The DBE recently hosted a delegation from the Ghana National Council for Curriculum and Assessment (NACCA) as part of a benchmarking study visit aimed at strengthening collaboration, knowledge exchange and sharing of best practices in education, particularly in the areas of assessments, examinations, curriculum implementation, and quality assurance. The visit brought together education officials and assessment specialists from both countries to explore opportunities for collaboration and to learn each other’s experiences in managing and improving education systems.
The programme commenced with opening remarks by Dr Rufus Poliah, Chief Director National Assessment and Public Examinations, during which both delegations reaffirmed their commitment toward strengthening educational cooperation across the African continent. The significance of the visit was further highlighted as it coincided with the Africa Day celebration, reinforcing the importance of African partnerships and knowledge sharing.
Presentations by the South African delegation provided an overview of the country’s education system assessment structures and examination processes. Discussions focused on the National Assessments Framework, which guides assessment practices from Early Childhood Development through to Grade 12 and outlined ongoing efforts to strengthen foundational learning assessment systems and curriculum implementation. The day concluded with presentations on foundational learning, numeracy, literacy, curriculum innovation, and e-learning, followed by discussions and reflections from both delegations.
The second day consisted of visits to schools within Gauteng Province. The purpose of the visit was to provide the Ghanaian delegations with practical insight into the implementation of South African education policies, curriculum delivery assessment practices, and learner support programmes at school level. Delegations observed classrooms teaching and learning, engaged with school management teams and educators explored how assessment and curriculum policies are translated into practice. The visits also provided an opportunity to observe initiates aimed at improving literacy, numeracy, and learner achievement.
The delegations visited Umalusi South Africa’s Quality Council for general and further education and training. Discussions focused on quality assurance mechanisms within education systems including the moderation and standardizations process, certification, and the monitoring of assessments standards. The engagement provided valuable insight into how Umalusi ensures the credibility of qualifications and assessments in South Africa. The sessions further explored quality assurance practices that could strengthen assessment system across the continent.
The fourth day was hosted at the University of Pretoria’s Groenkloof Campus and focused on research and benchmarking. Delegates engaged with academic experts on assessment research, educational measurement, data analysis, and evidence-based decision making. Discussions explored how research findings can inform policy development assessment systems and support educational reform initiatives. The engagement provided a platform for academic exchange and highlighted the importance of research in driving innovation and continuous improvement within education systems.
The visit concluded with a wrap-up and feedback session, during which both the Ghanaian and South African delegations reflected on the key lessons and outcomes of the study visit. Participants highlighted the value of knowledge sharing, benchmarking, and collaboration in strengthening assessment and examination systems. The programme ended with closing and a renewed commitment to continued cooperation between the two countries.