Education Stat at a Glance 2003 FINAL - Pages - Department ... Statistics Publication/DoE Stats at a Glance... · The publication details the shape and size of the education system

EducationStatistics

in South Africa

2006

Published by the Department of Education

February 2008

Learners Educators Institutions

Primary 3)

SecondaryCombinedIntermediateTotal (Public)

6 202 3723 766 5201 608 557

364 37311 941 822

186 075120 529

47 02011 943

365 567

15 2955 4663 509

86925 139

Primary 3)

SecondaryCombinedIntermediateTotal (Independent)

87 15854 796

206 7173 292

351 963

4 3142 973

12 853153

20 293

381171559

191 130

12 293 785 385 860 26 269Public ABET 4)

SNE 5)

Public FET 6)

ECDPublic HETotal (Other)

251 61086 143

361 186176 589741 383

1 616 911

18 6087 5147 0969 084

16 07758 379

2 176397

503 576

236 222

13 910 696 444 239 32 491

EducationStatisticsin South Africa

2006Published by the Department of Education

February 2008

Department of EducationSol Plaatje House123 Schoeman StreetPretoriaSouth Africa

Private Bag X895Pretoria0001

Tel.: +27 12 312 5911Fax: +27 12 321 6770www.education.gov.za

© Department of Education

This publication may be used in part or as a whole, provided that the Department of Education is acknowledgedas the source of information.

ISBN: 1-77018-061-3

Design and layout: Formeset Digital Tshwane, Tel.: (012) 324 0607Printed by Formeset Printers Cape for the Government Printing Works, Pretoria

Foreword

FFOORREEWWOORRDDThe Department is pleased to release Education Statistics in South Africa 2006. The publication details the shape and size of the education system in South Africa. Education planners and those entrusted with monitoring and evaluating the schooling system will be in a position to utilise information about the number of learners, educators and institutions to provide evidence-based conclusions in relevant analysis and decision-making.

The education statistics are important in providing scientific evidence as to whetherthe nation is achieving a number of constitutional imperatives, such as (i) whetherall eligible learners have access to schools, and (ii) if they do, whether they are inthe appropriate grades for their ages. The statistics are furthermore crucial for theequitable allocation of education resources and for ensuring that education policieshave the intended results.

Stakeholders in education, such as researchers, publishers and statutory bodies,are welcome to utilise the information contained in this publication in their endeavours to improve the delivery ofeducation in the country.

This publication reports information about all the sectors of the Department of Education – that is, public and independent schools, special schools, FET colleges, ABET centres, ECD sites and Higher Education institutions.

The Department has been working earnestly to improve the quality of data in all respects – that is, relevance, accuracy, timeliness, accessibility, interpretability, coherence of the education information, and methodologicalsoundness of its acquisition. In regard to the data quality requirements, the Department recently signed the Protocolfor Inter-Governmental Cooperation with Statistics South Africa to ensure that we share information with the national statistical organisation for mutual benefit. Requirements for education information gathering were gazettedduring April 2007.

The report includes indicators that contribute towards the monitoring and evaluation of education policies and service-delivery programmes. This serves to guide crucial intervention strategies. Furthermore, indicators deal withdemographic trends for learners, educators and schools. Calculations in respect of learner-to-educator ratio, learner-to-school ratio, Gross Enrolment Ratio and Gender Parity Index further illuminate successes in the education environment.

This publication would not have been possible without the contribution of the heads of the nine provincial EducationManagement Information Systems units and their staff, regional and district officials, school principals, FET collegeprincipals, ABET centre managers, special school principals, ECD site managers and the heads of higher educationinstitutions, who had the challenging task of setting up, managing and maintaining the management information systems that yielded its contents. We also remain deeply indebted to other partners in the education environment,whose ongoing feedback and recommendations will provide the basis for the further development and improvementof statistical reporting on education in South Africa.

I thank the provinces yet again for their efforts, in 2007, towards the collection of information on the shortage ofMathematics and Physical Science educators in South African schools to enable the Department to address thisshortage.

D HindleDirector-General: Department of EducationPretoria, South Africa

EMIS

EMIS


Primary 3)

Secondary CombinedIntermediateTotal (Public)

6 202 3723 766 5201 608 557364 373

11 941 822

186 075120 52947 02011 943365 567

15 2955 4663 509869

25 139Primary 3)

Secondary CombinedIntermediateTotal (Independent)

87 15854 796206 7173 292

351 963

4 3142 97312 853

15320 293

38117155919

1 13012 293 785 385 860 26 269

Public ABET 4)

SNE 5)

Public FET 6)

ECDPublic HE Total (Other)

251 610 86 143 361 186 176 589 741 383

1 616 911

18 608 7 514 7 096 9 084 16 07758 379

2 176 397 50

3 576 23

6 222 13 910 696 444 239 32 491

Contents

CCOONNTTEENNTTSSPage

ABBREVIATIONS 1

1. INTRODUCTION 2

2. OVERVIEW OF THE EDUCATION SYSTEM IN SOUTH AFRICA 3

3. ORDINARY PUBLIC AND INDEPENDENT SCHOOLS 4

3.1 Introduction 4

3.2 Basic school data 4

3.2.1 Schools 4

3.2.2 Learners 5

3.2.3 Educators 5

3.2.4 Distribution of learners, educators and schools 5

3.2.5 Indicators 6� Learner-to-Educator Ratio 6� Learner-to-School Ratio 6� Gross Enrolment Ratio 6� Gender Parity Index 7

3.2.6 Learners, by grade and school phase 9

3.2.7 Comparison of the years 2001 to 2006 14� Learners, educators and schools 14� Learners in independent schools as a percentage of all learners 15� Learner-to-Educator Ratio 15� Learner-to-School Ratio 15� Gross Enrolment Ratio 16� Gender Parity Index 16

3.3 Region and district data on learners, educators and schools 17

3.4 District and metropolitan municipality data on learners, educators and schools 19

3.5 Senior Certificate examination 21

3.5.1 Overall results 21

3.5.2 Pass type results 24

3.5.3 Frequency interval results 25

Contents

Page

3.5.4 Selected subject results 27

3.5.5 Pass rate trend from 1996 to 2006 28

4. OTHER EDUCATIONAL PROGRAMMES (PUBLIC ABET, SNE, PUBLICFET AND ECD) 29

5. PUBLIC HIGHER EDUCATION INSTITUTIONS 30

5.1 Headcount enrolments 30

5.2 Headcount and graduation rates of graduates and diplomates 35

5.3 Full-time equivalent enrolments and undergraduate success rates 38

5.4 Permanent staff 41

6. EXPLANATORY NOTES 43

6.1 Introduction 43

6.2 Scope of the surveys 43

6.3 Survey methodology and design 43

6.3.1 Data acquisition 43

6.3.2 Reporting and dissemination 43

6.4 Comparability with previous censuses 43

6.5 Response Rate 43

6.6 Glossary 44

7. CONTACT DETAILS 47

7.1 Provincial EMIS units 47

7.2 Department of Education 48

ACKNOWLEDGEMENTS 49

List of tables and figures

LLIISSTT OOFF TTAABBLLEESS AANNDD FFIIGGUURREESSSection Description

2. Figure 1 Percentage distribution of learners in the education system in 2006...............................

3.2 Table 1 Number of learners, educators and schools in the ordinary public school sector, byprovince, in 2006.............................................................................................................

Table 2 Number of learners, educators and schools in the ordinary independent school sector,by province, in 2006.........................................................................................................

Table 3 Number of learners, educators and schools, and Learner-to-Educator Ratio (LER) andLearner-to-School Ratio (LSR) in the ordinary public and independent school sector, byprovince, in 2006.............................................................................................................

3.2.4 Figure 2 Percentage distribution of learners, educators and schools in the ordinary school sector, by province, in 2006.............................................................................................

Figure 3 Distribution of learners, educators and schools in the independent school sector, aspercentage of provincial totals in the ordinary school sector, by province, in 2006...........

3.2.5 Table 4 Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary schoolsector, by province and gender, in 2006...........................................................................

Figure 4 Gross Enrolment Ratio (GER) for Grades R to 12, in the ordinary school sector, byprovince, in 2006.............................................................................................................

Figure 5 Gender Parity Index (GPI) for Grades R to 12, in the ordinary school sector, byprovince, in 2006.............................................................................................................

3.2.6 Table 5 Number of learners in ordinary schools, by province, school sector, gender and grade,in 2006.............................................................................................................................

Figure 6 Percentage distribution of learners in ordinary schools, by phase, in 2006......................Figure 7 Percentage distribution of learners in ordinary schools, by phase and gender, in 2006....Figure 8 Percentage distribution of female learners in ordinary schools, by grade, in 2006.........Figure 9 Distribution of learners in ordinary independent schools as percentage of ordinary

school learners, by grade, in 2006...................................................................................Figure 10 Number of learners in ordinary schools, by grade, compared with the appropriate age

group in the population, in 2006.......................................................................................Figure 11 Percentage distribution of learners in ordinary schools, by grade, in 2006......................

3.2.7 Table 6 Comparing learners, educators and schools in the ordinary school sector, by province,from 2001 to 2006............................................................................................................

Table 7 Comparing the share of learners in ordinary independent schools, Learner-to-EducatorRatio (LER) and Learner-to-School Ratio (LSR) in the ordinary school sector, byprovince, from 2001 to 2006............................................................................................

Table 8 Comparing Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary school sector, by province, from 2001 to 2006...................................................

3.3 Table 9 Number of learners, educators and schools in the ordinary school sector, by province,region and district, in 2006...............................................................................................

3.4 Table 10 Number of learners, educators and schools in the ordinary school sector, by provinceand district and metropolitan municipality, in 2006...........................................................

3.5.1 Table 11 Senior Certificate examination results for full-time candidates with six or more subjects,by province and gender, in 2006......................................................................................

EDUCATION IN SOUTH AFRICA: A GLOBAL PICTURE 2006

Figure 12 Percentage distribution of Senior Certificate examination pass and failure rates, bygender, in 2006................................................................................................................

3.5.2 Table 12 Senior Certificate examination results, by province, gender and type of pass, in 2006....Figure 13 Percentage distribution of Senior Certificate examination results, by type of pass and

gender, in 2006................................................................................................................

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8

9111112

12

1313

14

15

16

17

19

21

22-23

24

24

25

List of tables and figures

Section Description

3.5.3 Table 13 Senior Certificate examination percentage pass rates of schools within different percentage groupings, by province, in 2005 and 2006...................................................

Figure 14 Percentage distribution of Senior Certificate examination percentage pass rates ofschools within different percentage groupings in 2005 and 2006.....................................

3.5.4 Table 14 Senior Certificate examination results for selected subjects, by gender, in 2005 and2006.................................................................................................................................

Figure 15 Percentage distribution of Senior Certificate examination pass rates for selected subjects, by gender, in 2006............................................................................................

3.5.5 Table 15 Comparison of pass rates of the Senior Certificate examination, by province, from 1996to 2006.............................................................................................................................

Figure 16 Comparison of national pass rates of the Senior Certificate examination from 1996 to2006.................................................................................................................................

4. Table 16 Number of learners, educators and institutions in other educational programmes, byprovince, in 2006.............................................................................................................

5.1 Table 17 Overview of South African public higher education institutions in 2006............................Table 18 Headcount enrolments in public higher education institutions, by major field of study

and formal qualification, in 2006......................................................................................Figure 17 Percentage distribution of headcount enrolments in public higher education institutions,

by major field of study, in 2006.........................................................................................Figure 18 Percentage distribution of headcount enrolments in public higher education institutions,

by qualification type, in 2006............................................................................................Table 19 Headcount enrolments of contact and distance mode students in public higher

education institutions, by population group and gender, in 2006......................................Figure 19 Percentage distribution of headcount enrolments in public higher education institutions,

by contact/distance mode and population group, in 2006................................................Figure 20 Percentage distribution of headcount enrolments in public higher education institutions,

by contact/distance mode and gender, in 2006................................................................

5.2 Table 20 Graduates/diplomates in public higher education institutions, by major field of studyand formal qualification, in 2006......................................................................................

Table 21 Summaries of key graduation rates in public higher education institutions in 2006..........Figure 21 Headcount totals of graduates/diplomates in public higher education institutions, by

qualification type, in 2006................................................................................................

5.3 Table 22 Full-time equivalent enrolments of contact and distance mode students in public higher education institutions in 2006................................................................................

Table 23 Undergraduate success rates of contact and distance mode students in public highereducation institutions, by population group, in 2006........................................................

Figure 22 Full-time equivalent student enrolments in public higher education institutions, by contact/distance mode, in 2006.......................................................................................

Figure 23 Percentage distribution of average undergraduate success rates in public higher education institutions, by contact education programmes and population group, in 2006....

5.4 Table 24 Overview of permanent staff in public higher education institutions in 2006.....................Figure 24 Percentage distribution of black and female staff in public higher education institutions,

as a percentage of total permanent staff, in 2006.............................................................

Page

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32

32

33

34

34

3536

37

38

39

40

40

41

42

EMIS

11

Abbreviations

AABBBBRREEVVIIAATTIIOONNSSABET Adult Basic Education and Training

CESM Classification of Education Subject Matter

DoE Department of Education

EC Eastern Cape

ECD Early Childhood Development

ELSEN Education for Learners with Special Education Needs

EMIS Education Management Information Systems

FET Further Education and Training

FS Free State

FTE Full-time Equivalent

GENFETQUA Act General and Further Education and Training Quality Assurance Act, No. 58 of 2001

GER Gross Enrolment Ratio

GET General Education and Training

GP Gauteng

GPI Gender Parity Index

Gr. R Grade R (Reception year, or year prior to Grade 1)

HE Higher Education

HEMIS Higher Education Management Information System

HG Higher Grade

KZN KwaZulu-Natal

LER Learner-to-Educator Ratio

LG Lower Grade

LP Limpopo

LSR Learner-to-School Ratio

MEC Member of the Executive Council

MP Mpumalanga

NAT National

NC Northern Cape

NQF National Qualifications Framework

NW North West

PED Provincial Education Department

SAQA Act South African Qualifications Authority Act, No. 58 of 1995

SASA South African Schools Act, No. 84 of 1996

SASQAF South African Statistics Quality Assurance Framework

SET Science, Engineering and Technology

SG Standard Grade

SGB School Governing Body

SNE Special Needs Education

WC Western Cape

Introduction

22

11.. IINNTTRROODDUUCCTTIIOONN The Department of Education (DoE) collects, processes and integrates education-related data from the nineprovincial education departments. The Education Management Information Systems (EMIS) analyse data onlearners, educators and resources throughout the education system, and reports on the outcomes of the analysis.Education sectors, such as General Education and Training (GET), public Further Education and Training (FET),Early Childhood Development (ECD), Special Needs Education (SNE) (education that addresses the needs of learners who experience barriers to learning, previously referred to as Education for Learners with Special Education Needs, or ELSEN), public Adult Basic Education and Training (ABET), and public Higher Education(HE), contribute to the data collection process.

In recent years, an effort has been made to improve the turn-around time of reporting so as to produce ‘real-time’knowledge of the education system. The efforts have paid off in that official publications of EMIS data now addressthe real-time requirement favourably. The biggest challenge currently is to address and improve the quality ofinformation. As mentioned in the Foreword, the country does produce acceptable statistics, but it still needs to pursue the framework of the National Statistics System as stated in the South African Statistics Quality AssuranceFramework (SASQAF).

This publication covers, primarily, data for the 2006 reporting year. The Department is still committed to makingfuture editions of this publication available during the year in question. Although this publication contains 2006data, 2007 data have already been published in the report School Realities 2007. The sources of data used for thereport are the following:

� For ordinary public and independent schools (hereinafter collectively referred to as ordinaryschools) – the 2006 SNAP Survey conducted on the 10th school day;

� for the public higher education sector – the 2006 HEMIS Database; � for the SNE, ECD and public ABET sectors – 2006 data submitted by provincial EMIS heads as extracted

from their datasets; and � for the public FET sector – 2006 FET Annual Survey housed by the DoE.

In respect of SNE, ECD, public ABET and public FET, data from the 2005 report were used whenever 2006 datawere not available. Population figures are based on estimates provided by Statistics South Africa (2001–2005unpublished mid-year population estimates, April 2005, and 2006 unpublished mid-year population estimates, June 2007).

EMIS

Overview

33

22.. OOVVEERRVVIIEEWW OOFF TTHHEE EEDDUUCCAATTIIOONN SSYYSSTTEEMM IINN SSOOUUTTHHAAFFRRIICCAA

The centrefold shows that there were 32 491 established public and registered independent educational institutions in South Africa in 2006, of which 26 269 were ordinary schools and 6 222 were other education institutions, including special schools (previously referred to as ELSEN schools), ECD sites, public ABET centres,public FET institutions and public HE institutions.

The 26 269 ordinary schools were made up of the following:

� 15 676 primary schools, with 6 289 530 learners and 190 389 educators;� 5 637 secondary schools, with 3 821 316 learners and 123 502 educators; and� 4 956 combined and intermediate schools, with 2 182 939 learners and 71 969 educators.

These figures indicate the distribution of learners in the various grades and not necessarily the level (i.e. primary orsecondary) at which the schools were originally registered.

Figure 1, Table 16 and the centrefold show that, of the 13 910 696 learners and students in all sectors of the education system in 2006, 11 941 822 (85.8%) were in public schools and 351 963 (2.5%) were in independentschools. Of the learners in other institutions, 741 383 (5.3%) were in public HE institutions, 361 186 (2.6%) were inpublic FET institutions, 251 610 (1.8%) were in public ABET centres, 176 589 (1.3%) were in ECD sites, and 86 143 (0.6%) were in special schools.

In summary, there were 13 910 696 learners and students in the education system, who attended 32 491 educational institutions and were served by 444 239 educators and lecturers.

Figure 1: Percentage distribution of learners in the education system in 2006

Public Schools85.9%

Special Schools0.6%

ECD Sites1.3%

Public ABET Centres1.8%

Independent Schools2.5%

Public FET Colleges2.6%

Public HE Institutions5.3%

EMIS

Basic school data

44

33.. OORRDDIINNAARRYY PPUUBBLLIICC AANNDD IINNDDEEPPEENNDDEENNTT SSCCHHOOOOLLSS

33..11 IInnttrroodduuccttiioonn

The data on ordinary schools were collected via the 2006 SNAP Survey conducted on the 10th school day.Approximately 93% of functional ordinary schools submitted the survey forms. Except where otherwise indicated, all data are according to the new provincial demarcation boundaries.

33..22 BBaassiicc sscchhooooll ddaattaa

Tables 1 and 2 reflect, respectively, the number of ordinary public and of ordinary independent schools with theirlearner and educator numbers, while Table 3 combines the information of those two tables.

Table 1: Number of learners, educators andschools in the ordinary public school sector, by province, in 2006

Table 3: Number of learners, educators and schools, and Learner-to-Educator Ratio (LER) and Learner-to-School Ratio (LSR) in the ordinary public and independent school sector, by province, in 2006

Table 2: Number of learners, educators and the schools in the ordinary independentschool sector, by province, in 2006

Province Learners Educators Schools

Eastern Cape 2 070 380 62 328 5 780

Free State 669 832 22 688 1 751

Gauteng 1 700 440 50 375 1 998

KwaZulu-Natal 2 720 753 82 429 5 776

Limpopo 1 736 895 52 074 3 992

Mpumalanga 1 073 656 31 112 1 984

North West 761 437 25 552 1 799

Northern Cape 258 890 8 569 607

Western Cape 949 539 30 440 1 452

National 11 941 822 365 567 25 139

Province Learners Educators Schools

Eastern Cape 30 045 770 106

Free State 16 139 751 67

Gauteng 162 935 10 332 390

KwaZulu-Natal 47 262 2 791 178

Limpopo 34 425 1 578 110

Mpumalanga 18 726 886 95

North West 10 607 663 42

Northern Cape 2 846 137 15

Western Cape 28 978 2 385 127

National 351 963 20 293 1 130

Source: 2006 SNAP Survey (conducted on the 10th school day).

Source: 2006 SNAP Survey (conducted on the 10th school day).

Province

Learners Educators Schools

LER LSRNumber As % of NationalTotals

Number As % of National Totals

Number As % of National Totals

Eastern Cape 2 100 425 17.1 63 098 16.4 5 886 22.4 33.3 357

Free State 685 971 5.6 23 439 6.1 1 818 6.9 29.3 377

Gauteng 1 863 375 15.2 60 707 15.7 2 388 9.1 30.7 780

KwaZulu-Natal 2 768 015 22.5 85 220 22.1 5 954 22.7 32.5 465

Limpopo 1 771 320 14.4 53 652 13.9 4 102 15.6 33.0 432

Mpumalanga 1 092 382 8.9 31 998 8.3 2 079 7.9 34.1 525

North West 772 044 6.3 26 215 6.8 1 841 7.0 29.5 419

Northern Cape 261 736 2.1 8 706 2.3 622 2.4 30.1 421

Western Cape 978 517 8.0 32 825 8.5 1 579 6.0 29.8 620

National 12 293 785 385 860 26 269 31.9 468

33..22..11 SScchhoooollss ((sseeee TTaabbllee 33))

In 2006, there were 26 269 ordinary schools in South Africa. These schools excluded stand-alone special schools,ECD sites, ABET centres and FET colleges. KwaZulu-Natal (5 954, or 22.7% of the national total) and the EasternCape (5 886, or 22.4% of the national total) had the highest and second highest number of ordinary schools, whilethe Northern Cape (622, or 2.4% of the national total) had the smallest number.

Basic school data

55

33..22..22 LLeeaarrnneerrss ((sseeee TTaabbllee 33))

In 2006, there were 12 293 785 learners in ordinary schools in the country as a whole. Four provinces, namely theFree State, North West, the Northern Cape and the Western Cape showed less than a million learners in ordinaryschools. In the Eastern Cape and KwaZulu-Natal there were more than two million learners in ordinary schools,amounting to, respectively, 17.1% and 22.5% of the national total.

33..22..33 EEdduuccaattoorrss ((sseeee TTaabbllee 33))

There were 385 860 educators in ordinary schools in South Africa in 2006, of which three provinces, namely theFree State, North West and the Northern Cape had less than 30 000 educators. KwaZulu-Natal (85 220, or 22.1%of the national total) had the largest number of educators in ordinary schools.

33..22..44 DDiissttrriibbuuttiioonn ooff lleeaarrnneerrss,, eedduuccaattoorrss aanndd sscchhoooollss

Figure 2: Percentage distribution of learners, educators and schools in the ordinary school sector, byprovince, in 2006

The mainly rural provinces tend to have proportionally more schools with fewer learners than the more urbanisedprovinces, which tend to have proportionally fewer schools with more learners, an indication of higher populationdensity. Figure 2 shows that, in 2006, the Eastern Cape, one of the more rural provinces, had 22.4% of thenational total of ordinary schools serving 17.1% of South Africa’s learners, while Gauteng, the most urbanisedprovince, had 9.1% of the national total of ordinary schools serving 15.2% of the country’s learners.

Figure 3: Distribution of learners, educators and schools in the independent school sector, as percentageof provincial totals in the ordinary school sector, by province, in 2006

0

5

10

15

20

25

Percent

Learners

EC FS GP KZN LP MP NW NC WC

Educators Schools

17.1

16.4

22.4

5.6 6.1 6.9

15.2 15.7

9.1

22.5

22.1

22.7

14.4

13.9 15

.6

8.9

8.3

7.9

6.3 6.8 7.0

2.1 2.4

2.3

8.0 8.5

6.0

0

4

8

12

16

20

Percent

Learners

EC FS GP KZN LP MP NCNW WC

Educators Schools

1.4

1.2 1.8 2.4 3.2 3.7

8.7

16.3

1.73.3

3.0

1.9 2.9

2.7

1.7 2.84.6

1.1 1.6 2.4

1.4 2.32.5 3.0

7.3 8.0

NAT

2.9

5.3

4.3

17.0

Basic school data

666

Basic school data

Figure 3, as calculated from Tables 2 and 3, indicates that, in 2006, Gauteng had the largest proportion of independent school learners, educators and schools (8.7%, 17.0% and 16.3%, respectively), while the EasternCape had the smallest proportion in all three categories (1.4%, 1.2% and 1.8%, respectively).

33..22..55 IInnddiiccaattoorrss

� Learner-to-Educator Ratio (see Table 3)

In 2006, the national average Learner-to-Educator Ratio at ordinary schools in the country was 31.9, ranging, byprovince, from 29.3 in the Free State to 34.1 in Mpumalanga.

� Learner-to-School Ratio (see Table 3)

The national average Learner-to-School Ratio at ordinary schools in South Africa was 468 in 2006, ranging, byprovince, from 357 in the Eastern Cape to 780 in Gauteng. In three provinces (Gauteng, Mpumalanga and theWestern Cape) the ratio was higher than the national average.

� Gross Enrolment Ratio (see Tables 4 and 5)

Table 4: Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary school sector, byprovince and gender, in 2006

Source 1: 2006 SNAP Survey (conducted on the 10th school day).Source 2: Unpublished mid-year population estimates, Statistics South Africa (June 2007).

Province Gender PrimaryPhase(Gr. 1-7)

School Phases (Gr. 1-12)GER (%) GPI GER (%) GPI

School Bands (Gr. R-12)

SecondaryPhase (Gr. 8-12)

Total (Gr. 1-12)

PrimaryPhase(Gr. 1-7)

SecondaryPhase (Gr. 8-12)

Total (Gr. 1-12)

GET Band(Gr. R-9)

FET Band(Gr. 10-12)

Total (Gr. R-12)

GET Band(Gr. R-9)

FET Band(Gr. 10-12)

Total (Gr. R-12)

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

FemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal

1151181169093929910099991041019510299106113109959997959896959695100104102

826875898487103991019489911079810210699103918789868385918086958791

1019799908990100100100979897100101100106107107939494919292938991989798

0.97

0.97

0.99

0.95

0.93

0.94

0.96

0.97

0.99

0.96

1.21

1.06

1.04

1.06

1.09

1.07

1.05

1.04

1.14

1.09

1.04

1.01

1.00

0.99

0.99

0.99

0.99

0.99

1.04

1.01

105105105868887939494939795959997100105102889189889190919090959796

7659688476809789939284881109510310694100867983807477836875928086

989496868585949394939493989898101102102878888868787898587949394

1.00

0.98

0.99

0.96

0.96

0.95

0.97

0.97

1.01

0.98

1.29

1.11

1.09

1.10

1.16

1.13

1.09

1.08

1.22

1.15

1.04

1.01

1.01

0.99

1.00

0.99

0.99

0.99

1.05

1.01

It should be noted that Tables 4 and 5 reflect that education in ordinary schools could be grouped in terms of eithera GET and a FET band or the traditional primary and secondary phases. The GET band (Grades R to 9) caters forthe following phases: foundation phase (Grades R to 3), intermediate phase (Grades 4 to 6) and senior phase(Grades 7 to 9). The FET band caters for Grades 10 to 12 and excludes learners in FET colleges. EducationWhite Paper 5 on early childhood education stipulates that, by 2010, all children entering Grade 1 must have participated in an accredited Reception Year Programme (Grade R) offered at primary schools or at stand-alonecommunity-based sites.

Basic school data

77

80

85

90

95

105

100

GER Fem

ale (%)

GER Male (%)

80 85 9590 105100

Disparities in favourof females

Disparities in favourof males

Gender parity line

FSNW

NC

WC

EC

MPLP

NAT KZNGP

Gross Enrolment Ratio (GER) is defined as the number of learners, regardless of age, enrolled in a specific schoolphase (e.g. primary phase for Grades 1 to 7) as a percentage of the total appropriate school-age population (e.g.seven to 13-year-olds for the primary phase). For example, a GER of more than 100% indicates that there aremore learners in the formal school system than in the appropriate school-age population (total potential population), which indicates enrolment of under-aged and over-aged learners owing to early or late entry andgrade repetition. In 2006, as shown in Table 4, the national total GER for the combined GET and FET bands was94%, which is lower than the GER of 98% for the combined primary and secondary phases. This is perhaps due,mainly, to the fact that a significant number of Grade R learners of the appropriate school age are not in ordinaryprimary schools. Some provinces reflected GER values of more than 100% for the different GER groupings. Forthe FET band and the secondary phase the GER was higher for females than for males, meaning that, relative tothe appropriate school-age population, there were more female learners than male learners in the school system.It could also mean that, for a variety of reasons, female learners remain in the system longer than male learners.

Figure 4: Gross Enrolment Ratio (GER) for Grades R to 12, in the ordinary school sector, by province, in 2006

Figure 4 compares the total GER for male and female learners in 2006. If the GER value for a province lies abovethe gender parity line, it shows that more female learners than male learners of the same appropriate school-agepopulation are enrolled, and indicates a disparity in favour of females. The provinces with the largest gender gap,i.e. which lies furthest from the gender parity line, were the Eastern Cape and the Western Cape. Limpoposhowed no gender gap.

� Gender Parity Index (see Table 4)

Gender Parity Index (GPI) is defined as GER for females divided by GER for males. This index is used to indicatethe level of access of females to education, compared to that of males. For example, a GPI of more than 1 indicates that, in proportion to the appropriate school-age population, there are more females than males in theschool system. In 2006, as indicated in Table 4, the national highest GPI (1.15) was reflected in the FET band andthe lowest in the primary phase (0.96), confirming that, relative to the appropriate school-age population, therewere more female learners in the FET band than there were in the primary school phase.

EMIS

Basic school data

88

Figure 5: Gender Parity Index (GPI) for Grades R to 12, in the ordinary school sector, by province, in 2006

0.8

0.9

1

1.1

1.2

1.3

1.4

GPI

Total

EC FS

GET

GP KZN LP MP NW NC WC NAT

GenderParity

Gross enrolment ratios lower for females

Gross enrolment ratios higher for females

FET

Figure 5 shows the GPI in 2006. Gender parity is considered to have been attained when the GPI lies between0.97 and 1.03 (Global Education Digest 2005, UNESCO Institute for Statistics). This figure clearly shows that, in all provinces, gender disparity occurred in the FET band, while, for six provinces (the Eastern Cape, the Free State, Gauteng, North West, the Northern Cape and the Western Cape), the GET band lies within the genderparity band width. Figure 5 also indicates a high level of gender disparity in the FET band for the Eastern Cape.

EMIS

Basic school data

99

33..22..66 LLeeaarrnneerrss,, bbyy ggrraaddee aanndd sscchhooooll pphhaassee

Table 5: Number of learners in ordinary schools, by province, school sector, gender and grade, in 2006

Source: 2006 SNAP Survey (conducted on the 10th school day).Note 1: Data exclude learners at stand-alone ECD sites, special schools, public ABET centres and public FET colleges.Note 2: Owing to a shortage of space in the table, the male enrolment figures for ordinary public and independent schools are intentionally omitted in the provincial data, but are included in

the national data.

Province SchoolSector Gender

Pre-GradeR Phase

Pre-Gr. R Gr. R Gr. 1 Gr. 2 Gr. 3 Total Total TotalGr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9

Foundation Phase Intermediate Phase Senior Phase Total (GET Band)

General Education and Training (GET) Band

EasternCape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

NorthernCape

WesternCape

National

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

FemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal

4791 0082 7485 3303 2273 1116 338181333663

1 184844673

1 5172 0243 9191 6563 3243 6803 5637 243912

1 6972 0424 0282 9542 7715 725444943787

1 5131 2311 2252 456194390

1 3962 6921 5901 4923 08217232522748939941581474165379768453480933980

1 7971 2062 4372 1862 0484 2345 4605 11710 57711 10410 66121 76516 56415 77832 342

7871 60346 50291 89747 28946 21193 500

244499

9 66519 5479 90910 13720 0463 9787 81420 26440 96024 24224 53248 7741 3942 81045 95792 99247 35148 45195 802

8041 70744 29789 04145 10145 64790 748

445942

18 44036 81618 88518 87337 758

294595

6 36813 0686 6627 00113 663

52118

3 7357 5643 7873 8957 682883

1 77815 83631 83616 71916 89533 6148 8818 98517 866211 064212 657423 721219 945221 642441 587

1 1562 345

116 287243 690117 443128 592246 035

5771 18028 44858 84929 02531 00460 0296 92213 66573 477152 17080 39985 436165 8352 0614 228

130 232276 247132 293148 182280 4751 2212 44965 753136 35566 97471 830138 804

8931 78447 20199 33648 09453 026101 120

5301 09535 21673 35635 74638 70574 451

131249

11 70324 54411 83412 95924 79312502 57443 96391 08245 21348 44393 65614 74114 82829 569552 280603 349

1 155 629567 021618 177

1 185 198

1 1342 30597 780203 36798 914106 758205 672

5491 14126 66654 77027 21528 69655 9116 17612 13971 632145 70377 80880 034157 8421 8713 781

112 235235 844114 106125 519239 6251 1752 44568 062140 74769 23773 955143 192

8571 69545 99695 02146 85349 86396 716

488982

34 63670 70335 12436 56171 685

98186

11 30423 30311 40212 08723 48911642 39641 40985 12442 57344 94787 52013 51213 55827 070509 720544 862

1 054 582523 232558 420

1 081 652

1 2332 46195 182197 24096 415103 286199 701

6651 31728 13857 27128 80329 78558 5886 15212 17874 005149 80880 15781 829161 9861 8193 528

113 642237 732115 461125 799241 2601 2422 56072 612149 90973 85478 615152 469

8061 66747 54697 68848 35251 00399 355

468925

33 18668 04833 65435 31968 973

76141

12 15524 73912 23112 64924 88011672 33944 87689 76846 04346 06492 10713 62813 48827 116521 342550 861

1 072 203534 970564 349

1 099 319

4 3108 714

355 751736 194360 061384 847744 9082 0354 13792 917190 43794 95299 622194 57423 22845 796239 378488 641262 606271 831534 4377 14514 347402 066842 815409 211447 951857 1624 4429 161

250 724516 052255 166270 047525 2133 0016 088

159 183328 861162 184172 765334 9491 7803 597

109 406225 175111 186117 586228 772

357694

38 89780 15039 25441 59080 8444 4649 087

146 084297 810150 548156 349306 89750 76250 859101 621

1 794 4061 911 7293 706 1351 845 1681 962 5883 807 756

1 1372 23591 515189 48892 65299 071191 723

6001 22228 17857 39728 77829 84158 6195 96211 91374 597150 56580 55981 919162 4781 7953 414

119 190246 310120 985128 739249 7241 2052 40266 854140 00768 05974 350142 409

7601 55944 04391 38244 80348 13892 941

445890

33 05568 25533 50035 64569 145

83146

11 00622 94011 08911 99723 08610692 17039 78980 48540 85841 79782 65513 05612 89525 951508 227538 602

1 046 829521 283551 497

1 072 780

1 0012 03887 151176 05788 15289 943178 095

5321 12125 78052 72426 31227 53353 8455 69011 26072 663145 17878 35378 085156 4381 7053 258

120 892240 552122 597121 213243 8101 2192 39265 017135 04766 23671 203137 439

7271 47742 59386 60943 32044 76688 086

498933

33 21665 52933 71432 74866 462

73141

10 48521 48510 55811 06821 62610252 11839 17378 11240 19840 03280 23012 47012 26824 738496 970504 323

1 001 293509 440516 591

1 026 031

9261 85582 941166 01083 86783 998167 865

5141 01824 82950 15125 34325 82651 1695 08710 23864 988130 20070 07570 363140 4381 3392 48896 352196 29897 691101 095198 7861 1492 22560 410124 76461 55965 430126 989

6181 27539 23779 86739 85541 28781 142

368766

27 93556 47928 30328 94257 245

77134

9 83820 1459 91510 36420 279

9922 01337 00573 56137 99737 57775 57411 07010 94222 012443 535453 940897 475454 605464 882919 487

3 0646 128

261 607531 555264 671273 012537 6831 6463 36178 787160 27280 43383 200163 63316 73933 411212 248425 943228 987230 367459 3544 8399 160

336 434683 160341 273351 047692 3203 5737 019

192 281399 818195 854210 983406 8372 1054 311

125 873257 858127 978134 191262 1691 3112 58994 206190 26395 51797 335192 852

233421

31 32964 57031 56233 42964 9913 0866 301

115 967232 158119 053119 406238 45936 59636 10572 701

1 448 7321 496 8652 945 5971 485 3281 532 9703 018 298

9101 71981 624160 97582 53480 160162 694

6691 39823 97949 02924 64825 77950 4274 96610 14558 038119 85663 00466 997130 0011 2312 38087 514182 72188 74596 356185 1011 0772 18957 493120 88458 57064 503123 073

6131 21537 31176 05037 92439 34177 265

339667

25 43453 81325 77328 70754 480

92176

10 50120 98210 59310 56521 158

9671 96031 82265 89232 78935 06367 85210 86410 98521 849413 716436 486850 202424 580447 471872 051

1 0692 04682 105158 20783 17477 079160 253

9652 07727 75757 35428 72230 70959 4317 26414 06071 988147 00479 25281 812161 0642 3494 280

109 082222 386111 431115 235226 6661 3922 59372 876148 23974 26876 564150 832

5581 12444 37989 45344 93745 64090 577

387758

31 91765 30632 30433 76066 064

196306

10 50721 12510 70310 72821 431

9541 93541 62182 48142 57541 84184 41615 13414 04529 179492 232499 323991 555507 366513 368

1 020 734

1 0412 07373 245137 90374 28665 690139 976

8301 67430 05859 32230 88830 10860 9967 37414 55272 976146 78580 35080 987161 3372 2133 969

104 598207 519106 811104 677211 4881 2402 33170 907139 40272 14769 586141 733

5181 03141 26482 26241 78241 51183 293

445840

31 93063 94532 37532 41064 785

177276

10 69621 63610 87311 03921 912

9341 86043 16783 56644 10141 32585 42614 77213 83428 606478 841463 499942 340493 613477 333970 946

3 0205 838

236 974457 085239 994222 929462 9232 4645 14981 794165 70584 25886 596170 85419 60438 757203 002413 645222 606229 796452 4025 79310 629301 194612 626306 987316 268623 2553 7097 113

201 276408 525204 985210 653415 6381 6893 370

122 954247 765124 643126 492251 1351 1712 26589 281183 06490 45294 877185 329

465758

31 70463 74332 16932 33264 5012 8555 755

116 610231 939119 465118 229237 69440 77038 86479 634

1 384 7891 399 3082 784 0971 425 5591 438 1722 863 731

10 39420 680854 332

1 724 834864 726880 788

1 745 5146 14512 647253 498516 414259 643269 418529 06159 571117 964654 628

1 328 229714 199731 994

1 446 19317 77734 136

1 039 6942 138 6011 057 4711 115 2662 172 737

11 72423 293644 281

1 324 395656 005691 683

1 347 6886 79513 769408 010834 484414 805433 448848 2534 2628 451

292 893598 502297 155309 798606 9531 0551 873

101 930208 463102 985107 351210 33610 40521 143378 661761 907389 066393 984783 050128 128125 828253 956

4 627 9274 807 9029 435 8294 756 0554 933 7309 689 785

1010

Basic school data

Table 5: Number of learners in ordinary schools, by province, school sector, gender and grade, in 2006 (concluded)

Source: 2006 SNAP Survey (conducted on the 10th school day).Note 1: Data exclude learners at stand-alone ECD sites, special schools, public ABET centres and public FET colleges.Note 2: Owing to a shortage of space in the table, the male enrolment figures for ordinary public and independent schools are intentionally omitted in the provincial data, but are

included in the national data.

Province SchoolSector Gender

Further Education and Training (FET) Band Other Total Primary (Gr. 1-7)

Total Secondary(Gr. 8-12) Total (Gr. 1-12) Grand Total

Gr. 10 Gr. 11 Gr. 12 Total SNE Post-Matric Total

EasternCape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

NorthernCape

WesternCape

National

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

Independent

Public

Both

FemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal

1 3502 58281 837149 68283 18769 077152 264

5551 13134 42367 51234 97833 66568 6437 43514 64982 016163 38889 45188 586178 0372 1513 844

114 927227 051117 078113 817230 8951 6452 97991 880178 35893 52587 812181 337

6051 18750 61998 41151 22448 37499 598

375710

35 88470 03036 25934 48170 740

192320

11 93723 34712 12911 53823 667

9761 98046 44086 13647 41640 70088 11615 28414 09829 382549 963513 952

1 063 915565 247528 050

1 093 297

1 3752 52165 714115 73167 08951 163118 252

5631 18525 89948 59026 46223 31349 7757 18413 61068 543128 41275 72766 295142 0221 9563 392

113 195215 098115 151103 339218 4901 5782 93775 327137 54176 90563 573140 478

6391 27745 15684 58045 79540 06285 857

295572

30 22157 98430 51628 04058 556

187276

8 76416 8128 9518 13717 088

9471 89433 03458 15233 98126 06560 04614 72412 94027 664465 853397 047862 900480 577409 987890 564

1 7933 02440 84272 60842 63532 99775 632

459843

16 14930 38516 60814 62031 2286 84812 50840 62574 65647 47339 69187 1642 3814 13269 541131 23971 92263 449135 3712 3444 27351 93594 74854 27944 74299 0211 1682 08628 40352 08029 57124 59554 166

291526

18 15133 53318 44215 61734 059

138209

4 8769 2645 0144 4599 47310212 09123 04540 45924 06618 48442 55016 44313 24929 692293 567245 405538 972310 010258 654568 664

4 5188 127

188 393338 021192 911153 237346 1481 5773 15976 471146 48778 04871 598149 64621 46740 767191 184366 456212 651194 572407 2236 48811 368297 663573 388304 151280 605584 7565 56710 189219 142410 647224 709196 127420 8362 4124 550

124 178235 071126 590113 031239 621

9611 80884 256161 54785 21778 138163 355

517805

25 57749 42326 09424 13450 2282 9445 965

102 519184 747105 46385 249190 71246 45140 28786 738

1 309 3831 156 4042 465 7871 355 8341 196 6912 552 525

524661

1 769666

1 1271 793

00

2 3545 7472 3543 3935 747130234755

2 144885

1 4932 378

1742

1 5894 6071 6063 0434 649

00952069511120641637590137953891700

2606922604326920091234911432341026180448190284474166176342

6 36010 38816 7486 52610 56417 090

111206227426338294632000000020511032871232153388196912977711480056134567813411

2695082702395099230

2079

2212303302325174700173047169181350724969

1 693893

1 1502 043

116230888

2 1951 0041 4212 425

00

2 3545 7472 3543 3935 747150285858

2 4311 0081 7082 716

2561

1 6584 7361 6833 1144 797

00

151340151189340517644

1 409649777

1 4269232608992696539223391236941452392773180448207314521335357692

7 08411 35718 4417 41911 71419 133

7 49714 958652 480

1 336 827659 977691 808

1 351 7854 1068 397

186 018380 191190 124198 464388 58840 95581 538489 400993 480530 355544 663

1 075 01811 82123 077780 057

1 615 704791 878846 903

1 638 7818 28816 662456 201947 713464 489499 886964 3755 27410 672303 927625 953309 201327 424636 6253 1366 258

222 678456 183225 814236 627462 441

6301 17376 992158 13877 62281 689159 3117 63415 570278 037564 024285 671293 923579 59489 34188 964178 305

3 445 7903 632 4237 078 2133 535 1313 721 3877 256 518

6 62812 246343 743634 131350 371296 006646 3773 3726 910

134 286263 163137 658132 415270 07336 10569 379336 148660 245372 253357 371729 62411 05019 617511 343

1 003 293522 393500 517

1 022 9108 19915 113362 925698 288371 124342 277713 4013 4886 705

209 821406 786213 309200 182413 4911 7933 406

148 103290 798149 896144 308294 204

8901 38746 78092 18447 67045 90193 5714 8329 760

187 307350 794192 139168 415360 55476 35768 166144 523

2 280 4562 119 2264 399 6822 356 8132 187 3924 544 205

14 12527 204996 223

1 970 9581 010 348987 814

1 998 1627 47815 307320 304643 354327 782330 879658 66177 060150 917825 548

1 653 725902 608902 034

1 804 64222 87142 694

1 291 4002 618 9971 314 2711 347 4202 661 691

16 48731 775819 126

1 646 001835 613842 163

1 677 7768 76217 377513 748

1 032 739522 510527 606

1 050 1164 9299 664

370 781746 981375 710380 935756 6451 5202 560

123 772250 322125 292127 590252 88212 46625 330465 344914 818477 810462 338940 148165 698157 130322 828

5 726 2465 751 64911 477 8955 891 9445 908 77911 800 723

15 50730 045

1 046 3612 070 3801 061 8681 038 5572 100 425

7 90316 139332 986669 832340 889345 082685 97183 212162 935848 326

1 700 440931 538931 837

1 863 37525 20247 262

1 341 0572 720 7531 366 2591 401 7562 768 015

17 73534 425864 361

1 736 895882 096889 224

1 771 3209 40618 726534 228

1 073 656543 634548 748

1 092 3825 40410 607377 636761 437383 040389 004772 0441 6492 846

127 977258 890129 626132 110261 73614 35628 978482 566949 539496 922481 595978 517180 374171 589351 963

5 955 4985 986 32411 941 8226 135 8726 157 91312 293 785

Basic school data

1111

Basic school data

Intermediate Phase24.6

Foundation Phase31.0

Pre-Grade R Phase0.3

FET Band20.8

Senior Phase23.3

Other0.2

Figure 6: Percentage distribution of learners in ordinary schools, by phase, in 2006

Figure 6 shows that, of every 100 learners in ordinary schools in South Africa in 2006, 31 were in the foundationphase, more than 24 were in the intermediate phase, more than 23 were in the senior phase, slightly fewer than21 were in the FET band, and less than one was in the pre-Grade-R phase and ‘other’ combined.

Figure 7 indicates that, in 2006, females and males were almost equally represented in ordinary schools in SouthAfrica (49.9% females and 50.1% males). There were more males than females in the foundation, intermediateand senior phases, but more females than males in the other two phases. The highest percentage of females(53.1%) was found in the FET band.

Figure 7: Percentage distribution of learners in ordinary schools, by phase and gender, in 2006

0

10

20

30

40

50

60

Percent

Female

Pre-Grade RPhase

Male

51.2

48.8

Foundation Phase

48.5 51.5

Intermediate Phase

49.2 50.8

Senior Phase

49.8 50.2

FET Band

53.1

46.9

Total

49.9

50.1

EMIS

Basic school data

1212

Figure 8: Percentage distribution of female learners in ordinary schools, by grade, in 2006

0

10

20

30

40

50

60

Percent

Pre-Gr. R

51.2

Gr. R

49.8

Gr. 1

47.8

Gr. 2

48.4

Gr. 3

48.7

Gr. 4

48.6

Gr. 5

49.7

Gr. 6

49.4

Gr. 7

48.7

Gr. 8

49.7

Gr. 9

50.8

Gr. 10

51.7

Gr. 11

54.0

Gr. 12

54.5

SNE

Post-Matric

38.2

43.7

Total

49.9

0

5

10

15

20

25

35

30

Percent

Pre-Gr. R

32.7

Gr. R

4.0

Gr. 1

2.5

Gr. 2

2.5

Gr. 3

2.5

Gr. 4

2.4

Gr. 5

2.4

Gr. 6

2.4

Gr. 7

2.5

Gr. 8

2.9

Gr. 9

2.9

Gr. 10

2.7

Gr. 11

3.1

Gr. 12

5.2

SNE

2.0

Post-Matric

17.1

Post-Matric

2.9

Figure 9: Distribution of learners in ordinary independent schools as percentage of ordinary school learners, by grade, in 2006

In 2006, as indicated in Figure 8, there were fewer female than male learners in Grades R to 8, SNE and post-matric (less than 50%), while the opposite was true for Pre-Grade R and Grades 9 to 12. Grade 12 females(54.5%) accounted for the highest female enrolment in all the primary and secondary-level grades. The lowestfemale enrolment was for SNE (38.2%).

Figure 9 shows that, in 2006, the percentage of learners in independent schools in the ordinary school systemwere the highest for Pre-Grade R (32.7%), the second highest for Post-Matric (17.1%), and the lowest for SNE(2.0%). The total national average of learners in independent schools was 2.9%.

Grade

Grade

Basic school data

1313

0

200 000

400 000

600 000

800 000

1 000 000

1 200 000

1 400 000

Gr. R

441 587

999 331

Gr. 1

1 185 198

1 000 596

Gr. 2

1 081 652

1 003 701

Gr. 3

1 099 319

1 007 911

Gr. 4

1 072 780

1 013 382

Gr. 5

1 026 031

1 020 270

Gr. 6

919 487

1 023 381

Gr. 7

872 051

1 020 196

Gr. 8

1 020 734

1 012 655

Gr. 9

970 946

1 005 269

Gr. 10

1 093 297

997 200

Gr. 11

890 564

988 227

Gr. 12

568 664

978 710

Figure 10: Number of learners in ordinary schools, by grade, compared with the appropriate age group inthe population, in 2006

PopulationLearners

Figure 10 shows that, when enrolment in 2006 is compared with the appropriate school-age population for eachgrade (taking the year in which a learner turns seven as the appropriate age for entry into Grade 1), seven grades(Grades 1, 2, 3, 4, 5, 8 and 10) were over-enrolled, which probably indicates enrolment of over-aged and under-aged learners. This could also indicate that we are reaching universal access to education at compulsory schoollevel. From Grade 11 to Grade 12 there was a steady increase in the degree of under-enrolment. The highestunder-enrolment was experienced in Grades R and 12, which reflected an enrolment of 44.2% and 58.1%, respec-tively, of the appropriate school age population. It must be noted that some learners who were at the FET band agewere also enrolled in the FET colleges and that others attended ABET classes, as this is not a compulsory schoolingphase.

Num

ber

Source: Unpublished mid-year population estimates, Statistics South Africa (June 2007).

Figure 11: Percentage distribution of learners in ordinary schools, by grade, in 2006

0

2

4

6

8

10

12

Percent

Pre-Gr. R

0.3

Gr. R

3.6

Gr. 1

9.6

Gr. 2

8.8

Gr. 3

8.9

Gr. 4

8.7

Gr. 5

8.3

Gr. 6

7.5

Gr. 7

7.1

Gr. 8

8.3

Gr. 9

7.9

Gr. 10

8.9

Gr. 11

7.2

Gr. 12

4.6

SNE

0.1

Post-Matric

0.0

Figure 11 shows that, of every 100 learners in ordinary schools in 2006, almost 10 were enrolled in Grade 1 andbetween four and five were enrolled in Grade 12.

Grade

Basic school data

1414

33..22..77 CCoommppaarriissoonn ooff tthhee yyeeaarrss 22000011 ttoo 22000066

� Learners, educators and schools (see Table 6)

Province

Learners Educators Schools

Demarcation Demarcation Demarcation

Old New Old New Old New

2001 2002 2003 2004 2005 2006 2001 2002 2003 2004 2005 2006 2001 2002 2003 2004 2005 2006

Eastern Cape 2 033 832 2 072 054 2 116 426 2 150 308 2 206 575 2 100 425 61 301 65 355 64 865 64 364 67 230 63 098 6 087 6 191 6 165 6 194 6 333 5 886

Free State 716 021 705 368 696 155 690 490 689 189 685 971 22 956 22 517 22 596 23 144 23 400 23 439 2 459 2 343 2 186 2 075 1 924 1 818

Gauteng 1 561 359 1 617 017 1 661 817 1 697 908 1 745 262 1 863 375 50 876 52 601 53 749 53 577 60 121 60 707 2 213 2 331 2 225 2 253 2 256 2 388

KwaZulu-Natal 2 698 453 2 729 834 2 783 051 2 718 176 2 719 966 2 768 015 74 240 74 500 77 829 76 895 80 979 85 220 5 751 5 722 5 788 5 865 5 794 5 954

Limpopo 1 816 189 1 839 079 1 816 852 1 893 626 1 906 402 1 771 320 57 511 56 263 54 298 53 694 56 160 53 652 4 631 4 763 4 251 4 294 4 243 4 102

Mpumalanga 903 997 914 353 914 739 934 786 914 212 1 092 382 24 513 25 141 25 515 26 305 27 701 31 998 1 926 1 934 1 926 1 937 1 969 2 079

North West 893 144 897 342 891 036 903 379 845 942 772 044 29 234 30 035 30 319 30 433 27 454 26 215 2 311 2 292 2 253 2 233 2 063 1 841

Northern Cape 197 101 196 731 202 010 209 000 210 152 261 736 6 359 6 484 6 179 6 180 6 641 8 706 478 476 454 438 430 622

Western Cape 918 030 945 239 956 836 978 718 980 065 978 517 27 211 27 259 27 248 27 450 32 447 32 825 1 602 1 595 1 597 1 590 1 580 1 579

National 11 738 126 11 917 017 12 038 922 12 176 391 12 217 765 12 293 785 354 201 360 155 362 598 362 042 382 133 385 860 27 458 27 647 26 845 26 879 26 592 26 269

Table 6: Comparing learners, educators and schools in the ordinary school sector, by province, from 2001 to 2006

12

14

5

10

34

02

2001 2002 2003 2004 2005 2006

30

20

25

10

15

0

5

2001 2002 2003 2004 2005 2006

4

5

3

2

1

0

Hundred tho

usands

Thousands

Millions

2001 2002 2003 2004 2005 2006

Source: 2001-2006 SNAP Surveys (conducted on the 10th school day).

Table 6 shows that, in comparing data for the years 2001 to 2006 in respect of learners and educators, nationallythere was a net increase of 4.7% (11 738 126 to 12 293 785) and 8.9% (354 201 to 385 860), respectively. Thenumber of schools decreased by 4.3% (27 458 to 26 269) for the same period. Nationally, an upward trend isreflected in learner and educator numbers for each year from 2001 to 2006. An upward trend is reflected in schoolnumbers from 2001 to 2002, while, a downward trend for each year is reflected from 2004 to 2006.

The educator trend line, as reflected in Table 6, stayed fairly consistent between 2001 and 2004 but showed anoticeable increase between 2004 and 2006. This is mainly because in 2005, for the first time, educator numbersin the publication included all SGB-paid educators at public schools.

EMIS

Basic school data

1515

Province

Learners in Independent Schools as % of All Learners LER LSR

Demarcation Demarcation Demarcation

Old New Old New Old New

2001 2002 2003 2004 2005 2006 2001 2002 2003 2004 2005 2006 2001 2002 2003 2004 2005 2006

Eastern Cape 0.3 0.3 0.8 0.8 1.2 1.4 33.2 31.7 32.6 33.4 32.8 33.3 334 335 343 347 348 357

Free State 1.7 1.7 1.7 1.9 2.0 2.4 31.2 31.3 30.8 29.8 29.5 29.3 291 301 318 333 358 377

Gauteng 7.5 8.3 8.3 8.1 8.3 8.7 30.7 30.9 30.9 31.7 29.0 30.7 706 694 747 754 774 780

KwaZulu-Natal 1.4 1.8 2.0 1.7 1.6 1.7 36.3 36.6 35.8 35.3 33.6 32.5 469 477 481 463 469 465

Limpopo 1.2 1.2 1.0 1.2 1.1 1.9 31.6 32.7 33.5 35.3 33.9 33.0 392 386 427 441 449 432

Mpumalanga 1.1 1.2 1.4 2.2 2.3 1.7 36.9 36.4 35.9 35.5 33.0 34.1 469 473 475 483 464 525

North West 1.1 1.1 1.1 1.3 1.2 1.4 30.6 29.9 29.4 29.7 30.8 29.5 386 392 395 405 410 419

Northern Cape 1.4 1.4 1.4 1.2 1.2 1.1 31.0 30.3 32.7 33.8 31.6 30.1 412 413 445 477 489 421

Western Cape 3.2 3.2 2.9 3.0 3.1 3.0 33.7 34.7 35.1 35.7 30.2 29.8 573 593 599 616 620 620

National 2.1 2.3 2.4 2.5 2.6 2.9 33.1 33.1 33.2 33.6 32.0 31.9 427 431 448 453 459 468

3.0

4.0

1.0

2.0

02001 2002 2003 2004 2005 2006

500

300

400

100

200

02001 2002 2003 2004 2005 2006

40

30

20

10

02001 2002 2003 2004 2005 2006

Source: 2001-2006 SNAP Surveys (conducted on the 10th school day).

Table 7 shows that, from 2001 to 2006, the percentage of independent learners in ordinary schools nationallyincreased from 2.1% to 2.9%, as also reflected in the national trend line.

� Learner-to-Educator Ratio (see Table 7)

The national Learner-to-Educator Ratio trend line, as reflected in Table 7, stayed fairly consistent between 2001and 2004, decreased between 2004 and 2005, and stayed fairly consistent again between 2005 and 2006. Asexplained under Table 6, this is mainly because in 2005, for the first time, educator numbers in the publicationincluded all SGB-paid educators at public schools.

� Learner-to-School Ratio (see Table 7)

Table 7 shows that, from 2001 to 2006, the national average Learner-to-School Ratio at ordinary schools in the country increased from 427 to 468, a net increase of 9.6%.

� Learners in independent schools as a percentage of all learners (see Table 7)

Table 7: Comparing the share of learners in ordinary independent schools, Learner-to-Educator Ratio (LER)and Learner-to-School Ratio (LSR) in the ordinary school sector, by province, from 2001 to 2006

EMIS

Basic school data

1616

Province Gender

Primary and Secondary (Gr. 1-12) School Bands (Gr. R-12)

GER (%) GPI GER (%) GPI

Demarcation Demarcation Demarcation Demarcation

Old New Old New Old New Old New

2001 2002 2003 2004 2005 2006 2001 2002 2003 2004 2005 2006 2001 2005 2006 2001 2005 2006

Eastern Cape FemaleMaleTotal

948992

979294

989496

999597

1019799

1019799 1.05 1.05 1.05 1.05 1.04 1.04

888385

999597

989496 1.05 1.04 1.04

Free State FemaleMaleTotal

939192

919090

898989

908990

888888

908990 1.01 1.01 1.01 1.01 1.00 1.01

888687

848484

868585 1.01 1.00 1.01

Gauteng FemaleMaleTotal

100101100

101101101

101102102

101101101

100100100

100100100 1.00 1.00 0.99 1.00 1.00 1.00

939494

949394

949394 1.00 1.00 1.01

KwaZulu-Natal FemaleMaleTotal

9910099

100101100

101102101

9810099

979998

979897 1.00 0.99 0.99 0.98 0.98 0.99

949494

929493

939493 1.00 0.98 0.99

Limpopo FemaleMaleTotal

959595

969696

969696

100101101

100101101

100101100 1.01 1.00 1.00 1.00 0.99 0.99

929192

989999

989898 1.01 0.99 1.00

Mpumalanga FemaleMaleTotal

102102102

102102102

101102102

101103102

99101100

106107107 1.00 1.00 0.98 0.99 0.98 0.99

949594

939594

101102102 1.00 0.98 0.99

North West FemaleMaleTotal

959595

959595

949594

949594

878787

939494 1.01 1.00 0.99 0.99 1.00 0.99

888788

818281

878888 1.01 1.00 0.99

Northern Cape FemaleMaleTotal

908990

908989

909190

939493

919292

919292 1.01 1.00 1.00 0.99 0.99 0.99

858484

878787

868787 1.01 0.99 0.99

Western Cape FemaleMaleTotal

989697

979596

969495

979495

959193

938991 1.02 1.02 1.02 1.03 1.04 1.04

918990

908788

898587 1.02 1.04 1.05

National FemaleMaleTotal

979696

989797

989798

989898

979797

989798 1.01 1.01 1.01 1.00 1.00 1.01

919091

939393

949394 1.01 1.00 1.01

1.20

0.80

1.00

0.40

0.20

0.60

02001 2002 2003 2004 2005 2006

120

100

80

40

20

60

02001 2002 2003 2004 2005 2006

� Gross Enrolment Ratio (see Table 8)

Table 8: Comparing Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary schoolsector, by province, from 2001 to 2006

Source 1: 2001-2006 SNAP Surveys (conducted on the 10th school day).Source 2: Unpublished, mid-year population estimates for 2001 to 2006, Statistics South Africa (2001-2005, April 2005; 2006, June 2007).

Table 8 shows that the total national average GER (Grades 1 to 12) increased from 96% to 98% between 2001and 2006. Although the inclusion of Grade R had a decreasing effect on the GER (Grades R to 12) values forthese years, namely 91% and 94% respectively, it is important to monitor enrolment in Grade R, seeing that,according to Education White Paper 5, the target year for universal access is 2010.

� Gender Parity Index (see Table 8)

Table 8 shows that, from 2001 to 2006, the national average GPI for Grades 1 to 12 and Grades R to 12 stayed thesame, namely 1.01.

EMIS

Basic school data

1717

Source: 2006 SNAP Survey (conducted on the 10th school day).Note 1: Data are for ordinary schools only and include learners in Pre-Grade R, Grade R and SNE at these schools. Data excludes

learners, educators and institutions associated with stand-alone ECD sites and special schools.Note 2: Owing to a shortage of space in the table, the male figures for learners and educators are intentionally omitted.Note 3: Unspecified: At the time of publication, some regions and districts have not been verified.Note 4: n.a. = not applicable.

Region DistrictPre-Gr. R Gr. R Primary

(Gr. 1-7)Secondary(Gr. 8-12) SNE Post-

MatricFemaleTotal Total Female Total Public Independent Total

Learner Enrolment Educators Schools

Eastern Capen.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.TotalFree Staten.a.n.a.n.a.n.a.n.a.n.a.TotalGautengn.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.Total

ButterworthCofimvabaCradockDutywaEast LondonFort BeaufortGraaff-ReinetGrahamstownKing William's TownLady FrereLibodeLusikisikiMalutiMbizanaMt FletcherMt FrereMthataNgcoboPort ElizabethQueenstownQumbuSterkspruitUitenhageUnspecified

Fezile DabiLejweleputswaMotheoThabo MofutsanyaneXhariepUnspecified

Ekurhuleni EastEkurhuleni WestGauteng NorthGauteng WestJohannesburg EastJohannesburg NorthJohannesburg SouthJohannesburg WestSedibeng EastSedibeng WestTshwane NorthTshwane SouthUnspecified

25328984362901833951132332384702436114040453422364528322725310695

6 338

263384585221640

1 517

6221 148261403

1 17296137523035137662365665

7 243

5 3064 3241 3205 5794 6122 3611 320954

4 0342 6637 0978 3013 0515 6442 3753 4276 8174 4585 9582 7434 2753 3333 381167

93 500

2 1163 1075 8418 2347399

20 046

4 7416 8621 5422 5273 2504 1478 0433 2912 2802 5073 3943 9422 24848 774

73 71854 51115 54481 03976 94427 32816 53717 72465 53228 427126 241112 97346 16678 16035 71655 109102 80453 009101 65137 06053 28939 77049 9412 592

1 351 785

64 91688 094106 268110 60117 5201 189

388 588

115 736174 19619 25559 28582 87971 858156 78957 53433 74061 57076 656100 28765 233

1 075 018

34 76922 5279 07327 41756 40017 1968 34112 27144 93713 65741 70638 73520 03527 01815 32823 79147 82518 50470 70123 77921 58121 20528 4621 119

646 377

46 98060 33474 68777 3819 4031 288

270 073

77 323112 3077 97039 11752 49749 567109 00533 30621 74648 64356 43871 09750 608729 624

2211936

20112352172007800403084

5351290582400

1 793

8721 2161 655416

1 5880

5 747

102289112361601324065228824118721163

2 378

1090180105850211910000079520000080

632

0000000

03503855

252091714530

338

57 88441 06613 01959 40969 71922 93112 92015 59456 23422 00589 15183 08434 75257 30426 99242 24681 45938 86689 94431 71440 05232 61140 8772 035

1 061 868

57 16876 59293 88997 49014 5471 203

340 889

99 273148 81214 22450 65170 43964 145136 22847 01629 31956 12969 17388 20457 925931 538

114 15781 67226 215114 483139 16347 17626 25331 066114 68945 071175 282160 55769 495110 88353 59982 840158 04076 198179 49063 99479 37264 61982 1383 973

2 100 425

115 147153 135189 036196 85329 3142 486

685 971

198 524294 83729 039101 606140 013126 665274 64394 43358 496113 344137 312176 246118 217

1 863 375

2 4891 742602

2 2463 1991 182547782

2 8801 0513 4313 0641 5582 0121 1801 5923 0541 5114 1771 4071 7331 3481 720100

44 607

2 5073 4204 0344 27673644

15 017

4 2226 703671

2 2144 4383 5715 5192 3041 3662 1622 9964 7262 56743 459

3 5432 497883

3 2014 5231 776866

1 1034 1491 5804 6404 0352 1502 7901 6552 1944 2502 1925 9082 0572 3562 0762 533141

63 098

3 9915 2396 3296 7241 083

7323 439

5 8709 169947

3 1036 0834 7428 0343 1001 9103 1944 2376 5213 79760 707

392285983483072641029546516941634921121119424733822425617925219017018

5 780

3413703415911080

1 751

1922644411011213530012382140150178168

1 998

840412007201101121502582481

106

111118193567

26481287243671615625502

390

4002899835231926410210246716941735021121219524935322428118725419417819

5 886

3523813596101115

1 818

2183125611818417836713997146175228170

2 388

33..33 RReeggiioonn aanndd ddiissttrriicctt ddaattaa oonn lleeaarrnneerrss,, eedduuccaattoorrss aanndd sscchhoooollss

Table 9: Number of learners, educators and schools in the ordinary school sector, by province, region anddistrict, in 2006

EMIS

Basic school data

1818

Table 9: Number of learners, educators and schools in the ordinary school sector, by province, region anddistrict, in 2006 (continued)

Region DistrictPre-Gr. R Gr. R Primary

(Gr. 1-7)Secondary(Gr. 8-12) SNE Post-

MatricFemaleTotal

Total Female Total Public Independent Total


KwaZulu-NataleThekwini

Ukhahlamba

uMgungundlovu

Zululand

UnspecifiedTotalLimpopon.a.n.a.n.a.n.a.n.a.n.a.n.a.TotalMpumalangaEhlanzeniGert SibandeNkangalaUnspecifiedTotalNorth WestBojanala East

Bojanala West

Bophirima

Central Region

Southern Region

UnspecifiedTotalNorthern Capen.a.n.a.n.a.n.a.n.a.TotalWestern Capen.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.TotalNational (Total)

iLembePinetownuMlaziAmajubauThukelaUmzinyathiPort ShepstoneSisonkeuMgungundlovuVulindlelaEmpangeniObonjeniVryheidUnspecified

BohlabelaCapricornGreater SekhukhuneMopaniVhembeWaterbergUnspecified

n.a.n.a.n.a.n.a.

BritsMabopaneMoreteleTembaKgetlengMoses Kotane EastMoses Kotane WestRustenburgGasegonyanaGreater TaungKagisano MolopoMoshawengTalediGreater DelareyvilleLichtenburgMafikengSetlakgobiZeerustKlerksdorpLichtenburgMaquassi HillsPotchefstroomUnspecified

Frances BaardNamakwaPixley ka SemeSiyandaUnspecified

Metropole CentralMetropole EastMetropole NorthMetropole SouthOverbergSouthern Cape/KarooWest Coast/WinelandsUnspecified

263812

1 067534363293901153630

770605281169

5 725

0593457503617186100

2 456

1 2821 11364344

3 082

294000640260000001391910063005941814

29410526619276933

702116

1 3398705053463560

4 23432 342

5 63811 4419 9584 6567 2614 9525 6833 1625 775

3412 29011 33410 6262 99295 802

10721 93115 60317 07025 0128 9992 02690 748

7 8797 6557 95414 27037 758

953193

1 240201441

1 826191

1 7060

1 0752380

75844118

1 41049456

1 2850

258439782

13 663

2 2921 4541 5921 921423

7 682

4 4693 5866 6767 1824 1703 4184 113

033 614441 587

101 950198 516181 24175 535118 839107 665131 13155 367134 168

225173 835141 715171 61246 982

1 638 781

567223 027166 437191 379239 46098 36845 137964 375

178 230159 286172 527126 582636 625

37 82714 38212 19810 27713 04620 2688 66338 058

14522 74218 867

8020 35320 17822 19741 98821 34922 18946 842

027 01630 22113 555462 441

47 38714 48726 82239 78830 827159 311

59 45195 03699 733109 06566 67970 24279 388

0579 594

7 256 518

62 099128 011140 90850 62071 89152 79081 21932 21193 006

0104 95478 871107 84618 484

1 022 910

216169 477123 971139 828185 49466 81727 598713 401

114 02993 533112 15793 772413 491

25 22010 9299 9136 7617 95514 6117 01726 682

015 5009 853

010 64710 22612 91925 33011 40315 71029 087

12215 85619 2789 185

294 204

31 3687 67213 98221 12019 42993 571

50 63162 80558 39666 44935 97238 28046 7561 265

360 5544 544 205

1117128759939109

1 7883843530

10448270

4 649

04541029550206

351250173143917

868110390291700601504400491550419696692

450

161280

234

478

1598029501010

47417 090

0195000001000

1230

148

0000

13040

134

286198250

509

37004400000

12600000230000000

230

221005

47000000047

2 043

83 588166 866167 35964 30797 33081 652108 93844 832114 745

125144 057114 768142 95934 733

1 366 259

447205 858153 088175 378223 79986 16137 365882 096

150 174129 932146 335117 193543 634

31 58012 59311 1748 23810 46818 2267 86133 383

7919 46814 371

4016 06914 89317 89334 30116 34218 96138 661

6221 47224 83512 070383 040

40 44611 65221 29431 22025 014129 626

59 23583 09984 44393 93753 56356 30065 592

753496 922

6 135 872

170 061339 511334 054131 444198 393165 809219 91191 239233 666

259291 953232 573290 51568 627

2 768 015

890415 073306 472348 790450 715174 46974 911

1 771 320

302 057262 035293 479234 811

1 092 382

64 41725 51223 36217 28321 54536 70515 90266 523

14539 44328 964

8031 77330 44935 31768 94232 80138 40477 432

12243 17150 09323 659772 044

81 38823 72042 82463 04950 755261 736

115 347161 551166 303183 646107 355112 336130 7141 265

978 51712 293 785

3 6767 5378 3652 7424 0043 3294 9392 0145 439

76 2134 4995 8491 40660 019

227 5405 3605 8196 9633 4221 41830 544

5 4935 1615 9324 04620 632

1 623637610439564920455

1 6503

8365832

756619773

1 605629924

1 7794

8711 250470

18 002

1 729552874

1 2441 1385 537

3 0963 3973 9894 1212 2632 3192 969

2522 179259 996

5 26910 48411 4313 8855 9394 9096 9602 8147 692

118 7276 6938 4841 92285 220

3212 3159 38410 22313 8055 6142 27953 652

8 5837 6458 8976 87331 998

2 313950937636815

1 253699

2 2575

1 2978724

1 056982

1 1562 257982

1 3272 572

71 3661 799673

26 215

2 510858

1 3921 9202 0268 706

4 5794 9405 6735 9353 5143 6504 499

3532 825385 860

4134944562354354294882705050

650500731170

5 776

1927768644976536140

3 992

433602560389

1 984

137598138718989911

10694276851011398311111119211626

1 799

11880102121186607

1641462032182512262431

1 45225 139

225394823104251119152

178

1241021301212110

462418795

40001001300001108008006042

5424015

311722161811120

1271 130

4155194952394434524982745301

661509746172

5 954

2951778665

1 006548152

4 102

479626578396

2 079

1415981387289891041

10694277861011478311111919212226

1 841

12384104125186622

1951632252342692372551

1 57926 269


learners, educators and institutions associated with stand-alone ECD sites and special schools.Note 2: Owing to a shortage of space in the table, the male figures for learners and educators are intentionally omitted.Note 3: Unspecified: At the time of publication, some regions and districts have not been verified.Note 4: n.a. = not applicable.

Basic school data

1919

Basic school data

33..44 DDiissttrriicctt aanndd mmeettrrooppoolliittaann mmuunniicciippaalliittyy ddaattaa oonn lleeaarrnneerrss,, eedduuccaattoorrss aanndd sscchhoooollss

Table 10: Number of learners, educators and schools in the ordinary school sector, by province and district and metropolitan municipality, in 2006


learners, educators and institutions associated with stand-alone ECD sites and special schools.Note 2: Owing to a shortage of space in the table, the male figures for learners and educators are intentionally omitted.Note 3: Unspecified: At the time of publication, some district municipalities have not been verified.

District and MetropolitanMunicipality


Pre-Gr. R Gr. R Primary (Gr. 1-7)

Secondary(Gr. 8-12) SNE Post-


Eastern CapeAlfred NzoAmatoleCacaduChris HaniNelson Mandela Bay MetroO.R.TamboUkhahlambaUnspecifiedTotalFree StateFezile DabiLejweleputswaMotheoThabo MofutsanyaneXhariepUnspecifiedTotalGautengCity of Johannesburg MetroCity of Tshwane MetroEkurhuleni MetroMetswedingSedibengWest RandUnspecifiedTotalKwaZulu-NatalAmajubaeThekwini MetroiLembeSisonkeUguuMgungundlovuuMkhanyakudeUmzinyathiuThukelauTthunguluZululandUnspecifiedTotalLimpopoCapricornMopaniGreater SekhukhuneVhembeUnspecifiedTotalMpumalangaEhlanzeniGert SibandeNkangalaUnspecifiedTotalNorth WestBojanalaBophirimaCentralSouthernUnspecifiedTotal

6571 470102

1 081410

1 258352

1 0086 338

31833845219464151

1 517

72577176785654297

3 9447 243

44482220925137212543262346456268

1 8755 725

201355301177

1 4222 456

1 0811 036490475

3 082

396094142182814

6 52521 4543 63315 4597 46231 6025 6831 68293 500

2 0863 0735 7018 198730258

20 046

13 9018 1149 5331 5674 8072 3618 49148 774

4 62119 7025 6856 2115 4585 78510 9795 0766 93011 81510 4013 13995 802

21 17816 91417 08324 26111 31290 748

20 2167 6167 1952 73137 758

6 5602 0051 8912 649558

13 663

103 034319 55156 864193 392125 267462 42675 22216 029

1 351 785

64 56687 894103 177111 21319 5962 142

388 588

322 119221 886260 95322 72592 45553 856101 024

1 075 018

78 230365 005101 364107 838125 481136 206137 149113 678117 507168 627161 56626 130

1 638 781

214 581190 863205 033232 092121 806964 375

285 245159 104159 02733 249636 625

148 91475 021123 406101 31113 789462 441

45 440176 70729 53887 94386 740171 27036 73512 004646 377

46 82561 51072 66677 3889 3952 289

270 073

196 393163 820172 37312 74569 26131 77283 260729 624

52 046261 33361 40253 45976 37188 66676 57255 47970 458102 249103 43821 437

1 022 910

163 708138 370145 686180 52885 109713 401

189 63089 287109 52925 045413 491

107 07941 82275 84562 9386 520

294 204

30390186359620869824

1 793

8721 1741 697416

1 5880

5 747

5884383460

506236264

2 378

991 575111518

1 64433348109391042742

4 649

451054295206

48225013550917

19051933580

692

791950928520

206632

0000000

7367350743851338

0600000000

12319148

0000

134134

286197251

509

811260023230

78 770260 97545 270149 075110 183342 38059 31215 903

1 061 868

56 93077 07791 33597 69115 5182 338

340 889

266 464196 422222 90318 21983 37343 896100 261931 538

66 114321 86482 78683 619103 432112 290111 04485 86295 953139 655135 92527 715

1 366 259

198 079174 164183 661216 858109 334882 096

247 110127 711137 82630 987543 634

129 62259 183100 13183 69010 414383 040

155 765519 76790 323298 326220 507666 694118 09030 953

2 100 425

114 667153 989183 693197 40931 3734 840

685 971

533 799395 096444 00737 122167 75788 560197 034

1 863 375

135 440648 443168 771168 277208 991231 202225 291174 604195 280283 251275 82352 642

2 768 015

399 713346 512368 157437 060219 878

1 771 320

496 940257 490276 40161 551

1 092 382

263 220119 025201 329167 39821 072772 044

3 21911 8292 0266 4204 92113 0542 537601

44 607

2 4973 4163 8964 273772163

15 017

11 3048 8199 115695

3 3291 8778 32043 459

2 79014 8293 6193 5824 6345 1184 3303 4853 9075 9745 5012 25060 019

7 1645 6266 4636 6004 69130 544

8 7824 9905 5261 33420 632

6 6942 5484 4053 784571

18 002

4 45816 9513 0079 3417 04317 7623 743793

63 098

3 9795 2536 1516 7041 133219

23 439

15 72412 58312 6871 0284 8162 62711 24260 707

3 94620 4775 2024 9546 5157 2406 4655 1185 8008 3968 0293 07885 220

11 7749 99711 18213 2347 46553 652

14 1637 3758 3852 07531 998

9 5873 8066 5175 521784

26 215

4711 764317972307

1 5503945

5 780

3433743395841074

1 751

6644794335622310241

1 998

24494241547045151248245442962371143

5 776

913652880959588

3 992

76559853685

1 984

64131751629629

1 799

0000100

105106

12871722167

021000

387390

000001619017

144178

0231

104110

4518595

120172242

4711 764317972308

1 550394110

5 886

35538234660110925

1 818

66448143456223102428

2 388

244942415470451513488473429624718187

5 954

913654883960692

4 102

769603537170

2 079

65331751730351

1 841Northern CapeFrances BaardKgalagadiNamakwaPixley ka SemeSiyandaUnspecifiedTotal

1961709126694116933

2 332472

1 4441 5921 763

797 682

47 20436 46914 40727 94529 8073 479

159 311

30 93422 0437 67214 11516 7352 07293 571

45280

16100

234

2021005

40 07229 16311 60621 88723 9202 978

129 626

80 71359 18223 61644 08048 3995 746

261 736

1 7091 349547905898129

5 537

2 4802 099852

1 4291 461385

8 706

117197791019815607

41321415

121198821039919622

Basic school data

2020

Table 10: Number of learners, educators and schools in the ordinary school sector, by province and district and metropolitan municipality, in 2006 (continued)

District and MetropolitanMunicipality


Pre-Gr. R Gr. R Primary (Gr. 1-7)

Secondary(Gr. 8-12) SNE Post-


Western CapeCape WinelandsCentral KarooCity of Cape Town MetroEdenOverbergWest CoastUnspecifiedTotalNational (Total)

4940

1 6192352762

1 7974 23432 342

5 271250

20 4353 0031 0861 4272 14233 614441 587

81 8439 012

346 97461 83123 29837 67018 966579 594

7 256 518

52 3074 632

227 36433 55512 31318 15612 227360 554

4 544 205

671726932204326474

17 090

0000004747

2 043

69 7156 889

305 89849 53718 43529 04617 402496 922

6 135 872

139 98213 911596 66198 65636 74457 35835 205978 517

12 293 785

2 958250

13 0841 991771

1 2061 91922 179259 996

4 609416

19 0613 1351 1631 8852 55632 825385 860

27328723202811378

1 45225 139

000000

127127

1 130

2732872320281137135

1 57926 269


learners, educators and institutions associated with stand-alone ECD sites and special schools.Note 2: Owing to a shortage of space in the table, the male figures for learners and educators are intentionally omitted.Note 3: Unspecified: At the time of publication, some district municipalities have not been verified.

EMIS

Senior Certificate examination

2121


33..55 SSeenniioorr CCeerrttiiffiiccaattee eexxaammiinnaattiioonn

33..55..11 OOvveerraallll rreessuullttss

Table 11: Senior Certificate examination results for full-time candidates with six or more subjects, byprovince and gender, in 2006

Source: Report on the 2006 Senior Certificate examination, Department of Education (December 2006). Note 1: Data exclude pending irregularities. Note 2: Data are according to old provincial demarcation boundaries.1) Candidates awaiting results are excluded in the calculation of the pass and failure rates.

Province

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National


39 03130 53069 56115 69414 19029 88439 92633 29073 21666 26959 508125 77757 70248 073105 77521 16817 87239 04020 55017 40337 9533 9233 5727 49522 39817 42639 824286 661241 864528 525

56.143.9

52.547.5

54.545.5

52.747.3

54.645.4

54.245.8

54.145.9

52.347.7

56.243.8

54.245.8

011224000

181158339116972134373811000000

306269575

0.00.00.00.00.00.00.00.00.00.30.30.30.20.20.20.00.00.00.00.00.00.00.00.00.00.00.00.10.10.1

39 03130 52969 56015 69214 18829 88039 92633 29073 21666 08859 350125 43857 58647 976105 56221 16417 86939 03320 54717 39537 9423 9233 5727 49522 39817 42639 824286 355241 595527 950

16 37511 91728 2924 6583 6408 2988 7117 15015 86122 30920 66942 97827 49919 21346 7127 7925 76213 5546 8765 62612 502

969773

1 7423 7282 7806 50898 91777 530176 447

42.039.040.729.725.727.821.821.521.733.834.834.347.840.044.336.832.234.733.532.333.024.721.623.216.616.016.334.532.133.4

19 07215 19434 2668 1427 53915 68121 95718 38640 34333 60629 73863 34423 61921 20244 82110 7069 29219 99810 7269 17719 9032 3532 2374 59012 8269 90122 727143 007122 666265 673

48.949.849.351.953.152.555.055.255.150.950.150.541.044.242.550.652.051.252.252.852.560.062.661.257.356.857.149.950.850.3

3 5843 4187 0022 8923 0095 9019 2587 75417 01210 1738 94319 1166 4687 56114 0292 6662 8155 4812 9452 5925 537601562

1 1635 8444 74510 58944 43141 39985 830

9.211.210.118.421.219.723.223.323.215.415.115.211.215.813.312.615.814.014.314.914.615.315.715.526.127.226.615.517.116.3

Gender

Candidates Who Wrote

Candidates Awaiting Results

Candidates Who Wrote(Excluding Awaiting Results)

Candidates Who

Failed 1) WithoutEndorsement

WithEndorsement

Number % % % % %

Candidates Who Passed 1)

Number Number Number Number Number

22 65618 61241 26811 03410 54821 58231 21526 14057 35543 77938 68182 46030 08728 76358 85013 37212 10725 47913 67111 76925 4402 9542 7995 75318 67014 64633 316187 438164 065351 503

58.061.059.370.374.372.278.278.578.366.265.265.752.260.055.763.267.865.366.567.767.075.378.476.883.484.083.765.567.966.6

Total

%Number

In 2006, as indicated in Table 11, the overall national pass rate in the Senior Certificate examination for full-timecandidates with six or more subjects was 66.6%. In all the provinces more females than males wrote the SeniorCertificate examination. However, in relative terms, as indicated in Table 11 and Figure 12, the national pass rateof male candidates (67.9%) was higher than the pass rate of female candidates (65.5%). A similar trend was seenin all provinces, except in KwaZulu-Natal. In all the provinces, more female than male candidates passed. Furthermore, Table 11 shows that the overall pass rate, by province, varied from 83.7% in the Western Cape to55.7% in Limpopo.

EMIS

Basic school data

23232222

EEDDUUCCAATTIIOONN IINN SSOOUUTTHH AAFFRRIICCAA:: AA GGLLOOBBAALL PPIICCTTUURREE22000066

Sources: 1. Ordinary public and independent schools: 2006 SNAP Survey (conducted on

the 10th school day);2. Public FET colleges: 2006 FET Annual Survey; 3. SNE, ECD and public ABET: 2006 data submitted by provincial EMIS heads.

Data as reflected in the 2005 report were used whenever 2006 data were notavailable; and

4. Public higher education: 2006 HEMIS database.

Note 1: n.a. = not applicable.Note 2: Data include only registered institutions.Note 3: School level, e.g. primary and secondary, is according to the distribution of

learners in grades and not necessarily as originally registered.

1) and 2) Including SNE learners at ordinary public and independent schools, respectively.

3) Including learners and educators associated with pre-primary classes at primary schools.

4) Public ABET: KwaZulu-Natal – data obtained from the 2003 Annual ABETSurvey.

5) SNE: KwaZulu-Natal – data obtained from the 2003 provincial submission. 6) Public FET: KwaZulu-Natal – data obtained from the 2002 Survey done by

the National Business Initiative.

Eastern Cape Learners Educators Institutions

Public Schools 1) Primary 3)


610 292421 060

1 026 26812 760

2 070 380

19 15613 87928 756

53762 328

2 528802

2 37377

5 780Independent Schools 2) Primary 3)


7 8585 74916 438

030 045

1831424450

770

3920470

106Total (Public & Independent) 2 100 425 63 098 5 886Other Educational Programmes Public ABET

SNE Public FET ECDPublic HE Total (Other)

45 354 6 509 30 129 11 719 62 779156 490

4 080 842 890

1 461 1 6168 889

299 41 8

238 4

590 Grand Total 2 256 915 71 987

Free State Learners Educators Institutions



349 241210 79584 04025 756669 832

11 5257 2293 046888

22 688

1 27825217546



2 8582 8519 2521 17816 139

14411146729751

20937167

Total (Public & Independent) 685 971 23 439 1 818Other Educational Programmes Public ABET


22 098 5 063 14 661 11 465 34 59087 877

1 225 440 510 374 877

3 426

208 21 3

133 2

367 Grand Total 773 848 26 865 2 185

Gauteng Learners Educators5) Institutions



1 007 006593 73651 96547 733

1 700 440

28 54818 9591 4361 43250 375

1 3685075766



33 47224 950104 118

395162 935

1 8611 5676 887

1710 332

108732081



62 917 34 450 130 388 36 842 409 376673 973

3 391 2 655 1 752 1 045 6 29615 139

50 105 9

709 6

879 Grand Total 2 537 348 75 846 3 267

KwaZulu-Natal Learners Educators Institutions



1 566 821915 377215 96922 586

2 720 753

46 56528 7026 418744

82 429

3 7941 44444494



13 1027 81625 378

96647 262

632535

1 60618

2 791

73266910178

Total (Public & Independent) 2 768 015 85 220 5 954Other Educational Programmes Public ABET 4)

SNE 5)

Public FET 6)


12 002 10 578 65 073 22 478 81 034191 165

943 902

1 095 560

2 5156 015

139 62 9

154 4

368 Grand Total 2 959 180 91 235 6 322

Limpopo Learners Educators Institutions



1 015 513670 44230 20920 731

1 736 895

30 03320 374

985682

52 074

2 5701 264

8177



9 7517 35917 315

034 425

3782699310

1 578

3320570



33 803 6 699 22 908 30 240 27 733121 383

2 228 536 619

1 008 1 0715 462

565 26 7

708 2

1 308 Grand Total 1 892 703 59 114 5 410

Mpumalanga Learners Educators Institutions



591 985355 025101 61625 030

1 073 656

16 55110 8272 939795

31 112

1 30846214965



7 3242 6458 757

018 726

3041054770

886

40847095

Total (Public & Independent) 1 092 382 31 998 2 079Other Educational Programmes Public ABET


22 583 3 208 33 778 8 935 n.a.

68 504

4 133 195 685 472 n.a.

5 485

297 18 3

238 n.a.556

Grand Total 1 160 886 37 483 2 635

North West Learners Educators Institutions



420 157214 58542 62184 074761 437

13 5897 4841 5102 96925 552

1 128320120231



2 809792

7 0060

10 607

157674390

663

12426042

Total (Public & Independent) 772 044 26 215 1 841Other Educational Programmes Public ABET

SNEPublic FET ECDPublic HE Total (Other)

16 183 3 706 17 743 14 302 38 70890 642

767 386 397

1 625 905

4 080

140 37 3

267 1

448 Grand Total 862 686 30 295 2 289

Northern Cape Learners Educators Institutions



144 55169 10432 01413 221258 890

4 5322 3511 039647

8 569

3901056844607

Independent Schools 2) Primary 3)


2981 1751 373

02 846

219

1070

137

3210015

Total (Public & Independent) 261 736 8 706 622Other Educational Programmes Public ABET


5 532 1 393 8 959 10 634

n.a.26 518

342 105 141

1 077 n.a.

1 665

153 9 2

399 n.a.563

Grand Total 288 254 10 371 1 185

Western Cape Learners Educators Institutions



496 806316 39623 855112 482949 539

15 57610 724

8913 24930 440

93131042169



9 6861 45917 080

75328 978

634168

1 49489

2 385

539587

127Total (Public & Independent) 978 517 32 825 1 579Other Educational Programmes Public ABET

SNEPublic FET ECDPublic HE Total (Other)

31 138 14 537 37 547 29 974 87 163200 359

1 499 1 453 1 007 1 462 2 7978 218

325 78 6

730 4

1 143 Grand Total 1 178 876 41 043 2 722

National Learners Educators Institutions



6 202 3723 766 5201 608 557364 373

11 941 822

186 075120 52947 02011 943

365 567

15 2955 4663 509869



87 15854 796206 7173 292

351 963

4 3142 97312 853

15320 293

38117155919

1 130Total (Public & Independent) 12 293 785 385 860 26 269Other Educational Programmes Public ABET 4)

SNE 5)

Public FET 6)


251 610 86 143 361 186 176 589 741 383

1 616 911

18 608 7 514 7 096 9 084 16 07758 379

2 176 397 50

3 576 23

6 222 Grand Total 13 910 696 444 239 32 491

6 476

LIMPOPO

NORTH WEST

FREE STATE

GAUTENGMPUMALANGA

NORTHERN CAPE

EASTERN CAPE

KWAZULU-NATAL

WESTERN CAPE


2424

Figure 12: Percentage distribution of Senior Certificate examination pass and failure rates, by gender, in 2006

0

20

40

60

80

Wrote

54.2

45.8

Failed

34.5

32.1

Passed withoutEndorsement

49.9

50.8

Passed withEndorsement

15.5

17.1

Total Passed

65.5 67.9

MaleFemale

Percent

33..55..22 PPaassss ttyyppee rreessuullttss

Table 12: Senior Certificate examination results, by province, gender and type of pass, in 2006

Source: Report on the 2006 Senior Certificate examination, Department of Education (December 2006).Note 1: Data exclude pending irregularities. Note 2: Data are according to old provincial demarcation boundaries.

Province GenderType of Pass

Pass Normal Pass with Merit Pass with DistinctionNumber Number Number Number% of Total Passed % of Total Passed % of Total Passed

Total Passed

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National


20 53316 86437 3979 4199 23318 65223 66720 59744 26437 59633 94271 53828 41026 85855 26812 08410 89122 97512 23310 69822 9312 4992 4654 96413 54810 89424 442159 989142 442302 431

90.690.690.685.487.586.475.878.877.285.987.786.894.493.493.990.490.090.289.590.990.184.688.186.372.674.473.485.486.886.0

1 8111 5053 3161 3161 1302 4465 9754 47310 4485 0974 0069 1031 5301 7443 2741 1121 0592 1711 208928

2 136370290660

3 8012 7936 59422 22017 92840 148

8.08.18.011.910.711.319.117.118.211.610.411.05.16.15.68.38.78.58.87.98.412.510.411.520.419.119.811.910.911.4

312243555299185484

1 5731 0702 6431 086733

1 8191471613081761573332301433738544129

1 321959

2 2805 2293 6958 924

1.41.31.32.71.82.25.04.14.62.51.92.20.50.60.51.31.31.31.71.21.52.91.62.27.16.56.82.82.32.5

22 65618 61241 26811 03410 54821 58231 21526 14057 35543 77938 68182 46030 08728 76358 85013 37212 10725 47913 67111 76925 4402 9542 7995 75318 67014 64633 316187 438164 065351 503

EMIS


2525

As of 2001, candidates can obtain a Senior Certificate graded with either a normal pass (equivalent to an averagescore of less than 60%), a merit pass (equivalent to an average score of between 60% and 79%) or a distinctionpass (equivalent to an average score of 80% and more). In each pass type there are passes with endorsementand passes without endorsement.

Table 12 and Figure 13 show that, nationally, in 2006, 86.0%, 11.4% and 2.5% of all candidates passed with a normal pass, a merit pass and a distinction pass, respectively. Although Table 12 and Figure 13 show that, nationally, among candidates who passed with merit and distinction, the females performed better than the males,males performed better than females when one takes into account only the endorsement passes for each of thethree pass types (raw data for endorsement passes not shown in this report).

33..55..33 FFrreeqquueennccyy iinntteerrvvaall rreessuullttss

Figure 13: Percentage distribution of Senior Certificate examination results, by type of pass and gender, in 2006

0

20

40

60

80

100

Percent

Female

Ordinary Pass Merit Pass Distinction Pass

Male Total

85.4

86.8

86.0

11.9

10.9

11.4

2.8

2.3

2.5

Table 13: Senior Certificate examination percentage pass rates of schools within different percentagegroupings, by province, in 2005 and 2006

Source: Report on the 2006 Senior Certificate examination, Department of Education (December 2006).Note 1: Data exclude pending irregularities. Note 2: Data are according to old provincial demarcation boundaries.

Name

Province

Total Number ofSchools

2005 2006 2005%

2006%

2005%

2006%

2005%

2006%

2005%

2006%

2005%

2006%

2005%

2006%

2005%

2006%

0-<20% 20-<40% 40-<60% 60-<80% 80-100% Exactly 0% Exactly 100%

Frequency Distribution of Pass Rates

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

918

328

655

1 555

1 405

430

409

108

395

6 203

902

325

656

1 604

1 423

437

410

108

402

6 267

5.3

0.0

1.7

2.5

1.4

2.8

2.9

0.0

1.5

2.4

4.5

0.0

1.5

4.2

2.4

1.8

1.5

0.9

1.5

2.8

23.5

2.1

7.6

10.8

10.2

18.4

16.4

0.9

2.3

11.9

20.7

5.5

5.8

14.0

21.4

10.5

11.0

2.8

1.5

13.9

31.9

14.9

17.4

21.8

23.7

30.0

27.6

14.8

7.3

22.8

27.8

18.2

13.4

27.2

30.4

27.7

26.3

12.0

7.0

24.5

20.2

25.9

25.0

28.7

28.8

26.5

27.4

25.9

20.8

26.1

26.3

29.5

23.0

23.1

25.8

28.4

28.3

33.3

27.4

25.6

19.1

57.0

48.2

36.1

35.9

22.3

25.7

58.3

68.1

36.7

20.6

46.8

56.3

31.5

20.1

31.6

32.9

50.9

62.7

33.2

0.5

0.0

0.8

0.6

0.1

0.5

0.5

0.0

1.5

0.5

0.7

0.0

0.3

0.9

0.2

0.5

0.0

0.0

1.5

0.5

3.9

17.4

13.0

6.2

6.2

5.6

4.9

18.5

21.0

8.2

4.0

12.3

13.7

6.6

2.3

6.4

6.3

14.8

18.4

7.2

Note: Total refers to the weighted average between male and female.


2626


Figure 14: Percentage distribution of Senior Certificate examination percentage pass rates of schoolswithin different percentage groupings in 2005 and 2006

0

5

10

15

20

25

30

35

40

Exactly 0% 0-<20% 20-<40% 40-<60% 60-<80% 80-100% Exactly 100%

0.5

0.5 2.4 2.8

11.9 13

.9

22.8 24.5 26.1

25.6

36.7

33.2

8.2

7.2

20062005

Percent

In 2006, as shown in Table 13 and Figure 14, 7.2% (approximately 451) of the 6 267 schools in South Africa thatoffered the Senior Certificate examination obtained 100% passes. This is lower than the 8.2% of 2005. The per-centage of schools that scored a pass rate of between 80% and 100% decreased from 36.7% in 2005 to 33.2% in2006. As far as schools that performed poorly are concerned, 2.8% of them obtained a pass rate of between 0%and <20% in 2006, which is slightly higher than the 2.4% of 2005. Nationally, 0.5% of schools (approximately 31)scored a 0% pass rate in 2006, which is the same as in 2005.

EMIS


2727


Table 14: Senior Certificate examination results for selected subjects, by gender, in 2005 and 2006

Source: Report on the 2006 Senior Certificate examination, Department of Education (December 2006). Note 1: Data exclude pending irregularities. Note 2: n.a. = not applicable.

Subject

Accounting HG

Accounting SG

Accounting Total

Biology HG

Biology SG

Biology Total

Business Economics HG

Business Economics SG

Business Economics Total

History HG

History SG

History Total

Mathematics HG

Mathematics SG

Mathematics Total

Physical Science HG

Physical Science SG

Physical Science Total

200520062005200620052006200520062005200620052006200520062005200620052006200520062005200620052006200520062005200620052006200520062005200620052006

25 11724 37174 52176 68199 638101 05261 11765 904117 108122 002178 225187 90638 68240 74388 73591 921127 417132 66418 02920 41636 27636 13754 30556 55320 05121 321140 537147 797160 588169 11827 74331 26659 89664 26487 63995 530

17 61017 66845 60846 36163 21864 02950 50254 355102 730106 876153 232161 23127 32528 71261 40764 34788 73293 05919 93421 62732 42432 78052 35854 40724 00225 624118 562122 900142 564148 52434 59438 03659 59561 65794 18999 693

42 72742 039120 129123 042162 856165 081111 619120 259219 838228 878331 457349 13766 00769 455150 142156 268216 149225 72337 96342 04368 70068 917106 663110 96044 05346 945259 099270 697303 152317 64262 33769 302119 491125 921181 828195 223

26 04024 444

n.a.n.a.

26 04024 44449 41950 722

n.a.n.a.

49 41950 72231 78135 854

n.a.n.a.

31 78135 85421 86220 854

n.a.n.a.

21 86220 85426 38325 217

n.a.n.a.

26 38325 21729 96529 781

n.a.n.a.

29 96529 781

10 0199 35989 62488 66499 64398 02329 16032 59498 10997 970127 269130 56417 88518 10898 473106 217116 358124 32510 58211 87944 61441 03455 19652 9135 7297 895

106 550102 557112 279110 45215 68718 52957 98062 62273 66781 151

n.a.n.a.

16 55219 44416 55219 444

n.a.n.a.

48 97956 30248 97956 302

n.a.n.a.

24 60128 22524 60128 225

n.a.n.a.

12 74311 94412 74311 944

n.a.n.a.

30 33930 19630 33930 196

n.a.n.a.

25 72627 98425 72627 984

20 99019 26366 96868 45887 95887 72143 23645 48375 80380 323119 039125 80629 18831 49872 51878 698101 706110 19615 25715 72530 00627 60945 26343 33414 13814 54767 73366 11581 87180 66219 76620 68741 37945 39961 14566 086

83.679.089.989.388.386.870.769.064.765.866.867.075.577.381.785.679.883.184.677.082.776.483.376.670.568.248.244.751.047.771.266.269.170.669.869.2

15 06914 54039 20839 65054 27754 19035 34337 83371 28573 949106 628111 78220 47822 46450 55655 74471 03478 20817 18717 00827 35125 36944 53842 37717 97418 56569 15666 63887 13085 20325 88627 62342 32745 20768 21372 830

85.682.386.085.585.984.670.069.669.469.269.669.374.978.282.386.680.184.086.278.684.477.485.177.974.972.558.354.261.157.474.872.671.073.372.473.1

36 05933 803106 176108 108142 235141 91178 57983 316147 088154 272225 667237 58849 66653 962123 074134 442172 740188 40432 44432 73357 35752 97889 80185 71132 11233 112136 889132 753169 001165 86545 65248 31083 70690 606129 358138 916

84.480.488.487.987.386.070.469.366.967.468.168.175.277.782.086.079.983.585.577.983.576.984.277.272.970.552.849.055.752.273.269.770.172.071.171.2

YearNumber of Candidates who

Wrote

Female Female Female (%)Male Male Male (%)Total TotalHG SG LG Total Passed

Total Total (%)Total Total

Number and Percentages of Candidates who Passed

33..55..44 SSeelleecctteedd ssuubbjjeecctt rreessuullttss

Figure 15: Percentage distribution of Senior Certificate examination pass rates for selected subjects, by gender, in 2006

0

20

40

60

80

100

Percent

Female

Accounting Biology Business Economics History Mathematics Physical Science

Male

86.8

84.6

67.0 69.3

83.1

84.0

76.6

77.9

47.7

57.4

69.2 73.1


2828


Table 15: Comparison of pass rates of the Senior Certificate examination, by province, from 1996 to 2006

Source: Report on the 2006 Senior Certificate examination, Department of Education (December 2006). Note 1: Percentages with a negative sign denote a decrease from 1996 to 2006.Note 2: Data exclude pending irregularities. Note 3: Data are according to old provincial demarcation boundaries.

Figure 16: Comparison of national pass rates of the Senior Certificate examination from 1996 to 2006

0

20

40

60

80

Percent

Year

54.4

47.4

48.9

73.3

66.6

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Table 15 shows that the national pass rate of the Senior Certificate examination increased from 54.4% in 1996 to66.6% in 2006, indicating a net increase of 22.4%. From 1996 to 2006, the largest net increase in the pass rateoccurred in Limpopo (43,6%), followed by Mpumalanga (37.8%).

Figure 16 shows that, from 1996, the national pass rate decreased by 7.0% (real value) to its lowest point in 1997(47.4%). It stayed almost the same from 1997 to 1999 (48.9%), and then increased by 24.4% (real value) to itshighest point in 2003 (73.3%). From 2003 the national pass rate decreased by 6.7% (real value) to 66.6% in 2006.

Table 15 shows that all provinces except North West showed a higher pass rate in 2006 than in 1996, and that, in 2003, all provinces showed a higher pass rate than in 1996. Between 1995 and 2006 the lowest and secondlowest pass rates occurred in Limpopo (31.9% in 1997 and 35.2% in 1998), respectively. In the same period, thehighest and second highest pass rates occurred in the Northern Cape (90.7% in 2003 and 89.9% in 2002).

Province

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

46.2

42.5

51.7

53.7

31.9

46.0

50.0

63.8

76.2

47.4

45.1

43.4

55.6

50.3

35.2

52.7

54.6

65.4

79.0

49.3

40.2

42.1

57.0

50.7

37.5

48.3

52.1

64.3

78.8

48.9

49.8

52.7

67.5

57.2

51.4

53.2

58.3

71.2

80.6

57.9

45.6

59.0

73.6

62.8

59.5

46.9

62.5

84.2

82.7

61.7

51.8

70.7

78.1

70.8

69.5

55.8

67.8

89.9

86.5

68.9

60.0

80.0

81.5

77.2

70.0

58.2

70.5

90.7

87.1

73.3

53.5

78.7

76.8

74.0

70.6

61.8

64.9

83.4

85.0

70.7

56.7

77.8

74.9

70.5

64.9

58.6

63.0

78.9

84.4

68.3

59.3

72.2

78.3

65.7

55.7

65.3

67.0

76.8

83.7

66.6

21.0

41.3

34.3

6.3

43.6

37.8

-3.7

3.6

4.4

22.4

Pass Rates (%)

1997

49.0

51.1

58.3

61.8

38.8

47.4

69.6

74.1

80.2

54.4

1996 1998 1999 2000 2001 2002 2003 2004 2005 2006 % Net Change (96-06)

Table 14 shows that more candidates wrote the Senior Certificate examination for the selected subjects in 2006 than in 2005. The highest and second-highest overall pass rates in 2006 were for Accounting (86.0%) andBusiness Economics (83.5%), respectively. The lowest overall pass rate in 2006 was for Mathematics (52.2%),which is 3.5% lower than in 2005. However, the pass rate for Mathematics HG was 70.5% in 2006.

Table 14 and Figure 15 indicate that, in both 2005 and 2006, males performed better overall (HG and SG combined) than females in all the selected subjects, except Accounting.

33..55..55 PPaassss rraattee ttrreenndd ffrroomm 11999966 ttoo 22000066

Other Educational Programmes

2929

Table 16: Number of learners, educators and institutions in other educational programmes, by province, in 2006

Source 1: 2006 data submitted by provincial EMIS heads for stand-alone public ABET centres, special schools and ECD sites.Source 2: 2006 FET Annual Survey. Note 1: Data as reflected in the 2005 report were used whenever 2006 data were not available.Note 2: Data include only registered institutions. 1) Public ABET: KwaZulu-Natal - data obtained from the 2003 Annual ABET Survey.2) SNE: KwaZulu-Natal - data obtained from the 2003 provincial submission. 3) Public FET: KwaZulu-Natal - data obtained from the 2002 Survey done by the National Business Initiative.

Province

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

LearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutionsLearnersEducatorsInstitutions

45 354 4 080 299

22 098 1 225 208

62 917 3 391

50 12 002

943 139

33 803 2 228 565

22 583 4 133 297

16 183 767 140

5 532 342 153

31 138 1 499 325

251 610 18 608 2 176

6 509 842 41

5 063 440 21

34 450 2 655 105

10 578 902 62

6 699 536 26

3 208 195 18

3 706 386 37

1 393 105 9

14 537 1 453

78 86 143 7 514 397

30 129 890 8

14 661 510 3

130 388 1 752

9 65 073 1 095

9 22 908

619 7

33 778 685 3

17 743 397 3

8 959 141 2

37 547 1 007

6 361 186 7 096 50

11 719 1 461 238

11 465 374 133

36 842 1 045 709

22 478 560 154

30 240 1 008 708

8 935 472 238

14 302 1 625 267

10 634 1 077 399

29 974 1 462 730

176 589 9 084 3 576

93 711 7 273 586

53 287 2 549 365

264 597 8 843 873

110 131 3 500 364

93 650 4 391 1 306 68 504 5 485 556

51 934 3 175 447

26 518 1 665 563

113 196 5 421 1 139

875 528 42 302 6 199

Learners, Educators &Institutions Public ABET 1) SNE 2) Public FET 3) ECD Total

Other Educational Programmes

44.. OOTTHHEERR EEDDUUCCAATTIIOONNAALL PPRROOGGRRAAMMMMEESS ((PPUUBBLLIICC AABBEETT,,SSNNEE,, PPUUBBLLIICC FFEETT AANNDD EECCDD))

Table 16 shows learners, educators and institutions in public ABET centres, special schools, public FET collegesand ECD sites.

EMIS

Public HE institutions

3030


55.. PPUUBBLLIICC HHIIGGHHEERR EEDDUUCCAATTIIOONN IINNSSTTIITTUUTTIIOONNSS

55..11 HHeeaaddccoouunntt eennrroollmmeennttss

Table 17: Overview of South African public higher education institutions in 2006

Source: 2006 HEMIS database, September 2007.Note 1: In a headcount enrolment, full-time as well as part-time students are counted as units; i.e. no account is taken of the course loads carried by students.Note 2: Contact students are those who are registered mainly for courses offered in contact mode.Note 3: Distance students are those who are registered mainly for courses offered in distance mode.Note 4: Black students, for the purpose of this summary table, include Black African, Coloured and Indian/Asian students.Note 5: SET majors = majors in science, engineering and technology. These include majors in engineering, health sciences, life sciences, physical sciences, computer sciences

and mathematical sciences.Note 6: Business majors include majors in accounting, management, and all other business-related majors, such as marketing. Note 7: Humanities majors include majors in education, languages and literary studies, fine arts, music and the social sciences. Note 8: Numbers and percentages may not necessarily add up due to rounding off.Note 9: CESM Category 10 (Home Economics) is now reported under SET and not under Humanities as was done in previous reports.Note 10: n.a. = not applicable.

Cape Peninsula University ofTechnology

University of Cape Town

Central University of Technology,Free State

Durban University of Technology

University of Fort Hare

University of the Free State

University of Johannesburg

University of KwaZulu-Natal

University of Limpopo

Nelson Mandela MetropolitanUniversity

North West University

University of Pretoria

Rhodes University

University of South Africa

University of Stellenbosch

Tshwane University ofTechnology

University of Venda

Vaal University of Technology

Walter Sisulu University forTechnology and Science,Eastern Cape

University of Western Cape

University of Witwatersrand

University of Zululand

Mangosuthu Technikon

Totals / Averages

29 091

21 224

10 249

22 765

7 446

22 108

41 877

32 621

16 560

19 832

27 889

38 538

5 822

770

21 943

46 333

11 173

17 185

23 639

14 788

24 201

10 591

10 096

476 741

67

0

209

0

1 080

2 024

1 006

4 961

0

4 413

10 819

7 584

100

226 769

0

5 113

0

0

447

50

0

0

0

264 642

29 158

21 224

10 458

22 765

8 526

24 132

42 883

37 582

16 560

24 245

38 708

46 122

5 922

227 539

21 943

51 446

11 173

17 185

24 086

14 838

24 201

10 591

10 096

741 383

79

50

83

94

93

63

72

83

99

70

51

40

50

70

28

86

100

95

100

93

66

99

100

74

87

n.a.

84

n.a.

99

34

98

91

n.a.

97

91

99

100

74

n.a.

99

n.a.

n.a.

100

42

n.a.

n.a.

n.a.

76

53

51

47

50

53

58

54

55

50

51

59

53

58

84

51

51

50

48

63

60

51

66

50

54

67

n.a.

66

n.a.

81

34

68

59

n.a.

69

70

72

73

57

n.a.

58

n.a.

n.a.

81

38

n.a.

n.a.

n.a.

58

47

43

45

47

16

29

32

30

44

30

22

39

23

12

41

38

36

48

26

31

48

16

59

29

32

23

33

35

16

18

34

25

14

24

16

14

15

42

20

32

22

47

34

14

17

14

31

30

21

35

22

17

68

53

34

45

41

46

62

47

62

46

39

30

42

5

40

55

34

70

11

41

InstitutionHeadcount Student Enrolments

Contact Distance Total Contact Distance Contact Distance SET Business Humanities

Proportion of Contact & DistanceHeadcount Enrolments in Major

Fields of Study (%)

Female Students asProportion of Headcount

Totals (%)

Black Students as Proportion of Headcount

Totals (%)

EMIS


3131


Table 18: Headcount enrolments in public higher education institutions, by major field of study and formalqualification, in 2006

Source: 2006 HEMIS database, September 2007.Note 1: Abbreviations and definitions of fields of study employed here are the same as those employed in Table 17, except that the field of education (which involves primarily

school teacher training) is separated from the broad humanities category.Note 2: Occasional students are students who are taking courses that are part of formally approved programmes, but who are not registered for a formal degree or diploma.Note 3: The category "Undergraduate Certificates & Diplomas" includes national certificate and diplomas.Note 4: The category "Undergraduate Degrees" includes also professional bachelor's degrees, which are those that have an approved formal time of more than four years.

Examples include degrees such as B Tech, BSc (Engineering), MB ChB, BFA.Note 5: The category "below masters level" includes postgraduate and post-diploma diplomas, postgraduate bachelor's degrees, and honours degrees.Note 6: Numbers and percentages may not necessarily add up due to rounding off.Note 7: Because some students coded as "major field of study unknown", totals may not add up.

InstitutionScience,

Engineering&

Technology

Business &Management

Education All OtherHumanities &

SocialSciences

Total OccasionalStudents

UndergraduateCertificates &Diplomas

Undergraduate Degrees

Postgraduate,BelowMaster's Level

Master'sDegrees

DoctoralDegrees

Total

Major Field of Study Formal Qualifications

Cape PeninsulaUniversity ofTechnology

University of CapeTown

Central University ofTechnology, Free State

Durban University ofTechnology


University of the FreeState

University ofJohannesburg



Nelson MandelaMetropolitan University



Rhodes University

University of SouthAfrica

University ofStellenbosch


University of Venda

Vaal University ofTechnology

Walter SisuluUniversity forTechnology andScience, Eastern Cape

University of WesternCape

University ofWitwatersrand



Totals

13 763

9 038

4 670

10 799

1 384

6 887

13 756

11 435

7 304

7 301

8 533

17 957

1 361

26 283

8 985

19 768

4 071

8 325

6 334

4 560

11 467

1 724

5 915

211 618

9 403

4 863

3477

8 068

1 347

4 455

14 638

9 393

2 388

5 867

6 132

6 314

913

95 605

4 427

16 275

2 449

8 037

8 116

2 103

4 113

1 499

3 107

222 985

2 769

450

682

584

1 985

4 453

5 344

5 120

2 427

5 750

12 016

10 891

637

25 513

976

5 943

1 611

71

4 521

1 226

1 777

3 718

0

98 465

3 223

6 873

1 629

3 314

3 810

8 337

9 145

11 635

4 441

5 327

12 027

10 960

3 011

80 138

7 556

9 461

3 042

752

5 115

6 950

6 309

3 650

1 075

207 778

29 158

21 224

10 458

22 765

8 526

24 132

42 883

37 582

16 560

24 245

38 708

46 122

5 922

227 539

21 943

51 446

11 173

17 185

24 086

14 838

24 201

10 591

10 096

741 383

397

954

157

34

7

1 318

681

542

8

1 139

450

542

34

14 293

474

162

0

14

740

0

301

386

0

22 633

21 579

452

7 384

19 016

693

2 310

17 259

2 874

1 481

10 906

10 258

5 248

252

61 675

0

40 056

1 480

15 478

15 996

1 304

474

814

9 949

246 938

6 002

13 914

2 433

3 354

6 727

13 146

18 514

24 023

12 267

9 525

18 451

27 028

4 218

127 694

13 826

8 111

8 949

1 505

6 831

10 716

15 743

7 451

147

360 575

497

2 085

218

16

599

4 315

4 211

4 786

918

979

6 049

6 222

564

17 469

2 715

1 292

359

30

380

1 332

2 000

1 474

0

58 510

585

2 864

195

304

410

2 474

1 683

4 230

1 733

1 400

2 710

5 619

609

5 460

4 113

1 696

339

136

126

1 161

4 705

347

0

42 899

98

955

71

41

90

569

535

1 127

153

296

790

1 463

245

948

815

129

46

22

13

325

978

119

0

9 828

29 158

21 224

10 458

22 765

8 526

24 132

42 883

37 582

16 560

24 245

38 708

46 122

5 922

227 539

21 943

51 446

11 173

17 185

24 086

14 838

24 201

10 591

10 096

741 383


3232


Figure 17 (see also Table 18) shows that, in 2006, 41.3% of students (306 243) at public higher education institutions were enrolled for programmes of study in either teacher education or the broad humanities and socialsciences, 30.1% of students (222 985) were enrolled for programmes in business and management, while 28.6%of students (211 618) were enrolled for science, engineering and technology.

Figure 17: Percentage distribution of headcount enrolments in public higher education institutions, by major field of study, in 2006

0

10

20

30

40

Percent

28.6 30.1

13.3

28.0

Education Humanities & Social SciencesBusiness & ManagementSET

0

20

10

40

30

50

60

Percent

3.1

33.3

7.9

7.1

Undergraduate Degrees

Postgraduate < Master’s Master’s & Doctoral

Undergraduate Certificates & DiplomasOccasional

Figure 18: Percentage distribution of headcount enrolments in public higher education institutions, byqualification type, in 2006

48.6

Figure 18 (see also Table 18) shows that the public higher education sector remained primarily an undergraduatesector. In 2006, 85.0% of all students (630 146) were enrolled for undergraduate qualifications, including occa-sional courses.

EMIS


3333


Table 19: Headcount enrolments of contact and distance mode students in public higher education institutions, by population group and gender, in 2006

Source: 2006 HEMIS database, September 2007.Note 1: Contact students are those who are registered mainly for courses offered in contact mode.Note 2: Distance students are those who are registered mainly for courses offered in distance mode.Note 3: The totals in the table = total male + total female. Because students coded as "population group unknown" are not included in the table, Black African+Coloured+

Indian/Asian+White may, therefore, not = the total columns. Note 4: Numbers and percentages may not necessarily add up due to rounding off.

InstitutionContact

Black African Coloured Indian/Asian White Total Female Male Black African Coloured Indian/Asian White Total Female MaleDistance

Cape PeninsulaUniversity ofTechnology

University of CapeTown

Central University ofTechnology, FreeState


University of FortHare

University of the FreeState

University ofJohannesburg

University ofKwaZulu-Natal

University ofLimpopo

Nelson MandelaMetropolitanUniversity

North WestUniversity


Rhodes University

University of SouthAfrica

University ofStellenbosch

Tshwane Universityof Technology

University of Venda


Walter SisuluUniversity forTechnology andScience, EasternCape



University ofZululand

MangosuthuTechnikon

Totals

13 443

5 971

8 089

16 485

6 707

12 136

26 764

13 995

16 087

10 439

13 355

13 006

2 304

90

2 447

39 100

11 146

16 029

23 407

5 149

11 399

10 247

10 083

287 878

60%

9 337

2 911

378

383

130

1 412

1 190

868

34

2 837

652

695

227

449

3 233

479

0

242

51

7 275

683

26

5

33 497

7%

308

1 733

36

4 462

70

411

2 174

12 255

202

508

343

1 713

365

1

439

375

3

94

99

1 291

3 894

166

4

30 946

6%

6 003

9 493

1 746

1 373

539

8 149

11 749

5 464

233

6 048

13 439

23 124

2 926

229

15 824

6 379

24

820

82

670

8 225

152

3

122 694

26%

29 091

21 224

10 249

22 765

7 446

22 108

41 877

32 621

16 560

19 832

27 889

38 538

5 822

770

21 943

46 333

11 173

17 185

23 639

14 788

24 201

10 591

10 096

476 741

100%

15 319

10 736

4 867

11 436

3 980

12 800

22 425

17 886

8 260

10 183

16 367

20 495

3 351

645

11 298

23 777

5 631

8 247

14 952

8 842

12 255

6 942

5 012

255 706

54%

13 772

10 488

5 382

11 329

3 466

9 308

19 452

14 735

8 300

9 649

11 522

18 043

2 471

125

10 645

22 556

5 542

8 938

8 687

5 946

11 946

3 649

5 084

221 035

46%

47

0

126

0

1 047

395

974

3 624

0

4 038

9 057

7 415

100

131 107

0

4 847

0

0

447

6

0

0

0

163 230

62%

11

0

46

0

17

113

9

233

0

129

568

71

0

13 702

0

138

0

0

0

4

0

0

0

15 041

6%

0

0

4

0

4

175

5

645

0

116

273

49

0

22 579

0

52

0

0

0

11

0

0

0

23 913

9%

9

0

33

0

12

1 341

18

456

0

130

849

49

0

58 980

0

76

0

0

0

21

0

0

0

61 974

23%

67

0

209

0

1 080

2 024

1 006

4 961

0

4 413

10 819

7 584

100

226 769

0

5 113

0

0

447

50

0

0

0

264 642

100%

45

0

138

0

870

691

680

2 932

0

3 033

7 575

5 435

73

128 180

0

2 981

0

0

360

19

0

0

0

153 012

58%

22

0

71

0

210

1 333

326

2 029

0

1 380

3 244

2 149

27

98 589

0

2 132

0

0

87

31

0

0

0

111 630

42%


3434


Figure 19 (see also Table 19) shows that, in 2006, 60.8% of all students (451 108) in the public higher educationsystem were Black African, 24.9% (184 668) were White, 7.4% (54 859) were Indian/Asian, and 6.5% (48 538)were Coloured. In 2006, Black African students had an overall share of 60.4% (287 878) of contact programme enrolments and 61.7% (163 230) of distance programme enrolments.

Figure 19: Percentage distribution of headcount enrolments in public higher education institutions, by contact/distance mode and population group, in 2006

0

10

20

30

40

50

60

70

80

Black African

60.8

Coloured

7.0

5.7

Indian/Asian

6.5 9.0

7.4

White

25.7

23.4 24.9

Distance Mode TotalContact Mode

Percent

6.5

60.4 61.7

Figure 20: Percentage distribution of headcount enrolments in public higher education institutions, by contact/distance mode and gender, in 2006

0

10

20

30

40

50

60

70

Contact Mode

53.6

46.4

Distance Mode

57.8

42.2

Total

55.1

44.9

MaleFemale

Percent

Figure 20 (see also Table 19) shows that, in 2006, female students were the majority in both contact programmes(53.6% or 255 706) and distance programmes (57.8% or 153 012). Overall, 55.1% of the students (408 718) in thesystem were female.


3535


55..22 HHeeaaddccoouunntt aanndd ggrraadduuaattiioonn rraatteess ooff ggrraadduuaatteess aanndd ddiipplloommaatteess

Table 20: Graduates/diplomates in public higher education institutions, by major field of study and formalqualification, in 2006

Source: 2006 HEMIS database, September 2007.Note 1: Definitions of fields of study are the same as those employed in Table 17. Note 2: Definitions of formal qualifications are the same as those employed in Table 18.Note 3: Numbers and percentages may not necessarily add up due to rounding off.Note 4: Because some students coded as "major field of study unknown", totals may not add up.

InstitutionScience,

Engineering&

Technology


Education All OtherHumanities& SocialSciences

Total Master'sDegrees

DoctoralDegrees

Total

Major Field of Study Formal Qualification

2 961

2 004

779

1 974

229

1 476

2 871

2 277

1 392

1 304

1 872

3 545

402

841

2 208

3 192

525

838

718

930

2 175

367

685

35 562

Cape Peninsula University of Technology


Central University of Technology, Free State







Nelson Mandela Metropolitan University



Rhodes University



Tshwane University of Technology

University of Venda


Walter Sisulu University for Technology andScience, Eastern Cape





Totals

2 347

1 257

932

1 663

146

774

2 799

2 199

324

1 000

1 496

1 947

247

3 838

1 224

2 689

261

1 427

1 253

344

758

222

966

30 111

854

227

265

41

880

1 622

2 258

1 421

997

1562

3 977

3 428

314

5 306

331

1 563

540

16

975

451

458

1 064

0

28 548

685

1 877

364

715

650

1 555

2 272

2 738

640

1 028

2 481

2 474

909

3 871

1 810

1 645

452

137

540

1 127

1 475

580

319

30 342

6 847

5 364

2 356

4 392

1 906

5 426

10 200

8 635

3 353

4 894

9 825

11 393

1 872

13 855

5 573

9 088

1 777

2 418

3 485

2 851

4 959

2 232

1 970

124 671

4 537

175

1 456

3 328

419

915

3 653

915

910

2 079

3 178

2 298

162

4 388

0

5 992

582

1 897

2 724

348

191

353

1 941

42 441

1 952

2 930

743

989

1 110

2 006

4 066

5 023

1 828

1 956

3 719

5 217

1 040

5 573

2 916

2 487

1 048

490

659

1 604

2 702

1 179

29

51 266

289

1 361

129

9

320

1 916

2 024

1 964

396

543

2 053

2 535

453

3 190

1 737

445

102

11

93

618

1 192

605

0

21 985

63

765

22

62

48

529

384

625

207

291

765

1 195

171

623

818

145

45

19

9

253

776

64

0

7 879

6

133

6

4

9

60

73

108

12

25

110

148

46

81

102

19

0

1

0

28

98

31

0

1 100

6 847

5 364

2 356

4 392

1 906

5 426

10 200

8 635

3 353

4 894

9 825

11 393

1 872

13 855

5 573

9 088

1 777

2 418

3 485

2 851

4 959

2 232

1 970

124 671


UndergraduateDegrees

PostgraduateBelowMaster's Level

EMIS


3636


Table 21: Summaries of key graduation rates in public higher education institutions in 2006

Source: 2006 HEMIS database, September 2007.Note 1: These graduation rates serve as proxies for throughput rates of cohorts of students. A detailed account of benchmarks related to these graduation rates can be seen in The

National Plan for Higher Education (Department of Education: 2001).Note 2: Different undergraduate percentages were set for universities and technikons, because of problems encountered with the ways in which some technikons were reporting

their BTech enrolments. Note 3: The benchmarks in the National Plan were set on the basis that at least 75% of any cohort of students entering a programme should complete their degrees or diplomas.

When converted to graduation rates, the cohort throughput rates in the table above are equivalent to graduation rates of, broadly, the following kind:

Note 4: Percentages may not necessarily add up due to rounding off.

Undergraduate DoctoralContact programmes 25% 20%Distance programmes 15% 15%

Institution Undergraduate Degrees & Diplomas (%)

Master's Degrees(%)

Doctoral Degrees(%)



Central University of Technology, Free State










Rhodes University




University of Venda


Walter Sisulu University for Technology and Science, Eastern Cape





Averages

24

22

22

19

21

19

22

22

20

20

24

23

27

5

21

18

16

14

15

16

18

19

20

15

11

27

11

20

12

21

23

15

12

21

28

21

28

11

20

9

13

14

7

22

16

18

0

18

6

14

8

10

10

11

14

10

8

8

14

10

19

9

13

15

0

5

0

9

10

26

0

11

EMIS


3737


Figure 21 (see also Table 20) gives details of the totals of graduates and diplomates produced by public highereducation institutions in 2006. In that year, the system produced 124 671 graduates and diplomates. Of the 124 671 students who completed qualifications in 2006, 75.1% (93 707) obtained undergraduate degrees or diplomas. There were only 8 979 (7.2%) master's and doctoral graduates in 2006.

Figure 21: Headcount totals of graduates/diplomates in public higher education institutions, by qualification type, in 2006

0

20 000

40 000

60 000

80 000

100 000

120 000

140 000

160 000


UndergraduateDegrees

Postgraduate <Master’s

Master’s &Doctoral

Total

42 441 51 266

124 671

8 979

Num

ber

21 985

EMIS


3838


55..33 FFuullll--ttiimmee eeqquuiivvaalleenntt eennrroollmmeennttss aanndd uunnddeerrggrraadduuaattee ssuucccceessss rraatteess

Table 22: Full-time equivalent enrolments of contact and distance mode students in public higher education institutions in 2006

Source: 2006 HEMIS database, September 2007.Note 1: Full-time equivalent (FTE) student enrolments are calculated (a) by assigning to each course a fraction representing the weighting it has in the curriculum of a qualification,

and (b) by multiplying the headcount enrolment of that course by this fraction.Note 2: FTE contact students are those who are registered mainly for courses offered in contact mode.Note 3: FTE distance students are those who are registered mainly for courses offered in distance mode.Note 4: Definitions for fields of study employed here are the same as those employed in Table 17. Note 5: The totals above include undergraduate and postgraduate courses.Note 6: Numbers and percentages may not necessarily add up due to rounding off.

InstitutionScience,

Engineering &Technology

Contact Distance



Social Sciences

Total Science,Engineering &Technology



Social Sciences

Total

Cape Peninsula Universityof Technology












Rhodes University




University of Venda







Totals

9 671

7 020

3 220

7 204

1 216

5 414

9 594

9 434

5 543

5 133

6 404

13 352

1 271

0

7 147

13 339

2 677

5 648

5 526

4 082

8 086

1 369

3 781

136 133

37%

5 657

3 035

2 223

5 600

1 100

2 522

10 222

4 881

1 516

3 736

3 943

6 041

606

0

3 674

9 197

1 158

4 411

6 388

1 081

2 741

1 055

1 880

82 668

22%

1 888

277

454

230

610

1 833

2 564

1 800

1 374

852

4 027

2 197

290

0

911

839

710

42

2 518

775

1 024

2 910

0

28 125

8%

4 600

6 841

1 887

4 020

2 743

6 454

9 555

10 175

4 785

5 164

8 577

9 145

2 818

587

6 119

10 259

4 403

2 556

5 527

5 518

6 133

3 846

1 853

123 564

33%

27

0

9

0

0

46

45

184

0

20

369

1

0

11 916

0

22

0

0

0

25

0

0

0

12 664

10%

21 816

17 173

7 783

17 055

5 669

16 223

31 935

26 291

13 218

14 886

22 951

30 735

4 985

587

17 851

33 634

8 948

12 656

19 959

11 455

17 984

9 181

7 513

370 489

100%

0

0

64

0

0

120

0

1 769

0

12

122

0

0

39 696

0

61

0

0

0

0

0

0

0

41 842

33%

0

0

0

0

293

0

454

1 081

0

2 114

3 552

3 134

57

10 855

0

937

0

0

545

0

0

0

0

23 022

18%

0

0

81

0

0

960

1

22

0

38

1 064

0

0

46 653

0

922

0

0

0

0

0

0

0

49 742

39%

27

0

154

0

293

1 126

500

3 056

0

2 183

5 107

3 135

57

109 120

0

1 942

0

0

545

25

0

0

0

127 269

100%

EMIS


3939


Table 23: Undergraduate success rates of contact and distance mode students in public higher educationinstitutions, by population group, in 2006

Source: 2006 HEMIS database, September 2007.Note 1: Undergraduate courses are those coded as lower prediplomate/undergraduate, intermediate prediplomate/undergraduate and higher undergraduate.Note 2: Success rates are determined as follows: a calculation is made of full-time equivalent (FTE) enrolled student totals for each category of courses. A further FTE calculation,

using the same credit values, is made for each category of courses for those students who passed the courses. The success rates are then determined as: FTE passesdivided by FTE enrolments. The success rates shown are, therefore, weighted averages for contact and distance courses for each population group.

Note 3: Percentages may not necessarily add up due to rounding off.Note 4: n.a. = not applicable.

InstitutionContact (%)

Black African Coloured Indian/Asian White Average Black African Coloured Indian/Asian White AverageDistance (%)



Central University of Technology, FreeState










Rhodes University




University of Venda


Walter Sisulu University for Technologyand Science, Eastern Cape





Averages

70

79

72

74

73

65

72

76

78

65

75

74

83

95

71

68

75

70

68

75

75

72

81

72

76

82

73

77

71

71

72

81

78

70

71

76

81

83

72

75

n.a.

75

71

76

77

71

83

76

80

86

78

76

73

72

77

80

88

74

77

78

89

n.a.

81

73

92

66

89

81

79

66

76

79

86

91

83

87

86

83

83

91

91

84

82

86

90

89

85

81

65

73

68

93

89

65

100

85

76

86

74

75

74

73

75

80

78

72

79

81

87

85

82

70

75

70

68

77

80

72

81

76

46

n.a.

68

n.a.

95

58

73

75

n.a.

74

77

82

96

47

n.a.

71

n.a.

n.a.

89

n.a.

n.a.

n.a.

n.a.

52

64

n.a.

79

n.a.

100

61

49

84

n.a.

82

79

88

n.a.

47

n.a.

72

n.a.

n.a.

n.a.

n.a.

n.a.

n.a.

n.a.

50

n.a.

n.a.

82

n.a.

100

66

77

86

n.a.

90

70

100

n.a.

52

n.a.

91

n.a.

n.a.

n.a.

n.a.

n.a.

n.a.

n.a.

53

64

n.a.

83

n.a.

100

74

69

51

n.a.

87

78

100

n.a.

59

n.a.

77

n.a.

n.a.

n.a.

n.a.

n.a.

n.a.

n.a.

60

51

n.a.

73

n.a.

96

68

73

76

n.a.

76

77

82

96

51

n.a.

72

n.a.

n.a.

89

n.a.

n.a.

n.a.

n.a.

54

EMIS


4040


Figure 22 (see also Table 22) shows that the full-time equivalent (FTE) student enrolment at public higher education institutions was 497 758 in 2006. The ratios with regard to distance and contact mode differed markedlybetween FTE and headcount totals. The contact FTE total of 370 489 was 77.7% of the corresponding headcounttotal, which implies that most contact students were studying full-time in that year. The ratio for distance studentswas 48.1%, which implies that, in 2006, distance students were, on average, following the equivalent of less thanhalf of a full-time curriculum.

Figure 22: Full-time equivalent student enrolments in public higher education institutions, by contact/distance mode, in 2006

0

100 000

200 000

300 000

400 000

500 000

600 000

700 000

Num

ber

Contact Mode Distance Mode Total

370 489

127 269

497 758

Figure 23 (see also Table 23) shows that inequalities of outcome continue to exist in the higher education system.In 2006, the average success rate of Black African students in contact undergraduate programmes was only72.2%, compared to an average of 85.3% for White students.

Figure 23: Percentage distribution of average undergraduate success rates in public higher educationinstitutions, by contact education programmes and population group, in 2006

0

10

20

30

40

50

60

70

80

90

100

Percent

Black African Coloured Indian/Asian White Total

72.2 75.6 79.0 85

.3

76.2

EMIS


4141


55..44 PPeerrmmaanneenntt ssttaaffff

Table 24: Overview of permanent staff in public higher education institutions in 2006

Source: 2006 HEMIS database, September 2007.Note 1: A permanent staff member is defined as an employee who contributes to an institutional pension or retirement fund.Note 2: Instruction/research staff (also referred to as academic staff) are those who spend more than 50% of their official time on duty on instruction and research activities.Note 3: The category "administrative staff" includes all executive and professional staff who spend less than 50% of their official time on duty on instruction and research activities,

as well as all technical and office staff.Note 4: The category "service staff" includes all staff, such as cleaners, gardeners, security guards and messengers, who are not engaged in supervisory or administrative functions

linked to an office.Note 5: Black staff, for the purpose of this summary table, includes all Black African, Coloured and Indian/Asian staff on permanent contracts.Note 6: Numbers and percentages may not necessarily add up due to rounding off.Note 7: Data from Walter Sisulu University for Technology and Science, Eastern Cape includes 2005 data from the former Eastern Cape Technikon.

InstitutionTotal Permanent Staff

Instruction &Research Staff

AdministrativeStaff

Service Staff Instruction &Research Staff

AdministrativeStaff

Service Staff Instruction &Research Staff

AdministrativeStaff

Service Staff

% of Black Staff in Total % of Female Staff in Total

Cape Peninsula Universityof Technology












Rhodes University




University of Venda







Totals

648

851

218

563

261

659

982

1 583

798

514

905

1 574

316

1 319

822

855

273

296

525

476

1 270

226

143

16 077

170

138

172

111

31

316

558

450

490

131

544

552

381

223

318

417

212

256

101

98

371

183

130

6 353

46

18

33

64

65

17

28

53

75

18

30

17

16

27

14

39

90

37

82

58

28

66

80

38

75

62

49

87

83

28

45

77

77

44

32

28

46

50

33

56

98

61

94

94

63

84

91

55

99

98

92

99

100

98

93

100

100

92

95

90

100

99

99

98

100

98

100

100

99

100

100

96

39

34

39

45

36

42

43

43

39

42

38

46

34

52

40

40

32

48

42

45

45

41

28

42

56

63

58

51

57

64

62

62

57

60

66

69

63

58

61

55

47

62

56

58

68

44

48

59

29

41

53

21

10

54

23

26

42

40

46

32

46

26

30

53

55

56

50

28

32

40

52

38

763

1 730

320

668

433

710

1 310

2 251

767

658

1 186

1 344

548

2 565

1 344

1 297

274

371

635

627

1 452

322

182

21 757

EMIS


4242

Figure 24 (see also Table 24) points to the employment inequalities that existed in the higher education system in2006. Black (Black African, Coloured and Indian/Asian) staff had only a 37.7% (6 057) share of permanentlyappointed academic (instruction and research) staff posts while female staff had a 42.2% (6 791) share of permanently appointed academic staff posts.

Figure 24: Percentage distribution of black and female staff in public higher education institutions, as a percentage of total permanent staff, in 2006

0

20

10

40

30

60

50

70

80Percent

Black Academic Staff

38.9

FemaleAcademic Staff

43.7

Black Admin. Staff

59.6

FemaleAdmin. Staff

62.4

EMIS

Explanatory notes

4343

66.. EEXXPPLLAANNAATTOORRYY NNOOTTEESS

66..11 IInnttrroodduuccttiioonn

The publication comprises aggregated information from all educational institutions elaborated in the scope of thesurveys below. The information in the publication reflects the situation during the 2006 academic year.

66..22 SSccooppee ooff tthhee ssuurrvveeyyss

The census frame covers the following education sectors:

� Ordinary schools (public and independent); � Higher Education institutions (public);� Further Education and Training (FET) colleges (public); � Special schools (public and a few independent); � Adult Basic Education and Training (ABET) centres (public); and� Early Childhood Development (ECD) sites (public and a few independent).

66..33 SSuurrvveeyy mmeetthhooddoollooggyy aanndd ddeessiiggnn

The process of acquiring education information involves the national and provincial education departments as wellas education regions and districts and educational institutions, and adheres to the following two processes:

66..33..11 DDaattaa aaccqquuiissiittiioonn

With the exception of higher education institutions (which fall under the jurisdiction of the Department of Education(the DoE)), the process is as follows:

The DoE consults with provincial education departments (PEDs) and all other stakeholders on education information user needs, and designs all required data acquisition instruments. The DoE also develops and implements policy, standards, definitions and classifications for national alignment, standardisation and uniformityin the collection of education information.

PEDs utilise the national data acquisition instruments to collect and process education information for submissionto the DoE. The process and information platforms that the PEDs utilise adhere to nationally instituted standards.

The DoE then integrates education information collected by the PEDs to create a national database and to updateit.

66..33..22 RReeppoorrttiinngg aanndd ddiisssseemmiinnaattiioonn

Education information is sent directly to its users and is posted on the DoE’s website. Current statistical publications on the website are:

� Education Statistics in South Africa at a Glance (1999 to 2005); and� School Realities (2005 to 2007).

66..44 CCoommppaarraabbiilliittyy wwiitthh pprreevviioouuss cceennssuusseess

The 2006 census is not generally comparable with the 2005 census, owing to the fact that the latest census isbased on the new provincial demarcation boundaries.

66..55 RReessppoonnssee rraattee

Approximately 93% of functional ordinary schools submitted the 2006 survey forms. No imputations were done onthe data.

Explanatory notes

4444

66..66 GGlloossssaarryy

Adult Basic Education and Training (ABET) centre

A centre that is under the control of a PED and at which basic education programmes are presented to persons of16 years or older (see the South African Schools Act, No. 84 of 1996) (the SASA).

Classification of Education Subject Matter (CESM)

Confines itself to the various knowledge components that appear within an academic programme.

College

An institution of professional study that grants diplomas and certificates at the completion of a specific programme.

Combined school

An ordinary school offering at least one grade in each of the following four phases: foundation phase, intermediatephase, senior phase and Further Education and Training (FET) band.

Contact student

A higher education student who is registered mainly for courses offered in contact mode. A contact mode courseinvolves personal interaction with lecturers or institutional supervisors at higher education institutions, through lectures, tutorials, seminars, practicals, supervision, or other forms of required work, and is presented at the institution's premises or at a site of the institution.

Distance student

A higher education student who is registered mainly for courses offered in distance mode. A distance mode courseinvolves interaction with lecturers or institutional supervisors of higher education institutions, through "distanceeducation" techniques (that is, through the use of, for example, correspondence, telematics or the Internet).

Early Childhood Development (ECD) centre/site

Any building or premises maintained or used, whether or not for gain, for the admission, protection and temporaryor partial care of more than six children away from their parents. Depending on its conditions of registration, anECD centre can admit babies, toddlers and/or children of pre-school age. The term "ECD centre" can refer to acrèche, a day care centre for young children, a playgroup, a pre-school, after-school care, etc. ECD centres aresometimes referred to as ECD sites.

Education district

A geographical unit that the relevant provincial legislation determines on the basis of prevailing provincial practice.

Education region

A sub-provincial administrative unit above the district level.

Educator

Any person who teaches, educates or trains other persons at an education institution or assists in rendering education services, or who renders education auxiliary or support services provided by or in an education department, but not an officer as defined in section 1 of the Public Service Act, Proclamation 103 of 1994.

FET band

Grades 10, 11 and 12 offered at ordinary schools.

Foundation phase

Grade R (reception year) and Grades 1, 2 and 3 offered at ordinary schools (see Education White Paper 5 onEarly Childhood Development).

Explanatory notes

4545

Further Education and Training (FET)

All learning and training programmes leading to qualifications from levels 2 to 4 of the National QualificationsFramework (NQF) as contemplated in the South African Qualifications Authority Act, No. 58 of 1995 (the SAQAAct), which levels are above general education but below higher education.

Gender Parity Index (GPI)

The ratio of female to male values of a specified indicator.

General Education and Training (GET)

All learning and training programmes leading to a qualification on level 1 of the NQF, and represents nine years of compulsory school attendance – that is, Grades 1 to 9 and ABET levels 1 to 4 (see the General and FurtherEducation and Training Quality Assurance Act, No. 58 of 2001) (the GENFETQUA Act).

Gross Enrolment Ratio (GER)

Measures enrolment, regardless of age, in a specific level of education as a percentage of the appropriately agedpopulation for the given level of education.

Independent school

A school registered or deemed to be registered in terms of section 46 of the SASA.

Intermediate phase


Intermediate school

An ordinary school offering both upper primary grades and lower secondary grades.

Learner

Any person receiving or obliged to receive education at any education institution contemplated in section 2 of theSASA within the general and further education and training sectors (see the GENFETQUA Act).

Learner-to-Educator Ratio (LER)

The number of learners per educator.

Learner-to-School Ratio (LSR)

The number of learners per school.

Post-matric

An opportunity, granted in special cases, for learners who have already passed the Senior Certificate examinationbut want to improve their results in one or more subjects.

Primary school

An ordinary school offering at least one grade in the range Grades R to 7, and no grades in the range Grades 8 to 12.

Public school

A school maintained largely through public funds, which must be made available by the Member of the ExecutiveCouncil (MEC) for education in a province, in terms of section 12 of the SASA, for the purpose of public education.

School

A public or an independent education institution that is registered by the PED according to applicable legislationand that enrols learners in one or more grades, from Grade R to Grade 12.

Explanatory notes

4646

Secondary school

An ordinary school offering at least one grade in the range Grades 8 to 12 and no grades in the range Grades 1 to 7.

Senior phase


Special Needs Education (SNE)

Education that is specialised in its nature and addresses the barriers to learning and development experienced bylearners with special education needs (including those with disabilities) at special as well as ordinary schools. This sector of education is specialised in the planning and delivery of support programmes through specialisedinterventions.

Special school

A school equipped to deliver education to learners requiring high-intensity educational and other support on eithera full-time or a part-time basis. The learners who attend these schools include those who have physical, intellectual or sensory disabilities or serious behaviour and/or emotional problems, and those who are in conflictwith the law or whose health-care needs are complex.

EMIS

Contact details

4747

77.. CCOONNTTAACCTT DDEETTAAIILLSS

77..11 PPrroovviinncciiaall EEMMIISS uunniittss

Provincial and institutional information (contact details, etc.) may be requested (preferably by email) fromthe following provincial Education Management Information Systems (EMIS) Units:

Eastern Cape Education Department Free State Education DepartmentMr Riaan Janse van Rensburg Mr Frans KokHead, EMIS Unit Head, EMIS UnitEducation Leadership Institute, Education Department Private Bag X20565, Bloemfontein, 930125 Epsom Road, Stirling, East London, 5201 Email: [email protected]: [email protected] Tel.: 051 404 8089Tel.: 043 735 1820/1 Fax: 051 404 8094Fax: 043 735 1993

Gauteng Education Department KwaZulu-Natal Education DepartmentMr Mohammad Sujee Mr Patrick ButheleziActing Head, EMIS Unit Head, EMIS Unit PO Box 7710, Johannesburg, 2000 Private Bag X05, Rossburg, 4072Email: [email protected] Email: [email protected].: 011 355 1783/1777/0450 Tel.: 031 274 4924Fax: 011 355 0670 Fax: 031 274 4922

Limpopo Education Department Mpumalanga Education DepartmentMs Tebatso Monnathebe Mr Wimpie BarnardHead, EMIS Unit Head, EMIS UnitPrivate Bag X9489, Polokwane, 0700 Private Bag X11341, Nelspruit, 1200Email: [email protected] Email: [email protected].: 015 290 7996 Tel.: 013 766 5313Fax: 086 654 4766 Fax: 013 766 5592

North West Education Department Northern Cape Education DepartmentMr Mmusapelo Moalosi Mr Danny MothobiHead, EMIS Unit Head, EMIS UnitPrivate Bag X2044, Mmabatho, 2740 Private Bag X5020, Kimberley, 8301Email: [email protected] Email: [email protected].: 018 389 8037 Tel.: 053 839 6641Fax: 018 389 8252 Fax: 053 839 6580

Western Cape Education DepartmentMr Abdurahman NoordienHead: EMIS UnitPrivate Bag X9114, Cape Town, 8000Email: [email protected].: 021 467 2289Fax: 021 425 7445

EMIS

Contact details

4848

77..22 DDeeppaarrttmmeenntt ooff EEdduuccaattiioonn

Information on different sectors of the education system may be requested (preferably by email) from the following members of the Department of Education and the Directorate: Education Management Information Systems:

Director: EMISMr Siza ShongweDepartment of EducationWaterbron Building, 191 Schoeman Street, PretoriaPostal Address: Private Bag X895, Pretoria, 0001Tel.: 012 312 6092Fax: 012 312 5983Email: [email protected]

General EnquiriesMs Uriel MalapaneAdministrative Officer: EMISTel.: 012 312 5958Email: [email protected]

Queries/Data Dissemination/Data Analysis/PublicationsMr Christo LombaardDeputy Director: EMISTel.: 012 312 5961Email: [email protected]

Public Higher EducationMr Jacques AppelgrynDeputy Director: HEMISTel.: 012 312 5480Email: [email protected]

Senior Certificate Examination ResultsMr Rufus PoliahDirector: FET Examinations and AssessmentTel.: 012 312 5857Email: [email protected]

Data on private Further Education and Training and private Higher Education institutions are not includedin this publication and may be obtained from the following persons:

Private Further Education and TrainingDr Mandlenkosi ButheleziDirector: Private FET CollegesTel.: 012 312 5672Email: [email protected]

Private Higher EducationMs Nomsa MotaungDirector: Private Higher Education InstitutionsTel.: 012 312 5253Email: [email protected]

Acknowledgements

4949

AACCKKNNOOWWLLEEDDGGEEMMEENNTTSSThis publication has been produced with assistance and information from the following:

� Several directorates in the Department of Education� The EMIS units of the provincial education departments� Statistics South Africa

EMIS

EMIS

EMIS


Primary 3)


6 202 3723 766 5201 608 557364 373

11 941 822

186 075120 52947 02011 943365 567

15 2955 4663 509869

25 139Primary 3)


87 15854 796206 7173 292

351 963

4 3142 97312 853

15320 293

38117155919

1 13012 293 785 385 860 26 269

Public ABET 4)

SNE 5)

Public FET 6)


251 610 86 143 361 186 176 589 741 383

1 616 911

18 608 7 514 7 096 9 084 16 07758 379

2 176 397 50

3 576 23

6 222 13 910 696 444 239 32 491

EMIS

EMIS


Primary 3)


6 202 3723 766 5201 608 557364 373

11 941 822

186 075120 52947 02011 943365 567

15 2955 4663 509869

25 139Primary 3)


87 15854 796206 7173 292

351 963

4 3142 97312 853

15320 293

38117155919

1 13012 293 785 385 860 26 269

Public ABET 4)

SNE 5)

Public FET 6)


251 610 86 143 361 186 176 589 741 383

1 616 911

18 608 7 514 7 096 9 084 16 07758 379

2 176 397 50

3 576 23

6 222 13 910 696 444 239 32 491

EMIS

EMIS


Primary 3)


6 202 3723 766 5201 608 557364 373

11 941 822

186 075120 52947 02011 943365 567

15 2955 4663 509869

25 139Primary 3)


87 15854 796206 7173 292

351 963

4 3142 97312 853

15320 293

38117155919

1 13012 293 785 385 860 26 269

Public ABET 4)

SNE 5)

Public FET 6)


251 610 86 143 361 186 176 589 741 383

1 616 911

18 608 7 514 7 096 9 084 16 07758 379

2 176 397 50

3 576 23

6 222 13 910 696 444 239 32 491

Did you know that in 2006...Approximately 29 in every 100 people in South Africawere learners in the education and training system?

32 491 institutions, comprising the following, wereregistered with the Department of Education:� 26 269 ordinary public and independent schools� 3 576 ECD sites� 2 176 public ABET centres� 397 special schools� 50 public FET colleges� 23 public HE institutions

Of every 1 000 learners in the education system in SouthAfrica:� 859 were in ordinary public schools� 53 were in public HE institutions� 26 were in public FET colleges� 25 were in ordinary independent schools� 18 were in ABET centres� 13 were in ECD sites� 6 were in special schools

Documents

Education Stat at a Glance 2003 FINAL - Pages - Department ... Statistics Publication/DoE Stats at a Glance... · The publication details the shape and size of the education system