DOCUMENT RESUME

ED 418 096 TM 028 190

AUTHOR Strauss, J. P.; van der Linde, H. J.; Plekker, S. J.;Strauss, J. W. W.

TITLE Education and Manpower Development 1996. No. 17.INSTITUTION University of the Orange Free State, Bloemfontein (South

Africa).ISBN ISBN-0-86886-582-6PUB DATE 1997/10/00NOTE 57p.

PUB TYPE Numerical/Quantitative Data (110) Reports Evaluative(142)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Blacks; Educational Administration; *Elementary Secondary

Education; *Enrollment; Enrollment Trends; ForeignCountries; Geographic Distribution; Graphs; *HigherEducation; School Statistics; *Technical Education; TrendAnalysis

IDENTIFIERS *South Africa

ABSTRACTThis is the second publication in the series that provides

information about education in the new South Africa. Educational data werecollected by the new nonracial education departments in each of the nineprovinces. Because of the difficulties of gathering information on the newsystems, no evaluation of the educational progress made by disadvantagedgroups is possible. A new Education Management Information System beingdeveloped will improve the gathering of information for subsequent volumes. Aseries of figures presents information about South Africa's 8,138,591 primaryand 3,910,346 secondary students and their schools and teachers. Thefollowing figures are included: (1) "Learner Enrollment According to Provinceand School Phase, 1996"; (2) "Learner Enrollment According to School Phaseand Gender, 1996"; (3) a 10-part figure of learner enrollment by region andfor the whole country; (4) "Number of Educators and Learner Enrollment perProvince, 1996"; (5) "Number of Schools and Learner Enrollment per Province,1996"; (6) "Matric Results According to Province, 1994-1996"; (7) "Resultsfor History, Mathematics and Physical Science in the MatriculationExamination, 1996"; (8) "Results for English and Biology in the MatriculationExamination, 1996"; (9) "Comparison between the Population and LearnerEnrollment per Province, 1996"; (10) a 10-part figure with enrollmentforecasts for each province and the whole country from 1997 to 2005; (11)

"Students at Universities According to Population Group, 1996"; (12) "Numberof Staff Members at Universities According to Population Group, 1996"; (13)

"Students at Technikons According to Population Group, 1996"; and (14)"Number of Staff Members at Technikons According to Population Group, 1996."An appendix lists addresses of universities and university and teachertraining college contact persons. (SLD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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6. 6

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duca

tiona

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h an

d Im

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emen

tE

DU

TIO

NA

L R

ES

OU

RC

ES

INF

OR

MA

TIO

NC

EN

TE

R (

ER

IC)

Thi

s do

cum

ent h

as b

een

repr

oduc

ed a

sre

ceiv

ed fr

om th

e pe

rson

or

orga

niza

tion

orig

inat

ing

it

Min

or c

hang

es h

ave

been

mad

e to

impr

ove

repr

oduc

tion

qual

ity

Poi

nts

of v

iew

or

opin

ions

sta

ted

in th

isdo

cum

ent d

o no

t nec

essa

rily

repr

esen

tof

ficia

l OE

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ositi

on o

r po

licy B

EST

CO

P A

VM

RE

PUB

LIC

OF

SOU

TH

AFR

ICA

PIE

TE

RS

BU

RG

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RT

HE

RN

PR

OV

INC

E ULU

ND

I

PIE

TE

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AR

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BU

RG

.DU

RB

AN

PO

RT

ELI

ZA

BE

TH

ED

UC

AT

ION

AN

D M

AN

POW

ER

DE

VE

LO

PME

NT

1996

, No

17

Com

pile

d by

: JP

Stra

uss

HJ

van

der

Lin

deSJ

Ple

kker

JWW

Str

auss

Res

earc

h In

stitu

te f

or E

duca

tion

Plan

ning

Facu

lty o

f E

duca

tion

Uni

vers

ity o

f th

e O

rang

e Fr

ee S

tate

PO B

ox 3

39B

LO

EM

FON

TE

IN93

00

Tel

epho

ne:

(051

) 40

1285

6Fa

x:(0

51)

4474

939

Oct

ober

199

7

ISB

N 0

868

86 5

82 6

The

info

rmat

ion

cont

aine

d in

this

pub

licat

ion

may

onl

y be

rep

rodu

ced

in p

art o

r in

who

le,

on c

ondi

tion

that

ack

now

ledg

emen

t is

give

nto

the

com

pile

rs.

The

poin

tsof

vie

wex

pres

sed

inth

ispu

blic

atio

n ar

e th

ose

of th

e co

mpi

lers

and

dono

tne

cess

arily

repr

esen

tth

ose

ofth

eU

nive

rsity

of

the

Ora

nge

Free

Sta

te.

PRE

FAC

E

Thi

s is

the

seco

nd p

ublic

atio

n in

the

seri

es w

hich

pro

vide

s a

pict

ure

of e

duca

tion

in th

e ne

w S

outh

Afr

ica.

Edu

catio

nal d

ata

wer

e co

llect

ed b

y th

eno

w n

on-r

acia

l edu

catio

n de

part

men

ts in

eac

h of

the

nine

pro

vinc

es.

(Bef

ore

1996

a to

tal o

f si

xtee

n pu

blic

atio

ns p

rovi

ded

an o

verv

iew

of

educ

atio

n in

the

"old

" So

uth

Afr

ica.

)

As

men

tione

d in

the

pref

ace

to th

e pr

evio

us p

ublic

atio

n, th

e av

aila

bilit

y of

dat

a on

a r

acia

l bas

is r

emai

ns a

pro

blem

and

no

eval

uatio

n of

educ

atio

nal p

rogr

ess

mad

e by

dis

adva

ntag

ed g

roup

s w

as p

ossi

ble.

Ano

ther

pro

blem

as

far

as te

ache

r su

pply

, util

isat

ion

and

deve

lopm

ent a

reco

ncer

ned

is th

e fa

ct th

at v

ery

few

pro

vinc

es h

ave

data

ava

ilabl

e to

com

pile

a te

ache

r or

stu

dent

/teac

her

prof

ile f

or th

e pr

ovin

ces

- a

situ

atio

n th

atco

uld

resu

lt in

uni

nfor

med

pol

icy

deve

lopm

ent f

or te

ache

r tr

aini

ng, t

each

er r

etre

nchm

ent,

seve

ranc

e pa

ckag

es a

nd I

NSE

T, t

o m

entio

n on

ly a

few

area

s.It

is c

lear

that

the

unce

rtai

ntie

s cr

eate

d by

the

dela

y in

app

oint

ing

depa

rtm

enta

l off

icia

ls h

ad a

neg

ativ

e ef

fect

on

the

data

-man

agem

ent

sect

ions

of

depa

rtm

ents

- a

situ

atio

n th

at w

as f

urth

er c

ompl

icat

ed b

y co

mpe

tent

EM

IS e

mpl

oyee

s be

ing

than

to th

e pr

ivat

e se

ctor

with

bet

ter

rem

uner

atio

n pa

ckag

es.

The

cha

nge

in th

e ed

ucat

ion

syst

em a

nd e

spec

ially

the

impl

emen

tatio

n of

the

tran

sfor

mat

ion

proc

ess

still

hav

e to

suc

ceed

in b

alan

cing

the

need

for

serv

ices

of

expe

rts

from

for

mer

edu

catio

n de

part

men

ts o

n th

e on

e ha

nd, a

nd th

e ne

ed f

or m

ore

repr

esen

tativ

e st

aff

on th

e ot

her.

Onl

y by

utili

sing

bot

h av

aila

ble

expe

rtis

e an

d po

tent

ial w

ill c

apac

ity b

uild

ing

and

effe

ctiv

e tr

ansf

orm

atio

n ta

ke p

lace

.

The

one

-way

traf

fic

of e

duca

tiona

l dat

a fr

om th

e sc

hool

via

the

regi

ons

to e

duca

tion

depa

rtm

ents

and

fin

ally

to th

e N

atio

nal D

epar

tmen

t,in

heri

ted

from

the

prev

ious

gov

ernm

ent,

is s

till p

reva

lent

and

the

new

dep

artm

ents

stil

l do

not p

rovi

de f

eedb

ack

to r

egio

ns a

nd s

choo

ls. S

choo

lsth

eref

ore

still

con

side

r an

nual

sur

veys

as

an u

nnec

essa

ry b

urde

n as

they

are

uni

nfor

med

in th

e fi

eld

of e

duca

tiona

l dat

a an

d fe

el th

at th

ey d

o no

tge

t any

ben

efit

from

thei

r in

put.

In s

pite

of

the

prob

lem

s m

entio

ned,

the

Nat

iona

l Dep

artm

ent o

f E

duca

tion

did

succ

eed

in in

itiat

ing

and

mai

ntai

ning

the

deve

lopm

ent o

f a

tota

llyne

w E

duca

tion

Man

agem

ent I

nfor

mat

ion

Syst

em (

EM

IS)1

for

the

coun

try.

Not

onl

y w

ere

univ

ersa

lly a

ccep

ted

inte

rnat

iona

l cri

teri

a ap

plie

d, b

utes

peci

ally

Sou

th A

fric

an e

xpec

tatio

ns o

f su

ch a

sys

tem

, pla

yed

a m

ajor

rol

e in

the

deve

lopm

ent.

Hop

eful

ly th

e ne

w E

MIS

will

pro

duce

educ

atio

nal d

ata

and

indi

cato

rs e

ffec

tivel

y to

eva

luat

e di

ffer

ent a

reas

of

educ

atio

n in

199

7. P

rogr

ess

was

als

o m

ade

in th

e pr

oces

s of

allo

catin

gun

ique

sch

ool n

umbe

rs to

eac

h sc

hool

, whi

ch w

ill e

vent

ually

mak

e da

ta e

licita

tion

muc

h m

ore

scie

ntif

ic a

nd u

sefu

l.

Unf

ortu

nate

ly th

e 19

96 d

ata

sum

mar

ised

in th

is p

ublic

atio

n w

ere

still

col

lect

ed o

n an

ad-

hoc

basi

s an

d in

som

e ca

ses

are

unof

fici

al, a

s no

off

icia

lda

ta a

re a

vaila

ble

for

the

reas

ons

men

tione

d. F

rom

his

tori

cal r

ecor

ds, p

roje

ctio

ns, S

RN

-sur

vey2

and

var

ious

oth

er m

etho

ds w

e ha

ve tr

ied

to g

ive

the

read

er a

n ov

ervi

ew o

f th

e 19

96 s

ituat

ion

in th

e co

untr

y.

We

are

conf

iden

t tha

t as

new

sys

tem

s fa

ll in

to p

lace

, mor

e in

form

atio

n w

ill b

ecom

e av

aila

ble

and

even

sch

ool d

ata

will

eve

ntua

lly b

ecom

e pu

blic

dom

ain,

so

that

it w

ill b

e po

ssib

le n

ot o

nly

to a

ccur

atel

y ev

alua

te e

duca

tiona

l pro

gres

s bu

t als

o th

at th

e pu

blic

will

app

reci

ate

it an

d co

ntri

bute

toed

ucat

iona

l dev

elop

men

t.

As

in th

e pa

st, t

he a

im o

f th

e br

ochu

re is

to p

rese

nt th

e re

ader

with

a c

onci

se p

ictu

re o

f fo

rmal

sch

oolin

g, a

s w

ell a

s hi

gher

educ

atio

n, a

s fa

r as

num

bers

are

con

cern

ed. W

hile

gra

des

10, 1

1 an

d 12

in f

act f

orm

par

t of

the

furt

her-

educ

atio

n se

ctor

, the

y ar

e at

pre

sent

han

dled

as

part

of

the

form

al s

choo

l sys

tem

unt

il th

e fu

rthe

r-ed

ucat

ion

sect

or is

mor

e or

gani

sed

by le

gisl

atio

n.

The

dev

elop

men

t of

an E

MIS

for

Sou

th A

fric

a is

a p

roje

ct o

f th

e N

atio

nal D

epar

tmen

t of

Edu

catio

n, s

pons

ored

by

the

Swed

ish

Inte

rnat

iona

l Dev

elop

men

tA

genc

y (S

IDA

).2

Scho

ols

Reg

iste

r of

Nee

d Su

rvey

- a

pro

ject

of

the

Nat

iona

l Dep

artm

ent o

f E

duca

tion,

spo

nsor

ed b

y SI

DA

and

exe

cute

d by

the

Hum

an S

cien

ces

Res

earc

hC

ounc

il(H

SRC

), T

he E

duca

tion

Foun

datio

n an

d th

e R

esea

rch

Inst

itute

for

Edu

catio

n Pl

anni

ng (

RIE

P).

1

3 00

0 00

0

2 50

0 00

0

2 00

0 00

0

1 50

0 00

0

1 00

0 00

0

500

000 0

Fig

. 1: L

earn

er e

nrol

men

t acc

ordi

ng to

pro

vinc

e an

dsc

hool

pha

se, 1

996

Tot

als

Prim

ary

8 13

8 59

1S

econ

dary

3 91

0 34

6T

otal

12 0

48 9

37

OS

econ

dary

Prim

ary

Kw

azul

u-E

aste

rnN

orth

ern

Gau

teng

Nat

alC

ape

Pro

vinc

eN

orth

Wes

tM

pum

alan

gaW

este

rnN

orth

ern

Fre

e S

tate

Cap

eC

ape

Sec

onda

ry81

6 48

062

2 43

770

1 81

353

3 30

232

7 00

030

3 94

727

7 63

226

6 84

860

887

Prim

ary

1 86

3 60

21

719

129

1 20

9 57

189

0 36

662

8 68

060

7 22

957

4 95

250

3 75

314

1 30

9

The

re w

ere

284

018

mor

e le

arne

rs in

199

6 at

sch

ool t

han

in 1

995.

Thi

s nu

mbe

r re

pres

ente

d an

incr

ease

of 2

,4%

. In

som

e pr

ovin

ces

ther

e w

as a

dec

reas

e, w

hile

in o

ther

s an

incr

ease

.

S2

Fig

. 2: L

earn

er e

nrol

men

t acc

ordi

ng to

sch

ool p

hase

and

gend

er, 1

996

JP G

irls:

1 9

68 2

59JP

Boy

s: 2

086

507

16.3

4%17

.32%

Girl

s6

138

192

50.9

4%

SP

Girl

s: 1

590

953

13.2

0%

Boy

s5

910

745

49.0

6%

SP

Boy

s: 1

583

167

13.1

4%

JS G

irls:

1 4

59 9

21JS

Boy

s: 1

324

235

12.1

2%10

.99%

SS

Girl

s: 1

119

059

9.29

%

SS

Boy

s: 9

16 8

367.

61%

The

per

cent

ages

of b

oth

the

juni

or p

rimar

y gi

rls a

nd ju

nior

prim

ary

boys

sho

wed

dec

reas

es in

199

6 co

mpa

red

with

199

5. T

here

wer

e,ho

wev

er, i

ncre

ases

in th

e se

nior

sec

onda

ry s

choo

l pha

se fo

r bo

th th

e bo

ys a

nd g

irls.

The

tota

l num

ber

of g

irls

show

eda

maj

ority

of

mor

e th

an 2

20 0

00 o

ver

the

boys

.

31

4.

Fig

. 3a:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in E

aste

rn C

ape,

199

6

Boy

s: 1

111

872

208

412

29 9

6040

857

54 2

3763

551

77 2

41

75 4

6486

450

100

245

112

973

123

560

138

922

Gr1

1

Cr

9

Gr

7

Cr

5

Cr

3

Gr

1

44 1

57 58 7

01 75 7

64

8316

394

806

88 5

0697

469 10

6 82

9

114

021

122

856

138

580

Girl

s: 1

229

694

204

842

250

000

200

000

150

OC

O10

0 00

050

000

050

000

100

CO

O15

0 00

020

0 00

025

0 00

0

Fig

. 3b:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in F

ree

Sta

te, 1

996

Boy

s: 3

81 7

9816

424

1976

6G

irls:

388

803

2132

0G

r 11

2463

7

2433

927

467

23 9

83G

r 9

32 8

33

33 9

451

37 1

34

29 3

03G

r 7

30 6

30

31 3

8132

741

35 2

07C

r 5

35 4

99

33 2

641

32 4

34

38 3

18C

r 3

35 5

89

4114

8137

695

48 1

66G

r 1

42 3

78

CO

O40

CO

O20

000

020

000

40 0

0060

000

4

1(i

The

larg

edr

opin

the

num

ber

of le

arne

rs fr

om

Gra

de 1

to G

rade

2 is

a

mat

ter

ofco

ncer

n.

Mor

eove

r, th

e ra

tio o

f one

Gra

de12

lear

ner

for

ever

y5,

58le

arne

rsin

Gra

de 1

, sho

ws

that

ther

e

is a

larg

e dr

op-o

ut r

ate

at

scho

ols.

The

re is

a la

rger

dec

reas

e

inth

e nu

mbe

r of

boy

s

from

Gra

de 1

to G

rade

12

than

inth

e nu

mbe

r of

girls

.T

hera

tioof

Gra

del:G

rade

12

is 2

,5:1

.

Fig

. 3c:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in G

aute

ng, 1

996

Boy

s:70

0 86

641 42

427

148

835

Girl

s:72

2 80

218

0G

r 11

50 8

0853

312]

1 57

603

54 3

81G

r1

59 1

5260

955

116

4 64

952

469

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71

55 0

3755

769

157

287

60 0

841

Gr

560

286

61 9

081

60 4

6566

274

1G

r 3

1 63

843

69 9

181

66 4

9482

189

(G

r 1

178

343

100

030

80 0

0060

030

4000

020

000

020

CO

O40

000

60 C

CO

8000

0IC

()O

CO

Fig

. 3d:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in K

waz

ulu-

Nat

al, 1

996

Boy

s: 1

329

137

250

000

47 8

771

56 0

69

6741

61G

r 11

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127

223

131

406

140

186

150

000

100

030

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00

Girl

s: 1

350

945

178

885

050

000

100

000

150

000

200

000

250

000

145

The

re a

re m

ore

lear

ners

in g

rade

s 8

to 1

0 th

an

ther

ear

ein

Gra

de7,

whi

chm

eans

that

the

lear

ners

pro

gres

s qu

ickl

y

thro

ugh

the

prim

ary

phas

e

and

beco

me

stuc

k in

the

juni

or s

econ

dary

pha

se.

Gra

de1:

Gra

de12

is

1,78

:1.

The

reis

aco

ntin

uous

decr

ease

in th

e nu

mbe

r of

lear

ners

thro

ugh

all

the

grad

es,

exce

ptin

Gra

de 8

.T

he r

atio

of

Gra

de1:

Gra

de12

is

3,6:

1.

Fig

. 3e:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in M

pum

alan

ga, 1

996

Boy

s: 4

46 2

9020

147

123

448

126

332

1

30 5

761

36 6

791

33 7

271

35 9

231

41 7

471

42 8

981

46 1

82

80 0

00

48 4

28

6019

71 60 M

O

Gr

11

Gr

9

Gr

7

1 26

401

Girl

s: 4

64 8

861

30 9

61

I 33

274

1 35

111 1

41 0

181

34 9

81

Gr

5

Gr

3

37 4

54 41 2

6241

446

43 3

2044

640

Gr

1

40 0

00

55 0

18

20 0

000

20 0

0040

CO

O60

003

80 O

DD

Fig

. 3f:

Lear

ner

enro

lmen

t acc

ordi

ng to

gen

der

and

grad

e in

Nor

ther

n C

ape,

199

6

Boy

s: 1

00 7

75

7 35

28

321

8 31

1

8 84

09

617

9 98

910

461

11 3

991

12 8

85

3 57

14

021

Girl

s: 1

01 4

214

390

5 83

9

Gr

11

Gr

9

Gr

7

Gr

5

Gr

3

Cr

1

4 67

66

231

7 74

0 8 74

68

723

9 00

1

9 45

29

762

10 1

07 10 8

1012

152

15 0

0010

000

5 M

O0

5 03

010

000

15 0

00

617

Exc

ept f

or th

e fir

st y

ear

in

the

seco

ndar

ysc

hool

phas

e, th

ere

is a

con

stan

t

decr

ease

in th

e nu

mbe

r of

lear

ners

as

they

pro

ceed

thro

ugh

the

grad

es.

The

ratio

of G

rade

1:G

rade

12

is 2

,5:1

.

The

con

tinuo

us d

ecre

ase

in th

e nu

mbe

rs o

f pup

ils is

the

larg

est i

n th

e la

st 3

year

s of

sch

oolin

g.T

he

ratio

of G

rade

1:G

rade

12

is 3

,3:1

.

Fig

. 3g:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in N

orth

ern

Pro

vinc

e, 1

996

Boy

s: 9

48 1

0458

56

535

73 2

83G

irls:

963

280

138

Gr

1166

619

5897

568

813

69 5

65G

r 9

79 0

10

82 7

7588

100

69 5

89G

r 7

71 5

20

77 0

6877

631

86 4

58G

r 5

83 6

06

88 7

6883

271

9667

2G

r 3

86 4

65

9728

688

898

106

275

Gr

196

064

150

000

100

000

50 0

000

50 O

CX

)10

0 00

015

0 00

0

Fig

. 3h:

Lea

rner

enr

olm

ent a

ccor

ding

to g

ende

r an

d gr

ade

in N

orth

Wes

t, 19

96

Boy

s: 4

69 6

50

57 0

1257

127

70 0

00

32 3

7632

395

38 8

4537

321

37 6

2241

302

42 6

26

46 5

48

21 5

5324

923

28 0

23 31 3

25

37 8

59

36 9

5642

745

38 9

72

39 1

6441

419

41 6

6843

560

50 0

0030

000

10 0

00

Gr

5

Gr

3

Gr

1

10 0

0030

000

Girl

s: 4

86 0

30

52 6

6451

675

50 0

0070

000

IS7

Unl

ike

the

prov

ince

s

prev

ious

lydi

scus

sed,

ther

e ar

e tw

o in

crea

ses

in

lear

ner

enro

lmen

t, na

mel

y

in G

rade

s 8

and

9, a

s w

ell

asG

rade

12.

Thi

s

phen

omen

on in

Gra

de 1

2

may

be

the

caus

e of

the

low

pass

rate

atth

is

leve

l.T

hera

tioof

Gra

de1:

Gra

de12

is

1,5:

1.

The

num

ber

of le

arne

rs in

each

of G

rade

s 2,

8 a

nd

10 e

xcee

ds th

e nu

mbe

r of

lear

ners

in th

e im

med

iate

prec

edin

g gr

ades

.T

he

ratio

of G

rade

1:G

rade

12

is 2

,2:1

.

Fig

. 3i:

Lear

ner

enro

lmen

t acc

ordi

ng to

gen

der

and

grad

e in

Wes

tern

Cap

e, 1

996

33 5

79 37 6

9635

E03

37 4

8439

233

39 6

E0

40 4

4242

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6

48 9

92

Girl

s: 4

30 3

31

60 0

0040

OM

20 0

000

20 W

O40

CO

O60

000

Fig

. 3j:

Lear

ner

enro

lmen

t acc

ordi

ng to

gen

der

and

grad

e in

Sou

th A

fric

a, 1

996

Boy

s: 5

910

745

258

079

322

090

Girl

s: 6

138

192

371

800

4251

6930

0 71

2G

r11

358

045

404

221

Gr

946

5 13

647

8 87

152

6 22

344

1 14

3G

r7

468

562

481

747

501

519

537

290

Gr

553

9 48

956

4 13

054

9 94

560

8 52

2G

r3

577

588

6E6

949

622

322

822

036

Gr

176

8 34

9

1000

000

800

000

600

000

400

000

200

000

020

0 O

CO

400

000

600

CO

O80

0 00

01

MO

CO

O

8

The

nor

mal

tend

ency

that

an in

crea

se in

the

num

ber

of le

arne

rs fr

om G

rade

7

to G

rade

8 o

ccur

s, is

als

o

evid

ent h

ere.

The

rat

io o

f

Gra

de 1

:Gra

de12

is

2,5:

1.

Com

mon

feat

ures

for

the

prov

ince

sth

atar

e al

soev

iden

tin

the

natio

nal

figur

es fo

r le

arne

rs,

are

the

follo

win

g:th

ere

are

alw

ays

mor

e gi

rlsin

the

scho

olsy

stem

,th

ede

crea

se in

the

num

bers

of g

irls

is le

ss th

an th

ede

crea

sefo

rbo

ys,

inad

ditio

n, th

ere

are

mor

ele

arne

rs in

Gra

de 8

than

in G

rade

7.

The

rat

io o

fG

rade

1:G

rade

12is

2,7:

1.

3000

2500

"E20

00a) E

0f7

:. a)Si 1

500

oE a)

1 00

0

500 0

Fig

. 4: N

umbe

r of

edu

cato

rs a

nd le

arne

r en

rolm

ent

per

prov

ince

, 199

6

80

Eas

tern

Cap

eF

ree

Sta

teG

aute

ngM

pum

alan

gaN

orth

ern

Pro

vinc

eW

este

rn C

ape

Kw

azul

u-N

atal

Nor

ther

n C

ape

Nor

th W

est

Enr

olm

ent I

IE

duca

tors

20 0

In th

is c

ombi

ned

grap

h th

e nu

mbe

r of

lear

ners

(y-

axis

left)

and

the

num

ber

of e

duca

tors

(y-a

xis

right

) ar

e in

dica

ted.

The

num

ber

ofle

arne

rs p

er e

duca

tor

for

the

diffe

rent

pro

vinc

es is

: 37,

2 (E

aste

rn C

ape)

; 31,

6 (F

ree

Sta

te);

27,

2(G

aute

ng);

34,

0 (K

waZ

ulu-

Nat

al);

35,

7(M

pum

alan

ga);

27,

3 (N

orth

ern

Cap

e); 3

1,0

(Nor

ther

n P

rovi

nce)

; 29,

2 (N

orth

Wes

t) a

nd 2

5,2

(Wes

tern

Cap

e).

9

3000

2500

C-

2000

O E c

";;'

c w s

) 15

00O

E F

ERS .

1 00

0

500 0

Eas

tern

Cap

eF

ree

Sta

te

Fig

. 5: N

umbe

r of

sch

ools

and

lear

ner

enro

lmen

t per

prov

ince

, 199

6

5 85

3

2 34

1 56

E

2 88

1

770

601

1 42

3 66

8

2 17

3

2 68

0 08

5 36

8

911

176

. 1 8

95

202

196

525

1 91

1 38

44

233

955

680

2 37

3

852

584

1 70

2

7 6 5 2 1 0G

aute

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pum

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gaN

orth

ern

Pro

vinc

eW

este

rn C

ape

Kw

azul

u-N

atal

Nor

ther

n C

ape

Nor

th W

est

Enr

olm

ent

Sch

ools

In th

is c

ombi

ned

grap

h th

e nu

mbe

r of

lear

ners

(y-

axis

left)

and

the

num

ber

of s

choo

ls (

y-ax

is r

ight

) ar

e in

dica

ted.

The

ave

rage

num

ber

of le

arne

rs p

er s

choo

l for

the

diffe

rent

pro

vinc

es is

: 400

(E

aste

rn C

ape)

; 267

(F

ree

Sta

te);

655

(G

aute

ng);

499

(K

waZ

ulu-

Nat

al);

481

(Mpu

mal

anga

); 3

85 (

Nor

ther

n C

ape)

; 452

(N

orth

ern

Pro

vinc

e); 4

03 (

Nor

th W

est)

and

501

(W

este

rn C

ape)

.T

he E

aste

rn C

ape,

Fre

e S

tate

, Nor

ther

n C

ape

and

Nor

th W

est h

ave

rela

tivel

y m

ore

scho

ols

with

a s

mal

ler

aver

age

num

ber

of le

arne

rspe

r sc

hool

than

the

othe

r pr

ovin

ces.

The

num

ber

of fa

rm s

choo

ls is

a c

ontr

ibut

ing

fact

or to

this

phe

nom

enon

.

2410

25

Fig

. 6: M

atric

res

ults

acc

ordi

ng to

pro

vinc

e, 1

994

-19

96

160

000

140

000

120

000

100

000

80 0

00

60 0

00 -

40 0

00

20 0

00 -

,

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led

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s on

ly

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95

EC

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96

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tat

94

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tat

95

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tat

96

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t94

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KN

at94

KN

at95

KN

at96

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m

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NC

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NC

ap95

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ap

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NP

rov

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e F

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orth

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Cap

e, N

orth

Wes

t and

the

Wes

tern

Cap

e, th

ere

isa

cons

tant

ris

e in

the

num

ber

of m

atric

ulan

ts o

ver

the

past

thre

e ye

ars,

whi

le th

ere

is a

var

iatio

n in

the

othe

r pr

ovin

ces.

The

Wes

tern

Cap

e ha

s th

e be

st r

esul

ts in

the

final

exa

min

atio

ns.

2611

27

Fig

. 7: R

esul

ts fo

r H

isto

ry, M

athe

mat

ics

and

Phy

sica

lS

cien

ce in

the

mat

ricul

atio

n ex

amin

atio

n, 1

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45 0

00

40 0

00

35 0

00

30 0

00

25 0

00

20 0

00

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00

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led

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tory

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tory

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tate

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t

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His

tory

Kw

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pum

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s

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rov

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tory

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6

Out

of t

he th

ree

subj

ects

indi

cate

d on

the

grap

h, H

isto

ry is

the

subj

ect t

aken

by

the

mos

t lea

rner

s in

the

Eas

tern

Cap

e an

d N

orth

ern

Cap

e, o

ther

wis

e M

athe

mat

ics

is th

e m

ost p

opul

ar s

ubje

ct. T

he r

esul

ts in

Mat

hem

atic

s an

d P

hysi

cal S

cien

ce in

alm

ost a

ll th

e pr

ovin

ces

leav

e m

uch

to b

e de

sire

d.

2612

2E

140

000

120

000

-

100

000

-

80 0

00 -

60 0

00 -

40 0

00 -

20 0

00 -

Fig

. 8: R

esul

ts fo

r E

nglis

h an

d B

iolo

gy in

the

mat

ricul

atio

n ex

amin

atio

n, 1

996

II F

aile

d

D P

asse

d

E C

ape

E C

ape

Fre

e

Eng

lish

Bio

lS

tate

Eng

lish

Fre

eS

tate

Bio

l

Gau

teng

Gau

teng

Kw

az-

Kw

az-

Eng

lish

Bio

lN

atal

Nat

al

Eng

lish

Bio

l

Mpu

mE

nglis

h

Mpu

m N

Cap

e N

Cap

e N

Pro

vN

Pro

v N

Wes

t N W

est W

Cap

e W

Cap

eB

iol

Eng

lish

Bio

lE

nglis

hB

iol

Eng

lish

Bio

lE

nglis

hB

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Fai

led

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5 66

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438

617

9 84

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065

16 3

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42 8

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166

491

366

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7 17

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136

23 5

99

Bio

logy

see

ms

to b

e th

e m

ost p

opul

ar s

ubje

ct fo

r m

atric

ulan

ts. T

he b

est r

esul

ts (

perc

enta

ge w

ise)

are

obt

aine

d in

the

Nor

ther

n C

ape,

Nor

th W

est a

nd W

este

rn C

ape.

13

Fig

. 9: C

ompa

rison

bet

wee

n th

e po

pula

tion

and

lear

ner

enro

lmen

t per

prov

ince

, 199

6

Wes

tern

Cap

e (1

0.88

%)

Nor

th W

est (

8.04

%)

Nor

ther

n P

rovi

nce

(10.

90%

)

Pop

ulat

ion

Eas

tern

Cap

e (1

5.49

%)

Fre

e S

tate

(6.

52%

)

Nor

ther

n C

ape

(1.9

7%)

Mpu

mal

anga

(6.

99%

) Kw

azul

u-N

atal

(20

.26%

)

Wes

tern

Cap

e (7

.08%

)N

orth

Wes

t (7.

93%

)

Nor

ther

n P

rovi

nce

(15.

86%

)

Lear

ners

Gau

teng

(18

.94%

)

Eas

tern

Cap

e (1

9.43

%)

Nor

ther

n C

ape

(1.6

8%)

Mpu

mal

anga

(7.

56%

)

Kw

azul

u-N

atal

(22

.24%

)

Fre

e S

tate

(6.

40%

)

Gau

teng

(11

.82%

)

The

larg

est p

ropo

rtio

n of

the

popu

latio

n liv

es in

Kw

azul

u-N

atal

, Gau

teng

and

the

Eas

tern

Cap

e, w

hile

the

Nor

ther

n C

ape

has

the

smal

lest

pro

port

ion.

Pro

vinc

es th

at h

ave

a la

rger

pro

port

ion

of le

arne

rs th

an th

e pr

opor

tion

of p

opul

atio

n ar

e: K

waZ

ulu-

Nat

al, E

aste

rnC

ape,

Mpu

mal

anga

, and

Nor

ther

n P

rovi

nce.

3Z14

33

Fig

. 10a

: Lea

rner

fore

cast

s fo

r E

AS

TE

RN

CA

PE

from

199

7 to

200

5

630

300

659

500

Fig

. 10b

: Lea

rner

fore

cast

s fo

r F

RE

E S

TA

TE

from

199

7 to

200

5

1 20

0 00

0

1 00

0 00

0 -

800

000

600

OC

O

400

000

200

MO

1997

1998

1999

2000

2001

2002

.

2003

2004

2005

Sec

onda

ry27

1 00

028

1 60

029

3 00

030

4 00

031

6 10

032

9 70

034

5 40

036

3 70

038

4 50

0

Prim

ary

513

400

528

200

544

600

563

200

583

700

606

000

629

200

653

600

678

800

Ave

rage

ann

ual g

row

thP

rimar

yS

econ

dary

Eas

tern

Cap

e5,

2%5,

6%F

ree

Sta

te3,

9%4,

9%t./

3415

Fig

. 10c

: Lea

rner

fore

cast

s fo

r G

AU

TE

NG

from

199

7 to

200

5

2 50

0 00

0-

2 00

0 00

0

1 50

0 00

0

1 00

0 00

0

500

000

1997

1998

1999

2000

2001

2002

2003

2004

2005

Sec

onda

ry56

2 20

058

6 70

061

2 60

063

7 00

066

2 30

069

0 50

072

2 70

075

8 50

080

0 20

0

Prim

ary

916

100

939

000

962

600

990

800

1 02

1 60

01

054

500

1 08

8 70

01

124

200

1 16

1 00

0

Fig

. 10d

: Lea

rner

fore

cast

s fo

r K

WA

ZU

LU-N

AT

AL

from

199

7 to

200

5

4 00

0 00

0

2002

3 00

0 00

0

2000

2001

2 O

M C

CO

1 00

0 00

0

1997

1998

1999

2003

2004

2005

Sec

onda

ry84

8 20

088

9 40

093

4 30

098

0 10

01

029

500

1 08

3 00

01

141

600

1 20

7 30

01

280

900

Prim

ary

1 91

4 40

01

966

500

2 02

3 70

02

089

300

2 16

2 00

02

241

600

2 32

6 30

02

415

800

2 50

9 30

0

Ave

rage

ann

ual g

row

thP

rimar

yS

econ

dary

Gau

teng

3,3%

5,5%

Kw

aZul

u-N

atal

3,8%

6,3%

3616

37

Fig

. 10e

: Lea

rner

fore

cast

s fo

r M

PU

MA

LAN

GA

from

199

7 to

200

5

1 40

0 00

0

1 2

00-

1 00

0 0

00

-

8 0

0-

4 0

0 D

-

2 0

0-

1 9

9 7

1998

1999

2000

2001

2002

2003

2004

2005

Sec

onda

ry31

9 80

033

2 90

034

7 20

036

1 70

037

8 70

039

8 80

042

1 50

044

7 00

044

9 10

0

Prim

ary

646

400

668

200

692

100

719

400

747

800

777

800

808

700

841

300

874

800

Fig

. 10f

: Lea

rner

fore

cast

s fo

r N

OR

TH

ER

N C

AP

E fr

om 1

997

to 2

005

300

000

250

000

200

000

150

000

100

000

50 0

00

.

47-

. .W

ee te

e,

e---

t,-.

.,

e-

"1",

..L--

i.-.7

-T:-

---.

4'-.

1997

1998

1999

2000

2001

2002

2003

2004

2005

Sec

onda

ry61

900

64 5

0066

900

68 8

0070

600

72 4

0074

100

75 7

0080

300

Prim

ary

143

400

146

300

149

300

152

700

156

100

159

700

163

400

167

200

171

200

Ave

rage

ann

ual g

row

thP

rimar

yS

econ

dary

5,3%

Mpu

mal

anga

4,8%

Nor

ther

n C

ape

.-2,

4%3,

5%

3617

3 JI

Fig

. 10g

: Lea

rner

fore

cast

s fo

r N

OR

TH

ER

NP

RO

VIN

CE

from

199

7 to

200

5

3 C

CO

CO

O

2 50

0 0(

X)

2 00

0 O

M

1 50

0 O

DD

1 00

0 00

0

500

000

1997

1998

1999

2000

2001

2002

2003

2004

2005

Sec

onda

ry73

9 40

076

1 20

078

3 70

080

5 10

082

4 30

084

3 90

086

4 90

088

8 10

091

3 90

0

Prim

ary

1 24

0 40

01

266

500

1 29

2 80

01

322

700

1 35

7 90

01

397

200

1 43

9 50

01

483

500

1 52

9 40

0

Fig

. 10h

: Lea

rner

fore

cast

s fo

r N

OR

TH

WE

ST

from

199

7 to

200

5

1 40

0 00

0

1 20

0 00

0

1 00

0 00

0

800

000

600

000

400

OC

O

200

000

2005

2004

2002

2003

1997

1998

1999

2000

2001

Sec

onda

ry32

9 80

033

9 20

035

0 00

036

0 80

037

0 30

038

0 10

039

2 20

040

7 00

042

5 70

0

Prim

ary

631

700

640

900

652

900

668

200

688

800

713

500

741

100

770

600

817

500

Ave

rage

ann

ual g

row

thP

rimar

yS

econ

dary

Nor

ther

n P

rovi

nce

2,1%

3,3%

Nor

th W

est

3,3%

3,3%

184

1 20

0 00

0

1 C

OO

000

800

OD

D

600

000

400

CO

O

200

MO

Fig

. 10i

: Lea

rner

fore

cast

s fo

r W

ES

TE

RN

CA

PE

from

199

7 to

200

5

1997

1998

1999

2000

2001

2002

2003

2004

2005

Sec

onda

ry27

800

028

920

029

940

030

710

031

460

032

190

032

950

033

690

034

520

0

Prim

ary

576

100

586

000

595

500

606

300

616

800

627

600

638

800

650

100

661

700

Fig

. 10j

: Lea

rner

fore

cast

s fo

r S

OU

TH

AF

RIC

A fr

om 1

997

to 2

005

20 0

00 0

00

15 0

00 C

OO

-

10 0

00 0

00 -

5 C

CO

CO

O -

2003

2000

2001

2002

1997

1998

1999

2004

2005

Sec

onda

ry4

051

200

4 21

5 60

04

387

600

4 55

6 70

04

732

400

4 92

5 80

05

143

400

5 36

7 00

05

619

000

Prim

ary

8 41

4 90

08

643

400

8 89

0 20

09

171

500

9 48

2 10

09

817

900

10 1

73 4

0010

520

500

10 9

24 0

00

Ave

rage

ann

ual g

row

thP

rimar

yS

econ

dary

Wes

tern

Cap

e1,

7%2,

7%S

outh

Afr

ica

3,8%

4,8%

194.

3

Fig

. 11:

Stu

dent

s at

uni

vers

ities

acc

ordi

ng to

popu

latio

n gr

oup,

199

6

,14

0 00

035

000

30 0

00

cf)

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82 0

35 s

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nive

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e 19

9 30

7 B

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t 35%

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s in

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6.

20

45

Fig

. 12:

Num

ber

of s

taff

mem

bers

at u

nive

rsiti

esac

cord

ing

to p

opul

atio

ngr

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199

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769

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121

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1228

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194

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1127

2328

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982

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1094

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1 61

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3

The

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taff

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at t

he m

entio

ned

univ

ersi

ties

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3 63

7. T

he m

ajor

ity o

f the

mar

e w

hite

s. T

he s

tude

nt:le

ctur

er r

atio

cann

ot b

e de

term

ined

bec

ause

not

all

staf

f mem

bers

lect

ure.

4621

Fig

. 13:

Stu

dent

s at

tech

niko

ns a

ccor

ding

to p

opul

atio

ngr

oup,

199

6

18 0

00

16 0

00

14 0

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10 0

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The

dom

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ut o

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stu

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3 30

3 st

uden

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lmos

t 44%

of t

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opul

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n.

4822

45

Fig

. 14:

Num

ber

of s

taff

mem

bers

at t

echn

ikon

sac

cord

ing

to p

opul

atio

n gr

oup,

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6

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1 20

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1.

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