Collaboration and knowledge-sharing took centre stage when the Department of Basic Education (DBE) hosted a benchmarking engagement with the Kenya National Examinations Council (KNEC) on 10 March 2026. The engagement formed part of ongoing efforts to strengthen assessment systems, improve data management practices and explore the role of digital platforms in sourcing data from schools for reporting on the progress of programmes.
The session opened with an overview of South Africa’s education system presented by Ms Pricilla Ogunbanjo, DBE’s Director for Examinations and Assessment. Her presentation provided insight into the structure of the national schooling system and the assessment framework that underpins teaching, learning and evaluation in South African schools. Central to this framework are the Curriculum and Assessment Policy Statements (CAPS), which guide curriculum delivery and assessment practices across the various phases of schooling.
Ms Ogunbanjo highlighted the integrated approach to assessment used in South Africa, where national examinations are complemented by School-Based Assessment (SBA). This model ensures that learner achievement is measured not only through formal examinations but also through continuous classroom-based tasks conducted throughout the academic year. She further noted that national assessments, together with participation in international benchmarking studies, play an important role in monitoring and improving the quality of education.
Presentations and discussions also included using data from the South African School Administration and Management System (SA-SAMS) to register NSC candidates and SBA scores from schools for South Africa’s Integrated Examination Computer System, which plays a critical role in the administration and processing of national examinations. These systems form part of the broader digital infrastructure that supports the management of large-scale assessments.
The Kenyan delegation also shared an overview of their country’s education system and assessment approach. Their presentation outlined Kenya’s administrative education structure, which is organised across counties and sub-counties, and emphasised the country’s commitment to competency-based learning pathways. The delegation further highlighted developments in electronic assessment systems and the growing role of Information and Communication Technology (ICT) in strengthening examination administration and management.
As part of the programme, the delegation visited Pretoria Secondary School on 12 March 2026, to observe how data systems operate at school level. The school’s principal, Mr Anton Lombard, demonstrated the use of SA-SAMS, which enables schools to capture and manage learner information efficiently. The system supports a range of administrative functions, including the recording of learner attendance, the maintenance of class lists and the capturing of assessment marks. Importantly, it also enables schools to submit verified learner performance data to education authorities, thereby supporting monitoring and reporting processes.
The benchmarking visit provided valuable opportunities for both the DBE and KNEC to exchange experiences and share best practices in assessment administration and the use of digital technologies in education. Through engagements such as these, both institutions continue to strengthen their systems whilst reaffirming the importance of collaboration in advancing effective and reliable assessment practices.