, and scope of the programme. For example, in the Woza Matrics Programme, there is a dedicated monitoring and support plan as part of the overarching initiative.

“We want to determine what works, what did not work, how can we make it better to ensure that our kids are always exposed to base quality teaching, as we provide our online support programmes”, she said. That data will become available later. “We can look at that data and not just report on it, but also influence the decisions we make next year as to how the programme is being offered”, she added.

If one compares, for example, the Woza Matric Programme last year, the broadcasting on television, and this year, one of the key changes is the time of the programme. Last year, all programmes were offered mostly in the afternoons.

Based on monitoring and interaction, they learned as they were evaluating the effectiveness of the programme that the afternoon slot is not the most suitable. The programmes were running much later to ensure learners were benefiting from it. The Department used the input and the data that it received from such monitoring and support programmes.

Even within provinces, the DBE has a fair amount of data around provinces themselves, who are part of the entire intervention programme. It is a standard process now in all provinces, especially when one looks at your bigger initiatives, the vacation schools, where there is pre-testing, that all learners are subjected to a pre-assessment, the intervention, and the poster system. And that data is then used to determine the effectiveness of this particular intervention when comparing the pre- and post-test results.

In addition, some of the testing goes further to test learners when they are back at school after the intervention had run, because that week one can argue always that you cannot see the impact of intervention after a week. Therefore, many provinces, as it was part of the big programmes and as part of the monitoring and evaluation, run post-testing, either as a separate post-testing initiative or comparing the data. For example, if one compares to media and preparatory examination results, which can show if the interventions are effective, are they making a difference?

The DBE has had several instances over the years, based on the data interventions, have been dropped in some have been brought further to scale, because of the impact that it is having on learner performance – proven effectiveness in improving the learner performance.

On the question of why there are different support initiatives in the various programmes, the Members could understand that the country is diverse, each province is really very diverse, and the needs of each province are also very diverse.

Provinces, based on their context, then further augment because there is a standard package of support offered from the National Department.

Provinces did not compare to the scope and size of what provinces themselves offer. They have found evidence that in some province’s initiatives are, for example, extended beyond provincial borders. Telematics programme, for example, is an internet-based programme, which started with the University of Stellenbosch in the Western Cape. Now, the Department has the same initiative offered to schools in five provinces. Each province did not need to have its own.

There were individual and unique support programmes that were being offered. There were instances where a particular intervention is broadened to not only support learners in a particular province but transcend the borders of the programme. If one looks at, for example, another initiative that was started in Mpumalanga Province, which is known as the ‘Dial-a-Tutor Service’, which is a telephonic service where learners can dial a number, they will then be called back and based on the subject they select or the area in which they require support. They were connected to a specialist, a specialist teacher or a subject advisor, who then assists the learner to deal with the particular aspect. This initiative is now also offered in the North West.

The DBE can see that, as the effectiveness of certain initiatives were proven over time, those initiatives were then broadened into the various provinces. There will always be a matter of almost unique support that is offered. If one considers, for example, in housing, whichever long-standing programme called the secondary school intervention programme, which basically runs between February and October, they offer Saturday classes in identified schools across the province. These classes are standardised and they focus on particularly challenging areas, based on the diagnostic reports. That programme, for example, will not necessarily work in another province, which is not as densely populated as Gauteng and which is more sparsely populated. They prefer to bring the learners together, for example, when learner numbers are very low, they prefer to bring learners together into a dedicated session – even if it is over weekends. It is a matter of each province looking at their context in the needs of their learners.

Therefore, each province applies or adjusts how they provide support. There are certain programmes and initiatives, which have proven themselves over time, and are therefore being offered across the board in all the subjects. “We are, however, especially in the current economic environment that we are living in, looking into how we can use economies of scale to better support learners”, she said. For example, what is happening on the radio lessons where radio lessons may be prepared by one province, but it is beamed to other provinces, especially if it is the national radio stations? That is how the DBE is trying to pool its resources to ensure that it supports learners holistically. But provinces always maintained the autonomy to add on the minimum learner support programmes.

Umalusi Responses

Dr Rakometsi started on the delineation of the scope of the work of Umalusi and the DBE, saying that there is a clear role clarification between the two institutions. Umalusi also claims its independence from the DBE in the role that would fulfil. Otherwise, there would be a conflict of interest because we must do quality assurance that includes overseeing and auditing the system. There are areas that the entity does not touch on in implementations.

The institution does not implement; it checks if what the Department is implementing is according to policy; where it is not according to policy, the institution raises the matter with the DG and the policy in exams. The institution cannot respond in some instances. The case in point here would be the criteria for the appointment of markers. Umalusi goes and does oversight, to check if the appointment of markers is according to established policy.

In this, Dr Poliah referred to Personnel Administration Measures, which is the PAM document. Umalusi checks if the PAM Document is followed. Anything extra that they do to strengthen their system would not object to that, in the criteria being strengthened, so that the provinces appoint quality markers.

The issue of load shedding had been raised by many Members. It is a big issue, and is depressing when considering how it affects the opportunities of the students and the general education system negatively. The negative psychological impact that it could have on the students e.g. a student who is just sitting down, ready to study. It had far-reaching implications.

Umalusi supported the idea of a high-powered delegation, for Eskom to discuss all the ramifications of this challenge. This challenge did not only affect the basic education sector, but it affected higher education institutions, because most of them have use online teaching and learning. For example, in institutions like UNISA, students are given two hours to write examination, and when the student starts writing, there is a power outage.  

On the lighting and brightening in the exam rooms, he said that exam rooms do not have equal windows in the facilities, where they are, and unequal lighting in the examination room. It is a big issue. After those meetings, Eskom must pronounce how they want to deal with education, just to reassure the members of the public.

The issues that were a problem in September 2021 were brought to the attention of the Director-General and the different provinces. By the time the examinations commenced, these must have been attended to, as indicated by the Department. It is good that they have got a system that had these checks and balances where Umalusi flags the issues, and they are attended to accordingly.

On the issue of contractors that are appointed to print the question papers, Umalusi will look at what the DBE presents in their limitations; it does not internal printing facilities. The entity is going to outsource and just ensure that it has the necessary due diligence in outsourcing that operation; they do oversight in the matter. It would be according to the needs of the different provinces, in how they are capacitated; they cannot prescribe the printing processes to be internal.

They have spoken about how this load shedding could affect the Department of Education, as well as the Department of Higher Education and Training as well. There is no record of students who are not registered; Umalusi only has the record of those registered. In the issue of IDs, as Dr Poliah indicated that they don't exclude any students because they do not have ID documents.

The issue of ID documents arose from a request by the South African Qualifications Authority (SAQA), which coordinates all qualifications that an individual citizen obtains throughout his life, that it be easy to consolidate an individual's qualification and his or her ID obtain the NSC matric; beyond that, a learner obtain a BSc degree, and an MSc degree. It is easy to consolidate all these qualifications against a name of an individual through an ID.

SAQA said it is ideal, where possible, for students to have an identity book at matric. This does not exclude anybody who does not have. Looking at the different quality cancels that SAQA deals with, a learner may obtain a qualification through Umalusi, later through TCTO, later to CAG. When an ID is used, the Department would be able to consolidate all those qualifications that the learner had obtained and say these qualifications obtained through different institutions and quality councils belong to this individual. It was for these reasons that learners were encouraged to have IDs, and not to exclude them.

He noted that Mr Letsie mentioned extra measures to mitigate the challenge of students copying the examinations, and he explained that some of the things may be difficult to implement and almost impossible. Thinking about the body searches, the Constitution may pose restrictions; searchers may invade an individual's privacy as they do body searches. This will also take a lot of time for students. There are several centres that he visited, where the number of candidates that write at any given point is more than 180 candidates; it could be more in other centres. This would be very disruptive.

The systems that Umalusi has in place with the DBE are adequate – including the pledges that the students do, and the advocacy that the DBE does. At one centre in Rustenburg, Freedom Park, wherein the examinations rooms, there are posters on the walls, discouraging students to copy or cheating. Indicating the penalties, he said that, during the three years penalty of suspension, they will be disciplined; they can also face imprisonment if they are implicated in any form of cheating. The creativity is appreciated, and the measures are adequate.

The culture of examinations in South Africa is a culture that can be embraced by all and say we advanced, people appreciate the importance of examinations and how they have to be respected. “We appreciate the commendations from the different Committee Members, where they say we are doing a good job with DBE. It shows the resilience of the system when overtaken by COVID-19 last year. It showed how organised the DBE colleagues are, and how they are prepared to go an extra mile for the people of this country”, he said. He appreciated the DBE for the job well done.

Dr Whittle said that they were sharing the sentiments in electricity supply and load shedding. He noted that Dr Poliah mentioned that the Department did identify electricity supply as a risk to the NSE exams. “We have had teams of the DBE and Eskom working together over the last few months to try to find a resolution to the challenge that we are facing. Our efforts in working with Eskom have not been very successful, and it has compromised the process of the examinations”, he said.

The Department is concerned, as Dr Poliah explained. There is a long way to go till the seventh or eighth of December (end of NSC exams), considering the technology subjects. It is a matter of grave concern to the DBE. The Department reached out to both the Eskom senior management and the senior management of the Department of Public Enterprises. “We have had communication from the DG, who is currently in Paris, that he has been speaking to the DG of Department of Planning, Monitoring and Evaluation (DPME). The agreement was that they would have our senior delegations from the three entities meeting, as a matter of urgency, to see if they could find some resolution to the challenge that we are facing”, he added.

The Department is trying to address these issues at the highest level possible. It will provide ongoing feedback and reports to the Portfolio Committee. After the meeting, the Department will try to communicate with the Committee. Dr Rakometsi explained that it is not just about what happens on the day in an examination room, but also how learners can prepare in the run-up to sitting for exams. It is a matter that is receiving the Department’s attention, and the delegation will report back to the Committee.

The Chairperson thanked the Members, DBE and Umalusi for attending the virtual meeting. She said that they are going to meet again next year, when the results come out. She wished the grade 12 learners all the best for their exams.

Adoption of Committee minutes

The Committee considered and adopted the draft minutes dated 07 September 2021.

The meeting was adjourned.