News

Alternate forms of provisioning (02/08/2018)

The IEB considers alternate forms of provisioning to include legal or potentially legal alternatives to public or independent schooling. Up to and including Grade 9, the IEB recognises the following options:

  • True home-schooling where learners are registered with authorities as home- schoolers and where parents take direct responsibility for the teaching of their children;
  • Legitimate distance education institutions that provide meaningful tuition and guidance for learners.

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"Soft Skills" are Essential Skills – choosing subjects at the end of Grade 9 (23/07/2018)

In any discussion on career guidance with learners and their parents, we hear the same phrase over and over again: "We have to prepare learners for careers that do not yet even exist."

While the job market is constantly evolving, and hence in many instances is very uncertain, educators can provide some guidance for learners, and their parents, on the subject selection they should consider to ensure they develop the necessary skills, expected of them in their tertiary studies and the world of work.

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No more designated subjects? So what now? (23/07/2018)

The removal of the designated list of subjects (via a government gazette notice on 2 March 2018) from the requirements for the achievement of a NSC pass that allows entry to bachelor degree study is a significant move and has some major implications.

Up until March this year, the minimum requirements for admission to degree studies at a higher education institution were subjected to a list of 20-credit subjects known as the designated subject list. Since the removal of the designated subject list, a learner may be admitted to degree studies, provided that the learner…

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A new lens is needed on tertiary education and lifelong learning (20/07/2018)

"As the world around us changes, it is inevitable that traditional educational pathways will be challenged and demands will be placed on the mass education system to respond appropriately.  Possibly the most important development is a recognition that the knowledge, skills and abilities nurtured in a traditional educational pathway and at traditional mass education institutions are not the only route to success."

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