New National Survey Reveals SA’s Experiences of Education and Dropout 

School Dropout: Advocacy to Action  

As South Africa continues to celebrate 2024’s record-breaking matric results and starts the new school year, it is important for us to interrogate the progress of our education system not just over the past year, but the past 30. 

Last year marked Zero Dropout Campaign’s fifth year and during that time, it has collaborated with several non-profit organisations (NPOs) to develop policy proposals and on-the-ground interventions to illustrate what is necessary to help learners complete Grade 12. 

Twenty-twenty-four was momentous for the education sector. After seven years of development, the Basic Education Laws Amendment (BELA) Act has now ushered in the most comprehensive and significant changes to the regulation of the basic education sector since 1996. As the country and the education sector undergoes these policy and political changes, now is a prime opportunity to review the current state and efficacy of dropout-related policy, school and administrative practices and public perception in South Africa.  

This year’s Zero Dropout Campaign research publication aims to do just that by unpacking new legislation and regulation. The Campaign also commissioned a nation-wide public opinion survey on the state of basic education and school dropout in South Africa. The findings of that survey are presented in this report and confirm our argument that policy changes alone are not enough; we also need to facilitate national ownership of the problem by giving parents, educators, and learners the tools they need to implement solutions. 

To access the full report, School Dropout: Advocacy to Action, click here

The State of Dropout in South Africa 

South Africa’s National Senior Certificate (NSC) pass rate, considered in isolation, suggests an improvement over time, starting with 58% in 1994, 76.2% in 2020 and 87.3% in 2024. 

Despite this improvement and South Africa’s large investment in basic education, an estimated four in ten learners who enrol in Grade 1 still exit the schooling system before finishing matric. 2024’s matric class throughput rate – which just measures from Grade 10 to 12 – dropped by an alarming 1.1-percentage-points to 64.5%. 

Many of these young people will remain stuck in poverty and unemployment for life. 

Past studies have noted that completing school increases employment opportunities and skills development, reduces crime and risky behaviour and promotes equality, health, and overall self-esteem.   

South Africa has the highest unemployment rate in the world, with youths (ages 15–24) accounting for 63.9% of those unemployed. Only 44% of these youths had completed secondary school.  

The correlation between unemployed youth and those who dropped out of school is clear; attending school until the end of matric is imperative.  

Dropout 2024: Understanding South African’s Education and Dropout Experiences 

Our survey investigated how factors in schools, communities or neighbourhoods, household circumstances, and behavioural attributes influence school performance and, by implication, associated perceptions about dropping out. 

One of the key reasons for dropping out is pregnancy. This has a direct implication on school going girls that need to terminate their school career to look after the child. Similar to findings in the most recent General Household Survey, boys have different challenges but helping and supporting the young mother with the baby and/or other family responsibilities are assumed to be a much lower percentage. 

Popular perceived reasons among respondents who had experienced dropout include the following – 

Push/Pull Factor Respondents’ Perception Respondents’ Experience 
Pregnancy 41% 14% 
Drug abuse 24% 9% 
Financial struggles 11% 9% 
Peer pressure 8% 7% 
Gangsterism 7% – 
Did not cope academically 7% 13% 
Do not like school 5% 6% 
Bullying 5% 11% 
Lack of parental guidance 4% 4% 
Criminal behaviour 3% 3% 
Illness or depression 3% 7% 
Lack of teacher support – 5% 
Expelled – 3% 
Sought employment – 7% 
Other reasons 21% 9% 
Do not know 5% – 
Base Size 374 128 

Reasons for dropping out such as financial strains, drugs, criminal behaviour and so on may be under-reported. The reason for stating this is when the two sets of reasons are compared (table above and further down), there are more sensitive reasons mentioned for the personal circumstances than the broader awareness levels. 

Participants were then asked if any of the children in the household have or are planning to drop out and how this made the family feel. 

Have or are planning to drop out (own children) 10% 
Base Size 1 222 
Happy or sad (The lower the score, the sadder) 40% 
Base Size 121 

Note: Only those who did or are planning to drop out answered the  
sentiment question. 

We also asked respondents on their opinion of the recently enacted BELA Act and General Education Certificate (GEC) pilot currently underway.  

Surprisingly, despite the prominent media coverage BELA received last year, only 15% (174) of respondents were aware of it, of which only 6% participated in its public participation processes. 

Aware of the legislation 15% 
Base Size 1 160 
Do people have concerns about the new legislation 
No concerns 58% 
Have concerns 29% 
Other reasons 24% 
Participated in information sessions or public hearings 
Yes, participated 6% 

The Act’s provisions to address and reduce the dropout crisis in South Africa, Clauses 2 and 3, remain problematic and insufficient, respectively. However, they remain a step in the right direction and Zero Dropout Campaign will continue to engage the DBE as it implements the legislation and develops policies and interventions to support them. 

The GEC has also been a topic of great debate. The certificate would provide learners a certificate of recognition (NQF 1) upon completion of Grade 9 and provide pathways to either matric, vocational studies or employment. When asked, 45% of respondents indicated that it would be of interest to them or their children.  

Would a GEC be of interest to you or your children – Yes 45% 
 
Those that support the idea 
No concerns, good idea 50% 
Not everyone is academically inclined 4% 
One will have a certificate 2% 
One can then study for a trade, go to a TVET college 2% 
Will motivate learners 2% 
One can start working sooner, find a job easier, skilled to have an income 2% 
Not everyone can reach Grade 12, issues beyond their control 1% 
Those against the idea 
Have concerns 15% 
Children must have matric /  
I want my matric 
11% 
A bad idea, will not be positive, will not help, do not like it 11% 
Will create more unemployment, struggle to find a job with Gr9, will create social issues 9% 
Learners will have no encouragement to go beyond Gr9, will encourage dropping out 7% 
Grade 9 is very low standard of qualification 4% 
Mind not developed at that age, too young, do not know what they want 3% 
Better jobs with matric 1% 
Must go to university, will not be able to go to university or be a professional 1% 
Other 2% 

Considering the great interest this pilot has garnered; its results are being eagerly awaited. Zero Dropout Campaign has previously expressed concern whether ten years of education will be sufficient to impart the critical skills needed to meet the increasing requirements of our higher education institutions and employment market and eagerly awaits further details from the DBE. If not piloted and implemented with supportive policies and programmes to prevent learner dropout and provide alternative pathways to further education and employment, the GEC could inadvertently formalise the very phenomena it aims to address. 

Reducing Dropout 

School Dropout: Action to Advocacy’s many findings highlight that although schools are educational facilities in neighbourhoods, they operate within an environment set by the community, government, services, and employment ratios. Schools are not isolated education islands amidst a better or worse functioning community environment. The entire ecosystem of the community within which the school operates is relevant. Therefore, to address dropout rates, it is important to consider the broader factors that influence performance metrics and dropout rates. 

Research conducted over the past five years still suggests that dropout in South Africa can be further reduced by implementing the following key interventions in our education sector:  

  • Real-time learner tracking with integrated Early Warning Systems; 
  • Access to Psychosocial Support Services (PSS); and 
  • Accelerated Learning Programmes for literacy and numeracy. 

Zero Dropout Campaign will continue to advocate these interventions and work with all willing stakeholders in the basic education sector to ensure that they are implemented for the benefit of learners across South Africa. 

/End 

For more information or to arrange interviews, contact Siyabulela Sandi on +27 78 668 2603 or via email on siyabulela@zerodropout.co.za.  

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