The concerns centre on the system’s classification of learners whose details had previously been verified and validated as invalid, despite teachers using information captured in the Competency-Based Assessment (CBA) records.
In their communication, the teachers said they had dedicated considerable time and effort to the validation exercise, carefully checking learners’ details against the available records to ensure accuracy before submitting the information.
They expressed concern that the system was subsequently flagging some of the already validated records as invalid, raising questions about the reliability and consistency of the platform.
Teachers question reliability of validation process
The development has sparked concerns among teachers, who argue that they should not be held responsible for discrepancies arising from the system after they have followed the required procedures and submitted information based on official records.
The teachers are calling for the inconsistencies to be addressed to ensure that accurate learner information is retained and that records previously verified are not arbitrarily rejected by the platform.
They have also emphasised the need for a reliable validation process that reflects the information captured in CBA records, noting that repeated inconsistencies could result in unnecessary duplication of work and additional pressure on teachers.
Calls for urgent intervention
The concerns come as schools continue to rely on digital platforms to manage learner information and support the implementation of competency-based education.
Teachers want the relevant authorities to investigate the reported discrepancies, establish why previously validated records are being classified as invalid, and provide clear guidance on how the affected cases should be resolved.
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They say a dependable system is essential to ensuring the integrity of learner data and preventing teachers from repeatedly undertaking work they have already completed.
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