Figure 18: Share of population aged 25-64 by highest level of education and race, 2010 and 2020

Figure 18: Share of population aged 25-64 by highest level of education and race, 2010 and 2020 Source: QLFS 2010 and 202027

Despite the above improvements, many still stop schooling before matric. 44% of the “class of 2017” successfully matriculated in the standard time, meaning that of the cohort of individuals who started Grade 1 in 2006, 44% completed matric in 2017. Various studies indicate similar outcomes, stating that of a cohort of students entering Grade 1, on average 60% of students reach Grade 12 within twelve years of schooling, 50% pass Grade 12, 14% attend university and 6% obtain a degree.28,29

While the above focuses on education items such as educational attendance and shows some sign of improvement, the quality of education remains the greatest concern. Not all schools provide a similar quality of education and there are still distinctions in this that follow racial lines. The GHS of 201921 shows that 69% of White students attend private (independent) schools and the remaining 31% of White students attend public (government) schools. 94% of Black African students attend public (government) schools and the remaining 6% attend private (independent) schools. The quality of teaching is often challenging for teachers in public schools and most educators report that they lack sufficient training and have very large classes, making it difficult to teach. Absenteeism has also been a downfall for both teachers and students as a result of poor access to transport.28

Despite international Minimum Norms and Standards for educational facilities, public schools still lack basic infrastructure. Approximately 19% of public schools have pit latrines, 77% of schools do not have a library, 72% lack internet access, and 42% do not have sporting facilities.28 This has hindered educators’ ability to teach.28 Inequalities are also highlighted by differences in test scores (education outcomes). Provinces such as Limpopo and the Eastern Cape have high rates of illiteracy, with 91% and 85% of children still being illiterate at age 9 years. This is compared to a national average of 75%.28 Other studies show that the percentage of Grade 9s that perform above the low international benchmark of 400 in TIMSS (Trends in International Mathematics and Science Study) is around 16-19% for public no-fee schools, 58-60% for public fee-paying schools, and 81% for independent (private) schools.26