Overall the IEB pass rate in the country was 98.67 per cent, comparable to last year’s pass rate of 98.30 per cent.
Candidates that passed the IEB exams achieved the following:
* 61 per cent of the cohort achieved entry to degree study, compared to 85.26 per cent in 2015.
* 9.83 per cent qualified for entry to diploma study, compared to 11.66 per cent in 2015.
* 1.23 per cent achieved entry for study at the Higher Certificate level, compared to 1.37 per cent in 2015.
A total of 11022 full-time and 703 part-time candidates from 237 examination venues across Southern Africa wrote the IEB National Senior Certificate (NSC) examinations in October and November 2016.
The increase in the number of examination venues to 237 from 209 in 2015 is due to 10 new schools joining the IEB, as well as the fact that some institutions operate nationally with multiple examination venues to accommodate learners around the country.
Umalusi monitored all aspects of the 2016 examination process and declared the results as fair and valid.
The 2016 IEB examinations have been conducted without any incidents that challenge the integrity of the process or the credibility of the results.
“The IEB is proud of the achievements of the Class of 2016. With a commitment to hard work over 12 years of schooling, supported by a dedicated cohort of teachers and parents, these learners have achieved the first major milestone in their learning careers,” said Anne Oberholzer, CEO of the IEB.
“There is also a clear realisation among IEB learners, their parents and their teachers that having the knowledge and understanding that lies behind the results on the certificate is far more important and meaningful for success after one’s schooling.
“To have a certificate with good results, but not the substance of learning required for success, simply means facing failure at the next step of your learning career.
“As the world around us changes, it is inevitable that demands on the education system too will change. The advances in technology place an obligation on teachers to consider new cognitive competencies such as using digital technology to solve problems.
“Globalisation and the integration of societies also demands that citizens develop appropriate social-emotional skills in order to manage a variety of relationships effectively.
“The diversity in our society demands from us an acute understanding of humanity and tolerance of difference.
“The socialisation role of schooling is increasingly as important to the success of our fledgling democracy, as the development of academic skills and knowledge. The social and emotional skills required from our young people have been added to the list of characteristics needed for success such as conscientiousness, persistence, prioritisation and time management.
“The challenges of our daily lives require more than intelligence and hard work – we need people with humanity, empathy and maturity, who are confident and assertive, but most importantly ethical and generous in spirit,” explained Oberholzer.
