The benchmarking visit by a delegation from the National Examinations Council of Tanzania (NECTA) took place in Pretoria, Gauteng, from 7 to 10 April 2026. This engagement marked a significant milestone in strengthening bilateral cooperation between South Africa and Tanzania in the field of basic education. The visit underscored a shared commitment to collaboration, knowledge exchange, and the promotion of best practices particularly in examinations and assessments.
Delivering the opening address, Ms Hleki Mabunda, Director for International Relations and Multilateral Affairs at the Department of Basic Education, emphasised that the partnership was built on an existing cooperation agreement aimed at deepening relations between the two countries. She noted that while progress had been achieved in several areas, the visit provided an important opportunity to advance discussions on assessments and examinations in a practical and meaningful manner.
Providing an overview of South Africa’s education system, Dr Rufus Poliah, Chief Director of Public Examinations and Assessments, outlined its scale, structure, and governance across national and provincial levels. He explained that the system was guided by a single national curriculum, CAPS, which integrated both learning content and assessment, with learner performance measured on a seven-point grading scale. While high-stakes examinations, particularly the Grade 12 National Senior Certificate, remained central to certification, there had been a notable shift towards continuous, classroom-based assessment through Assessment for Learning, enabling the early identification of learning gaps and improved learner support.
Subsequent presentations highlighted the strength and continuous evolution of South Africa’s examination system, demonstrating how each stage of the process, from registration to the release of results, was carefully managed to ensure fairness, standardisation, and reliability. The system’s commitment to inclusivity was also underscored, with provisions in place to support learners with disabilities and ensure equitable access to assessment.
In turn, the Tanzanian delegation presented an overview of their national examination system, outlining a centralised and structured approach to the development, administration, and management of examinations. The session detailed rigorous quality assurance measures and multiple layers of oversight designed to uphold fairness, security, and accuracy throughout the process.
The programme further included an engagement with Umalusi, where discussions centred on quality assurance within the education and training landscape. The role of governance structures, research, and standardisation processes in maintaining credible and reliable assessment outcomes was emphasised as critical to the integrity of the system. The delegation visited the Gauteng Department of Education (GDE) and were taken through the provincial examination system, from candidate registration to certification. In addition, they were briefed on the assessment of Learners with Special Educational Needs (LSEN) and related practices. In addition, the delegation toured Lebone Litho Printers, where they observed the processes of printing, packaging, and e-marking of examination scripts.
The visit concluded with engagements at the Department of Higher Education and Training, where officials provided insight into the management of examinations within the Technical and Vocational Education and Training and Community Education and Training sectors. These discussions underscored the importance of coordinated planning, robust legislative frameworks, and transparent processes in ensuring the effective delivery of examinations.
In closing, the Tanzanian delegation expressed their sincere appreciation for the engagement, noting the depth of insight gained and the value of the knowledge shared. The visit ultimately reaffirmed the importance of sustained collaboration in advancing education and assessment systems across the African continent.