EducationStatistics

in South Africaat a Glance in

2003

Published by the Department of Education

May 2005

EducationStatistics

in South Africaat a Glance in

2003Published by the Department of Education

May 2005

Department of EducationSol Plaatje House123 Schoeman StreetPretoriaSouth Africa0002

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: 1-77018-047-8

Design and layout: Formeset Digital Pretoria, Tel: (012) 324-0607Printed by the Government Printing Works, Pretoria

Foreword

FFOORREEWWOORRDDIt is again my pleasure to release the publication Education Statistics in South Africaat a Glance in 2003, the fifth report on education statistics produced by theDepartment of Education since 1999. Organisational effectiveness and quality canbe greatly enhanced by improving monitoring, evaluation and accountability. TheDepartment of Education is committed to making education statistics more accessi-ble to the public, statutory oversight bodies and education stakeholders and we willcontinue improving our reporting. This, we trust, will contribute towards improvingthe performance of the system and will give the public the opportunity to measurethe progress made towards achieving the redress and transformation goals of theeducation system.

I am confident that this report will serve as a source of useful information for educa-tors, learners and parents, administrators, managers, decision makers, analysts andother important role players within and outside the education system. This report isa partial fulfillment of the Minister of Education's responsibility to monitor and evalu-ate the performance of the education system, as required by the National Education Policy Act, 1996 (Act No. 27 of1996). I would like to encourage schools and other educational institutions to use this publication as a tool forimproving teaching and learning and for improving their knowledge about the education system.

In order for us to do the trend analysis, we have retained the format of the previous reports. Currently, the reportingis intended to provide a snapshot of the system in 2003. We are aware that quantitative information becomes lessusable with time (maintaining usefulness only with trend analysis). Our goal is to publish future reports during theyear in question, and we will continue improving their quality, in terms of both coverage and relevance.

The publication would not have been possible without the contribution of members of the nine provincial departments of education and all the public universities and technikons, who had the challenging task of setting up,managing and maintaining the management information systems that yielded the contents of this publication. Wealso remain deeply indebted to other partners in the education environment, whose ongoing feedback and recommendations will provide the basis for further development and improvement of statistical reporting on education in South Africa.

DB HindleDirector-General: Department of EducationPretoria, South Africa

Contents

CCOONNTTEENNTTSSPage

ACRONYMS......................................................................................................... 1

1. INTRODUCTION....................................................................................... 2

2. OVERVIEW OF THE EDUCATION SYSTEM IN SOUTH AFRICA......... 3

3. ORDINARY PUBLIC AND INDEPENDENT SCHOOLS.......................... 4

3.1 Basic school data............................................................................................. 4

3.1.1 Schools......................................................................................................................... 4

3.1.2 Learners........................................................................................................................ 4

3.1.3 Educators..................................................................................................................... 5

3.1.4 Distribution of learners, educators and schools...................................................... 5

3.1.5 Indicators...................................................................................................................... 6● Learner-to-educator ratio............................................................................................................ 6● Learner-to-school ratio................................................................................................................ 6● Gross Enrolment Ratio (GER).................................................................................................... 6● Gender Parity Index (GPI).......................................................................................................... 7

3.1.6 Learners, by grade and school phase....................................................................... 8

3.1.7 Comparison between 1999, 2000, 2001, 2002 and 2003.......................................... 13● Learners, educators and schools ............................................................................................... 13● Learners in independent schools as a percentage of all learners.............................................. 13● Learner-to-educator ratio............................................................................................................ 14● Learner-to-school ratio................................................................................................................ 14● Gross Enrolment Ratio (GER).................................................................................................... 14● Gender Parity Index (GPI).......................................................................................................... 15

3.2 Region and district data on learners, educators and schools.................... 15

3.3 Senior Certificate examination........................................................................ 20

3.3.1 Overall results.............................................................................................................. 20

3.3.2 Pass type results......................................................................................................... 21

3.3.3 Frequency interval results.......................................................................................... 22

3.3.4 Selected subject results............................................................................................. 23

3.3.5 Pass rate trend from 1994 to 2003............................................................................. 25

Contents

Page

4. PUBLIC HIGHER EDUCATION INSTITUTIONS..................................... 26

4.1 Headcount enrolments..................................................................................... 26

4.2 Headcount and graduation rates of graduates and diplomates.................. 31

4.3 Full-time equivalent (FTE) enrolments and undergraduate success rates 34

4.4 Permanent staff................................................................................................ 37

5. CONTACT DETAILS................................................................................. 39

5.1 Provincial EMIS units....................................................................................... 39

5.2 Department of Education ................................................................................ 40

ACKNOWLEDGEMENTS.................................................................................... 41

List of tables and figures

LLIISSTT OOFF TTAABBLLEESS AANNDD FFIIGGUURREESSSection Description

2 Figure 1 Percentage distribution of learners in the education system in 2003..............................

3.1 Table 1 Number of learners, educators and schools, and learner-to-educator and learner-to-school ratios in the ordinary public and independent school sector, by province andtype of school, in 2003.....................................................................................................

3.1.4 Figure 2 Percentage distribution of learners, educators and schools in the ordinary school sec-tor, by province, in 2003...................................................................................................

Figure 3 Distribution of learners, educators and schools in the independent school sector, aspercentage of the ordinary school sector, by province, in 2003........................................

3.1.5 Table 2 Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary schoolsector, by province and gender, in 2003...........................................................................

3.1.6 Table 3 Number of learners in ordinary schools, by province, gender and grade, in 2003............Figure 4 Percentage distribution of learners in ordinary schools, by phase, in 2003....................Figure 5 Percentage distribution of learners in ordinary schools, by phase and gender, in

2003.................................................................................................................................Figure 6 Percentage distribution of female learners in ordinary schools, by grade, in 2003...........Figure 7 Distribution of learners in independent schools as percentage of ordinary school learn-

ers, by grade, in 2003......................................................................................................Figure 8 Number of learners in ordinary schools, by grade, compared with the appropriate age

group in the population, in 2003.......................................................................................Figure 9 Percentage distribution of learners in ordinary schools, by grade, Pre-Grade R and

LSEN, in 2003..................................................................................................................

3.1.7 Table 4 Comparing learners, educators and schools in the ordinary school sector, by province,from 1999 to 2003............................................................................................................

Table 5 Comparing the share of learners in independent schools, learner-to-educator ratio andlearner-to-school ratio in the ordinary school sector, by province, from 1999 to 2003......

Table 6 Comparing Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordi-nary school sector, by province, from 1999 to 2003.........................................................

3.2 Table 7 Number of learners, educators and institutions in the ordinary school sector, byprovince, region and district, in 2003...............................................................................

EDUCATION IN SOUTH AFRICA: A GLOBAL PICTURE 2003

3.3.1 Table 8 Senior Certificate examination results for full-time candidates with six or more subjects,by province and gender, in 2003......................................................................................

Figure 10 Percentage distribution of Senior Certificate examination pass and failure rates, bygender, in 2003................................................................................................................

3.3.2 Table 9 Senior Certificate examination results, by province, gender and type of pass, in 2003.................................................................................................................................

Figure 11 Percentage distribution of Senior Certificate examination results, by type of pass andgender, in 2003................................................................................................................

3.3.3 Table 10 Senior Certificate examination percentage pass rates of schools within different per-centage groupings, by province, in 2002 and 2003..........................................................

Figure 12 Percentage distribution of Senior Certificate examination percentage pass rates ofschools within different percentage groupings in 2002 and 2003.....................................

3.3.4 Table 11 Senior Certificate examination results for selected subjects, by gender, in 2002 and2003.................................................................................................................................

Figure 13 Percentage distribution of Senior Certificate examination pass rates for selected sub-jects, by gender, in 2003..................................................................................................

3.3.5 Table 12 Comparison of pass rates of the Senior Certificate examination, by province, from 1994to 2003.............................................................................................................................

Figure 14 Comparison of national pass rates of the Senior Certificate examination from 1994 to2003.................................................................................................................................

Page

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5

6

7

810

1011

11

12

12

13

13

14

15

18-19

20

21

21

22

22

23

24

24

25

25

List of tables and figures

Section Description

4.1 Table 13 Overview of South African public higher education institutions in 2003............................Table 14 Headcount enrolments in public higher education institutions, by major field of study

and formal qualification, in 2003......................................................................................Figure 15 Percentage distribution of headcount enrolments in public higher education institutions,

by major field of study, in 2003.........................................................................................Figure 16 Percentage distribution of headcount enrolments in public higher education institutions,

by qualification type, in 2003............................................................................................Table 15 Headcount enrolments of contact and distance mode students in public higher educa-

tion institutions, by race, in 2003......................................................................................Figure 17 Percentage distribution of headcount enrolments in public higher education institutions,

by contact/distance mode and race, in 2003....................................................................Figure 18 Percentage distribution of headcount enrolments in public higher education institutions,

by contact/distance mode and gender, in 2003................................................................

4.2 Table 16 Graduates/diplomates in public higher education institutions, by major field of studyand formal qualification, in 2003......................................................................................

Table 17 Summaries of key graduation rates in public higher education institutions in 2003..........Figure 19 Headcount totals of graduates/diplomates in public higher education institutions, by

qualification type, in 2003................................................................................................

4.3 Table 18 Full-time equivalent enrolments of contact and distance mode students in public high-er education institutions in 2003.......................................................................................

Table 19 Undergraduate success rates of contact and distance mode students in public highereducation institutions, by race, in 2003............................................................................

Figure 20 Full-time equivalent student enrolments in public higher education institutions, by con-tact/distance mode, in 2003.............................................................................................

Figure 21 Percentage distribution of average undergraduate success rates in public higher edu-cation institutions, by contact education programmes and race, in 2003.........................

4.4 Table 20 Overview of permanent staff in public higher education institutions in 2003.....................Figure 22 Percentage distribution of black and female staff in public higher education institutions,

as a percentage of total permanent staff, in 2003...........................................................

Page

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28

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29

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3132

33

34

35

36

36

37

38

11

Acronyms

AACCRROONNYYMMSSABET Adult Basic Education and Training

DoE Department of Education

EC Eastern Cape Province

ECD Early Childhood Development

ELSEN Education for Learners with Special Education Needs

EMIS Education Management Information System

FET Further Education and Training

FS Free State Province

FTE Full-time Equivalent

GER Gross Enrolment Ratio

GET General Education and Training

GP Gauteng Province

GPI Gender Parity Index

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

HBT Historically Black Technikon

HBU Historically Black University

HE Higher Education

HEMIS Higher Education Management Information System

HG Higher Grade

HWT Historically White Technikon

HWU Historically White University

KZN KwaZulu-Natal Province

L:E Ratio Learner-to-Educator Ratio

LSEN Learners with Special Education Needs

L:S Ratio Learner-to-School Ratio

LG Lower Grade

LP Limpopo Province

MP Mpumalanga Province

NAT National

NC Northern Cape Province

NW North West Province

SET Science, Engineering and Technology

SG Standard Grade

SGB School Governing Body

WC Western Cape Province

Introduction

22

11.. IINNTTRROODDUUCCTTIIOONN The Department of Education (DoE) and the nine provincial departments of education have the task of collectinginformation on the education system as a whole in order to monitor and evaluate the performance of the system.Furthermore, information is collected for reasons of accountability and planning. The Education ManagementInformation System (EMIS) was set up to systematically collect and analyse data on learners, educators andresources throughout the education system, including the General Education and Training (GET), Further Educa-tion and Training (FET), Early Childhood Development (ECD), Education for Learners with Special EducationNeeds (ELSEN) (also referred to as learners who experience barriers to learning), Adult Basic Education andTraining (ABET), and Higher Education (HE) sectors. The collection of information has, for the past nine years,been facing serious developmental challenges as new systems were introduced and capacities of provincialdepartments varied according to whether a province had sufficient or inadequate resources. We can now say thatthese systems have stabilised and that the institutional capacity has improved, although the fact that the provincesdo not use uniform definitions and standards is still a challenge for the Department. The Education InformationPolicy, which the Minister of Education, Ms GNM Pandor, approved in August 2004, will assist in bringing aboutuniform standards and improving the accuracy and quality of data.

This publication covers data primarily for the 2003 reporting year. The Department is looking at making future edi-tions of this publication available during the year in question. It should be noted that the Department does have2004 school data that is usable, although it is not ready for publication. The sources of data used for the report arethe following: for ordinary public and independent schools (hereinafter collectively referred to as ordinary schools),the 2003 Snap Survey conducted on the 10th school day; for the public HE sector, the 2003 HEMIS1 Database; forthe public FET sector, the 2002 Survey by the National Business Initiative; for the ABET sector, the 2003 AnnualABET Survey; for the ELSEN sector, the 2003 Provincial Submissions; and for the ECD sector, the 2000 ECDAudit. Population figures are based on mid-year estimates provided by Statistics South Africa (published estimatesfor 2001 and 2002, and unpublished, provisional estimates for 1999, 2000 and 2003.) To obtain the percentages ofSGB-paid2 educators at provincial public schools, the 2002 Annual School Survey was used.

1 HEMIS = Higher Education Management Information System.2 SGB = School Governing Body.

Overview

333 Combined schools usually include Grades 1 to 12.4 Intermediate & middle schools usually include Grades 7 to 9.

22.. OOVVEERRVVIIEEWW OOFF TTHHEE EEDDUUCCAATTIIOONN SSYYSSTTEEMM IINN SSOOUUTTHHAAFFRRIICCAA

The centrefold shows that there were 32 751 established public and registered independent educational institu-tions in South Africa in 2003, of which 26 845 were ordinary schools and 5 906 were other education institutions,including ABET centres, ELSEN (special) schools and ECD sites, public FET institutions and public HE institutions(universities and technikons).

The 26 845 ordinary schools were made up of the following:

● 16 169 primary schools, with 6 361 430 learners and 173 211 educators;● 5 810 secondary schools, with 3 590 411 learners and 116 992 educators; and● 4 866 combined3, intermediate4 and middle schools, with 2 087 081 learners and 67 892 educators.

Figure 1 and the centrefold show that, of the 13 711 564 learners and students in all sectors of the education sys-tem in 2003, 11 744 013 (85.7%) were in public schools and 294 909 (2.2%) were in independent schools. Of thelearners in other institutions, 548 704 (4.0%) were in ABET centres, ELSEN (special) schools and ECD sites, 717 793 (5.2%) were in public HE institutions, and 406 145 (3.0%) were in public FET institutions.

There were 13 711 564 learners and students in the education system, who attended 32 751 educational institu-tions and were served by 411 792 educators and lecturers.

Figure 1: Percentage distribution of learners in the education system in 2003

Public Schools85.7

ELSEN (Special)Schools

0.6

ECD Sites1.5

ABET Centres1.9

Independent Schools2.2

Public FET Institutions3.0

Public HE Institutions5.2

Basic school data

44

33.. OORRDDIINNAARRYY PPUUBBLLIICC AANNDD IINNDDEEPPEENNDDEENNTT SSCCHHOOOOLLSS

33..11 BBaassiicc sscchhooooll ddaattaa

Source: 2003 SNAP Survey (conducted on the 10th school day).Note 1 Data are for ordinary public and independent schools only. Data on stand-alone ECD sites, ELSEN (special) schools, ABET centres and public FET institutions are

excluded. Note 2 Ordinary public and independent schools are the so-called mainstream schools.Note 3: Independent schools were previously known as private schools.

1) Including learners in Pre-Grade R, Grade R and LSEN at ordinary public and independent schools (collectively referred to as ordinary schools). 2) Public educators in EC, FS, KZN, MP and WC represent only State-paid educators, while those in GP, LP and NW represent both State- and SGB-paid educators. Public

educators in NC represent a combination of both. The percentages of SGB-paid educators at provincial public schools, as reflected in the 2002 Annual School Surveydatabase, are: EC:3.0%, FS:3.1%, GP:11.0%, KZN:4.8%, LP:1.5%, MP:3.7%, NW:2.4%, NC:5.5%, WC:12.9% and NAT:5.1%. (SGB = School Governing Body)

3) For 1999-2001 Gauteng reported on public schools in respect of both State- and SGB-paid educators, while for 2002 and 2003 the reporting was in respect of State-paideducators only. To bring 2003 on par with the reporting for 1999-2001, 11.0% as indicated in note 2), were added to the 40 934 public school educator numbers that hadbeen submitted. The submitted number is reflected in the centrefold.

4) L:E Ratio = Learner-to-Educator Ratio. 5) L:S Ratio = Learner-to-School Ratio.

3.1.1 Schools ((see TTable 11)

In 2003, there were 26 845 ordinary schools in South Africa. These schools excluded stand-alone ELSEN (spe-cial) schools and ECD sites. 96.3% (25 840) of the ordinary schools were public schools and 3.7% (1 005) wereindependent schools. The Eastern Cape (6 100, or 23.6% of national total) had the largest number of ordinaryschools, while the Northern Cape (441, or 1.7% of national total) had the smallest number. Gauteng had thelargest number of independent schools in the country (352, or 35.0% of national total) and KwaZulu-Natal the sec-ond largest (174, or 17.3% of national total).

3.1.2 Learners ((see TTable 11)

In 2003, there were 12 038 922 learners in ordinary schools in South Africa, of which 97.6% were in public schools

Table 1: Number of learners, educators and schools, and learner-to-educator and learner-to-school ratiosin the ordinary public and independent school sector, by province and type of school, in 2003

Province

Learners 1) Educators 2) Schools

Type of School Number As % ofProvincial

Total

As % ofNational

Total

Number As % ofProvincial

Total

As % ofNational

Total

Number L:E Ratio 4) L:S Ratio 5)As % ofProvincial

Total

As % ofNational

TotalEastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

PublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotalPublicIndependentTotal

2 100 02416 402

2 116 426684 134

12 021696 155

1 524 595137 222

1 661 8172 726 271

56 7802 783 0511 797 820

19 0321 816 852

901 73213 007

914 739880 946

10 090891 036199 229

2 781202 010929 262

27 574956 836

11 744 013294 909

12 038 922

99.20.8

98.31.7

91.78.3

98.02.0

99.01.0

98.61.4

98.91.1

98.61.4

97.12.9

97.62.4

17.95.6

17.65.84.15.8

13.046.513.823.219.323.115.3

6.515.1

7.74.47.67.53.47.41.70.91.77.99.47.9

63 899966

64 86521 955

64122 59645 4373)

8 31253 74968 760

9 06977 82953 382

91654 29824 793

72225 51529 693

62630 319

6 068111

6 17925 192

2 05627 248

339 17923 419

362 598

98.51.5

97.22.8

84.515.5

88.311.7

98.31.7

97.22.8

97.92.1

98.21.8

92.57.5

93.56.5

18.84.1

17.96.52.76.2

13.435.514.820.338.721.515.7

3.915.0

7.33.17.08.82.78.41.80.51.77.48.87.5

6 10065

6 1652 123

632 1861 873

3522 2255 614

1745 7884 181

704 2511 841

851 9262 211

422 253

44113

4541 456

1411 597

25 8401 005

26 845

98.91.1

97.12.9

84.215.8

97.03.0

98.41.6

95.64.4

98.11.9

97.12.9

91.28.8

96.33.7

23.66.5

23.08.26.38.17.2

35.08.3

21.717.321.616.2

7.015.8

7.18.57.28.64.28.41.71.31.75.6

14.05.9

32.917.032.631.218.830.833.616.530.939.6

6.335.833.720.833.536.418.035.929.716.129.432.825.132.736.913.435.134.612.633.2

344252343322191318814390747486326481430272427490153475398240395452214445638196599454293448

Basic school data

55

and 2.4% were in independent schools. KwaZulu-Natal had the largest number of learners in ordinary schools (2 783 051, or 23.1% of national total) and the Eastern Cape the second largest (2 116 426, or 17.6% of nationaltotal).

Gauteng (137 222, or 46.5% of national total) had the largest number of learners in independent schools andKwaZulu-Natal (56 780, or 19.3% of national total) the second largest.

3.1.3 Educators ((see TTable 11)

There were 362 598 educators in ordinary schools in South Africa in 2003, of which 93.5% were in public schoolsand 6.5% were in independent schools. As indicated in footnote 3) below Table 1, the number of educatorsreported to be at public schools in Gauteng were increased by 11.0%. The raw data reported by Gauteng arereflected in the centrefold, indicating a national total of 358 095 educators. KwaZulu-Natal (77 829, or 21.5% ofnational total) had the largest number of educators in ordinary schools and the Eastern Cape (64 865, or 17.9% ofnational total) the second largest. The Northern Cape had the smallest number of educators in independentschools (111, or 0.5% of national total).

3.1.4 Distribution oof llearners, eeducators aand sschools

Figure 2: Percentage distribution of learners, educators and schools in the ordinary school sector, by province, in 2003

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 2003, the Eastern Cape, one of the more rural provinces, had 23.0% of thenational total of ordinary schools serving 17.6% of South Africa's learners, while Gauteng, the most urbanisedprovince, had 8.3% of the national total of ordinary schools serving 13.8% of the country's learners. This is alsoreflected in the learner-to-school ratio, Table 1, with the Eastern Cape having, on average, 343 learners to oneschool and Gauteng having, on average, 747 learners to one school.

0

5

10

15

20

25

Perc

ent

Learners

EC FS GP KZN LP MP NW NC WC

Educators Schools

17.6

17.9

23.0

5.8 6.2

8.1

13.8 14

.88.

3

23.1

21.5

21.6

15.1

15.0 15

.8

7.6

7.0 7.2

7.4 8.

48.

4

1.7

1.7

1.7

7.9

7.5

5.9

66

Basic school data

Figure 3 indicates that, in 2003, Gauteng had the largest proportion of independent school learners, educators andschools (8.3%, 15.5% and 15.8%, respectively), while the Eastern Cape had the smallest proportion in all threecategories (0.8%, 1.5% and 1.1%, respectively).

3.1.5 Indicators

● Learner-to-educator ratio (see Table 1)

In 2003, the national average learner-to-educator ratio at ordinary schools in the country was 33.2, ranging, byprovince, from 29.4 in North West to 35.9 in Mpumalanga. The national average for public schools was 34.6, andfor independent schools, 12.6.

● Learner-to-school ratio (see Table 1)

The national average learner-to-school ratio at ordinary schools in South Africa was 448 in 2003, ranging, byprovince, from 318 in the Free State to 747 in Gauteng. In five provinces (the Eastern Cape, the Free State,Limpopo, North West and the Northern Cape) the ratio was lower than the national average. The national averageratio for public schools was 454, and for independent schools, 293.

● Gross Enrolment Ratio (GER) (see Tables 2 and 3)

It should be noted that Tables 2 and 3 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 compulsory GET band (Grades R to9) caters for the following phases: foundation phase (Grades R to 3), intermediate phase (Grades 4 to 6) andsenior phase (Grades 7 to 9). The non-compulsory FET band caters for Grades 10 to 12 and excludes learners inFET institutions. Education White Paper 5 on early childhood education stipulates that, by 2010, all children enter-ing Grade 1 must have participated in an accredited Reception Year Programme (Grade R) offered at primaryschools or at stand-alone community-based sites.

GER is defined as the number of learners, regardless of age, enrolled in a specific school phase (e.g. GET bandfor Grades R to 9) as a percentage of the total appropriate school-age population (e.g., for the GET band, the yearin which a learner turns six until the year in which a learner turns 15). GER is used to show the level of participa-tion in education. For example, a GER of more than 100% indicates that there are more learners in the formalschool system than in the appropriate school-age population (total potential population), which indicates enrolmentof under-aged and over-aged learners owing to early or late entry and grade repetition. In 2003, as shown in Table2, the total GER for the combined GET and FET bands was 90%, which is lower than the GER of 94% for the com-bined primary and secondary phases. This is perhaps due, mainly, to the fact that a significant number of Grade Rlearners of the appropriate school age are not in ordinary primary schools. Some provinces reflected GER values

0

4

8

12

16

20

Perc

ent

Learners

EC FS GP KZN LP MP NCNW WC

Educators Schools

0.8 1.

51.

1 1.7 2.

82.

9

8.3

15.5

15.8

2.0

11.7

3.0

1.0 1.

71.

6

1.4

2.8

4.4

1.4 1.8 2.

9

1.1 1.

92.1 2.

97.

5 8.8

NAT

2.4

6.5

3.7

Figure 3: Distribution of learners, educators and schools in the independent school sector, as percentageof the ordinary school sector, by province, in 2003

Basic school data

77

of more than 100% for the different GER groupings. For the FET band and the secondary phase the GER washigher for females than for males, meaning that, relative to the appropriate school-age population, there were morefemale learners than male learners in the school system. It could also mean that, for a variety of reasons, femalelearners remain in the system longer than male learners.

Table 2: Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary school sector, byprovince and gender, in 2003

Source 1: 2003 SNAP Survey (conducted on the 10th school day).Source 2: Provisional mid-year population estimates for 2003, Statistics South Africa (29 October 2003).

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

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

Female

Male

Total

116

120

118

98

101

99

98

102

100

102

107

104

95

103

99

97

106

101

95

102

98

108

114

111

95

99

97

101

106

104

78

65

72

83

79

81

81

80

81

81

78

80

94

87

90

88

85

87

84

80

82

80

77

79

74

69

71

83

77

80

101

97

99

91

92

92

90

93

92

93

95

94

94

96

95

94

97

95

91

93

92

96

99

98

86

86

86

93

94

94

0.97

0.97

0.96

0.95

0.92

0.92

0.94

0.95

0.96

0.95

1.19

1.05

1.01

1.03

1.08

1.04

1.05

1.04

1.07

1.07

1.03

1.00

0.97

0.98

0.98

0.96

0.98

0.98

1.00

0.99

103

103

103

92

94

93

90

94

92

93

97

95

93

98

95

90

96

93

87

91

89

99

103

101

89

91

90

93

96

95

72

57

64

74

69

71

73

70

71

75

71

73

91

80

86

84

77

81

78

72

75

70

65

68

64

57

61

76

69

73

96

93

94

88

88

88

86

88

87

89

91

90

92

94

93

88

92

90

85

86

86

92

94

93

82

82

82

89

90

90

1.00

0.98

0.96

0.96

0.95

0.94

0.96

0.96

0.98

0.97

1.26

1.08

1.04

1.05

1.13

1.08

1.08

1.08

1.12

1.10

1.03

1.00

0.98

0.98

0.98

0.96

0.98

0.98

1.00

0.99

● Gender Parity Index (GPI) (see Table 2)

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 indi-cates that, in proportion to the appropriate school-age population, there are more females than males in the schoolsystem. In 2003, as indicated in Table 2, the highest GPI (1.10) was reflected in the FET band and the lowest inthe primary phase (0.95), confirming that, relative to the appropriate school-age population, there were morefemale learners in the FET band than there were in the primary school phase.

88

Basic school data

33..11..66 LLeeaarrnneerrss,, bbyy ggrraaddee aanndd sscchhooooll pphhaassee

Table 3: Number of learners in ordinary schools, by province, gender and grade, in 2003

Source: 2003 SNAP Survey (conducted on the 10th school day).Note 1: Data exclude learners at stand-alone ECD sites, ELSEN (special) schools, ABET centres and public FET institutions.Note 2: Owing to a shortage of space, the male enrolment figures for public and independent schools are intentionally omitted.

ProvinceType ofSchool

GenderPre-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

Eastern

Cape

Free State

Gauteng

KwaZulu-

Natal

Limpopo

Mpumalanga

North West

Northern

Cape

Western

Cape

National

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

Female

Total

Female

Total

Female

Male

Total

2 195

4 190

280

504

2 475

2 219

4 694

1)

1)

1)

1)

1)

1)

1)

837

1 691

1 610

3 127

2 447

2 371

4 818

2 623

5 366

2 299

4 384

4 922

4 828

9 750

889

1 824

330

673

1 219

1 278

2 497

741

1 432

300

563

1 041

954

1 995

220

431

0

0

220

211

431

431

519

106

106

537

88

625

1 708

3 290

782

1 445

2 490

2 245

4 735

9 644

18 743

5 707

10 802

15 351

14 194

29 545

23 261

45 635

362

736

23 623

22 748

46 371

8 036

15 904

213

419

8 249

8 074

16 323

12 867

26 062

2 870

5 604

15 737

15 929

31 666

35 500

71 054

2 451

4 942

37 951

38 045

75 996

44 212

88 731

495

1 059

44 707

45 083

89 790

6 521

13 042

433

842

6 954

6 930

13 884

1 962

3 864

248

461

2 210

2 115

4 325

2 717

5 375

62

125

2 779

2 721

5 500

14 919

30 034

726

1 498

15 645

15 887

31 532

149 995

299 701

7 860

15 686

157 855

157 532

315 387

137 886

286 996

665

1 289

138 551

149 734

288 285

31 920

65 663

550

1 137

32 470

34 330

66 800

72 030

147 928

5 866

11 761

77 896

81 793

159 689

152 530

317 949

2 245

4 392

154 775

167 566

322 341

73 455

151 181

801

1 593

74 256

78 518

152 774

42 781

89 562

535

1 055

43 316

47 301

90 617

41 827

86 993

572

1 103

2 399

45 697

88 096

9 659

19 917

117

237

9 776

10 378

20 154

41 630

85 882

1 421

2 861

43 051

45 692

88 743

603 718

1 252 071

12 772

25 428

616 490

661 009

1 277 499

101 204

209 406

574

1 191

101 778

108 819

210 597

26 778

54 952

494

1 007

27 272

28 687

55 959

67 978

136 898

5 547

10 983

73 525

74 356

147 881

134 405

271 925

2 338

4 431

136 743

139 613

276 356

71 179

146 680

816

1 667

71 995

76 352

148 347

39 486

81 399

432

881

39 918

42 362

82 280

42 918

86 595

634

1 249

43 552

44 292

87 844

8 655

17 800

80

157

8 735

9 222

17 957

40 645

82 278

1 174

2 359

41 819

42 818

84 637

533 248

1 087 933

12 089

23 925

545 337

566 521

1 111 858

98 576

202 331

589

1 161

99 165

104 327

203 492

25 482

51 847

443

907

25 925

26 829

52 754

60 903

123 095

4 812

9 610

65 715

66 990

132 705

107 418

221 433

1 668

3 234

109 086

115 581

224 667

68 162

142 622

759

1 497

68 921

75 198

144 119

36 305

75 335

428

854

36 733

39 456

76 189

35 560

72 922

508

987

36 068

37 841

73 909

8 382

17 248

85

143

8 467

8 924

17 391

37 459

75 779

1 114

2 326

38 573

39 532

78 105

478 247

982 612

10 406

20 719

488 653

514 678

1 003 331

360 927

744 368

2 190

4 377

363 117

385 628

748 745

92 216

188 366

1 700

3 470

93 916

97 920

191 836

213 778

433 983

19 095

37 958

232 873

239 068

471 941

429 853

882 361

8 702

16 999

438 555

460 805

899 360

257 008

529 214

2 871

5 816

259 879

275 151

535 030

125 093

259 338

1 828

3 632

126 921

136 049

262 970

122 267

250 374

1 962

3 800

124 229

129 945

254 174

29 413

60 340

344

662

29 757

31 245

61 002

134 653

273 973

4 435

9 044

139 088

143 929

283 017

1 765 208

3 622 317

43 127

85 758

1 808 335

1 899 740

3 708 075

95 565

197 699

607

1 166

96 172

102 693

198 865

25 238

52 632

457

923

25 695

27 860

53 555

54 622

114 008

4 561

9 213

59 183

64 038

123 221

95 755

202 749

1 612

3 226

97 367

108 608

205 975

65 189

141 918

790

1 620

65 979

77 559

143 538

35 367

74 470

422

895

35 789

39 576

75 365

31 262

66 438

411

815

31 673

35 580

67 253

8 240

16 630

62

120

8 302

8 448

16 750

31 542

65 793

1 074

2 150

32 616

35 327

67 943

442 780

932 337

9 996

20 128

452 776

499 689

952 465

94 625

192 044

566

1 173

95 191

98 026

193 217

26 093

54 357

433

925

26 526

28 756

55 282

65 494

133 911

4 794

9 526

70 288

73 149

143 437

111 020

227 115

1 689

3 281

112 709

117 687

230 396

75 083

156 380

786

1 617

75 869

82 128

157 997

36 375

75 368

442

890

36 817

39 441

76 258

37 158

76 649

368

733

37 526

39 856

77 382

8 458

17 223

52

122

8 510

8 835

17 345

40 641

82 188

1 047

2 205

41 688

42 705

84 393

494 947

1 015 235

10 177

20 472

505 124

530 583

1 035 707

93 738

184 217

595

1 221

94 333

91 105

185 438

33 794

67 901

518

1 071

34 312

34 660

68 972

71 692

145 719

4 834

10 049

76 526

79 242

155 768

115 399

235 346

1 777

3 582

117 176

121 752

238 928

78 303

161 229

831

1 623

79 134

83 718

162 852

39 452

81 978

410

854

39 862

42 970

82 832

43 392

90 700

379

742

43 771

47 671

91 442

10 194

21 204

54

104

10 248

11 060

21 308

45 180

92 143

1 026

2 057

46 206

47 994

94 200

531 144

1 080 437

10 424

21 303

541 568

560 172

1 101 740

283 928

573 960

1 768

3 560

285 696

291 824

577 520

85 125

174 890

1 408

2 919

86 533

91 276

177 809

191 808

393 638

14 189

28 788

205 997

216 429

422 426

322 174

665 210

5 078

10 089

327 252

348 047

675 299

218 575

459 527

2 407

4 860

220 982

243 405

464 387

111 194

231 816

1 274

2 639

112 468

121 987

234 455

111 812

233 787

1 158

2 290

112 970

123 107

236 077

26 892

55 057

168

346

27 060

28 343

55 403

117 363

240 124

3 147

6 412

120 510

126 026

246 536

1 468 871

3 028 009

30 597

61 903

1 499 468

1 590 444

3 089 912

86 306

167 035

556

1 062

86 862

81 235

168 097

29 497

58 085

472

940

29 969

29 056

59 025

67 214

133 587

4 805

9 395

72 019

70 963

142 982

110 854

221 197

1 859

3 619

112 713

112 103

224 816

69 938

139 636

769

1 598

70 707

70 527

141 234

36 241

72 168

448

875

36 689

36 354

73 043

36 969

73 951

347

723

37 316

37 358

74 674

8 742

17 451

55

105

8 797

8 759

17 556

42 455

84 424

1 013

2 025

43 468

42 981

86 449

488 216

967 534

10 324

20 342

498 540

489 336

987 876

81 092

153 091

757

1 452

81 849

72 694

154 543

30 081

59 124

533

1 027

30 614

29 537

60 151

63 713

127 153

6 306

12 323

70 019

69 457

139 476

112 036

222 418

2 308

4 339

114 344

112 413

226 757

73 500

146 046

606

1 144

74 106

73 084

147 190

37 565

75 496

536

1 099

38 101

38 494

76 595

36 714

72 607

427

837

37 141

36 303

73 444

7 912

15 718

202

332

8 114

7 936

16 050

41 267

80 835

873

1 709

42 140

40 404

82 544

483 880

952 488

12 548

24 262

496 428

480 322

976 750

73 221

136 217

567

1 110

73 788

63 539

137 327

27 528

54 299

491

939

28 019

27 219

55 238

60 729

121 156

5 715

10 995

66 444

65 707

132 151

99 495

195 639

2 051

3 701

101 546

97 794

199 340

74 254

144 577

570

1 143

74 824

70 896

145 720

36 209

71 022

476

918

36 685

35 255

71 940

35 789

69 931

414

765

36 203

34 493

70 696

7 502

14 810

180

288

7 682

7 416

15 098

38 035

72 980

837

1 639

38 872

35 747

74 619

452 762

880 631

11 301

21 498

464 063

438 066

902 129

240 619

456 343

1 880

3 624

242 499

217 468

459 967

87 106

171 508

1 496

2 906

88 602

85 812

174 414

191 656

381 896

16 826

32 713

208 482

206 127

414 609

322 385

639 254

6 218

11 659

328 603

322 310

650 913

217 692

430 259

1 945

3 885

219 637

214 507

434 144

110 015

218 686

1 460

2 892

111 475

110 103

221 578

109 472

216 489

1 188

2 325

110 660

108 154

218 814

24 156

47 979

437

725

24 593

24 111

48 704

121 757

238 239

2 723

5 373

124 480

119 132

243 612

1 424 858

2 800 653

34 173

66 102

1 459 031

1 407 724

2 866 755

885 474

1 774 671

5 838

11 561

891 312

894 920

1 786 232

264 447

534 764

4 604

9 295

269 051

275 008

544 059

597 242

1 209 517

50 110

99 459

647 352

661 624

1 308 976

1 074 412

2 186 825

19 998

38 747

1 094 410

1 131 162

2 225 572

693 275

1 419 000

7 223

14 561

700 498

733 063

1 433 561

346 302

709 840

4 562

9 163

350 864

368 139

719 003

343 551

700 650

4 308

8 415

347 859

361 206

709 065

80 461

163 376

949

1 733

81 410

83 699

165 109

373 773

752 336

10 305

20 829

384 078

389 087

773 165

4 658 937

9 450 979

107 897

213 763

4 766 834

4 897 908

9 664 742

Basic school data

99

Table 3: Number of learners in ordinary schools, by province, gender and grade, in 2003 (concluded)

Basic school data

1) Free State: Pre-Grade R learners not included in the SNAP Survey.2) North West: LSEN are included in the different grades.

Province Type ofSchool 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 LSEN Unspecified Total

EasternCape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

NorthernCape

WesternCape

National

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

Public

Independent

Both

FemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotalFemaleTotalFemaleTotalFemaleMaleTotal

82 349148 915

8271 549

83 17667 288

150 46435 80569 825

508958

36 31334 47070 78374 198

146 3956 079

11 63180 27777 749

158 026119 310236 683

2 2994 112

121 609119 186240 795102 156196 205

6611 259

102 81794 647

197 46445 09188 037

5531 035

45 64443 42889 07243 96086 882

370680

44 33043 23287 562

9 30718 539

251383

9 5589 364

18 92243 19281 528

7741 598

43 96639 16083 126

555 3681 073 009

12 32223 205

567 690528 524

1 096 214

58 294102 905

7361 327

59 03045 202

104 23221 30740 405

496920

21 80319 52241 32552 04597 577

6 01511 28658 06050 803

108 86396 974

183 2052 2393 985

99 21387 977

187 19060 911

111 457569

1 07461 48051 051

112 53132 60861 259

5781 036

33 18629 10962 29530 47356 825

320580

30 79326 61257 405

5 0419 417

186298

5 2274 4889 715

28 61251 588

7961 576

29 40823 75653 164

386 265714 638

11 93522 082

398 200338 520736 720

38 49168 460

7951 450

39 28630 62469 91012 53523 957

385795

12 92011 83224 75235 72765 707

5 94510 94641 67234 98176 65354 994

102 3572 6274 557

57 62149 293

106 91437 38968 637

7771 370

38 16631 84170 00722 09440 738

6831 204

22 77719 16541 94219 31836 158

247415

19 56517 00836 573

3 3436 378

137259

3 4803 1576 637

22 44339 656

9422 025

23 38518 29641 681

246 334452 048

12 53823 021

258 872216 197475 069

179 134320 280

2 3584 326

181 492143 114324 606

69 647134 187

1 3892 673

71 03665 824

136 860161 970309 679

18 03933 863

180 009163 533343 542271 278522 245

7 16512 654

278 443256 456534 899200 456376 299

2 0073 703

202 463177 539380 002

99 793190 034

1 8143 275

101 60791 702

193 30993 751

179 865937

1 67594 68886 852

181 54017 69134 334

574940

18 26517 00935 27494 247

172 7722 5125 199

96 75981 212

177 9711 187 9672 239 695

36 79568 308

1 224 7621 083 2412 308 003

299808

01

299510809

6 08515 183

1953

6 1049 132

15 2361 2003 527

150374

1 3502 5513 9014 361

11 652332926

4 6937 885

12 578135401

2035

155281436158426

06

158274432

2)2)2)2)2)2)2)

4511 000

22

453549

1 002270863

2 8

272599871

12 95933 860

5251 405

13 48421 781

35 265

3775

010374885

0000000

121181190399311269580

85183

2269

107145252172296

3660

208148356

00000000000000000000001

6193613394

415736309631724643

1 367

336883

011

336558894

6 08515 183

1953

6 1049 132

15 2361 3213 708

340773

1 6612 8204 4814 446

11 835354995

4 8008 030

12 830307697

5695

363429792158426

06

158274432

0000000

4511 000

22

453549

1 002270864

63101333632965

13 37434 596

8342 036

14 20822 42436 632

707 9001 439 728

4 1528 263

712 052735 939

1 447 991198 802405 437

3 3676 910

202 169210 178412 347459 933935 146

35 21970 537

495 152510 531

1 005 683827 381

1 697 71413 18825 765

840 569882 910

1 723 479501 309

1 039 6465 552

11 215506 861544 000

1 050 861266 007550 280

3 1176 304

269 124287 460556 584269 086554 248

3 2196 352

272 305288 295560 600

62 330127 473

505988

62 83565 626

128 461279 552568 487

7 86915 983

287 421297 049584 470

3 572 3007 318 159

76 188152 317

3 648 4883 821 9887 470 476

333 447609 588

3 6826 888

337 129279 347616 476127 256247 610

2 4134 639

129 669122 580252 249286 412557 988

30 06057 181

316 472298 697615 169482 809940 302

11 52420 694

494 333466 663960 996348 210666 922

3 1835 990

351 393321 519672 912173 567336 552

2 8265 292

176 393165 451341 844166 254322 403

1 7783 277

168 032157 648325 680

33 10564 862

9561 560

34 06132 36166 422

173 549326 587

4 2228 547

177 771157 363335 134

2 124 6094 072 814

60 644114 068

2 185 2532 001 6294 186 882

1 041 3472 049 316

7 83415 151

1 049 1811 015 2862 064 467

326 058653 047

5 78011 549

331 838332 758664 596746 345

1 493 13465 279

127 718811 624809 228

1 620 8521 310 1902 638 016

24 71246 459

1 334 9021 349 5732 684 475

849 5191 706 568

8 73517 205

858 254865 519

1 723 773439 574886 832

5 94311 596

445 517452 911898 428435 340876 651

4 9979 629

440 337445 943886 280

95 435192 335

1 4612 548

96 89697 987

194 883453 101895 074

12 09124 530

465 192454 412919 604

5 696 90911 390 973

136 832266 385

5 833 7415 823 617

11 657 358

1 067 1392 100 024

8 47616 402

1 075 6151 040 8112 116 426

340 179684 134

6 01212 021

346 191349 964696 155761 370

1 524 59570 099

137 222831 469830 348

1 661 8171 352 7592 726 271

29 81656 780

1 382 5751 400 4762 783 051

894 9271 797 820

9 61619 032

904 543912 309

1 816 852446 994901 732

6 67613 007

453 670461 069914 739437 522880 946

5 24510 090

442 767448 269891 036

99 034199 229

1 6312 781

100 665101 345202 010469 998929 262

13 66227 574

483 660473 176956 836

5 869 92211 744 013

151 233294 909

6 021 1556 017 767

12 038 922

Basic school data

1010

Figure 5 indicates that, in 2003, females and males were equally represented in ordinary schools in South Africa.There were more males than females in the foundation and intermediate phases, whereas there were morefemales than males in the other three phases. The highest percentage of females (53.1%) was found in the FETband.

Figure 4 shows that, of every 100 learners in ordinary schools in South Africa in 2003, almost 31 were in the foun-dation phase, slightly less than 26 were in the intermediate phase, almost 24 were in the senior phase, slightlymore than 19 were in the FET band, and less than one was in the pre-Grade-R phase and 'other' combined.

Intermediate Phase25.7

Foundation Phase30.8

Other0.3

FET Band19.2

Senior Phase23.8

Pre-Grade RPhase

0.2

Figure 4: Percentage distribution of learners in ordinary schools, by phase, in 2003

Figure 5: Percentage distribution of learners in ordinary schools, by phase and gender, in 2003

0

10

20

30

40

50

60

Perc

ent

Female

Pre-Grade R

Male

52.0

48.0

Foundation Phase

48.8 51

.2

Intermediate Phase

48.5 51

.5

Senior Phase

50.9

49.1

FET Band

53.1

46.9

Total

50.0

50.0

Basic school data

1111

Figure 6: Percentage distribution of female learners in ordinary schools, by grade, in 2003

0

10

20

30

40

50

60

Perc

ent

Pre-Gr. R

52.0

Gr. R

50.1

Gr. 1

48.3

Gr. 2

49.0

Gr. 3

48.7

Gr. 4

47.5

Gr. 548

.8Gr. 6

49.2

Gr. 7

50.5

Gr. 8

50.8

Gr. 9

51.4

Gr. 10

51.8

Gr. 11

54.1

Gr. 12

54.5

LSEN

38.2

0

5

10

15

20

25

40

35

30

Perc

ent

Pre-Gr. R

36.6

Gr. R

5.0

Gr. 1

2.0

Gr. 2

2.2

Gr. 3

2.1

Gr. 4

2.1

Gr. 5

2.0

Gr. 6

1.9

Gr. 7

2.1

Gr. 8

2.5

Gr. 9

2.4

Gr. 10

2.1

Gr. 11

3.0

Gr. 12

4.8

LSEN

4.0

Total

2.4

Figure 7: Distribution of learners in independent schools as percentage of ordinary school learners, by grade, in 2003

In 2003, as indicated in Figure 6, there were fewer females than males in Grades 1 to 6, whilst the opposite wastrue for Grades 7 to 12. Grade 12 females (54.5%) accounted for the highest female enrolment in all the grades.The lowest female enrolment was for LSEN (38.2%).

Figure 7 shows that, in 2003, the percentage of learners in independent schools in the ordinary school system wasthe highest for Pre-Grade R (36.6%), the second highest for Grade R (5.0%), and the lowest for Grade 6 (1.9%).The total national average of learners in independent schools was 2.4%. These independent Pre-Grade-R schoolscould include the community-based sites and privately owned ECD sites.

Basic school data

1212

0

200 000

400 000

600 000

800 000

1 000 000

1 200 000

1 400 000

Gr. R

315

387

935

008

Gr. 1

1 27

7 49

998

6 78

8

Gr. 2

1 11

1 85

895

9 89

6

Gr. 3

1 00

3 33

11

055

053

Gr. 4

952

465 1 09

9 09

0

Gr. 5

1 03

5 70

71

085

965

Gr. 61

101

740

1 00

3 69

1

Gr. 7

987

876

1 01

3 24

5

Gr. 8

976

750

991

744

Gr. 9

902

129 1 06

0 60

5

Gr. 10

1 09

6 21

41

076

947

Gr. 11

736

720

1 04

2 93

9

Gr. 12

475

069

1 05

9 41

7

Figure 8: Number of learners in ordinary schools, by grade, compared with the appropriate age group inthe population, in 2003

Figure 9: Percentage distribution of learners in ordinary schools, by grade, Pre-Grade R and LSEN, in 2003

PopulationLearners

Figure 8 shows that, when enrolment in 2003 is compared with the appropriate school-age population for eachgrade (taking the year in which a learner turns six as the appropriate age for entry into Grade R), four grades(Grades 1, 2, 6 and 10) were over-enrolled, which probably indicates enrolment of over-aged and under-agedlearners. This could also indicate that we are reaching universal access to education at compulsory school level.From Grade 11 to Grade 12 there was a steady increase in the degree of under-enrolment. The highest under-enrolment was experienced in Grades R and 12, which reflected an enrolment of 33.7% and 44.8%, respectively,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 institutions and that others attended ABET classes, as this is not a compulsoryschooling phase. Therefore, the data in this case do not necessarily indicate under-enrolment but merely reflectthe fact that about half of the population of this age was not in the formal schooling system.

Pre-Gr. R0.2

LSEN0.3

Gr. R2.6

Gr. 110.6

Gr. 29.2

Gr. 38.3

Gr. 47.9

Gr. 58.6Gr. 6

9.2

Gr. 78.2

Gr. 88.1

Gr. 97.5

Gr. 109.1

Gr. 116.1

Gr. 123.9

Figure 9 shows that, of every 100 learners in ordinary schools in 2003, almost 11 were enrolled in Grade 1 andalmost four were enrolled in Grade 12.

Num

ber

Source: Provisional mid-year population estimates for 2003, Statistics South Africa (29 October 2003).

Basic school data

1313

3.1.7 Comparison between 1999, 2000, 2001, 2002 and 2003

● Learners, educators and schools (see Table 4)

Table 4: Comparing learners, educators and schools in the ordinary school sector, by province, from 1999to 2003

Source: 1999-2003 SNAP Surveys (conducted on the 10th school day).Note 1: Percentages with a negative sign denote a decrease.Note 2: Public educators - see footnote 2) below Table 1 for provinces that did not include SGB-paid public school educators for the period 1999 to 2003.

1) Data for Gauteng educators were adjusted as indicated in footnote 3) below Table 1.

Table 4 shows that, in comparing data for the years 1999 to 2003 in respect of learners, educators and schools, anet decrease of 2.2%, 0.8% and 2.2%, respectively, is reflected. The largest percentage decrease in respect oflearners, educators and schools occurred in the Free State (10.8%, 12.9% and 23.9%, respectively).

● Learners in independent schools as a percentage of all learners (see Table 5)

Table 5: Comparing the share of learners in independent schools, learner-to-educator ratio and learner-to-school ratio in the ordinary school sector, by province, from 1999 to 2003

Table 5 shows that, from 1999 to 2003, the number of independent learners in ordinary schools nationallyincreased from 1.8% to 2.4%, a net increase of 33.3%. The largest proportion of independent learners was in

Source: 1999-2003 SNAP Surveys (conducted on the 10th school day).Note 1: Percentages with a negative sign denote a decrease.

1) Data for Gauteng educators were adjusted as indicated in footnote 3) below Table 1.

Province

Eastern CapeFree StateGautengKwaZulu-NatalLimpopoMpumalangaNorth WestNorthern CapeWestern CapeNational

2 324 684780 170

1 569 4232 772 2251 823 017

930 624946 160204 238963 358

12 313 899

2 138 861764 755

1 554 4952 663 3601 845 265

911 779909 906198 650916 384

11 903 455

2 033 832716 021

1 561 3592 698 4531 816 189

903 997893 144197 101918 030

11 738 126

2 072 054705 368

1 617 0172 729 8341 839 079

914 353897 342196 731945 239

11 917 017

2 116 426696 155

1 661 8172 783 0511 816 852

914 739891 036202 010956 836

12 038 922

-9.0-10.8

5.90.4

-0.3-1.7-5.8-1.1-0.7-2.2

64 08025 94053 73974 71953 71225 85631 376

6 77329 252

365 447

66 81423 32050 25874 66955 13926 74130 024

6 55629 822

363 343

61 30122 95650 87674 24057 51124 51329 234

6 35927 211

354 201

65 35522 51752 60174 50056 26325 14130 035

6 48427 259

360 155

64 86522 59653 7491)

77 82954 29825 51530 319

6 17927 248

362 598

1.2-12.9

0.04.21.1

-1.3-3.4-8.8-6.9-0.8

6 1902 8722 2145 7164 0711 9272 325

4931 653

27 461

6 2172 5992 2705 8914 1982 1152 330

5101 630

27 760

6 0872 4592 2135 7514 6311 9262 311

4781 602

27 458

6 1912 3432 3315 7224 7631 9342 292

4761 595

27 647

6 1652 1862 2255 7884 2511 9262 253

4541 597

26 845

-0.4-23.9

0.51.34.4

-0.1-3.1-7.9-3.4-2.2

1999 2000 2001 2002 2003 % NetChange (99-03)

A B C D E (E-A)/A

1999 2000 2001 2002 2003 % NetChange (99-03)

F G H I J (J-F)/F

1999 2000 2001 2002 2003 % NetChange (99-03)

K L M N O (O-K)/K

Learners Educators Schools

Province

Eastern CapeFree StateGautengKwaZulu-NatalLimpopoMpumalangaNorth WestNorthern CapeWestern CapeNational

0.31.47.11.40.60.91.11.12.51.8

0.42.67.61.60.81.40.81.23.12.2

0.31.77.51.41.21.11.11.43.22.1

0.31.78.31.81.21.21.11.43.22.3

0.81.78.32.01.01.41.11.42.92.4

166.721.416.942.966.755.6

0.027.316.033.3

36.330.129.237.133.936.030.230.232.933.7

32.032.830.935.733.534.130.330.330.732.8

33.231.230.736.331.636.930.631.033.733.1

31.731.330.936.632.736.429.930.334.733.1

32.630.830.91)

35.833.535.929.432.735.133.2

-10.22.35.8

-3.5-1.2-0.3-2.68.36.7

-1.5

376272709485448483407414583448

344294685452440431391390562429

334291706469392469386412573427

335301694477386473392413593431

343318747481427475395445599448

-8.816.9

5.4-0.8-4.7-1.7-2.97.52.70.0

1999 2000 2001 2002 2003 % NetChange (99-03)

A B C D E (E-A)/A

1999 2000 2001 2002 2003 % NetChange (99-03)

F G H I J (J-F)/F

1999 2000 2001 2002 2003 % NetChange (99-03)

K L M N O (O-K)/K

Learners in independent schools as % of all learners Learner-to-Educator Ratio Learner-to-School Ratio

Basic school data

1414

Gauteng, increasing from 7.1% in 1999 to 8.3% in 2003, a net increase of 16.9%. The highest net increasebetween 1999 and 2003, namely 166.7%, occurred in the Eastern Cape.

● Learner-to-educator ratio (see Table 5)

As reflected in Table 5, from 1999 to 2003, the national average learner-to-educator ratio at ordinary schools inSouth Africa decreased from 33.7 to 33.2, a net decrease of 1.5%. Five provinces (the Eastern Cape, KwaZulu-Natal, Limpopo, Mpumalanga, and North West) showed a net decrease from 1999 to 2003, while the NorthernCape indicated the highest net increase, namely, 8.3%.

● Learner-to-school ratio (see Table 5)

Table 5 shows that, from 1999 to 2003, the national average learner-to-school ratio at ordinary schools in the coun-try remained at 448 learners per school. From 1999 to 2003, the Eastern Cape showed the highest net decrease(8.8%), followed by Limpopo (4.7%). The school backlogs were also higher in these two provinces than in otherprovinces. The Free State showed the highest increase from 1999 to 2003 (16.9%). This could be due to therationalisation of small schools and the closure of small farm schools in the province.

● Gross Enrolment Ratio (GER) (see Table 6)

Source 1: 1999-2003 SNAP Surveys (conducted on the 10th school day).Source 2: Published mid-year population estimates for 2001-2002 and, provisional, mid-year population estimates for 1999, 2000 and 2003, Statistics South Africa (29 October 2003).Note 1: Percentages with a negative sign denote a decrease.Note 2: Although two successive years might have the same value owing to rounding off, a net change could still have been reported.

Table 6: Comparing Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) in the ordinary schoolsector, by province, from 1999 to 2003

117111114109108109101101101105107106103102103106107107102102102

929393969495

105105105

106102104102103102

959796979998

102102102101103102

979897929292929191999999

99969897989792949396989797989799

101100

949594939393898889969696

1019799949494919392949795969797979998939494949594878787959595

1019799919292909392939594949695949795919392969998868686939494

-13.7-12.6-13.2-16.5-14.8-15.6-10.9

-7.9-8.9

-11.4-11.2-11.3-8.7-5.9-7.8

-11.3-9.3

-11.2-10.8

-8.8-9.84.36.55.4

-10.4-8.5-9.5

-11.4-10.5-10.5

1.05

1.00

1.00

0.98

1.01

0.99

1.00

0.99

1.02

1.01

1.03

0.99

0.98

0.98

0.99

0.98

0.99

0.99

1.01

1.00

1.04

1.00

0.98

0.97

0.99

0.98

0.98

0.99

1.00

0.99

1.03

1.00

0.97

0.98

0.98

0.96

0.98

0.98

1.00

0.99

-1.9

0.0

-3.0

0.0

-3.0

-3.0

-2.0

-1.0

-2.0

-2.0

109103106103102103

93939398

10099979696

100101100

959595878787918990989898

969394888888868887899190929493889290858686929493828282899090

-11.9-9.7

-11.3-14.6-13.7-14.6

-7.5-5.4-6.5-9.2-9.0-9.1-5.2-2.1-3.1

-12.0-8.9

-10.0-10.5

-9.5-9.55.78.06.9

-9.9-7.9-8.9-9.2-8.2-8.2

1.06

1.01

1.00

0.98

1.01

0.99

1.00

1.00

1.02

1.00

1.03

1.00

0.98

0.98

0.98

0.96

0.98

0.98

1.00

0.99

-2.8

-1.0

-2.0

0.0

-3.0

-3.0

-2.0

-2.0

-2.0

-1.0

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

FemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal

Province Gender 1999 2000 2001 2002 2003 % NetChange(1999-2003)

1999 2000 2001 2002 2003 % NetChange(1999-2003)

1999 2003 % NetChange(1999-2003)

1999 2003 % NetChange(1999-2003)

A B C D E (E-A)/A F G H I J (J-F)/F K L (L-K)/K M N (N-M)/M

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

GER (%) GPI GER (%) GPI

1.04

1.00

0.99

0.98

1.00

0.99

0.99

0.99

1.01

1.00

Region and district data

1515

Table 6 shows that the total national average GER (Grades R to 12) decreased from 98% to 90% between 1999and 2003, a net decrease of 8.2%. Although the inclusion of Grade R had a negative impact on the GER valuesfor these years, it is important that we start monitoring enrolment in Grade R, seeing that, according to EducationWhite Paper 5, the target year for universal access is 2010. If one were to consider only Grades 1 to 12, and ifone also used the latest mid-year population estimates, one would see that the total national average GERchanged to 105%, 99%, 96%, 95% and 94% for 1999, 2000, 2001, 2002 and 2003 respectively, which is, on aver-age, almost 6% per year higher than the GER (Grades R to 12). All the provinces except the Northern Capeshowed a decrease in both GER combinations from 1999 to 2003. The highest percentage net change for GER(Grades 1 to 12) was shown in the Free State, with a 15.6% decrease, followed by a 13.2% decrease in the East-ern Cape.

● Gender Parity Index (GPI) (see Table 6)

Table 6 shows that, from 1999 to 2003, the national average GPI in Grades 1 to 12 decreased from 1.01 to 0.99, anet decrease of 2.0%, while the net decrease in Grades R to 12 was 1.0%. Only three provinces (KwaZulu-Natal,Mpumalanga and the Northern Cape) showed GPI ratios of less than 1.00 for all five years in Grades 1 to 12, indi-cating that, in proportion to the appropriate school-age population, there were fewer female learners than malelearners in the ordinary school system.

33..22 RReeggiioonn aanndd ddiissttrriicctt ddaattaa oonn lleeaarrnneerrss,, eedduuccaattoorrss aanndd sscchhoooollss

Table 7: Number of learners, educators and schools in the ordinary school sector, by province, region anddistrict, in 2003

Source: 2003 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 LSEN at these schools. Data excludes learners, educators and institutions associated

with stand-alone ECD sites and ELSEN (special) schools.Note 2: n.a. = not applicable.Note 3: Owing to a shortage of space, the male figures for learners and educators are intentionally omitted.

1) Free State: Pre-grade R learners not included in the SNAP Survey.

Region DistrictPre-Gr. R Gr. R Primary

(Gr. 1-7)Secondary(Gr. 8-12) LSEN Unspecified Female

Total 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.n.a.TotalFree Staten.a.n.a.n.a.n.a.n.a.Total

BizanaButterworthCofimvabaCradockEast LondonEngcoboFort BeaufortGraaff-ReinetGrahamstownIdutywaKing William's Town Lady FrereLibodeLusikisikiMalutiMt FletcherMt FrerePort ElizabethQueenstownQumbuSterkspruitUitenhageUmtataUmzimkuluUnspecified

LjweleputswaMotheoNorthern Free StateThabo MofutsanyanaXhariep

81143280

15490140

730

143266

26111150512

67126414683

88167126

66421

6739

4 694

1)1)1)1)1)1)

2 2032 0911 5861 0472 9311 581

985724898

2 6341 5781 0253 4964 1661 1751 0911 5234 2781 2401 9231 6902 3912 6681 437

1046 371

2 1425 0901 2137 070

80816 323

78 56878 20355 01416 09082 41854 46329 43716 96018 92777 79372 53431 935

128 894112 99046 94238 76354 480

108 97541 11657 08543 51251 233

103 46347 772

4241 447 991

94 609110 95667 747

119 62919 406

412 347

21 11232 73421 343

8 96155 13717 54117 169

8 35712 19122 66746 34413 93136 08331 49317 97913 92920 73667 87523 64520 29920 72127 53042 20316 496

0616 476

54 76167 37145 96775 530

8 620252 249

00

235

1580

3016

10

3200000

21373

380

1094

080

809

4 5414 9082 4001 9961 391

15 236

051

000060

15010000000002

10000

85

000000

53 26057 55639 15812 94971 03438 23823 46012 87616 06554 09359 02923 13788 27578 08333 35427 17339 29691 48332 62039 53333 73240 47176 99733 514

2291 075 615

78 19993 38758 272

101 24215 091

346 191

101 964113 22278 24626 118

141 13473 72547 70026 05732 175

103 360120 515

47 002168 623149 161

66 16353 90977 174

182 18466 12779 47466 06181 324

148 75565 780

4732 116 426

156 053188 325117 327204 225

30 225696 155

1 8842 5901 742

6102 9921 4951 237

528859

2 1612 9581 0433 1772 8531 5581 2261 8023 9171 4321 7721 4131 7532 9631 357

1345 335

3 2663 6332 4514 168

67414 192

2 6203 7102 511

8964 2612 2011 875

8681 2563 0554 3591 6054 2933 7992 2121 7242 5285 6292 1222 4242 1912 6424 1801 876

2864 865

5 0795 8243 9846 6961 013

22 596

210396290101318228276107117353474179418351211197249268194258222177337169

6 100

483368428716128

2 123

0400

12100802010002

132134804

65

11201117

463

210400290101330229276107125353476179419351211197251281196259225181345169

46 165

494388439733132

2 186

1616

Region and district data

Table 7: Number of learners, educators and schools in the ordinary school sector, by province, region anddistrict, in 2003 (continued)

Region DistrictPre-Gr. R Gr. R Primary

(Gr. 1-7)Secondary(Gr. 8-12) LSEN Unspecified Female

Total Total Female Total Public Independent Total

Learner Enrolment Educators Schools

Gauteng 2)

n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.TotalKwaZulu-NatalDurban South

Empangeni

Ladysmith

North Durban

Pietermaritzburg

Port Shepstone

Ulundi

Vryheid

TotalLimpopoBushbuckridge

Central

East Rand EastEast Rand WestGauteng North Gauteng WestJohannesburg East Johannesburg NorthJohannesburg SouthJohannesburg WestSedibeng East Sedibeng WestTshwane NorthTshwane South

CamperdownChatsworthPinetownUmbumbuluUmlazi NorthUmlazi SouthEshoweHlabisaLower TugelaLower UmfoloziMthunziniDannhauserEstcourtMnambithiMsingaNewcastleCity of DurbanInandaKwa MashuMaphumuloNdwedwePhoenixMidlandsPholelaPietermaritzburgUmvotiVulindlelaHardingIxopoSayidiScottburghIngwavumaMahlabathiniNkandlaNongomaPongolaUbomboBhekuzuluDundeeNquthuPaulpietersburg

AcornhoekBushbuckridgeMkhuhluBochumKonekwena

244537157324

1 013901448291103191150459

4 818

1081 260

636372

0181108

30233468

950

257291

42425

1 189352047

101205562

22433319161177

14243103330

70236

4692

103182158278118

9 750

8651198569

3 5395 3791 1312 1382 1573 1455 0452 1111 3301 4171 5782 696

31 666

1 7372 8982 3062 923

8881 2912 829

910787

42092 8811 4663 3932 1021 3941 8152 7931 5091 7421 1961 1502 4211 5511 0681 0762 437

951681997

1 3081 3064 8082 9453 1682 7071 5562 077

623262781

1 05475 996

3 7682 5183 9203 2792 050

116 573170 461

17 46773 26974 82169 082

153 36150 63535 53366 96779 73597 779

1 005 683

39 16642 97152 88354 41527 11127 82051 91156 38830 12276 13946 79835 35765 88259 09243 14937 93259 54338 13437 04235 73731 40836 17338 23427 49143 59949 21936 76938 17534 67053 22547 91359 32643 36542 34946 63323 92535 88437 56010 36046 73322 876

1 723 479

38 35726 01836 27243 899

2 434

68 396100 152

6 46542 03641 31044 909

100 07629 48720 93546 28750 83464 282

615 169

19 88528 91026 40931 35516 95421 19126 58428 84014 96240 98726 73720 70836 67833 99117 22425 96342 41118 89824 16920 04518 50925 75825 64813 47026 85025 07222 02816 97219 05030 15425 14922 03524 22617 64528 52114 08718 25119 574

6 55328 01210 531

960 996

24 66516 30721 84326 20618 108

304448

21371433349602126179270285513

3 901

45715433

431538

1440

123229

9081

135174

0886

2 2880

1210

60701746

01 045

111165465528673

1 9431272

105000

136146

0110

12 578

33

4330

003

1972

16955

0182

05525

580

2710

09000000

12800500

2700000

210

223000000000000000

252

730000

93 931139 602

12 62558 65960 57760 008

129 13940 81929 10057 60466 70582 700

831 469

29 33738 212

41 08744 35621 66124 91840 09142 62723 08060 64838 39228 12452 48247 77930 94233 16855 03228 93030 94428 36024 85933 01433 06120 75436 26538 37729 10028 63127 31043 13238 14443 12735 20031 93439 17519 64328 27228 825

8 62638 01016 946

1 382 575

33 67222 66531 08236 00721 839

189 056276 977

25 244118 157119 806118 555259 587

82 65058 262

115 132132 637165 754

1 661 817

60 96876 76482 66789 11744 96850 52181 57686 16846 227

122 03276 72957 612

106 34595 65561 80967 021

108 25158 57663 09457 02551 22865 25866 76242 05173 02577 16160 07456 47055 25985 60376 41486 51170 67863 50377 90739 66056 31558 07517 47975 80434 689

2 783 051

66 95244 89762 09773 47244 574

3 7865 701

5272 2463 3132 7445 1091 7541 2312 1032 6723 639

34 825

1 3411 4591 9731 698

824893

1 4371 454

8742 2281 313

9631 6571 630

9811 1712 7061 0361 0821 023

9461 1422 764

7052 0961 5961 1711 071

9581 5101 3381 2071 133

9841 025

5841 1691 101

3001 366

59252 501

1 0941 1081 0241 088

835

5 2757 848

7643 2654 4233 7517 5872 4151 7803 1433 8995 096

49 246

2 1852 1922 6522 3361 0941 2652 0902 0991 4213 0181 8541 4962 6422 4501 5831 6943 8831 4921 4961 5171 3331 7844 8641 0692 9792 3041 5931 5211 3792 1951 9521 8391 6851 5541 5571 0341 8371 540

4292 048

87477 829

1 9581 8531 7922 1001 480

194262

5113911013829911594

144151176

1 873

11111499

1935359

172185

80222134

98223211152

89124

7284

142135

90128113109222158130148154165184152174159

89166171

48175127

5 614

118108101195141

254313

95841631615

51945

352

31013

1013268206215

2621035

220

196260730000207000

174

20302

219305

64148168179362131109149170221

2 225

114124112194

5360

175187

86230136

98229213153

94150

7485

142138

95150113128228160136148161168184152174159

91166178

48175127

5 788

120108104195143

Source: 2003 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 LSEN at these schools. Data excludes learners, educators and institutions associated

with stand-alone ECD sites and ELSEN (special) schools.Note 2: n.a. = not applicable.Note 3: Owing to a shortage of space, the male figures for learners and educators are intentionally omitted.

2) The Gauteng public school educators do not tally with Table 1. See footnote 3) of Table 1.

Region and district data

1717

Table 7: Number of learners, educators and schools in the ordinary school sector, by province, region anddistrict, in 2003 (concluded)

Region DistrictPre-Gr. R Gr. R Primary

(Gr. 1-7)Secondary(Gr. 8-12) LSEN Unspecified Female

Total Total Female Total Public Independent Total

Learner Enrolment Educators Schools

Central (cont.)

Eastern

North Eastern

Northern

Southern

Western

TotalMpumalangaEhlanzeniGert SibandeNkangalaTotalNorth Westn.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.n.a.TotalNorthern Capen.a.n.a.n.a.n.a.TotalWestern Capen.a.n.a.n.a.n.a.n.a.n.a.n.a.TotalNational (Total)

MankwengMogodumoPolokwaneZebedielaBolobeduHlangananiRitaviThabinaGiyaniPhalaborwaMalamuleleMutaleSekgoseseSoutpansbergThohoyandouVuwaniApelBohlabelaDenniltonMagakalaNeboSekhukhuneBakenbergMahwelerengPalalaWarmbaths

n.a.n.a.n.a.n.a.n.a.AtamelangBritsKlerksdorpLichtenburgMabopaneMafikengMothibistadPotchefstroomRustenburgTembaVryburgZeerust

Frances BaardKarooNamaquaSiyanda

Metropole CentralMetropole EastMetropole NorthMetropole SouthOverbergSouthern Cape/KarooWest Coast/Winelands

8430

39479

893

2503965

1493391

15919011853

1235449591819

1097049

2 497

782616597

1 995

08759

00

1140

357542

415

431

218203120

84625

947348

1 0741 216

422449279

4 73529 545

4 4702 3484 6192 1282 9043 0451 9493 1552 7002 1714 9191 4963 4495 0784 2803 829

9741 7892 6283 0063 7862 1621 8393 1431 0661 322

89 790

5 0424 6234 219

13 884

0605

1 0040

126649

34339

1 19449

24085

4 325

1 9941 0981 1681 2405 500

4 5293 2606 0326 7514 1793 0693 712

31 532315 387

42 12331 22349 97923 11243 05633 00729 03840 29540 86130 96745 40726 94834 08864 02342 15336 71816 21826 95230 39028 29638 64330 60721 86838 17815 90321 915

1 050 861

185 752168 339202 493556 584

28 62649 69366 71942 49238 94543 71129 76036 39968 91852 63565 35037 352

560 600

47 36127 28914 95038 861

128 461

60,44197 31397 483

113 01666 37068 82781 020

584 4707 470 476

28 75020 95332 51114 05124 52424 16919 13425 00825 95917 83530 80014 56224 25440 32228 48625 97511 20315 02021 75718 52728 07117 96215 55823 271

7 6529 469

672 912

113 48095 257

133 107341 844

14 55230 83439 88221 33323 87325 25316 82920 02441 67034 20633 34223 882

325 680

28 64912 157

7 34218 27466 422

51 05153 98555 49362 73032 95735 75443 164

335 1344 186 882

11155

10004

1135

00031700

1750030

2510

96436

117128187432

3)3)3)3)3)3)3)3)3)3)3)3)3)

473172197160

1 002

8759

143248

9710

227871

35 265

0104

00

3370

450

000000002000002

1800

356

0000

0000000000000

00000

230

4225

130

941 367

37 51727 02043 26719 64835 37929 96724 65634 41234 65225 30740 28721 09430 93354 70237 37633 01014 44521 98827 52125 42535 22125 47219 24632 12312 25316 357

904 543

151 494133 045169 131453 670

21 23940 32953 78132 06931 03634 82623 11428 12355 51842 65049 40030 682

442 767

39 16820 47611 78529 236

100 665

6005379 11881 14693 73451 64153 74364 225

483 6606 021 155

75 43854 81387 51339 37070 52560 38850 13868 59369 55951 03881 27543 04261 883

109 58975 10966 64028 46743 88954 82949 87870 56250 74939 31164 72024 69132 851

1 816 852

305 173268 963340 603914 739

43 17881 219

107 66463 82562 94469 72746 62356 797

111 85786 93298 93661 334

891 036

78 69540 91923 77758 619

202 010

117 078154 965160 267183 986104 026108 112128 402956 836

12 038 922

1 1861 0051 592

732981800915

1 1281 105

8851 156

498907

1 5331 071

850555662898755

1 205779692

1 132550664

29 385

5 0264 8936 209

16 128

8301 8012 2271 3611 5011 6201 1141 3132 8251 7932 1781 690

20 253

1 512797472

1 0593 840

2 5282 7863 0783 4061 7701 9022 196

17 666234 125

2 0671 6472 4681 2121 8781 8441 5762 0042 0501 4252 5151 2971 7653 1872 1351 828

9931 3001 6151 4212 1691 4901 3381 970

9161 005

54 298

8 1527 4849 879

25 515

1 3842 6653 4392 1062 2072 3111 6481 9423 9622 8163 3132 526

30 319

2 4031 301

7641 7116 179

3 7774 1954 5125 0402 9673 1553 602

27 248358 095

165138161

8014411811714011681

172145128235153146

78105117137202104129139114154

4 181

505698638

1 841

121164190198126156184151252174289206

2 211

126109

79127441

166137195214261233250

1 45625 840

12

1701031021208821220032212

70

44192285

04

1030703

12120

42

6340

13

40161920191413

1411 005

166140178

8014511812014111683

173147128243161148

79107119137202107131141115156

4 251

549717660

1 926

121168200201126163184154264175291206

2 253

13211283

127454

206153214234280247263

1 59726 845

Source: 2003 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 LSEN at these schools. Data excludes learners, educators and institutions associated

with stand-alone ECD sites and ELSEN (special) schools.Note 2: n.a. = not applicable.Note 3: Owing to a shortage of space, the male figures for learners and educators are intentionally omitted.

3) North West: LSEN are included in the different grades.

18

Eastern Cape Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

636 532416 935

1 046 5570

2 100 024

19 49714 23930 163

063 899

2 647905

2 5480

6 100Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

3 7403 2199 443

016 402

144190632

0966

191531

065

Total (Public & Independent) 2 116 426 64 865 6 165Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

46 7868 023

34 85424 33058 994

172 987

2 537622845968

1 5286 500

14243

8461

7661

Grand Total 2 289 413 71 365 6 826

Free State Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

330 515204 987

44 534104 098684 134

10 4876 8541 4373 177

21 955

1 567263

92201

2 123Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

2 0692 0805 2582 614

12 021

94107375

65641

156

339

63Total (Public & Independent) 696 155 22 596 2 186Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

33 4504 781

24 2918 488

30 867101 877

2 408444696468662

4 678

21921

4129

2375

Grand Total 798 032 27 274 2 561

Gauteng Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

908 330517 718

98 5470

1 524 595

23 23215 048

2 6540

40 934

1 266468139

01 873

Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

30 68918 55787 976

0137 222

1 7401 0765 496

08 312

10059

1930

352Total (Public & Independent) 1 661 817 49 246 2 225Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

69 76030 631

135 22854 315

402 771692 705

3 0292 2722 1353 2655 981

16 682

224100

8768

111 111

Grand Total 2 354 522 65 928 3 336

KwaZulu-Natal Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

1 694 781885 673145 817

02 726 271

39 44224 379

4 9390

68 760

3 8181 470

3260

5 614Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

11 32811 96133 491

056 780

1 3205 8701 879

09 069

493590

0174

Total (Public & Independent) 2 783 051 77 829 5 788Other Educational Programmes ABET 7)

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

12 00210 57865 07325 34281 352

183 769

943902

1 0951 1942 3366 470

13962

9471

5686

Grand Total 2 966 820 84 299 6 474

Limpopo Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

1 120 125660 624

17 0710

1 797 820

31 03821 757

5870

53 382

2 7111 416

540

4 181Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

7 5274 2227 283

019 032

252196468

0916

261331

070

Total (Public & Independent) 18 16 852 54 298 4 251Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

23 2485 901

37 07124 36220 258

110 840

1 330745555944610

4 184

51623

7523

21 071

Grand Total 1 927 692 58 482 5 322

Mpumalanga Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

565 199290 202

46 3310

901 732

15 0098 5341 250

024 793

1 415362

640

1 841Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

2 6601 0459 302

013 007

14850

5240

722

286

510

85Total (Public & Independent) 9 14 739 25 515 1 926Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

10 8832 926

24 0678 529

046 405

1 121180265382

01 948

11918

3120

0260

Grand Total 9 61 144 27 463 2 186

19

EEDDUUCCAATTIIOONN IINN SSOOUUTTHH AAFFRRIICCAA:: AA GGLLOOBBAALL PPIICCTTUURREE22000033

Sources:1. Ordinary public and independent schools: 2003 SNAP Survey (conducted

on the 10th school day); 2. ABET: 2003 Annual ABET Survey;3. ELSEN: 2003 Provincial Submissions; 4. FET: 2002 Survey by the National Business Initiative; 5. ECD: Attached to primary - submitted by provinces. Separated from

primary - 2000 ECD Audit; and6. Higher education: 2003 HEMIS database.

Footnotes:1) 2000 data for stand-alone ECD sites include only sites registered with

the DoE.2) and 3) Including Learners with Special Education Needs (LSEN) at ordinary

public and independent schools, respectively.4) Including learners and educators associated with pre-primary classes at

primary schools.5) Higher education institutions include universities and technikons.6) The Gauteng public school educators do not tally with Table 1. See

footnote 3) of Table 1.7) The KwaZulu-Natal ABET data are for 2002.

North West Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

492 592240 470

14 439133 445880 946

15 9628 583

5404 608

29 693

1 413400

37361

2 211Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

4 0071 7152 9431 425

10 090

159205209

53626

159

144

42Total (Public & Independent) 8 91 036 30 319 2 253Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

36 3993 957

31 05822 07041 489

134 973

1 329374478

1 323822

4 326

18940

3482

3717

Grand Total 1 026 009 34 645 2 970

Northern Cape Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

20 69927 963

101 65248 915

199 229

657825

2 9711 6156 068

3461

27274

441Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

799514264

1 2042 781

472

2042

111

6223

13Total (Public & Independent) 2 02 010 6 179 454Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

4 8311 4578 5816 994

021 863

279162127273

0841

13692

1230

270Grand Total 223 873 7 020 724

Western Cape Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

519 279300 562

21 51487 907

929 262

13 4088 839

6362 309

25 192

984300

41131

1 456Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

10 5591 964

14 775276

27 574

575238

1 22023

2 056

562058

7141

Total (Public & Independent) 9 56 836 27 248 1 597Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

27 86713 77645 92227 01882 062

196 645

1 5211 438

8921 6222 5958 068

24986

6409

5755

Grand Total 1 153 481 35 316 2 352

National Learners Educators InstitutionsPublic Schools 2) Primary 4)

Secondary Combined Intermediate & Middle Total (Public)

6 288 0523 545 1341 536 462

374 36511 744 013

168 732109 058

45 17711 709

334 676

15 8555 6453 573

76725 840

Independent Schools 3) Primary 4)

Secondary Combined Intermediate & Middle Total (Independent)

73 37845 277

170 7355 519

294 909

4 4797 934

10 823183

23 419

314165503

231 005

Total (Public & Independent) 12 038 922 3 58 095 26 845Other Educational Programmes ABET

ELSEN Public FETECD 1)

Public HE 5)

Total (Other)

265 22682 030

406 145201 448717 793

1 672 642

14 4977 1397 088

10 43914 53453 697

1 933402

503 486

355 906

Grand Total 13 711 564 411 792 32 751

Senior Certificate examination

2020

Table 8: Senior Certificate examination results for full-time candidates with six or more subjects, by province and gender, in 2003

33..33 SSeenniioorr CCeerrttiiffiiccaattee EExxaammiinnaattiioonn

3.3.1 Overall results

Source: Report on the 2003 Senior Certificate examination, Department of Education (30 December 2003). Note: The data exclude pending irregularities.

1) Candidates awaiting results are excluded in the calculation of the pass and failure rates.

In 2003, as indicated in Table 8, the overall national pass rate in the Senior Certificate examination for full-timecandidates with six or more subjects was 73.3%. In all the provinces more females than males wrote the SeniorCertificate examination. However, in relative terms, as indicated in Table 8 and Figure 10, the national pass rate ofmale candidates (75.1%) was higher than the pass rate of female candidates (71.8%). A similar trend was seen inall provinces, except in KwaZulu-Natal. However, in all provinces there were more female candidates than malecandidates who passed. Furthermore, Table 8 shows that the overall pass rate, by province, varied from 90.7% inthe Northern Cape to 58.2% in Mpumalanga.

Province

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

FemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal

35 06727 39062 45712 25611 40023 65636 92031 36568 28551 91045 45797 36737 58331 32068 90321 10117 93139 03219 02916 53835 567

3 3382 9126 250

21 65517 09538 750

238 859201 408440 267

56.143.9

51.848.2

54.145.9

53.346.7

54.545.5

54.145.9

53.546.5

53.446.6

55.944.1

54.345.7

224000000

9265

157000022437011000

9873

171

0.00.00.00.00.00.00.00.00.00.20.10.20.00.00.00.00.00.00.00.00.00.00.00.00.00.00.00.00.00.0

35 06527 38862 45312 25611 40023 65636 92031 36568 28551 81845 39297 21037 58331 32068 90321 10117 92939 03019 02516 53535 560

3 3382 9116 249

21 65517 09538 750

238 761201 335440 096

14 48410 50124 985

2 6972 0434 7406 9885 676

12 66411 80110 33222 13312 677

8 00720 684

9 3876 943

16 3305 9744 531

10 505348234582

3 0401 9414 981

67 39650 208

117 604

41.338.340.022.017.920.018.918.118.522.822.822.833.725.630.044.538.741.831.427.429.510.4

8.09.3

14.011.412.928.224.926.7

17 39614 11931 515

6 9406 578

13 51821 13718 56239 69929 08126 10955 19019 02416 17435 198

9 3658 495

17 86010 288

9 32819 616

2 3452 0954 440

12 90310 54323 446

128 479112 003240 482

49.651.650.556.657.757.157.359.258.156.157.556.850.651.651.144.447.445.854.156.455.270.372.071.159.661.760.553.855.654.6

3 1852 7685 9532 6192 7795 3988 7957 127

15 92210 936

8 95119 887

5 8827 139

13 0212 3492 4914 8402 7632 6765 439

645582

1 2275 7124 611

10 32342 88639 12482 010

9.110.1

9.521.424.422.823.822.723.321.119.720.515.722.818.911.113.912.414.516.215.319.320.019.626.427.026.618.019.418.6

20 58116 88737 468

9 5599 357

18 91629 93225 68955 62140 01735 06075 07724 90623 31348 21911 71410 98622 70013 05112 00425 055

2 9902 6775 667

18 61515 15433 769

171 365151 127322 492

58.761.760.078.082.180.081.181.981.577.277.277.266.374.470.055.561.358.268.672.670.589.692.090.786.088.687.171.875.173.3

Gender

Candidates Who

Wrote

Candidates Awaiting Results

Candidates Who Wrote(Excluding Awaiting Results)

Candidates Who

Failed 1) WithoutEndorsement

WithEndorsement Total

Number % % % % % %

Candidates Who Passed 1)

Number Number Number Number Number Number

2121

Senior Certificate examination

Figure 10: Percentage distribution of Senior Certificate examination pass and failure rates, by gender, in 2003

0

10

20

30

40

50

60

70

80

Wrote

54.3

45.7

Failed

28.2

24.9

Passed withoutEndorsement

53.8 55.6

Passed withEndorsement

18.0 19.4

Total Passed

71.8 75

.1

MaleFemale

Perc

ent

3.3.2 Pass type results

Table 9: Senior Certificate examination results, by province, gender and type of pass, in 2003

Source: Report on the 2003 Senior Certificate examination, Department of Education (30 December 2003). Note: The data exclude pending irregularities.

Province GenderType of Pass

Ordinary Pass 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

FemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal

18 38615 20733 593

7 8267 951

15 77722 42820 45042 87832 96229 77462 73623 26621 28244 54810 449

9 93520 38411 59910 87522 474

2 3912 2384 629

13 31311 28124 594

142 620128 993271 613

89.390.189.781.985.083.474.979.677.182.484.983.693.491.392.489.290.489.888.990.689.780.083.681.771.574.472.883.285.484.2

1 8181 4413 2591 3971 2082 6055 8534 209

10 0625 7474 389

10 1361 5011 9043 4051 066

9432 0091 218

9992 217

503379882

3 9983 0077 005

23 10118 47941 580

8.88.58.7

14.612.913.819.616.418.114.412.513.5

6.08.27.19.18.68.99.38.38.8

16.814.215.621.519.820.713.512.212.9

377239616336198534

1 6511 0302 6811 308

8972 205

139127266199108307234130364

9660

1561 304

8662 1705 6443 6559 299

1.81.41.63.52.12.85.54.04.83.32.62.90.60.50.61.71.01.41.81.11.53.22.22.87.05.76.43.32.42.9

20 58116 88737 468

9 5599 357

18 91629 93225 68955 62140 01735 06075 07724 90623 31348 21911 71410 98622 70013 05112 00425 055

2 9902 6775 667

18 61515 15433 769

171 365151 127322 492

Senior Certificate examination

2222

As of 2001, candidates can obtain a Senior Certificate graded with either an ordinary pass (equivalent to an aver-age score of less than 60%), a merit pass (equivalent to an average score of between 60% and 79%) or a distinc-tion pass (equivalent to an average score of 80% and more). In each pass type there are passes withendorsement and passes without endorsement.

Table 9 and Figure 11 show that, nationally, in 2003, 84.2%, 12.9% and 2.9% of all candidates passed with an ordi-nary pass, a merit pass and a distinction pass, respectively. Although Table 9 and Figure 11 show that, nationally,among candidates who passed with merit and distinction, the females performed better than the males, males per-formed better than females when one takes into account only the endorsement passes for each of the three passtypes (raw data for endorsement passes not shown in this report).

3.3.3 Frequency interval results

Figure 11: Percentage distribution of Senior Certificate examination results, by type of pass and gender, in 2003

0

20

40

60

80

100

Perc

ent

Female

Ordinary Pass Merit Pass Distinction Pass

Male Total

83.2 85.4

84.2

13.5

12.2

12.9

3.3

2.4

2.9

Table 10: Senior Certificate examination percentage pass rates of schools within different percentagegroupings, by province, in 2002 and 2003

Source: Report on the 2003 Senior Certificate examination, Department of Education (30 December 2003). Note: The data exclude pending irregularities.

Name

Province

Total Number ofSchools

2002 2003 2002%

2003%

2002%

2003%

2002%

2003%

2002%

2003%

2002%

2003%

2002%

2003%

2002%

2003%

0-20 % 21-40 % 41-60 % 61-80 % 81-100 % Exactly 0 % Exactly 100 %

Percentage Groupings of Pass Rates

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

905

339

645

1 424

1 352

411

384

103

377

5 940

910

337

640

1 485

1 373

415

389

105

391

6 045

13.5

2.4

4.0

3.4

1.8

4.1

1.8

0.0

1.9

4.4

6.2

0.9

2.3

2.5

1.1

2.2

2.1

0.0

2.8

2.5

28.4

9.1

7.4

12.8

7.4

23.8

12.0

1.0

1.1

12.9

20.9

3.6

4.5

6.7

6.8

21.2

8.0

0.0

1.8

9.1

27.0

20.6

18.1

20.9

20.5

33.6

26.6

2.9

6.4

21.4

27.8

12.5

12.5

15.6

22.2

32.8

22.9

1.9

7.4

19.3

15.1

31.6

22.8

27.3

32.0

19.0

29.4

16.5

22.0

25.3

22.7

25.5

22.7

25.4

25.9

19.8

32.9

12.4

13.0

23.9

16.0

36.3

47.6

35.6

38.4

19.5

30.2

79.6

68.7

36.0

22.4

57.6

58.0

49.8

44.1

24.1

34.2

85.7

74.9

45.2

1.5

0.6

1.7

0.6

0.1

0.2

1.0

0.0

1.6

0.8

1.1

0.3

0.8

1.3

0.1

0.5

0.5

0.0

2.0

0.8

5.1

10.3

12.6

8.0

8.0

5.1

5.7

26.2

24.7

9.2

6.2

14.8

15.3

9.0

9.3

6.0

5.4

25.7

25.1

10.5

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

Senior Certificate examination

2323

Figure 12: Percentage distribution of Senior Certificate examination percentage pass rates of schoolswithin different percentage groupings in 2002 and 2003

0

5

10

15

20

25

30

35

40

45

50

Exactly 0% 0 - 20% 21 - 40% 41 - 60% 61 - 80% 81 - 100% Exactly 100%

0.8

0.8

4.4

2.5

12.9

9.1

21.4

19.3

25.3

23.9

36.0

45.2

9.2 10

.5

20032002

Perc

ent

In 2003, as shown in Table 10 and Figure 12, 10.5% (approximately 635) of the 6 045 schools in South Africa thatoffered the Senior Certificate examination obtained 100% passes. This is higher than the 9.2% of 2002. The per-centage of schools that scored a pass rate of between 81% and 100% increased from 36.0% to 45.2%. As far asschools that performed poorly are concerned, 2.5% of them obtained a pass rate of between 0% and 20% in 2003,which is significantly lower than the 4.4% of 2002. Nationally, 0.8% of schools (approximately 48) scored a 0%pass rate, which is the same as in 2002.

3.3.4 Selected subject results

Table 11 shows that, concerning the selected six subjects, less candidates wrote Biology in the Senior Certificateexamination in 2003 (285 852) than in 2002 (298 089). The highest and second highest overall pass rates in 2003were for Accounting (91.1%) and History (85.5%), respectively. The lowest overall pass rate in 2003 was for Mathematics (58.8%), which is 2.7% higher than in 2002. However, the pass rate for Mathematics HG was 79.8%in 2003.

Table 11 and Figure 13 indicate that, except for Accounting, in both 2002 and 2003, males performed better overallthan females in all the selected subjects. However, in 2003, females performed better than males in AccountingSG, Biology HG and Business Economics HG.

Senior Certificate examination

2424

Table 11: Senior Certificate examination results for selected subjects, by gender, in 2002 and 2003

Source: Report on the 2003 Senior Certificate examination, Department of Education (30 December 2003). Note 1: The data exclude pending irregularities.Note 2: HG = Higher Grade, SG = Standard Grade and LG = Lower Grade.Note 3: Empty cells: not applicable.

Figure 13: Percentage distribution of Senior Certificate examination pass rates for selected subjects, by gender, in 2003

0

10

20

30

40

50

60

70

80

90

100

Perc

ent

Female

Accounting Biology Business Economics History Mathematics Physical Science

Male

91.5

90.4

71.7 75

.4 82.7

83.8

84.7

86.5

54.1

64.1

78.3 82

.2

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

200220032002200320022003200220032002200320022003200220032002200320022003200220032002200320022003200220032002200320022003200220032002200320022003

24 08122 85261 82566 39085 90689 24255 54549 055

107 735106 924163 280155 979

24 18627 12379 53780 944

103 723108 067

12 91412 53337 13334 20450 04746 73716 59816 618

121 489120 011138 087136 629

22 71323 10550 72048 85873 43371 963

17 09916 65138 18340 06055 28256 71142 53737 60592 27292 268

134 809129 873

17 22719 55854 79355 41072 02074 96814 82614 55432 62230 57647 44845 13018 86719 338

104 035102 356122 902121 694

28 27928 97552 14350 85380 42279 828

41 18039 503

100 008106 450141 188145 953

98 08286 660

200 007199 192298 089285 852

41 41346 681

134 330136 354175 743183 035

27 74027 08769 75564 78097 49591 86735 46535 956

225 524222 367260 989258 323

50 99252 080

102 86399 711

153 855151 791

22 73625 880

22 73625 88041 03444 225

41 03444 22522 57925 592

22 57925 59215 58718 368

15 58718 36820 52823 412

20 52823 41224 88826 067

24 88826 067

9 2767 521

72 74287 92682 01895 44723 01718 549

104 156105 883127 173124 432

10 88111 75887 66595 21198 546

106 9695 8355 392

40 45544 46346 29049 855

4 9875 281

96 30299 426

101 289104 707

14 02213 93756 74161 75670 76375 693

14 79711 61714 79711 617

44 58541 09444 58541 094

22 18419 67122 18419 671

12 76510 36912 76510 369

24 62923 78624 62923 786

21 87820 18721 87820 187

18 39219 08854 87362 60873 26581 69636 50435 75677 80776 028

114 311111 78419 53521 74364 51367 66184 04889 404

9 84710 99527 12128 57736 96839 57211 88013 09659 72660 83971 60673 93516 99817 17737 53739 18054 53556 357

76.483.588.894.385.391.565.772.972.271.170.071.780.880.281.183.681.082.776.387.773.083.573.984.771.678.849.250.751.954.174.874.374.080.274.378.3

13 62014 31332 66636 93546 28651 24827 54727 01870 93470 94998 48197 96713 92515 60745 33647 22159 26162 82811 57512 76526 09926 25537 67439 02013 63515 59761 20562 37374 84077 97021 91222 82741 08242 76362 99465 590

79.786.085.692.283.790.464.871.876.976.973.175.480.879.882.785.282.383.878.187.780.085.979.486.572.380.758.860.960.964.177.578.878.884.178.382.2

32 01233 40187 53999 543

119 551132 944

64 05162 774

148 741146 977212 792209 751

33 46037 350

109 849114 882143 309152 232

21 42223 76053 22054 83274 64278 59225 51528 693

120 931123 212146 446151 905

38 91040 00478 61981 943

117 529121 947

77.784.687.593.584.791.165.372.474.473.871.473.480.880.081.884.381.583.277.287.776.384.676.685.571.979.853.655.456.158.876.376.876.482.276.480.3

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

Senior Certificate examination

2525

3.3.5 Pass rate trend from 1994 to 2003

Table 12: Comparison of pass rates of the Senior Certificate examination, by province, from 1994 to 2003

Source: Report on the 2003 Senior Certificate examination, Department of Education (30 December 2003).Note: Percentages with a negative sign denote a decrease.

Figure 14: Comparison of national pass rates of the Senior Certificate examination from 1994 to 2003

0

20

40

60

80

Perc

ent

Pass Rates

58.0

47.4

48.9

73.3

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Table 12 shows that the national pass rate of the Senior Certificate examination increased from 58.0% in 1994 to73.3% in 2003, indicating a net increase of 26.4%. From 1994 to 2003, the largest net increase in the pass rateoccurred in Limpopo (57.7%), followed by the Free State (43.4%).

Figure 14 shows that, from 1994, the national pass rate decreased by 10.6% (real value) to its lowest point in 1997(47.4%). It stayed almost the same from 1997 to 1999 and then increased by 24.4% (real value) to its highestpoint in 2003.

Table 12 shows that all nine provinces showed a higher pass rate in 2003 than in 1994, and that, in 2002, only twoprovinces showed a lower pass rate than in 1994. Between 1994 and 2003 the lowest and second lowest passrates occurred in Limpopo (31.9% in 1997 and 35.2% in 1998), respectively. In the same period, the highest andsecond highest pass rates occurred in the Northern Cape (90.7% in 2003) and the Western Cape (87.1% in 2003),respectively.

Province

Eastern Cape

Free State

Gauteng

KwaZulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Western Cape

National

56.8

55.8

61.3

67.6

44.4

47.5

70.2

77.7

85.6

58.0

47.8

49.7

58.0

69.3

37.8

38.2

66.3

74.5

82.7

53.4

49.0

51.1

58.3

61.8

38.8

47.4

69.6

74.1

80.2

54.4

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

5.6

43.4

33.0

14.2

57.7

22.5

0.4

16.7

1.8

26.4

Pass Rates (%)

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

A B C D E F G H I J (J-A)/A

% Net Change (94-03)

Public HE institutions

2626

Table 13: Overview of South African public higher education institutions in 2003

44.. PPUUBBLLIICC HHIIGGHHEERR EEDDUUCCAATTIIOONN IINNSSTTIITTUUTTIIOONNSS

44..11 HHeeaaddccoouunntt eennrroollmmeennttss

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon.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 African, Coloured and Indian 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: Students from Qwa-Qwa are included in the University of the Free State totals.Note 9: Durban Institute of Technology is a new technikon, into which ML Sultan Technikon and Natal Technikon were merged in 2002. The new technikon has, for purposes of these

data, been classified as an HBT. Note 10: Numbers and percentages may not necessarily add up, owing to rounding off.Note 11: n.a. = not applicable.

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandTotal/Averages for HBUsHWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandTotal/averages for HWUs UNISATotal/Averages forUniversities

11 2704 5643 883

10 7747 7465 7719 484

12 71914 043

9 17889 432

20 53320 02922 797

7 65016 84134 74118 582

6 35020 44724 250

192 220514

282 166

01 841

00

921708

08 027

00

11 497

01 9559 1286 835

10 8887 2105 9161 176

9510

44 059150 019

205 575

11 2706 4053 883

10 7748 6676 4799 484

20 74614 043

9 178100 929

20 53321 98431 92514 48527 72941 95124 498

7 52621 39824 250

236 279150 533

487 741

97100

969999

100100

99969898

486475593635364824654860

64

n.a.100n.a.n.a.100100n.a.100n.a.n.a.100

n.a.4190997797969994

n.a.8865

72

5657525359624656576156

495752555952545751495381

54

n.a.87

n.a.n.a.7573

n.a.65

n.a.n.a.70

n.a.3764696572696983

n.a.6656

59

3717973026242415232226

392829151938161939473111

24

2110

01420151813151215

248

28121116251614161739

24

4173

35654615872636659

366443737046596547365250

52

Headcount Student Enrolments

Contact Distance Total Contact

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaTotal/averages for HBTsHWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandTotal/Averages for HWTsTechnikon SATotals/Averages forTechnikons

5 73120 952

8 5268 0275 093

13 0249 793

71 146

16 2658 4839 397

30 21115 94215 23495 532

0

166 678

00000000

30400445

11 62400

12 49950 875

63 374

5 73120 952

8 5268 0275 093

13 0249 793

71 146

16 2958 8839 842

41 83515 94215 234

108 03150 875

230 052

9992

100100100100

9797

64777275929078

n.a.

86

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

9384

10098

n.a.n.a.9883

86

6150615063525454

50494548484748

n.a.

51

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

50537253n/an/a5443

45

3348335634314942

5145433345464111

35

4534393645513339

3140362046463284

46

221828

822181919

18142247

97

265

19

2. Technikons

UniversitiesTechnikonsTotal/Averages for PublicInstitutions

282 166166 678

448 844

205 57563 374

268 949

487 741230 052

717 793

6486

72

7286

75

5451

53

5945

56

2435

27

2446

31

5219

42

3. Summary

Distance Contact Distance SET Business Humanities

Black Students asProportions of Head Count

Totals (%)

Female Students asProportions of Head Count

Totals (%)

Proportions of Contact & DistanceHeadcount Enrolments in Major Fields of

Study (%)

Public HE institutions

2727

Table 14: Headcount enrolments in public higher education institutions, by major field of study and formalqualification, in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon.Note 1 Abbreviations and definitions of fields of study employed here are the same as those employed in Table 13, 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 which form part of formally approved programmes, but who are not registered for a formal degree or diploma.Note 3: The category "three-year undergraduate degrees and diplomas" includes national diplomas offered by technikons as well as first bachelor's degrees offered by universities,

such as BA, BSc, BCom.(Notes 4 to 7 overleaf)

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandTotals for HBUs

HWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandTotals for HWUs

UNISA

Totals forUniversities

4 1841 0673 7773 1872 2791 5412 2563 1303 1632 058

26 64126%

8 0616 0779 3702 1705 397

15 8463 8731 4188 410

11 51872 140

31%15 901

11%114 682

24%

2 410647

01 5081 728

9711 7372 7532 0891 062

14 90515%

4 9811 7528 8391 6962 9856 6056 1031 1882 9143 965

41 02917%

58 73339%

114 66724%

6401 924

222 6701 9911 6501 6544 9161 5512 878

19 89620%

7434 5275 2977 696

10 86110 321

6 7811 8991 7032 339

52 16622%

18 81412%

90 87619%

4 0362 767

843 4102 6682 3173 8389 9477 2413 180

39 48839%

6 7499 6288 4192 9238 4859 1797 7403 0218 3716 429

70 94430%

57 08538%

167 51734%

11 2706 4053 883

10 7748 6676 4799 484

20 74614 043

9 178100 929

100%

20 53321 98431 92514 48527 72941 95124 498

7 52621 39824 250

236 279100%

150 533100%

487 741100%

457622

4831 223

2481 633

00

4 0544%

8271 2833 428

4300

484912101780

1 1639 408

4%21 824

14%35 286

7%

6 1773 292

5636 2395 0432 9376 564

13 1307 3874 890

56 22256%

7 5818 232

12 9337 805

11 21619 33014 071

4 6037 2928 433

101 49643%

91 63061%

249 34851%

2 5462 5512 5472 2791 7041 7931 9123 2043 7592 125

24 42024%

6 4103 3315 4493 4714 2249 8312 2991 4655 6567 231

49 36721%

16 73911%

90 52619%

741300195912836437351

2 4651 2711 6039 111

9%

1 9565 9075 9691 5459 6554 8704 818

6703 2422 637

41 26917%

14 2509%

64 63013%

1 022233512

1 267548

88382254

1 381432

6 1196%

2 9762 7023 5131 0512 1295 9071 820

4943 6714 166

28 42912%

5 2914%

39 8398%

32723647553

12760

245128

1 0031%

783529633183505

1 529578193757620

6 3103%7991%

8 1122%

11 2706 4053 883

10 7748 6676 4799 484

20 74614 043

9 178100 929

100%

20 53321 98431 92514 48527 72941 95124 498

7 52621 39824 250

236 279100%

150 533100%

487 741100%

Science,Engineering

&Technology

Business &Management

Education All OtherHumanities &

SocialSciences

Total OccasionalStudents

Three-YearUndergraduate

Degrees &Diplomas

ProfessionalUndergraduate

Degrees

Postgraduate,Below

Master's Level

Master'sDegrees

DoctoralDegrees

Total

Major Field of Study

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaTotals for HBTs

HWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandTotals for HWTs

Technikon SA

Totals Technikons

1 90810 144

2 7834 4991 7164 0534 753

29 85642%

8 2854 0324 189

13 9797 1057 042

44 63041%

5 65711%

80 14335%

2 5797 1143 3662 8732 2726 6763 192

28 07139%

4 9983 5873 5228 3857 3647 054

34 90932%

42 68384%

105 66446%

6172

1 7300

3351 145

8034 191

6%

1 539312754

9 1082444

11 78011%

340%

16 0047%

1 2383 522

647655771

1 1501 0459 02813%

1 474953

1 37810 363

1 4501 095

16 71215%

2 5015%

28 24112%

5 73120 952

8 5268 0275 093

13 0249 793

71 146100%

16 2958 8839 842

41 83515 94215 234

108 031100%

50 875100%

230 052100%

61495257

0222225

901 350

2%

180

347235

0678

1 2781%

00%

2 6281%

5 48917 675

7 7907 9024 771

11 5057 673

62 80588%

12 8796 5997 9371 809

14 78412 63856 646

52%43 111

85%162 562

71%

1812 492

317125

971 1901 8766 278

9%

2 8792 0621 083

37 4061 0551 631

46 11643%

7 51315%

59 90726%

036

162007

2050%

1427

35154

1218

3680%

00%5730%

0236

002

951434761%

351168394

2 15177

2473 388

3%2500%

4 1142%

018

0012

1132

0%

264746801422

2350%

10%2680%

5 73120 952

8 5268 0275 093

13 0249 793

71 146100%

16 2958 8839 842

41 83515 94215 234

108 031100%

50 875100%

230 052100%

2. Technikons

Universities

Technikons

Totals for PublicInstitutions

114 68224%

80 14335%

194 82527%

114 66724%

105 66446%

220 33031%

90 87619%

16 0047%

106 88015%

167 51734%

28 24112%

195 75827%

487 741100%

230 052100%

717 793100%

35 2867%

2 6281%

37 9145%

249 34851%

162 56271%

411 91057%

90 52619%

59 90726%

150 43321%

64 63013%5730%

65 2039%

39 8398%

4 1142%

43 9536%

8 1122%2680%

8 3801%

487 741100%

230 052100%

717 793100%

3. Summary

Formal Qualifications

Public HE institutions

2828

Figure 15 (see also Table 14) shows that, in 2003, the majority of students at universities (53% of all enrolments)were enrolled for programmes of study in either teacher education or the broad humanities and social sciences.The emphasis at technikons was to a far greater extent on programmes in business and management (46%) andin science, engineering and technology (35%). This means that, in 2003, 81% of all technikon students were fol-lowing programmes in these fields.

Figure 15: Percentage distribution of headcount enrolments in public higher education institutions, by major field of study, in 2003

0

10

20

30

40

50

Perc

ent

Universities Technikons Total

24 24

33

35

46

7

12

27

31

15

27

19

Education Humanities & Social SciencesBusiness & ManagementSET

0

20

10

40

30

60

50

70

80

Perc

ent

Universities Technikons Total

7

51

13

10

1

71

0 2

21

9 75

58

19

Professional Undergraduate

Postgraduate < Master’s Master’s & Doctoral

3-Year UndergraduateOccasional

Figure 16: Percentage distribution of headcount enrolments in public higher education institutions, by qualification type, in 2003

26

Figure 16 (see also Table 14) shows that the technikon sector remained primarily an undergraduate one. In 2003,97% of all students in this sector were following either three-year undergraduate diploma courses or professionalfirst bachelor's degree courses. In 2003, 77% of students in the university sector were enrolled for undergraduatequalifications, including occasional courses.

Notes to Table 14 (continued)Note 4: Professional bachelor's degrees are those that have an approved formal time of more that four years. Examples include degrees such as B Tech, BSc (engineering), MB

ChB, BFA.Note 5: The category "below master's level" includes postgraduate and post-diploma diplomas, postgraduate bachelor's degrees, and honours degrees.Note 6: The Unisa total of occasional students includes 5 943 coded as "other".Note 7: Numbers and percentages may not necessarily add up, owing to rounding off.

Public HE institutions

2929

Table 15: Headcount enrolments of contact and distance mode students in public higher education institutions, by race, in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon.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 "race unknown" are not included in the table, African+Coloured+Indian+White may, therefore,

not = the total columns. Note 4: Numbers and percentages may not necessarily add up, owing to rounding off.

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandTotals for HBUs

HWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandTotals for HWUs

UNISA

Totals forUniversities

6 4324 5183 391

10 6967 6175 6229 467

12 2285 4208 849

74 24083%

5 48311 6708 3243 3155 0059 8744 4402 2491 884

11 42163 665

33%12

2%137 917

49%

1702328145517

1342

6 85235

7 5378%

2 923829715918804521694300

2 498612

10 8146%294

57%18 645

7%

4 3785

2951030

1243

211 245

1196 230

7%

1 477350

8 151260246

1 6411 545

472481

3 65118 274

10%2

0%24 506

9%

29018

1695444

813

125356175

1 2521%

10 5557 1805 5913 157

10 58822 70511 9033 329

15 5848 562

99 15452%206

40%100 612

36%

11 2704 5643 883

10 7747 7465 7719 484

12 71914 043

9 17889 432100%

20 53320 02922 797

7 65016 84134 74118 582

6 35020 44724 250

192 220100%

514100%

282 166100%

6 3262 5842 0065 7224 5703 5714 3247 1137 9555 630

49 80156%

10 14211 36811 8144 207

10 01918 18410 108

3 62310 36511 879

101 70953%417

81%151 927

53%

4 9441 9801 8775 0523 1762 2005 1605 6066 0883 548

39 63144%

10 3918 661

10 9833 4436 822

16 5578 4742 727

10 08212 37190 511

47%97

19%130 239

47%

01 838

00

919705

07 800

00

11 26298%

0578

6 7946 5598 1746 8405 5501 037

8410

36 37383%

70 61250%

118 24764%

0100210

5100

550%

086

371143189

6174

12644

01 094

2%8 325

5%9 474

4%

0000010

1800

190%

0132

1 01333499271

110

01 401

3%18 613

11%20 033

8%

0200010

12600

1291%

01 159

950100814217221

1256

03 529

8%52 469

34%56 127

24%

01 841

00

921708

08 027

00

11 497100%

01 9559 1286 835

10 8887 2105 9161 176

9510

44 059100%

150 019100%

205 575100%

01 608

00

692519

05 192

00

8 01170%

0725

5 8214 6937 0655 2174 066

812790

029 189

66%83 442

57%120 642

61%

0233

00

229189

02 835

00

3 48630%

01 2303 3072 1423 8231 9931 850

364161

014 870

34%66 577

43%84 933

39%

ContactAfrican

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaTotals for HBTs

HWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandTotals for HWTs

Technikon SA

Totals forTechnikons

5 63814 370

8 5008 0195 088

12 9016 100

60 61685%

5 5226 0625 277

21 93114 34612 78665 924

69%0

126 54076%

26390

820

553 3603 841

5%

4 633415

1 315385221333

7 3028%

0

11 1437%

54 592

5315

414 652

7%

27738

193426

87537

1 5582%

0

6 2104%

621 600

1334

16292

1 9903%

5 8331 9682 6027 4691 2881 578

20 73822%

0

22 72814%

5 73120 952

8 5268 0275 093

13 0249 793

71 146100%

16 2658 4839 397

30 21115 94215 23495 532100%

0

166 678100%

3 52110 580

5 2174 0003 2186 7465 307

38 58954%

8 1904 1874 267

14 4057 7287 208

45 98548%

0

84 57451%

2 21010 372

3 3094 0271 8756 2784 486

32 55746%

8 0754 2965 130

15 8068 2148 026

49 54752%

0

82 10449%

00000000

0%

25295357

11 01600

11 69396%

36 37972%

48 07275%

00000000

0%

33997

24300

3821%

3 9066%

4 2886%

00000000

0%

010

11500

1161%

2 0184%

2 1343%

00000000

0%

265

1250

00

3182%

8 56818%

8 88616%

00000000

0%

30400445

11 62400

12 499100%

50 875100%

63 374100%

00000000

0%

15212320

6 16700

6 71445%

22 00042%

28 71443%

000000

00%

15188125

5 45700

5 78555%

28 87558%

34 66057%

2. Technikons

Universities

Technikons

Totals for PublicInstitutions

137 91749%

126 54076%

264 45759%

18 6457%

11 1437%

29 7887%

24 5069%

6 2104%

30 7167%

100 61236%

22 72814%

123 34027%

282 166100%

166 678100%

448 844100%

151 92753%

84 57451%

236 50153%

130 23947%

82 10449%

212 34347%

118 24764%

48 07275%

166 31967%

9 4744%

4 2886%

13 7625%

20 0338%

2 1343%

22 1677%

56 12724%

8 88616%

65 01322%

205 575100%

63 374100%

268 949100%

120 64261%

28 71443%

149 35656%

84 93339%

34 66057%

119 59344%

3. Summary

Coloured Indian White Total Female Male African Coloured Indian White Total Female MaleDistance

Public HE institutions

3030

Figure 17 (see also Table 15) shows that, in 2003, 60% of all students in the public higher education system wereAfrican, 26% were White, 7% were Indian, and 6% were Coloured. The proportion of African students did howevervary by sector and instruction mode. For example, African students accounted for a 49% share of contact pro-grammes at universities and a 76% share of contact programmes at technikons. In 2003, African students had anoverall share of 59% of contact programme enrolments and 67% of distance programme enrolments.

Figure 17: Percentage distribution of headcount enrolments in public higher education institutions, by contact/distance mode and race, in 2003

0

10

20

30

40

50

60

70

80

African

60

Coloured

7 5

Indian7 7 7

White

27

22

26

Distance Mode TotalContact Mode

Perc

ent

6

59

67

Figure 18: Percentage distribution of headcount enrolments in public higher education institutions, bycontact/distance mode and gender, in 2003

0

10

20

30

40

50

60

Contact Mode

53

47

Distance Mode

56

44

Total

54

46

MaleFemale

Perc

ent

Figure 18 (see also Table 15) shows that, in 2003, female students were in the majority in both contact pro-grammes (53%) and distance programmes (56%) at universities and technikons. Overall, 54% of the students inthe system were female.

Public HE institutions

3131

44..22 HHeeaaddccoouunntt aanndd ggrraadduuaattiioonn rraatteess ooff ggrraadduuaatteess aanndd ddiipplloommaatteess

Table 16: Graduates/diplomates in public higher education institutions, by major field of study and formalqualification, in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon.Note 1: Definitions of fields of study are the same as those employed in Table 13.(Notes 2 to 4 overleaf)

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandTotals for HBUs

HWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandTotals for HWUs

UNISA

Totals for Universities

540169792311309184336129515305

3 59024%

1 5761 0641 472

4431 2863 232

886407

1 9091 841

14 11527%7949%

18 49924%

450108

0113184

94177288244

951 75212%

1 620483

2 623311697

1 9681 385

261949681

10 97721%

5 00055%

17 72823%

194270

0186289897420860650990

4 75532%

2851 5181 7941 7282 3291 9862 044

960575654

13 87126%

1 92921%

20 55527%

689333

28443329180402

1 128834502

4 86833%

1 6221 4491 674

4341 7132 0071 530

7671 832

96013 986

26%1 33115%

20 18526%

1 873880825

1 0531 1111 3541 3352 4042 2421 892

14 969100%

5 1024 5137 5622 9156 0259 1945 8452 3945 2644 135

52 949100%9 054100%

76 972100%

716359159534700

1 013900

1 6021 0881 0148 08554%

1 9631 4183 0711 5432 2334 4383 3101 5081 6181 429

22 53143%

5 01755%

35 63346%

432352448271154205189175428203

2 85719%

1 126378769699584

1 398303286984958

7 48514%5806%

10 92214%

498147140207204124151604466614

3 15521%

1 2822 1092 800

4442 5631 9981 753

4521 6611 104

16 16631%

2 81331%

22 13429%

17919703949102218

23349

6885%

628524833206557

1 214387121889567

5 92611%5686%

7 1829%

463824135

2712

1111%

10384892388

1469227

11273

8372%76

1%1 024

1%

1 873880825

1 0531 1111 3531 2652 4042 2421 892

14 898100%

5 1024 5137 5622 9156 0259 1945 8452 3945 2644 131

52 945100%9 054100%

76 897100%

Science,Engineering

&Technology

Business &Management

Education All OtherHumanities

& SocialSciences

Total Three-YearUndergraduate

Degrees &Diplomas

ProfessionalUndergraduate

Degrees

PostgraduateBelow

Master'sLevel

Master'sDegrees

DoctoralDegrees

Total

Major Field of Study

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaTotals for HBTs

HWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandTotals for HWTs

Technikon SA

Totals for Technikons

2421 309

264410118677919

3 93837%

1 558621748

2 092719934

6 67240%354

32%10 964

39%

3741 150

507463344683710

4 23140%

792501611

1 3081 075

8805 16731%738

67%10 136

36%

310

7170

27127141

1 02410%

45873

3351 290

68

2 16913%

00%

3 19311%

157664

174

165126353

1 48514%

294207310

1 354311102

2 57716%

161%

4 07814%

7763 1331 504

877653

1 6132 123

10 679100%

3 1021 4022 0046 0432 1111 923

16 585100%1 108100%

28 372100%

7312 3971 309

856622

1 2961 5068 71782%

2 009913

1 4843 5831 7761 218

10 98367%600

54%20 300

72%

45642100

2130

303592

1 73316%

959442441

2 364320545

5 07131%508

46%7 31226%

02595

0040

1241%

1055

1229

56

1621%

00%2861%

061

0014

2086

1%

25356263

756

2482%

00%3341%

03000115

0%

47543

230%

00%28

0%

7763 1281 504

877653

1 6082 119

10 665100%

3 1021 4022 0046 0432 1111 825

16 487100%1 108100%

28 260100%

2. Technikons

Universities

Technikons

Totals for Public Institutions

18 49924%

10 96439%

29 46328%

17 72823%

10 13636%

27 86426%

20 55527%

3 19311%

23 74923%

20 18526%

4 07814%

24 26323%

76 972100%

28 372100%

105 344100%

35 63346%

20 30072%

55 93353%

10 92214%

7 31226%

18 23417%

22 13429%2861%

22 42021%

7 1829%3341%

7 5167%

1 0241%28

0%1 052

1%

76 895100%

28 260100%

105 155100%

3. Summary

Formal Qualification

Public HE institutions

3232

Table 17: Summaries of key graduation rates in public higher education institutions in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon. 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 have been set for universities and technikons, because of problems encountered with the ways in which some technikons are 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:

Undergraduate Master's DoctoralContact programmes 25% 33% 20%Distance programmes 15% 25% 15%

Note 4: Numbers and percentages may not necessarily add up, owing to rounding off.Note 5: n.a. = not applicable.

Notes to Table 16 (continued)Note 2: Definitions of formal qualifications are the same as those employed in Table 14.Note 3: Numbers and percentages may not necessarily add up, owing to rounding off.Note 4: Some institutions have included occasional students in their graduation figures. These students were included in the Major Field of Study section but were excluded from the

Formal Qualification section, as they do not qualify for a formal qualification. This results in differences between the two sections for these institutions.

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandAverages for HBUsHWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandAverages for HWUs UNISAAverages for Universities

121128

914341412152114

2617242020232433221722

514

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.n.a.

188

1439

1167

171111

21192420262121242414211118

141313

38

100118

119

11

13161413171016141512131013

Three-Year Undergraduate Degrees& Diplomas (%)

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaAverages for HBTs HWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandAverages for HWTs Technikon SAAverages for Technikons

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.

1415171113132212

19162115131216

212

026

00

504

148

72116

39

23708

017

000

509

10

1515115

210

100

10

2. Technikons

Universities

Technikons

14

n.a.

n.a.

12

18

8

13

10

3. Summary

Undergraduate Diplomas & Btech(%)

Master's Degrees(%)

Doctoral Degrees(%)

Public HE institutions

3333

Figure 19 (see also Table 16) gives details of the totals of graduates and diplomates produced by public universi-ties and technikons in 2003. In that year, universities produced 76 895, or 73%, of all graduates and diplomates,while technikons produced 28 260. The technikons' share of graduates and diplomates (27%) was considerablylower than their share of the headcount enrolment total (32%). Of the 105 155 students who completed qualifica-tions in 2003, 71% obtained undergraduate degrees or diplomas. There were only 8 568 master's and doctoralgraduates in 2003.

Figure 19: Headcount totals of graduates/diplomates in public higher education institutions, by qualification type, in 2003

0

20 000

40 000

60 000

80 000

100 000

120 000

3-YearUndergraduate

ProfessionalUndergraduate

Postgraduate <Master’s

Master’s &Doctoral

Total

35 6

33

20 3

00

55 9

33

10 9

22

7 31

2 18 2

34

22 1

34

22 4

20

8 20

6

76 8

95

28 2

60

105

155

362 8

568

Technikons TotalUniversities

Num

ber

286

Public HE institutions

3434

44..33 FFuullll-ttiimmee eeqquuiivvaalleenntt ((FFTTEE)) eennrroollmmeennttss aanndd uunnddeerrggrraadduuaattee ssuucccceessss rraatteess

Table 18: Full-time equivalent enrolments of contact and distance mode students in public higher education institutions in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon. 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 13. (Notes 5 to 8 next page)

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandTotals for HBUs

HWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandTotals for HWUs

UNISA

Totals for Universities

3 6041 0862 7022 7311 6791 3742 1422 5163 1501 960

22 94432%

6 6255 0306 3851 8564 086

11 3103 3201 2716 6188 451

54 95236%

0

77 89635%

1 384746

2775

1 035579754

2 1631 124

9009 46113%

2 7882 0733 597

9552 3025 5764 709

7912 8442 655

28 29119%

0

37 75217%

39174

91 448

714806598769754

1 7567 32010%

6382 521

870488

2 5072 227

942435617

1 15412 398

8%0

19 7199%

4 1762 563

2553 1012 3972 3163 4275 5655 8612 666

32 32745%

7 0495 4436 5812 6944 7298 5256 7022 8226 3356 158

57 03737%490

100%89 854

40%

9 5554 4682 9698 0555 8255 0766 920

11 01410 889

7 28272 052100%

17 10115 06617 433

5 99213 62227 63915 673

5 31916 41418 418

152 678100%

490100%

225 220100%

00000

1800

76600

94612%

035

83531

25630

171070

1 3666%

5 1698%

7 4818%

0000000

54400

5447%

0216

3 6590

1786710

000

4 13119%

22 37836%

27 05229%

0789

00

845560

02 112

00

4 30756%

00

7413 1713 5292 6932 751

648239

013 771

64%6 11310%

24 19126%

0000000

1 95500

1 95525%

0810315

4981

29124

000

2 26411%

29 17846%

33 39736%

0789

00

845740

05 377

00

7 752100%

01 0615 5493 2074 9452 8193 056

648246

021 531100%

62 838100%

92 121100%

Science,Engineering &

Technology

Contact

1. Universities

HBTsBorderDurban Institutte of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaTotals for HBTs

HWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandTotals for HWTs

Technikon SA

Totals for Technikons

1 3497 2972 3592 9581 4843 7893 484

22 72040%

5 8802 8892 8169 1904 4475 679

30 90243%

0

53 62242%

2 0774 9192 6521 6611 3383 4531 943

18 04332%

3 1262 1272 2755 2844 5883 919

21 32030%

0

39 36331%

065

1 26400

797355

2 4804%

1 035162269222

1123

1 7222%

0

4 2023%

1 3904 0681 0701 6301 4452 1241 497

13 22323%

2 6911 7341 5067 3142 4241 651

17 32024%

0

30 54324%

4 81616 348

7 3456 2494 268

10 1627 278

56 467100%

12 7326 9126 866

22 01111 47111 27271 264100%

0

127 730100%

00000000

0%

19761622

00

1332%

5 10120%

5 23416%

00000000

0%

0124

383

00

2103%

9 30936%

9 52029%

00000000

0%

01

3594 812

00

5 17273%

970%

5 27016%

00000000

0%

0103

21 434

00

1 53922%

11 22144%

12 76039%

00000000

0%

19304380

6 35100

7 055100%

25 728100%

32 783100%

1. Technikons

Universities

Technikons

Totals for PublicInstitutions

77 89635%

53 62242%

131 51837%

37 75217%

39 36331%

77 11422%

19 7199%

4 2023%

23 9217%

89 85440%

30 54324%

120 39734%

225 220100%

127 730100%

352 950100%

7 4818%

5 23416%

12 71510%

27 05229%

9 52029%

36 57229%

24 19126%

5 27016%

29 46124%

33 39736%

12 76039%

46 15737%

92 121100%

32 783100%

124 904100%

3. Summary

Distance

Business &Management

Education All OtherHumanities &

Social Sciences

Total Science,Engineering &

Technology

Business &Management

Education All OtherHumanities &

Social Sciences

Total

Public HE institutions

3535

Table 19: Undergraduate success rates of contact and distance mode students in public higher educationinstitutions, by race, in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon. Note 1: For universities, undergraduate courses are those coded as lower undergraduate, intermediate undergraduate and higher undergraduate.Note 2: For technikons, undergraduate courses are those coded as lower prediplomate, intermediate prediplomate and higher undergraduate.Note 3: 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 4: Numbers and percentages may not necessarily add up, owing to rounding off.Note 5: n.a. = not applicable.

Notes to Table 18 (continued)Note 5: The totals above include undergraduate and postgraduate courses.Note 6: Students from Qwa-Qwa are included in University of the Free State totals.Note 7: Adjustments have to be made to the 2003 distance totals for Unisa. The totals above are those for 2002.Note 8: Numbers and percentages may not necessarily add up, owing to rounding off.

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandAverages for HBUsHWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandAverages for HWUsUNISAAverages for Universities

7472907072647855627569

76657871657166816469716070

8073877465853156666766

80678373757869807070758171

7970907075915648707978

8566847184797483817680n/a80

8945947773646459847881

90819186858482908486859085

7772907072657855657570

84738478808178868276808376

n.a.57

n.a.n.a.4391

n.a.51

n.a.n.a.55

n.a.62697463727096

n.a.n.a.724855

n.a.100n.a.n.a.23

100n.a.51

n.a.n.a.52

n.a.705687807963

100n.a.n.a.764851

n.a.n.a.n.a.n.a.n.a.100n.a.55

n.a.n.a.58

n.a.835272768957

100n.a.n.a.625454

n.a.100n.a.n.a.n.a.100n.a.73

n.a.n.a.74

n.a.765696808863

100n.a.n.a.755960

n.a.58

n.a.n.a.4391

n.a.52

n.a.n.a.55

n.a.70677565737096

n.a.n.a.715356

Contact (%)African Coloured

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaAverages for HBTsHWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandAverages for HWTsTechnikon SAAverages for Technikons

6868707367667269

69696867697269

n.a.69

85747569

0847978

78677471697276

n.a.77

73769187

0938776

78767573658177

n.a.76

7782795065768782

85818279778382

n.a.82

6871707367667470

77727370707373

n.a.71

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

94577244

n.a.n.a.463739

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

100798941

n.a.n.a.624850

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

0100

049

n.a.n.a.505858

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

90849252

n.a.n.a.615757

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

95637546

n.a.n.a.494243

2. Technikons

UniversitiesTechnikonsAverage for Public Institutions

706969

717773

807679

858285

767174

553949

515051

545854

605759

564352

3. Summary

Indian White Average African Coloured Indian White AverageDistance (%)

Public HE institutions

3636

Figure 20 (see also Table 18) shows that the full-time equivalent (FTE) student enrolment at universities and tech-nikons was 477 854 in 2003. The ratios with regard to distance and contact mode differed markedly between FTEand headcount totals. The contact FTE total of 352 950 was 79% of the corresponding headcount total, whichimplies that most contact students were studying full-time in that year. The ratio for distance students was 46%,which implies that, in 2003, distance students were, on average, following the equivalent of less than half of a full-time curriculum.

Figure 20: Full-time equivalent student enrolments in public higher education institutions, by contact/distance mode, in 2003

0

100 000

200 000

300 000

400 000

500 000

600 000

Num

ber

Contact Mode Distance Mode Total

225

220

127

730

352

950

92 1

21

32 7

83

124

904

317

341

160

513

477

854

Technikons TotalUniversities

Figure 21 (see also Table 19) shows that inequalities of outcome continue to exist in the higher education system.In 2003, the average success rate of African students in contact undergraduate programmes at universities wasonly 70%, compared to an average of 85% for White students. The success rate of African students in contactundergraduate programmes at technikons in 2003 was 69%, compared to an average of 82% for White students.

Figure 21: Percentage distribution of average undergraduate success rates in public higher educationinstitutions, by contact education programmes and race, in 2003

0

10

20

30

40

50

60

70

80

90

Perc

ent

African Coloured Indian White Total

70 69 71

77 80

76

85

82

76

71

TechnikonsUniversities

Public HE institutions

3737

44..44 PPeerrmmaanneenntt ssttaaffff

Table 20: Overview of permanent staff in public higher education institutions in 2003

Source: 2003 HEMIS database, November 2004.Abbreviations: HBU = historically black university, HWU = historically white university, HBT = historically black technikon, HWT = historically white technikon. 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 African, Coloured and Indian staff on permanent contracts.Note 6: Numbers and percentages may not necessarily add up, owing to rounding off.

Institution

HBUsDurban-WestvilleFort HareMedunsaNorthNorth WestTranskeiVendaVistaWestern CapeZululandTotals for HBUsHWUsCape TownFree StateNatalPort ElizabethPotchefstroomPretoriaRand AfrikaansRhodesStellenboschWitwatersrandTotals for HWUsUNISATotals for Universities

345190413342184170268430448242

3 032

779517

1 058267531

1 524432334809448

6 6991 090

10 821

539400389431228158271428589254

3 687

1 487558

1 747375705

1 285701541

1 319589

9 3071 906

14 900

14957

443135208189216

88109190

1 784

244298329128291587239353363109

2 941171

4 896

7766667690938849606570

1713

418

81113131160202334

9785638796989769947986

56166833102028452694424453

100100100100100100100

97100

99100

97969993918991

10099

10095

10097

3731383136462945453838

33403944394442363645405141

4252605054634460584653

65626762696964635958645660

3518433246475733283641

30532141503010432828331335

Total Permanent Staff

1. Universities

HBTsBorderDurban Institute of Tech.Eastern CapeMangosuthuNorth WestNorthern GautengPeninsulaTotals for HBTsHWTsCapeFree StatePort ElizabethPretoriaVaal TriangleWitwatersrandTotals for HWTsTechnikon SATotals for Technikons

146544173147107227214

1 558

345145248550308383

1 979176

3 71

117616165161189269341

1 858

411272334882374379

2 652860

5 370

21132

21151

69180

72646

119199

66244249244

1 12170

1 837

5258907889637168

201514153226213841

7984938898859689

523846345555455161

10099

100100100100100100

979094989899979798

4443413031363539

374238414643414440

6652524443474750

616258606154596056

2920105462632244

345227385939445945

2. Technikons

UniversitiesTechnikonsTotals/Averages for PublicInstitutions

10 8213 713

14 534

14 9005 370

20 270

4 8961 8376 733

344136

536155

979897

414041

605659

354538

3. Summary

Instruction &Research Staff

AdministrativeStaff Service Staff Instruction &

Research StaffAdministrative

Staff Service Staff Instruction &Research Staff

AdministrativeStaff Service Staff

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

Public HE institutions

3838

Figure 22 (see also Table 20) points to the serious employment inequalities that existed in the higher educationsystem in 2003. Black (African, Coloured and Indian) staff had only a 34% share of permanently appointed aca-demic (instruction and research) staff posts at universities, and a 41% share of these posts at technikons. Femalestaff had a 41% share of permanently appointed academic staff posts at universities, and a 40% share of theseposts at technikons.

Figure 22: Percentage distribution of black and female staff in public higher education institutions, as a percentage of total permanent staff, in 2003

TechnikonsUniversities

0

20

10

40

30

60

50

70Pe

rcen

t

Black Academic Staff

34

41

FemaleAcademic Staff

41 40Black

Admin Staff

53

61

FemaleAdmin Staff

60

56

Contact details

3939

55.. CCOONNTTAACCTT DDEETTAAIILLSS

55..11 PPrroovviinncciiaall EEMMIISS uunniittss

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

Eastern Cape Department of Education Free State Department of EducationMr Zolile Ngaba Mr Frans KokHead, EMIS Unit Head, EMIS UnitPrivate Bag X0032, Bisho, 5605 Private Bag X20565, Bloemfontein, 9300E-mail: zolile.ngaba@edu.ecape.gov.za E-mail: kokf@edu.fs.gov.zaTel.: 043-735 1820/1 or 040-608 4246 Tel.: 051-404 8089Fax: 043-735 1993 or 040-608 4239 Fax: 051-404 8094

Gauteng Department of Education KwaZulu-Natal Department of EducationMr Mohammad Sujee Mr Patrick ButheleziActing Head, EMIS Unit Head, EMIS Unit PO Box 7710, Johannesburg, 2000 Private Bag X05, Rossburg, 4072E-mail: mohammads@gpg.gov.za E-mail: kznemis@kznedu.kzntl.gov.zaTel.: 011-355 1783/1777 Tel.: 031-274 4920Fax: 011-355 0670 Fax: 031-205 1704

Limpopo Department of Education Mpumalanga Department of EducationMr Ngwako Mateta Mr Wimpie BarnardHead, EMIS Unit Head, EMIS UnitPrivate Bag X9489, Polokwane, 0700 Private Bag X11341, Nelspruit, 1200E-mail: matetang@edu.norprov.gov.za E-mail: wbarnard@nel.mpu.gov.zaTel.: 015-290 7941 Tel.: 013-766 5492Fax: 015-297 4452 Fax: 013-766 5592

North West Department of Education Northern Cape Department of EducationMr Bradley Page Mr Danny MothobiHead, EMIS Unit Head, EMIS UnitPrivate Bag X2044, Mafikeng, 2745 Private Bag X5020, Kimberley, 8301E-mail: bpage@nwpg.gov.za E-mail: dmothobi@per.ncape.gov.zaTel.: 018-381 2017 Tel.: 053-839 6641Fax: 018-381 2015 Fax: 053-839 6580

Western Cape Department of EducationMr Kevin TabisherHead, EMIS UnitPrivate Bag X9114, Cape Town, 8000E-mail: ktabishe@pgwc.gov.zaTel.: 021-467 2289Fax: 021-425 7445

Contact details

4040

55..22 DDeeppaarrttmmeenntt ooff EEdduuccaattiioonn

Information on different sectors of the education system may be requested (preferably by e-mail) from thefollowing members of the Department of Education and the Directorate: Education Management Informa-tion Systems:

Director: EMISMr Siza ShongweDepartment of EducationWaterbron Building, 191 Schoeman Street, Pretoria, 0001 Postal Address: Private Bag X895, Pretoria, 0001Tel.: 012-312 6092Fax: 012-312 5983/5909E-mail: shongwe.s@doe.gov.za

General EnquiriesMs Rose MoreTel.: 012-312 5958E-mail: more.r@doe.gov.za

Queries/Data Dissemination/Data Analysis/PublicationsMr Christo LombaardTel.: 012-312 5961E-mail: lombaard.c@doe.gov.za

Mr Jacques AppelgrynTel: 012-312 5960E-mail: appelgryn.j@doe.gov.za

Public Higher EducationMr Hennie De BeerTel.: 012-312 5098E-mail: debeer.h@doe.gov.za

Senior Certificate Examination ResultsMs Khosi Malindi, Director: National Examinations and AssessmentTel.: 012-312 5860E-mail: malindi.k@doe.gov.za

Data on private Further Education and Training (FET) and Higher Education institutions are not included inthis publication and may be obtained from the following persons:

Private FETMr Steve Mommen, Director: Public FET CollegesTel.: 012-312 5520E-mail: mommen.s@doe.gov.za

Private Higher EducationMs Katjie MokobotoTel.: 012-312 5320E-mail: mokoboto.k@doe.gov.za

Acknowledgements

4141

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

● Directorates within the Department of Education● Provincial Departments of Education (EMIS units)● Statistics South Africa

Scope of the publication:

● General Education and Training (GET) Band(including ordinary schools with foundation, interme-diate and senior phases. Stand-alone ABET centresand ELSEN (special) schools excluded)

● Further Education and Training (FET) Band (including mainstream schools with FET grades.Stand-alone ELSEN (special) schools excluded)

● Further Education and Training (FET) (2002)(including public FET institutions, previously knownas technical colleges)

● Early Childhood Development (ECD) (2000)(including stand-alone ECD sites)

● Adult Basic Education and Training (ABET)(including stand-alone public adult learning centres)

● Education for Learners with Special EducationNeeds (ELSEN)(including stand-alone schools)

● Higher Education (HE)(including public universities and technikons)

Did you know that in 2003...30 in every 100 people in South Africa were learnersin the education and training system?

32 751 institutions, comprising the following, wereregistered with the Department of Education:● 26 845 ordinary public and independent schools● 3 486 ECD sites● 1 933 ABET centres● 402 ELSEN (special) schools● 50 public FET institutions● 35 public HE institutions

Of every 1 000 learners in the education system inSouth Africa:● 857 were in ordinary public schools● 52 were in public HE institutions● 30 were in public FET institutions● 22 were in ordinary independent schools● 19 were in ABET centres● 15 were in ECD sites● 6 were in ELSEN (special) schools