New data from Statistics South Africa’s 2025 General Household Survey reveals that 18.9 million adults aged 20 and older—47.1% of the adult population—have not completed Grade 12. While the figure represents significant progress from 2002, when only 30% of adults held a matric certificate, it underscores enduring challenges in a system where educational attainment remains closely tied to economic participation.
Prof. Gezani Baloyi, Head of Quality Assurance and Enhancement at UNISA’s College of Graduate Studies, emphasized that the statistics extend beyond schooling metrics. “These young adults do not have matric certificates,” Prof. Baloyi stated. “In 2025, 52.9% had the matric certificate, which means some youth are employed—about 51.9%—while 58.1% are not in education, employment or training. Only 3% are in colleges and 5.2% at universities.”
Multiple intersecting factors contribute to learners not completing secondary education. Prof. Baloyi cited academic performance challenges, family responsibilities, and financial barriers—even within the framework of no-fee schools—as persistent obstacles.
Measurable Progress Amid Structural Challenges
The survey also documents substantial advances. Functional illiteracy has fallen dramatically from 28.5% to 8.7% over two decades. Prof. Baloyi attributed this success to coordinated mass literacy efforts, including the Kha Ri Gude campaign and university-led initiatives. “I had an opportunity to participate in some of the programs; the University of South Africa started an impact analysis of the Kha Ri Gude program for adult learners in rural villages,” Prof. Baloyi noted. “When people can read and write, they can function within the community and support their children with schoolwork.”
Additional gains include expanded household internet access, increased formal housing, improved electricity coverage, better sanitation, and piped water infrastructure—developments Prof. Baloyi described as critical enablers for equitable education delivery.
Early Childhood Development participation has also grown, with 86.3% of children having attended ECD facilities. However, only 36% of children under five currently access formal learning environments, raising questions about long-term educational trajectories. “Research shows brain development in formative years is critical,” Prof. Baloyi observed, suggesting that some adult literacy challenges measured today may reflect gaps established decades ago.
Rethinking Benchmarks for a Changing Economy
Prof. Baloyi questioned whether matric alone remains the most relevant indicator of functional capability in a modern, innovation-driven economy. “We are leaning towards innovation and TVET colleges,” Prof. Baloyi explained. “Out of these 18.9 million, I think the majority have Grade 10. They can go to TVET colleges, engage with matric rewrite programs, or attend public learning centers. Even without matric, they can be trained in skills and competencies.”
The path forward, according to Prof. Baloyi, requires aligning education policy with global frameworks like the Sustainable Development Goals. “We need to support the SDGs because as a country we are concerned with education for all by 2030. We must have quality teaching and learning, vocational education and training, and innovation—and we need to remove barriers so that everybody can learn wherever they are.”
Learnerships and strategic partnerships were highlighted as vital mechanisms for bridging the gap between qualification and employment. “Learnerships will expose learners to practical experience,” Prof. Baloyi added.
Revitalizing Adult Learning Infrastructure
A further concern identified in the discussion is the decline of adult education centers in certain communities. Prof. Baloyi called for renewed investment in these spaces, noting research showing that when parents and adult learners participate in adult education programs, they gain literacy skills that enable them to support children’s learning—particularly in developing “reading for meaning,” an area still requiring focused attention.
As South Africa advances toward the 2030 SDG targets, the data presents both a challenge and an opportunity: building on hard-won gains in access and foundational literacy while addressing the structural and systemic barriers that continue to limit educational and economic inclusion for millions.
