Country
Data profiles:
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Financial literacy (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
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> Notes on the education system in South Africa

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Educational outcomes
In South Africa, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (5.3 %, rank 41/46 , 2019) Download Indicator
South Africa has one of the lowest percentages of 25-64 year-olds whose highest education level is a master's or equivalent tertiary education degree. (0.9 %, rank 39/43 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (0.6 %, rank 31/36 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (1.4 %, rank 30/39 , 2019) Download Indicator
Attainment by gender
In South Africa, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (5.1 %, rank 40/46 , 2019) Download Indicator
The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (5.5 %, rank 42/46 , 2019) Download Indicator
South Africa has one of the smallest shares of 25-64 year-old men whose highest education level is a master's or equivalent tertiary education degree. (1 %, rank 39/43 , 2019) Download Indicator
South Africa has one of the smallest shares of 25-64 year-old women whose highest education level is a master's or equivalent tertiary education degree. (0.8 %, rank 39/43 , 2019) Download Indicator
Participation in education
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the lowest among OECD and partner countries with available data. (2.3 %, rank 38/39 , 2018) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (27.2 %, rank 29/38 , 2018) Download Indicator
Graduation by gender
Among OECD and partner countries with available data, South Africa has one of the largest shares of women graduates from tertiary programmes. (61.3 %, rank 7/36 , 2018) Download Indicator
In South Africa, the share of female doctoral graduates in the field of business, administration and law is relatively low. (37.2 %, rank 34/43 , 2018) Download Indicator
In South Africa, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (16.8 %, rank 40/43 , 2018) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 37/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (32.3 %, rank 8/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (7.3 %, rank 9/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of information and communication technologies is one of the lowest among OECD and partner countries with available data. (3.2 %, rank 33/42 , 2018) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (8.1 %, rank 37/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (6.7 %, rank 40/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0.4 %, rank 40/43 , 2018) Download Indicator
The share of doctoral graduates in the field of business, administration and law in South Africa is relatively large. (17 %, rank 4/45 , 2018) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in South Africa is relatively small. (8.9 %, rank 37/45 , 2018) Download Indicator
Student mobility
In South Africa, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (5 Students, rank 9/46 , 2018) Download Indicator
Public and private expenditure in education
In South Africa, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (15.1 %, rank 2/42 , 2017) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively high in South Africa compared to OECD and partner countries with available data. (12.6 %, rank 1/42 , 2017) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (27.6 Ratio, rank 3/41 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-34 year-olds with a short-cycle tertiary education is comparatively low. (74.8 %, rank 29/31 , 2019) Download Indicator
The employment rate among 35-44 year-olds without upper secondary education is comparatively low. (51.9 %, rank 41/42 , 2019) Download Indicator
The employment rate among 45-54 year-olds without upper secondary education is comparatively low. (51.3 %, rank 41/42 , 2019) Download Indicator
The employment rate among 35-44 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (64.5 %, rank 42/42 , 2019) Download Indicator
The employment rate among 45-54 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (66.9 %, rank 41/42 , 2019) Download Indicator
Neither in education nor employed
(13.5 %, rank 7/39 , 2018) Download Indicator
(11.8 %, rank 6/38 , 2018) Download Indicator
(15.2 %, rank 7/37 , 2018) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
Visualisations



- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
Visualisations



- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
Visualisations



- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
Visualisations



- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
Visualisations




> Notes on the education system in South Africa



All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2019 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.