47.1% of South African adults do not have matric

While South Africa has made major gains in literacy rates over the past two decades, nearly half of adults still do not have a matric qualification.

According to Statistics South Africa’s latest General Household Survey (GHS), 47.1% of adults aged 20 and older – approximately 18.9 million people – did not have a Grade 12 qualification in 2025.

While this remains a substantial figure, the data also shows considerable progress since 2002, when only 30.5% of adults had attained matric, compared to 52.9% today.

The survey paints a mixed picture of South Africa’s education system. Basic education participation is now almost universal up to age 15, with a participation rate of 97.1%.

Functional illiteracy among adults in South Africa has also fallen dramatically from 28.5% in 2002 to just 8.7% in 2025.

However, the large number of adults without matric continues to have significant social and economic implications.

Speaking to Newzroom Afrika, Professor Gezani Baloyi, Head of Quality Assurance and Enhancement at Unisa’s College of Graduate Studies, said the statistic reflects more than just an education problem.

“18 million South Africans do not have matric qualifications, despite the fact that a large amount of this country’s budget is spent on education, and we do have a Constitution which says every learner, or even adult learners, has a basic right to education.”

Baloyi noted that although educational attainment has improved significantly over time, many young South Africans remain disconnected from both education and employment opportunities.

“If we look at the trend, in 2002 only 30.5% had matric certificates, and in 2025 only 52.9% had matric certificates.”

Why South Africans are dropping out of school

According to Baloyi, there are many reasons why learners fail to complete school in South Africa.

“Some of the learners do not have matric because of their family commitments, poor academic performance and others do not have money for fees despite no-fee schools which are there in the country.”

The GHS supports this assessment. Among children and teenagers aged seven to 18 who leave school early, the most common reasons are poor academic performance (27.1%) and a lack of money for fees (21.5%).

The survey also highlights ongoing challenges in early childhood development (ECD), which experts regard as critical for long-term educational success.

Baloyi pointed to encouraging signs, noting that the government has increasingly prioritised ECD.

“It means we are getting the foundation right because even during the State of the Nation Address (SONA), the President indicated that we need to capacitate ECD practitioners and also their curriculum.”

However, significant gaps remain. According to the survey, only 36.3% of children aged between zero and four attend formal ECD facilities such as crèches or pre-schools, while 50.2% remain at home with a parent or guardian.

Despite these challenges, Baloyi stressed that South Africa has made meaningful progress across several areas, including internet connectivity, access to electricity and sanitation.

“I think these are some of the gains which we can use as an advantage in advancing quality education to ensure that everybody can read and write.”

The improvements are evident in the literacy figures. Functional illiteracy among adults has declined from 28.5% in 2002 to 8.7% in 2025.

Among younger adults aged 20 to 39, the progress has been even more dramatic, with functional illiteracy falling to 3.7% among men and just 2.0% among women.

South Africa has also expanded access to higher education. The number of students enrolled at higher education institutions increased by 59.1% over the period, reaching 976,147 students in 2025.

A lifeline for the 18 million adults without matric

Baloyi argued that while matric remains important, the country’s focus should increasingly include vocational training, practical skills and innovation.

“During the SONA, the President spoke about innovation. It seems as if, as a country, we are leaning towards innovation and also TVET (Technical and Vocational Education and Training) colleges.”

He noted that many adults without matric may still have pathways into further education and skills development.

“Out of these 18 million, the majority of them have Grade 10. So they can also go to TVET colleges or continue to engage with matric rewrite programmes or attend public learning centres where they will be assisted to get their matric.”

“Even if they do not have their matric, they can also be trained to have some skills or competencies.”

According to Baloyi, vocational education, learnerships and practical workplace experience will be increasingly important if South Africa hopes to reduce educational exclusion and improve employment prospects.

“We need to support sustainable development goals because, as a country, we are also concerned with education for all by 2030.”

“We must have quality teaching and learning, vocational education and training, and also innovation. We need to remove barriers so that we have quality education. Everybody must be able to learn wherever they are.”