More than half (or 51%) of youth aged 18–24 claimed that they did not have the financial means to pay for their tuition. Furthermore, 18% of those aged 18–24 who were not attending educational institutions indicated that their poor academic performance prevented them from participating. This is according to the “Higher Education and Skills in South Africa” report released by Statistics South Africa. Read more here: http://www.statssa.gov.za/?p=12040

1. “
Education Series
Volume V
Higher Education
and Skills in South
Africa, 2017
Risenga Maluleke
Statistician-General
Statistics South Africa

2. National plans
related to ECD
International
agreements and
protocols
The South African
Cnstitution
The Children’s Act (Act No.
38 of 2005)
South African Schools Act
(Act No. 84 of 1996)
Maintenance Act (Act No.
99 of 1998)
Social Assistance Act (Act
No. 13 of 2004)
The African Charter on the
Rights and Welfare of the Child
(RSA ratified 2000)
The United Nations Declaration
on Human Rights
The United Nations
Conventions on the Rights of
the Child and associated
protocols (RSA ratified 1995)
Sustainable Development Goals
National Qualification Framework levels and its
sub- frameworks
Further education and training
N
S
C
/
N
C
V
Skills development Post-secondary
School/Colleges Colleges University
Grade
9
Grade
10
Grade
11
Grade
12
18
months 3-5 years Year 1 Year 2 Year 3 +1 year
+3-5
years
+1-2
years
NCV1 NCV2 NCV3 NCV4
Appren-
ticeship Artisans
Higher
Certifica
te
Diplom
a Degree Honours Masters Phd
NATED 1 NATED 2 NATED 3 N4-N6 Trade test N4-N6
Diplom
a
N
Q
F
1
N
Q
F
2
N
Q
F
3
N
Q
F
4
N
Q
F
5
N
Q
F
6
N
Q
F
5
N
Q
F
6
N
Q
F
7
N
Q
F
8
N
Q
F
9
N
Q
F
1
0

3. Breakdown of total South African
government spending in 2017/18
What does general government
spend money on?
Source: National Treasury

4. One of the biggest impediments to higher
educational attainment in South Africa is the
low levels of progression of learners within the
further education and training (FET) phase,
resulting in a lower percentage of youth
achieving the national senior certificate pass.

5. Pre-school
Primary
school
Secondary
school
Not in
education
0%
20%
40%
60%
80%
100%
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
TVET
University
Percentage of those aged 5 – 24
years who attend educational
institutions, 2017
There is noticeable representation of learners who are older than the ideal graduation
age in primary and secondary schools.
Source: GHS 2017

6. Source: Own calculation based on data from DBE
82,8%
75,6% 80,8%
65,8%
68,3%
75,8%
73,3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2010 2011 2012 2013 2014 2015 2016 2017
Grade 11 and 12 progressions 2010 - 2017
In 2017, 80,8% of learners who enrolled in Grade 11 had
enrolled in Grade 10 during the previous year.
Grade 11 as a % of grade 10
Grade 12 as a % of grade 11

7. Source: Own calculation based on data from DBE Education
80,1%
71,2%
82,2%
74,1%
85,1%
77,7%
86,4%
75,6%
86,7%
74,9%
69,2%
67,2%
68,9% 68,1%
77,2% 75,9% 77,4%
74,1%
75,7%
70,5%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
90,0%
100,0%
Female Male Female Male Female Male Female Male Female Male
2013 2014 2015 2016 2017
Gr11 as a % of Gr10 Gr12 as a % of Gr 11
Grade 11 and 12 progressions 2013 - 2017
by gender
Progression rates are higher among females as
compared to males.

8. Source: Own calculation based on data from DBE
92,8% 92,8% 92,6% 94,1% 93,2% 93,8%
86,6%
80,8%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
100,0
1 2 3 4 5 6 7 8
Wrote as a % of population aged18 Wrote as a % of Gr12 Wrote as a % of population aged18
NSC candidates who wrote the exam as a
percentage of the Grade 12 enrolled learners and
the eligible population aged 18, 2010–2017
51,6%
48,1%
50,4%
56,4%
54,3%
66,7%
64,0%
56,8%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
100,0
2010 2011 2012 2013 2014 2015 2016 2017
Wrote as a % of population aged 18 Wrote as a % of Gr12 Wrote as a % of population aged 18
Percentage of
18 year olds in
SA
19,2% of Grade 12 learners did not write the NSC exam
in 2017.
Wrote as a
percentage of
grade 12

9. Source: Department of Basic Education
70,7%
66,1%
75,7%
77,2%
67,4%
64,5%
72,4%
73,4%
55,0
60,0
65,0
70,0
75,0
80,0
2002 2007 2012 2017
Candidates who achieved the NSC
examination by gender ,2002-2017
Females
Males
Achievement for male learners was four percentage
point higher than the achievement rate for female
learners in 2017.

10. RSAAverageat67,2%
Source: Department of Basic education
23,5% 24,3% 26,6% 30,6% 28,3% 25,8% 26,6% 28,7%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
2010 2011 2012 2013 2014 2015 2016 2017
Percentage
Bachelor Diploma Certificate
In 2017, close to 29% of candidates who wrote the
exam achieved a bachelor pass.
Percentage of those who wrote exam by
achievement type, 2010-2017

11. Source: Department of Basic Education and
Department of Higher Education and Training
The increase in bachelor passes over time was not
reflected in the growth in number of first time entrants.
Number of first time students entering public
higher education institutions at undergraduate
degrees and diplomas programs, 2000–2016
129 976
158 389
158 891
107 274
171 755
162 374
0
50 000
100 000
150 000
200 000
250 000
300 000
2008 2009 2010 2011 2012 2013 2014 2015 2016
First time entering
Bachelor pass

12. 45,5%
53,5%
52,6%
53,7%
48,9%
52,3%
47,2%
50,8%
17,3%
20,9%
14,9%
17,5%
22,7%
19,1%
22,5%
19,5%
14,2%
9,6%
11,6%
12,9%
12,2%
9,8%
11,8%
11,6%
23,1%
16,0%
20,9%
15,9%
16,2%
18,8%
18,6%
18,1%
0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 80,0 90,0 100,0
Age 18
Age 19
Age 20
Age 21
Age 22
Age 23
Age 24
RSA
Source: GHS 2017
No money for fees
Completed or
Satisfied with level
of education
Family
commitment
Poor academic
performance
Reasons for not attending educational
institutions by individuals aged 18–24 by
age, 2017
1,4 million individuals aged 18-24 reported that they did not attend
any educational institutions because they had no money for fees.

13. LP
38%
MP
56%
KZN
54%
EC
33%
FS
67%
NW
53%
NC
38%
WC
42%
GP
61%
Source: GHS, 2017
South Africa
51%
Individuals aged 18-24 who indicated no
money for fees as a reason for not attending
educational institution by province,2017
Youth aged 18–24 residing in Free State, KwaZulu-Natal, North West,
Gauteng and Mpumalanga, cited lack of money for school fees as the
principal reason for not attending any educational institution in 2017.

14. White;
27,9%
White; 53,2%Black African
52,9%
Black African
15,2%
0,00
10,00
20,00
30,00
40,00
50,00
60,00
No money for fees Completed/Satisfied
with level of education
Poor academic
performance
Family commitment
Reasons for not attending educational
institutions by individuals aged 18–24 by
population group, 2017
Coloured
Indian
Among black African youths, more than half (53%) did not study
because they did not have money for fees. By contrast, only 28% of white youths
reported not being able to attend educational institutions due to lack of funds.
* For Indian population group, poor academic performance not shown due to sample size

15. Of those 18-24 who completed and were satisfied with their education, rates
differed most for post - school education by gender
6,7% 4,3%
82,3%
76,3%
10,3%
18,9%
Male Female
Post School
Secondary
Primary
Source: GHS, 2017
Individuals aged 18–24 who were not attending
educational institutions and were satisfied with
their educational attainment by their highest level
of education and gender, 2017

16. RSA Average at 81,4%
Source: DHET (HEMIS)
578134
799490
975837
0
200000
400000
600000
800000
1000000
1200000
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
The percentage of enrolled students in HEI increased by 38% between 2000 and
2008 and by 22% between 2008 and 2016.
Number of individuals enrolled in public
higher education institutions (HEI) from
2000 - 2016
38%
22%

17. Source: DHET (HEMIS)
The STEM fields of study represented 29,9% of all enrolment in
2016, amounting to a 2,6 percentage point increase from 2000. The
total percentage enrolment in education also increased to 18,1% in 2016.
Enrolment in public higher education by
fields of study, 2000 and 2016
0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0%
27,1%
34,7%
29,9%
Education
24,4%
13,6% 18,1%
24,8%
STEM
Business, Economics &
Management studies
Other
2000 2016
27,3%
Note: STEM refers to science, technology, engineering and maths

18. Enrolment for honours degrees as the percentage of enrolment for
such type of degrees was reduced for all population groups in 2016
compared to 2000. The percentage growth in higher degrees for all population groups was low.
Enrolment by qualification categories for
public HEIs, 2000 and 2016
0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0%
Doctorate(NQF 10)
Masters(NQF 9)
Honours (NQF 8)
Bachelor/NHD (NQF 7)
National Diploma (NQF 6)
2000 2016
National Higher Certificate (NQF 6)
National Certificate (NQF 5)
1,1%
2,1%
5,5%
5,7%
20,7%8,8%
37,1% 76,6%
25,3%
7,5%
2,7%
0,7%
6,1%
Source: DHET (HEMIS)

19. 358 393
705 397
297 491
273 431
46 882
168 911
0
200 000
400 000
600 000
800 000
1 000 000
1 200 000
2010 2011 2012 2013 2014 2015 2016
Number
Source: DHET
Technical and Vocational Education and Training (TVET)
Community Education and Training (CET)
Private colleges
Enrolment in TVET, CET and Private
colleges, 2010–2016
TVET colleges accommodated 705 397 students whilst CET accepted
273 431 students in 2016; and private college 168 911

20. Enrolment at Public HEI by qualification
categories and gender 2000 and 2016
There were more females than male students enrolled for all qualifications for
both years, except for masters where more males than females enrolled.
55,9% 60,7%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
44,1%
39,3%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
Nat Cert (NQF5)
F
M
55,4% 51,8%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
44,6% 48,2%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
Hons (NQF8)
68,8%
57,7%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
31,2%
42,3%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
Nat Higher Cert (NQF6)
Source: DHET (HEMIS)
53,1%
63,0%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
46,9% 37,0%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
Bach(NQF7)
41,8%
44,6%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
Mast (NQF9)
58,2%
55,4%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
38,1%
58,2%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
61,9%
41,8%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
2000 2016
Doct (NQF10)
F
M
F
M
F
M F
M
F
M
F=Female
M=Male

21. 1,4%
7,7%
30,4%
15,9%
5,1%
13,5%
23,5%
16,1%33,3%
28,3%
14,0%
15,5%
31,2%
33,3%
17,8%
15,4%
6,8%
5,4% 3,2%
34,7%
22,1%
11,8% 11,1%
2,4
0,0
20,0
40,0
60,0
80,0
100,0
120,0
SA student SADC student Other African student Foreign student
National higher
certificate (NQF
Level 6)
National certificate
(NQF Level 5)
Bachelor NQF7
Honours NQF8
Masters NQF9
Doctorate NQF10
Source: DHET (HEMIS)
Percentage of enrolment at universities by
degree type & nationality, 2016
African students other than SADC region would most likely study for
higher qualifications such as masters and doctorate.

22. 71,5%
80,3%
69,5% 70,0% 70,8% 68,3% 69,6% 72,3%
25,5% 6,7% 23,7%
6,0%
22,9%
6,6%
25,9%
8,3%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
100,0
15-34 35≥ 15-34 35≥ 15-34 35≥ 15-34 35≥
2013 2014 2015 2016
Other
Occupational
Qualifications
NC(V)
Report 191
Around 70% or more of youth aged 15–34 enrolled in TVET institutions
enrolled in Report 191(N1-N6) qualifications.
* NATED / Report 191 programmes are delivered under the auspices of the Department of Higher Education and Training and quality assured by Umalusi. The programmes consist of 18 months
theoretical studies at colleges and 18 months relevant practical application in work places. Engineering studies range from N1 – N6 while Business and Utility Studies range from N4 – N6
* Other refers to all programmes offered by TVET colleges i.e. skills development programmes and short courses varying between a week and a year.
* Occupational qualifications are those qualifications associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge, practical and work experience
components
National Certificate
Vocational
(N1-N6)
Percentage distribution of TVET college enrolment
by age and qualification category, 2013–2016

23. Source:GHS,2017
56,2% 66,0% 65,3% 81,5%
35,3%
27,1%
10,2%
7,8%
8,6% 6,9%
24,5%
10,7%
0
20
40
60
80
100
120
White Indian/Asian Black African Coloured
School
Post-school
Not
attending
While 35,3% of white youth attended post-school institutions, 10,2% of
black African youth attended post-school institutions.
Individuals aged 18-24 attending
educational institutions by population group

24. Source:GHS,2017
23,6%
10,2%
20,7%
12,9%
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
School Post School
Male Female
There are a larger number of males attending school, with a larger
percentage of females attending post school 12,9% of female and 10,2% of male
youth attended post-school institutions
Individuals aged 18-24 attending
educational institutions by gender

25. Source:GHS,2017
28,6%
44,1%
57,3%
71,0%
78,7%
86,6%
89,1%
65,1%
43,9%
26,4%
13,9%
8,8%
3,9%
2,4%
6,4%
12,0%
16,3%
15,0%
12,6%
9,5%
8,4%
0 20 40 60 80 100
18
19
20
21
22
23
24
Not attending School Post-school
Individuals aged 18-24 attending
educational institutions by age
Attendance of school was highest among those aged 18 (65,1%) and
19 (43,9%). Attendance of post-school institutions was highest among those aged 20 and 21

26. Source:GHS,2017
Individuals aged 18-24 attending
educational institutions by provinces
The highest youth post-school attendance was in GP followed by
the WC
81,0%
70,5%
63,3%
52,1%
68,6%
61,5%
67,1%66,3%
79,1%
65,9%
15,4%
22,6%
29,4%
39,4%
22,5%
29,2%23,1%22,2%
9,0%
14,6%
3,6%6,9%7,3%8,5%8,9%9,4%9,8%11,6%11,9%
19,6%
0,0
20,0
40,0
60,0
80,0
100,0
120,0
NCNWMPLPKZNECFSRSAWCGP
Post School
School
Not attending

27. Source:GHS,2017
Individuals aged 18-24 attending
educational institutions by income quintiles
17,5% of youth in the highest income quintile were attending
post-school educational institutions, compared to 10,6% in the lowest
quintile.
62,6%
69,5%
65,3%
67,7%
65,1%
20,0%
21,8%
22,3%
22,3%
24,3%
17,5%
8,7%
12,3%
10,1%
10,6%
0,0% 20,0% 40,0% 60,0% 80,0% 100,0%
Highest income quintile
Quintile 4
Quintile 3
Quintile 2
Lowest income quintile
Not attending School Post School

28. 92 874
203 076
0
30 000
60 000
90 000
120 000
150 000
180 000
210 000
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Number of public higher education
graduates,2000-2016
The percentage growth in graduates from 2000 to 2016 was 118,7%
Source: DHET (HEMIS)
118,7%

29. 56,5%
61,2%
43,5%
38,8%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Females Males
Source: DHET (HEMIS)
Percentage of public higher education
graduates by gender, 2000–2016
The highest percentage of graduates were females and their
percentage was steadily rising since 2000.

30. 19%
21%
29%
34%
36%
18%
43%
46%
17%
18%
47%
52%
3% 3%
0
10
20
30
40
50
60
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
The time taken by students to complete a three-year degree improved
when students from UNISA were removed from the analysis. Of the 2000
cohort, nearly half (47%) took six years (which is double the amount of time required) to complete their
degree.
National throughputs for three years degree
with first year enrolment in 2000-2011
Correct amount of time to complete
Twice the amount of time
taken to complete degree
Within 3 years
Within 4 years
Within 5 years
Within 6 years
Source: DHET
Excluding UNISAIncluding UNISA

31. 77,1%
83,0%
62,9%
59,8%
67,6%
30,0
40,0
50,0
60,0
70,0
80,0
90,0
2009 2010 2011 2012 2013 2014 2015 2016
There has been an improvement in undergraduate success rates
for both modes of attendance. Among contact students, success
rates have risen from 77,1% of students in 2009 to 83,0% in 2016.
During the same period, success rates of distance education students had risen from 62,9% to 67,6%
Public higher education undergraduate
success rates by mode of attendance,
2009–2016
Contact
Distance
Source: DHET

32. There is a 3,3 percentage point increase in graduates in the STEM
fields from 2000 and 2016
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0%
22,4%
2000 2016
Graduates from public higher education by
fields of study, 2000 and 2016
Education
STEM
Business, Economics &
Management studies
Other
25,8% 29,1%
21,4% 27,8%
20,2% 20,7%
32,6%
Source: DHET (HEMIS)

33. Graduates from African countries excluding SADC and foreign
graduates most likely achieve masters and doctorates degrees
Source: DHET HEMIS
7,4% 7,4%
1,8%
2,4%
19,9% 8,6%
2,0%
7,8%
48,0%
42,6%
30,1%
24,8%
18,5%
21,8%
18,8% 17,5%
5,3
15,2
32,8 27,1
0,8%
4,4%
14,5%
20,4%
South African SADC Other African Foreign
Doctorate (NQF Level 10)
Masters (NQF Level 9)
Honours (NQF Level 8)
Bachelor/NHD (NQF Level
7)
National Higher Certificate
(NQF Level 6)
National certificate (NQF
Level 5)
Graduates from public higher education by
fields of study and nationality

34. 61,3%
33,2%
64,8%
47,0%
59,4%
42,8%
41,5%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
2011 2012 2013 2014 2015 2016
Source: DHET(statistics on Post-School Education and Training in South Africa,2016
Completion rates fluctuated over the years, but 2012 and 2013
were the years with the lowest completion rates.
Completion rates of TVET and private
colleges graduates by type of qualification,
2011–2016
Report 191(N6)
Report 190/1(N3)
NC(V) Level 4
*Completion rates are calculated by the DHET as the number of students who successfully completed the relevant qualification,
expressed as a percentage of the number of students who were eligible to complete the qualification and wrote the examination.

35. Source: GHS,2017
Of those youth who had bachelor degrees, 46,9% were from the
highest quintile. Of those who had postgraduate degrees, 35,9% were from the wealthiest quintile.
Educational attainment among youth aged
20–24 years by household income quintiles
7,4%
10,1%
10,2% 2,7%
22,4% 29,5%
13,2%
21,8%
46,9% 35,9%
0,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
100,0
Bachelor degree/NQF7 Postgraduate degrees/NQF8-10
Lowest income quintile Quintile 2 Quintile 3 Quintile 4 Highest income quintile
Lowest income quintile
Quintile 2
Quintile 3
Quintile 4
Highest income quintile

36. Source: GHS,2017
Doctoral degrees were mostly held by individuals residing in highest
quintile households, with those in quintile 4 accounting for 3,7% and
those in quintile 5 accounting for 6,1%.
Educational attainment among individuals aged
20–50 years with NQF level 6-10 qualifications
by household income quintiles, 2017
33,7%
36,8%
27,5%
21,4%
17,7%
30,6%
28,8%
32,2%
33,5%
31,7%
18,2%
17,7%
24,5%
29,0%
29,5%
15,5%
14,7%
14,9%
12,4%
15,0%
2,0%
2,0%
0,9%
3,7%
6,1%
Lowest income
quintile
Quintile 2
Quintile 3
Quintile 4
Highest income
quintile
Higher Diploma Bachelors Degree Honours degree Masters degree Doctoral degrees

37. CONCLUSION
v Low levels of progression of learners within the further education and
training phase, result in a lower percentage of youth achieving the national
senior certificate pass.
v The general trend in participation in all institutions of post-school learning
was upward with total enrolment in higher education institutions in 2016
amounting to 49,9% in TVET to 30,8% in CET colleges to 11,9% and private
colleges to 7,4%.
v Despite gains in higher education participation rates, gender disparity was
still a challenge as well as participation equity concerns for students from low
income backgrounds.
v Female participation in 2016 at public higher educational institutions
(universities) was 58% and 57% at TVET colleges.

38. CONCLUSION
v Among youth aged 18–24, who were not attending any educational
institutions, the majority (51%) said that they did not have money to pay the
fees.
v In 2016,most students enrolled in undergraduate NQF level 7 programmes at
public HEIs.
v In 2016,most students were enrolled for qualifications in the fields of
business, commerce and management sciences, education and engineering.
v Most graduates achieved qualifications in the fields of business, commerce
and management sciences and education.

39. Ndzi hela kwala!