Country
Data profiles:
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| 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) |
| 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 2021) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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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Attainment
The level of below upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (45.9 %, rank 4/44 , 2020) Download Indicator
The level of below upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (52.3 %, rank 7/45 , 2020) Download Indicator
The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (15.8 %, rank 43/46 , 2020) Download Indicator
The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (14.9 %, rank 45/45 , 2020) Download Indicator
The level of tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (14.6 %, rank 40/45 , 2020) Download Indicator
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. (7 %, rank 39/46 , 2020) 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 40/43 , 2020) Download Indicator
The level of below upper secondary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (68.6 %, rank 6/44 , 2020) Download Indicator
The proportion of 25-34 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (39.2 %, rank 6/40 , 2020) Download Indicator
Attainment by gender
The proportion of 25-34 year-old men who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (12.8 %, rank 45/45 , 2020) Download Indicator
The proportion of 25-34 year-old women who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (17 %, rank 45/45 , 2020) Download Indicator
The share of 25-34 year-old men who attained below upper secondary education in South Africa is one of the highest among OECD and partner countries with available data. (48.1 %, rank 4/44 , 2020) Download Indicator
The share of 25-34 year-old women who attained below upper secondary education in South Africa is one of the highest among OECD and partner countries with available data. (43.6 %, rank 5/44 , 2020) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in South Africa is one of the lowest among OECD and partner countries with available data. (86.9 %, rank 44/44 , 2019) Download Indicator
The enrolment rate among 15-19 year-olds in South Africa is one of the lowest among OECD and partner countries with available data. (75.9 %, rank 35/43 , 2019) Download Indicator
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (12.2 %, rank 40/44 , 2019) Download Indicator
The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (92.2 %, rank 7/43 , 2019) Download Indicator
The enrolment rate of 20-24 year-olds in South Africa is one of the lowest among OECD and partner countries with available data. (29.2 %, rank 35/42 , 2019) Download Indicator
The enrolment rate of 25-29 year-olds in South Africa is one of the lowest among OECD and partner countries with available data. (7 %, rank 38/42 , 2019) Download Indicator
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. (2.5 %, rank 40/42 , 2019) 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. (28.1 %, rank 32/41 , 2019) Download Indicator
Graduation by gender
The share of female graduates from upper secondary general programmes is one of the largest among OECD countries and partner economies with available data. (55.8 %, rank 1/42 , 2019) Download Indicator
Among OECD and partner countries with available data, South Africa has one of the largest shares of women graduates from tertiary programmes. (62.2 %, rank 5/36 , 2019) Download Indicator
In South Africa, the share of female doctoral graduates in the field of business, administration and law is relatively low. (34.2 %, rank 36/43 , 2019) Download Indicator
In South Africa, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (23.2 %, rank 38/44 , 2019) Download Indicator
In South Africa, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the largest among OECD and partner countries with available data. (17.8 %, rank 4/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively high in South Africa. (12.4 %, rank 3/43 , 2019) Download Indicator
In South Africa, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (5.2 %, rank 34/43 , 2019) Download Indicator
In South Africa, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively large. (13.2 %, rank 4/43 , 2019) Download Indicator
In South Africa, the share of male tertiary graduates in the field of business, administration and law is one of the largest among OECD and partner countries with available data. (34.9 %, rank 5/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively low in South Africa. (4.1 %, rank 39/43 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (5 %, rank 38/43 , 2019) Download Indicator
The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (7.4 %, rank 40/43 , 2019) Download Indicator
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 38/44 , 2019) 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. (31.4 %, rank 7/44 , 2019) 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 %, rank 36/43 , 2019) 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 %, rank 40/44 , 2019) 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. (6.1 %, rank 41/44 , 2019) 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. (0.5 %, rank 41/44 , 2019) Download Indicator
The share of doctoral graduates in the field of business, administration and law in South Africa is relatively large. (17.4 %, rank 2/44 , 2019) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in South Africa is relatively small. (7.6 %, rank 39/44 , 2019) Download Indicator
Fields of education
The percentage of students enrolled in the field of services among all national tertiary students in South Africa is relatively low. (0.5 %, rank 37/42 , 2019) Download Indicator
Student mobility
The percentage of national tertiary students enrolled abroad in South Africa is relatively low. (0.7 %, rank 40/44 , 2019) Download Indicator
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 10/44 , 2019) Download Indicator
In South Africa, international or foreign students from Asia are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (3.2 %, rank 67/75 , 2019) Download Indicator
In South Africa, international or foreign students from Africa are highest represented among all international or foreign students, compared to other OECD and partner countries with available data. (83.6 %, rank 3/75 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of services among all international or foreign tertiary students in South Africa is relatively low. (0.5 %, rank 37/42 , 2019) Download Indicator
Expenditure per student
At primary, secondary and post-secondary non-tertiary level, the public expenditure on public educational institutions per full-time equivalent student is comparatively low in South Africa. (2549 USD Equivalent, rank 38/38 , 2018) Download Indicator
Expenditure in education and national wealth
Compared to 2011, GDP is comparatively low. (103 Index, rank 40/45 , 2018) Download Indicator
In South Africa, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (4.8 %, rank 9/40 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the largest in South Africa among OECD and partner countries with available data. (1.1 %, rank 9/35 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the largest in South Africa. (2.7 %, rank 9/37 , 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. (15.3 %, rank 2/41 , 2018) 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 1/41 , 2018) Download Indicator
Ratio of student to teaching staff
In South Africa, the number of students per teacher in private upper secondary education is one of the highest among OECD and partner countries with available data. (32.7 Ratio, rank 1/40 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with tertiary education is comparatively low. (72.7 %, rank 44/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (40.1 %, rank 43/44 , 2020) Download Indicator
The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (52.6 %, rank 44/44 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a short-cycle tertiary education degree is low compared to other OECD and partner countries. (67.5 %, rank 35/38 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is low compared to other OECD and partner countries. (77 %, rank 36/45 , 2020) Download Indicator
The employment rate among 25-34 year-olds with below upper secondary education is compartively low in South Africa. (34.1 %, rank 43/43 , 2020) Download Indicator
The employment rate among 25-34 year-olds with tertiary education is compartively low in South Africa. (63.2 %, rank 43/44 , 2020) Download Indicator
The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively low in South Africa. (44.6 %, rank 43/43 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (44.6 %, rank 40/40 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a short-cycle tertiary education is comparatively low. (56 %, rank 33/33 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (52.6 %, rank 40/40 , 2020) Download Indicator
The employment rate among 35-44 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (59.1 %, rank 40/40 , 2020) Download Indicator
The employment rate among 45-54 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (63.5 %, rank 38/39 , 2020) Download Indicator
The employment rate among 35-44 year-olds without upper secondary education is comparatively low. (47.6 %, rank 42/43 , 2020) Download Indicator
The employment rate among 45-54 year-olds without upper secondary education is comparatively low. (47.6 %, rank 42/43 , 2020) Download Indicator
The employment rate among 35-44 year-olds with tertiary education is comparatively low. (77.9 %, rank 41/44 , 2020) Download Indicator
The employment rate among 35-44 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (59.1 %, rank 43/43 , 2020) Download Indicator
The employment rate among 45-54 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (63.5 %, rank 42/43 , 2020) Download Indicator
The employment rate among 35-44 year-olds with a short-cycle tertiary education is comparatively low. (74.1 %, rank 33/34 , 2020) Download Indicator
The employment rate among 45-54 year-olds with a short-cycle tertiary education is comparatively low. (79.8 %, rank 31/36 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with below upper secondary education is compartively low in South Africa. (41.3 %, rank 43/43 , 2020) Download Indicator
The employment rate among 25-34 year-old men with tertiary education is compartively low in South Africa. (66.5 %, rank 44/44 , 2020) Download Indicator
The employment rate among 25-34 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in South Africa. (50.6 %, rank 43/43 , 2020) Download Indicator
The employment rate among 25-34 year-old women with below upper secondary education is compartively low in South Africa. (25.9 %, rank 39/43 , 2020) Download Indicator
The employment rate among 25-34 year-old women with tertiary education is compartively low in South Africa. (60.6 %, rank 43/44 , 2020) Download Indicator
The employment rate among 25-34 year-old women with upper secondary or post-secondary non-tertiary education is compartively low in South Africa. (38.4 %, rank 41/43 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively high. (44.4 %, rank 1/42 , 2020) Download Indicator
The unemployment rate among 25-34 year-olds with tertiary education is comparatively high. (23.6 %, rank 1/44 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in South Africa. (38.6 %, rank 8/43 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is high in South Africa. (17.3 %, rank 6/44 , 2020) Download Indicator
The unemployment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (35 %, rank 1/38 , 2020) Download Indicator
In South Africa, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively high. (31.3 %, rank 4/39 , 2020) Download Indicator
Neither in education nor employed
The share of youth neither employed nor in education or training (15-19 year-olds) in South Africa is relatively high. (12.6 %, rank 7/39 , 2020) Download Indicator
The proportion of youth neither employed nor in education or training among 15-29 year-olds in South Africa is one of the largest among OECD and partner countries with available data. (40.9 %, rank 1/40 , 2020) Download Indicator
Among 15-29 year-olds, the share of youth without an upper secondary degree who are neither employed nor in education or training in South Africa is relatively high. (36.1 %, rank 1/39 , 2020) Download Indicator
In South Africa, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (12.8 %, rank 4/38 , 2020) Download Indicator
In South Africa, the percentage of women neither employed nor in education or training among 15-19 year-olds is relatively high . (12.5 %, rank 8/37 , 2020) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
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- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
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- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
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- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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> 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.