The education monograph provides an in-depth analysis of enrolment, educational attainment, progression, and education differentials based on post 1994 Censuses. Trend analysis is provided using time-plotting events, a technique where age proportions at one data collection point (Census 2011) is projected backwards.

The findings on enrolment related indicators showed that among school going age (5-24), Net Enrolment Rate (NER)  increased considerably between 1996 and 2011 with  much higher percentage growth of about 29 percentage points is linked to the Foundation Phase, followed by the FET Phase with a growth rate of about 16 percentage points. Provincial variations showed that Limpopo and Mpumalanga had higher percentage point growth of NERs in the 15-year period for the Foundation Phase while Western Cape and Free State had the lowest percentage growth of NERs. Findings on enrolment at FET phase showed that Eastern Cape had the lowest NERs (49,4%).

Population group variations in NER revealed that White learners however, were more likely to enrol and attend classes in line with the stipulated official ages than other population groups. Findings on enrolment at FETs showed that black Africans had the highest percentage point increase followed by coloureds (18,7% and 7,6% respectively) . The results are indicative of positive impact of intervention policies relating to enhancement of artisan skills implemented in the democratic era.

Gender gaps on educational accessibility were found to be nearly closed for both the Foundation and Intermediate phases across population groups and provinces. In contrast, the number of female learners was found to be slightly higher than that of male learners in both the Senior and FET phases.

Educational attainment by population group revealed that the gap between whites and Asians had somewhat closed in the 1990s, while that between whites and both coloureds and black Africans still has a long way to go.

The largest number of persons with no schooling is linked to black Africans while the lowest percentages of persons who completed both secondary education and a bachelor’s degree are linked to coloureds.

The profile of progression ratios depicts low academic progression from grade 11 to grade 12 and from grade 12 to a bachelor’s degree. This is more prevalent among black Africans relative to other population groups. Among those completing a bachelor’s degree after completing grade 12, the proportion of whites and Asians are threefold that of coloureds and black Africans.

Comparison of progression ratios between South Africans and non-South Africans showed that that the latter fare better in proportions of persons completing the next level, progression to complete bachelor’s degree

Education differentials revealed that completion of bachelor’s degree gives an edge to employment and a similar pattern is observed among those that train in artisan skills through Technical Vocational Education and Training (TVET) institutions

The findings further revealed higher percentages of employed women being linked to the education and health sciences. In contrast, higher percentages of employed men are linked to Engineering and other applied sciences as well as Business management fields of education.

The full report is available on the Statistics South Africa website: www.statssa.gov.za

For Technical enquires, Contact

Dr Christine Khoza

Executive Manager: Population Statistics

Tel: (012) 310 2916

Fax: (012) 310 2185

Mob: 071 670 2672

Email: christinek@statssa.gov.za