The Independent Examinations Board (IEB) matric class of 2020 scored a pass rate of 98.07%, slightly lower than the 98.82% recorded in the previous year.
All candidates who passed achieved a pass that is good enough to enter tertiary study, with 88.42% of the cohort qualifying for degree study, marginally down from 89.51% in 2019.
The IEB said 8.14% (compared to 7.91% in 2019) qualified for entry to diploma study, while 1.51% achieved entry for study at the Higher Certificate level up from 1.4% in 2019.
The IEB offers examinations for mostly private schools, and is separate from the government’s national senior certificate (NSC), whose results are due to be released next Tuesday.
A total of 12,024 full-time and 1,139 part-time candidates across Southern Africa wrote the IEB NSC examinations in October and November 2020. This was up from 11,818 full-time candidates and 779 part-time candidates in the previous year.
The IEB said while not immediately clear in the numbers, the effect of Covid-19 on the schooling population resulted in several pupils withdraw from the year and postpone completion of Grade 12 to 2021.
“It is interesting to note that the hard lockdown had differing impacts across schools within the IEB,” said Anne Oberholzer, CEO of the IEB.
She said some schools were able to make a smooth transition to online teaching and learning as they had the resources available and had already been using them in the normal course of events.
“Their teachers were experienced in this mode of delivery, as were their learners, who had access to devices and stable internet connectivity,” Oberholzer said.
Oberholzer said, however, many schools could not deploy an online teaching model, either because the school or the majority of pupils did not have adequate resources. To fulfil their commitment to teach their pupils and not be defeated by the pandemic, teachers in these situations reverted to traditional distance education strategies. In some cases, they prepared weekly learning programmes for pupils using textbook references and notes together with prepared exercises and tasks, Oberholzer said.
These were e-mailed to pupils where possible, physically delivered to or collected by pupils and family members. The completed tasks were returned to the school for marking and possible further teaching intervention if required.
“The initiative of schools and teachers to continue with teaching and learning during this time is a testimony to their professionalism and the commitment of teachers and learners, as well as the support of parents to pivot and adapt to our changed circumstances,” Oberholzer said.
She said the performance of the Class of 2020 under very difficult circumstances underscores the importance of the years of good, solid teaching and learning prior to the grade 12 year.
“These achievements are proof that the grade 12 year on its own does not provide the understanding, perseverance and resilience needed to achieve excellent results in the matric year — but that it is the culmination of work and learning over 12 or 13 years of quality schooling.”
Would you like to comment on this article?
Sign up (it's quick and free) or sign in now.
Please read our Comment Policy before commenting.