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Matric Results Have Been Released by IEB

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Matric Results Have Been Released by IEB

Matric Results Have Been Released by IEB. The Independent Examinations Board (IEB) announces the matric results for 2023, revealing an impressive overall pass rate of 98.46%. The results demonstrate a slight improvement from the 2022 pass rate of 98.4%.

Check Also: ZA Student Portal

Pass Rates Across Levels

  • 88.59% achieved a degree pass.
  • 8.31% secured a diploma pass.
  • 1.57% received a higher certificate pass.

Increased Participation

A significant increase in candidates is noted, with 15,186 students participating in 2023 compared to 13,525 in 2022. This increase is attributed to 17 new schools, bringing 960 candidates to the IEB for the first time.

Umalusi Approval

Umalusi the quality assurance body for exams, approves the IEB matric exams, confirming adherence to NSC regulations.

Acknowledgment and Gratitude

The IEB expresses gratitude for the dedication and support of teachers, parents, guardians, and all contributors to the students’ success. Despite challenges, the board emphasizes the importance of diligence, persistence, and perseverance.

CEO Perspective IEB

CEO Confidence Dikgole notes learners’ preparedness for success despite challenges such as disruptions caused by the Covid-19 pandemic. Dikgole encourages further studies, emphasizing diverse options beyond a university degree.

Encouragement and Alternatives The IEB highlights alternative educational routes for those who did not succeed, emphasizing diverse opportunities to continue their educational journey.

Important Dates

  • Remark applications deadline: 1 February 2024.
  • Remark results release: 1 March 2024.
  • May/June matric exam rewrites enrollment deadline: 15 March 2024.

Conclusion

The IEB’s release of the 2023 matric results showcases an impressive overall pass rate, increased participation, and acknowledgment of contributors. The board emphasizes perseverance, offers encouragement for diverse educational paths, and provides crucial dates for further actions.

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Matric Result

Funza Lushaka Teaching Bursaries CUT By Department

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Funza Lushaka Teaching Bursaries CUT By Department

Funza Lushaka Teaching Bursaries CUT By Department. South Africa education system faces a critical shortage of teachers, particularly in areas like the foundation phase where students are taught fundamental skills like reading. However, recent budget cuts have led to reduced funding for teaching bursaries, potentially impacting the number of new teachers entering the profession.

Check Also: ZA Student Portal

The Funza Lushaka Bursary Scheme

The Funza Lushaka Bursary Programme plays a crucial role in encouraging young people to pursue teaching careers by providing comprehensive bursaries for teaching qualifications. These bursaries cover Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) courses at all 26 public universities in South Africa.

One of the key objectives of the Funza Lushaka bursaries is to address critical shortages of teachers in specific subject areas. However, due to budget constraints imposed by the National Treasury, the Department of Basic Education (DBE) has announced a reduction in the number of bursaries awarded through the programme, leading to concerns about the impact on teacher production.

Impact of Budget Cut

The reduction in Funza Lushaka bursaries is a result of broader budget cuts affecting the education sector. According to DBE Spokesperson Elijah Mhlanga, these cuts were necessary to manage financial constraints. Additionally, the rising cost of university tuition has further limited the number of bursaries available to prospective teaching students.

Concerns Raised by NAPTOSA

The National Professional Teacher Organisation of South Africa (NAPTOSA) has strongly criticized the DBE’s decision to reduce funding for the Funza Lushaka Bursary Scheme. NAPTOSA Executive Director Basil Manuel has expressed concern over the mismatch between the types of teachers being produced and the specific needs of the education system.

Manuel highlights the shortage of foundation phase teachers (Grades 1 to 3) as a particular area of concern. He emphasizes the importance of specialized training for teachers in the foundation phase, especially in areas like reading instruction. Manuel argues that without proper training, teachers may struggle to meet the needs of young learners, potentially contributing to high levels of illiteracy.

Future Priorities

Despite the budget cuts, Mhlanga has stated that the DBE remains committed to addressing critical teacher shortages, particularly in the foundation phase, Mathematics, and mother-tongue teaching. The department plans to prioritize funding to produce teachers in these areas, acknowledging their importance in improving educational outcomes.

However, NAPTOSA has raised concerns about the availability of teachers qualified to teach in mother-tongue languages, particularly in the foundation phase. Manuel warns that without sufficient training for teachers in these areas, South Africa may struggle to improve literacy rates, especially among young learners.

Conclusion

The reduction in funding for the Funza Lushaka Bursary Scheme is likely to have significant implications for the education sector in South Africa, particularly in addressing critical teacher shortages. The decision has sparked debate about the importance of specialized teacher training, especially in areas crucial for early childhood development and literacy.

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