On 1 June 2026, a mob in Masakhane in the Overberg region went door to door targeting migrants. One learner, Blessing Kachere, was separated from his parents during this unrest but still managed to walk to school and write a mid-year isiXhosa exam. This episode highlights the tense situation migrant students face amid xenophobic violence and administrative hurdles surrounding identification and exam access.
By July 2026, the Zimbabwe Exemption Permit Coordinating Committee had submitted a list of 99 learners fearing they might be barred from writing National Senior Certificate (NSC) exams due to xenophobic unrest and paperwork issues to both the Zimbabwean Embassy and the South African Department of Basic Education. The department confirmed that 76 of those learners were registered to write the NSC exams at their registered centres, having completed their School-Based Assessment.
The department emphasised that learners do not necessarily require South African identification documents to register or write the NSC examinations. Spokesperson Lukhanyo Vangqa explained during a September 2026 briefing that “it doesn’t have to be South African” and that an affidavit could be used in place of identification where necessary.
Vangqa further clarified, “The exam room doesn’t use identification as a form of exclusion, but it’s to positively identify a learner so that we prevent other individuals writing on behalf of other individuals and committing fraud against the NSC exams.” This is aligned with guidance from Umalusi, which confirmed that possession of identity documents is not compulsory for the issuance of a matric certificate.
Despite these assurances, thousands of Zimbabwean children have reportedly been withdrawn from South African schools amid ongoing xenophobic unrest, underscoring the real impact on schooling continuity for migrant learners. The challenges extend beyond documentation to fear and displacement, which disrupt exam preparation and participation.
Academic commentary on the Phakamisa judgment supports the legal right of undocumented children to access basic education, stating that “there is no justifiable reason for undocumented children to be denied access to basic education on account of a lack of proper documentation.” However, practical barriers and community tensions still present significant obstacles for many learners.
While the Department of Basic Education is exploring ways to assist Zimbabwean matric candidates to return for exams, this plan remains in draft form. It reflects ongoing efforts to balance legal obligations, school safety concerns, and administrative challenges within a volatile socio-political environment.
The exact scale of learners affected directly by xenophobic violence beyond the submitted list remains unclear, as does whether all undocumented learners have experienced seamless access to registration and exams. Individual cases vary, and further verification is needed to understand the full impact.
This situation in the Western Cape reveals the complex realities for migrant matrics caught between xenophobia, documentation demands, and the pressure to complete schooling crucial for their futures.
Cape Flats journalists will continue monitoring developments, reporting further on support measures, community responses, and exam outcomes for affected learners.