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This is reflecting the higher number of post school educational institutions, such as universities, in those provinces.
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Attendance of higher education institutions was most common in Gauteng (11,3%) and Western Cape (7,4%). While the percentage of individuals aged five years and older and who attended school was particularly high in Eastern Cape (92,0%), much lower figures were noted in Gauteng (75,7%) and Western Cape (83,1%). Nationally, 85,9% of individuals aged five years and older and who attended educational institutions, attended school, while a further 5,8% attended tertiary institutions.īy comparison, only 2,8% of individuals attended Technical and Vocational Education and Training (TVET) colleges. In 2019, 32,4% of individuals aged five years and older attended an educational institution, according to the GHS of 2019. While 38,2% of South Africans over the age of 60 years did not at least complete a Grade 7 qualification, this figure dropped to only 4,5% for those aged 20 to 39 years of age. Inter-generational functional literacy has also decreased markedly. The percentage of individuals aged 20 years and older who did not have any education decreased from 11,4% in 2002 to 3,7% in 2019, while those with at least a Grade 12 qualification increased from 30,5% to 46,2% over the same period. Other reasons included poor academic performance (22,6%), family commitments (8,6%) and a feeling that education is useless (8,0%). More than one-fifth (21,6%) of learners who have dropped out of school before the age of 18 years, however, put forward a lack of money (‘no money for fees’) as the main reason. The percentage of learners that attended no-fee schools increased from 21,4% in 2007 to 66,2% by 2019. The percentage of students attending universities, technical and vocational colleges remain very similar throughout the reference period. While the percentage of learners who have achieved Grade 12 has been increasing, the survey shows that the percentage of individuals who attended post-school education has remained relatively low for youth aged 19 to 22 years of age. A notable percentage of learners, however, remained in primary and secondary schools long after they should have exited those institutions.Īlmost one-quarter (24,3%) of 20-year olds were, for instance, still attending secondary school. Approximately two-thirds (64,3%) of learners were still in school by the age of 18 which usually represents the age at which learners exit Grade 12. Participation in education institutions was virtually universal (96,6%) by the age of 15 years (the last compulsory school age). In addition, it seemed that most learners (84,1%) preferred to attend the nearest institution of its kind to their place of residence. The survey revealed that about 85,8% of learners needed 30 minutes or less to get to school. Another 5,2% travelled to school by taxi or minibus taxi. Almost two-thirds (65,9%) of learners walked to school while 13,9% used private vehicles. Large variations were also observed in terms of transport used to travel to school. While 13,6% of learners in Gauteng and 8,2% of learners in Western Cape attended private schools, only 3,5% of learners in KwaZulu-Natal and 3,8% in Eastern Cape attended such institutions. Although only 6,5% of learners attended private schools, there were large variations between provinces. The largest percentage of these learners attended schools in KwaZulu-Natal (21,8%) and Gauteng (19,7%). Employment of Educators Act of 1998, which regulates the professional, moral and ethical responsibilities of educators, and competency requirements for teachers.Īccording to Statistics South Africa’s General Household Survey (GHS) of 2019, there were approximately 14,6 million learners at school in 2019.South African Schools Act of 1996, which promotes access to education, promotes quality and democratic governance in the schooling system, and makes schooling compulsory for children aged seven to 15 to ensure that all learners have access to quality education without discrimination.National Education Policy Act of 1996, which inscribes into law the policies, legislative and monitoring responsibilities of the Minister of Basic Education, and the formal relations between national and provincial authorities.
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The department derives its mandate from the: The mandate of the Department of Basic Education (DBE) is to monitor the standards of the provision, delivery and performance of education annually or at other specified intervals throughout South Africa, with the objective of assessing compliance with the provisions of the Constitution of the Republic of South Africa of 1996 and with national education policy. Basic Educaton Higher Education and Training