JORDAN MOSHE
Nevertheless, Gauteng’s MEC for Education, Panyaza Lesufi, wants to see the separate and different exams brought to an end. This could, in effect, lead to the scrapping of the IEB.
Lesufi wants all matric students to write the same examinations, saying the character of the two exams gives an impression that the IEB is a difficult exam for the rich and the National Senior Certificate (NSC) is the weaker one for the poor.
“All children deserve a quality education,” he told the SABC earlier this month. “There is no way that a small, privileged group of people must write an examination and a majority must write a different examination. When we release results, we must say that this is the last time. All our children are going to the same universities. This thing of having two examinations, IEB and NSC … must come to an end.’’
He insists that a single independent body be urgently established to set exams for all matric students. Those in support of Lesufi have proposed the creation of a statutory and autonomous Exams Body, or that the National Examinations Unit be transferred to the IEB.
Anne Oberholzer, chief executive of the IEB, disagrees. “The IEB is more useful to the country by remaining an independent body, providing credibility to the curriculum and the NSC qualification. It is worth noting that the administration of examinations is not the issue in respect of performance of learners,” she says.
“The department of basic education is best placed to understand what the issues are in its various schools and to find appropriate solutions for them. Many of the problems at South Africa’s schools are not educational by nature – they are economic and, possibly, political. The IEB would happily participate in any national drive where it has a role to play. Many IEB schools run educational outreach programmes or twin with neighbouring state schools, sharing resources and materials.”
The principals of Jewish schools echo her sentiments. “It would be a sad day indeed if the IEB were not able to offer assessments as a truly independent body in the educational landscape of South Africa,” says King David High School Victory Park principal Andrew Baker. “The IEB is an assessment provider and is accredited by Umalusi, the quality council for general and further education and training, to offer assessments for the NSC qualification.”
Marc Falconer of United Herzlia Schools expresses his frustration. “South Africa has one of the poorest education systems in the world. More than 70% of Grade 4 pupils are illiterate and innumerate the highest tested rate for any country on the planet,” he says.
“Our government matric exams whatever the pass rate do not prepare the average pupil for tertiary study. The university dropout rate of pupils who’ve qualified to study further is in excess of 67%. More than 60% of Grade 6 maths teachers cannot pass a Grade 6 maths paper. All of this, in spite of a very high percentage of the GDP allocated to education. Clearly, something is not working,” says Falconer.
“A focus on the IEB which covers about 10% of South Africa’s schoolgoing population is a political distraction from the real issues that, year on year, produce pupils incapable of further study, employment or the ability to rely on their own entrepreneurship.
“The option to choose independent education is also protected by the Constitution.”
Denese Bloch, principal of the Yeshiva College high schools, expresses similar views. “As much as a uniform exam is a praiseworthy idea, it remains egalitarian. If such an exam were created, it would have to be set at the standards of the IEB, and not at the levels which cater for the lowest common denominator in education,” says Bloch.
“The exclusivity of the IEB is an unfortunate necessity because if we don’t produce people who will excel at university, can we honestly say that they are truly educated? Our country has no lack of intellect, but lacks good education practices at every level. Until these are addressed, how can the IEB be done away with?”
Bloch insists: “It is clear that the government cannot be trusted with education, as it has failed to deliver on its earlier promises made time and again. Education is elementary – it grows the country and its people. Our country does not lack desire nor infrastructure but the correct quality of education and work ethic among educators themselves.
“Education consists of layers, all of which the IEB addresses. If this expertise is put to use to inform the creation of a potential uniform exam, then perhaps there is room for discussion.”
The South African Democratic Teachers’ Union seems open to learning from the IEB. The union says many independent schools are well resourced, have smaller numbers of pupils in classes and, most importantly, the active involvement of parents in their children’s learning. The union’s general secretary, Mugwena Maluleke, says there needs to be greater political will to effect positive change at public schools.
