Zero Dropout Campaign’s research publication, School Dropout: Advocacy to Action, set out to examine and unpack new legislation and regulations in the basic education sector. In doing so, the campaign also commissioned a nationwide public opinion survey on the state of basic education and school dropout in South Africa.
Despite South Africa’s significant investment in basic education, four in 10 learners who start school in Grade 1 will drop out of the schooling system before finishing matric. Many will remain stuck in poverty and unemployment for the rest of their lives. The report’s findings highlight how factors in the school, community, or neighbourhood, household circumstances, as well as behavioural attributes influence the performance of schools and, by implication, the perceptions about learners who drop out.
The survey confirmed Zero Dropout Campaign’s argument that policy changes alone are insufficient to significantly reduce dropout rates. It is essential to foster national ownership of the problem by providing parents, educators and learners with the necessary tools to implement effective solutions.
Methodology
The survey used a nationally representative quota sample, guided by Statistics South Africa’s enumerator area demarcations, to ensure balanced coverage across the country. A total of 1 247 respondents aged 12 to 52 were interviewed face-to-face in 50 out of 52 municipal districts using a 56-question questionnaire developed by MarkData and refined by Zero Dropout Campaign.
The sample was carefully structured to ensure equal gender representation, a mix of age groups and a spread across provinces, districts and household types. Interviews were conducted at participants’ homes using a computer-assisted personal interviewing (CAPI) device. The data was analysed at multiple levels – provincial, demographic and statistical – to generate insights and inform recommendations.
The dataset was analysed at several levels. While each analysis contributed to the overall report, the corresponding narratives that emerged across the levels were critical in underpinning overall insights and recommendations.
Key findings
Understanding South Africans’ education and dropout experiences
The survey investigated how factors in schools, communities, or neighbourhoods, household circumstances and behavioural attributes influence school performance and, by implication, the perceptions about dropping out.
Importantly, it is necessary to differentiate between the publicly perceived reasons for dropout among respondents and the actual reasons experienced by those who had dropped out.
Participants were asked whether children in their household had dropped out or intended to drop out, and how this affected the family’s feelings. It was apparent that dropping out was rarely an easy or positive decision.
Note: Only those who have dropped out or are planning to drop out answered the sentiment question.
Perceptions of new policy in SA
Respondents were also asked for their opinion on the recently enacted Basic Education Laws Amendment Act 32 of 2024 (BELA Act) and the General Education Certificate (GEC) pilot currently underway. The BELA Act amends sections of the South African Schools Act 84 of 1996 and the Employment of Educators Act 76 of 1998 to account for developments in the education landscape. The BELA Act makes Grade R compulsory, criminalises parental negligence in school attendance, regulates homeschooling, addresses language policies in schools, accommodates religion in a school’s code of conduct and bans corporal punishment.
| Aware of the legislation | 15% |
| Base size | 1 160 |
| Do people have concerns about the new legislation? | |
| No concerns | 58% |
| Have concerns | 29% |
| Other reasons | 24% |
| Participated in information sessions or public hearings | |
| Yes, participated | 6% |
The BELA Act’s provisions to address the dropout crisis have been deemed insufficient and potentially problematic by Zero Dropout Campaign. These provisions prescribe potentially lengthy processes and punitive measures that do not consider that reintegrating learners who have already disengaged is far more difficult than retaining them through preventative interventions such as early warning systems. The Zero Dropout Campaign has committed to engaging with the Department of Basic Education (DBE) as it implements the legislation. Despite prominent media coverage in 2024, only 15% (174) of respondents were aware of the Act, of which only 6% participated in public participation processes.
The GEC has also been a subject of debate within the education sector. The certificate would provide learners with recognition (NQF 1) upon completion of Grade 9 and offer pathways to either matriculation, vocational studies, or employment.
When asked, 45% of respondents indicated interest to themselves or their children.
Zero Dropout Campaign has expressed concern that South Africa’s current post-school environment cannot readily provide learners without matric with gainful opportunities. It remains to be seen how the DBE plans to ensure viable vocational and employment pathways for GEC participants.
Research shows that the transition from school to work can be difficult for many young people and is often nonlinear, characterised by unemployment spells and temporary contracts. There were estimated to be about five million 15 to 19-year-olds who were neither employed nor in education or training across Organisation for Economic Cooperation and Development countries in 2015, equivalent to 6% of that age group.
If not piloted alongside supportive policies to prevent dropout and provide alternative pathways, the GEC could inadvertently formalise the very phenomenon it aims to address.
The BELA Act and GEC are well-intended and deserving of support. However, adequately addressing South Africa’s learner dropout rate requires a multifaceted approach featuring various policies and initiatives implemented across all levels of government.
Recommendations
To address dropout rates, it is important to consider the broader factors that influence performance metrics and dropout rates.
Research conducted by Zero Dropout Campaign over the past five years still suggests that dropout in South Africa can be further reduced by implementing the following key interventions in our education sector:
- Development and implementation of real-time learner tracking with integrated early warning systems
- Expanded access to psychosocial support services (PSS)
- Accelerated learning programmes to address literacy and numeracy shortfalls
What is clear from School Dropout: Advocacy to Action and the experiences of Zero Dropout Campaign over the past five years is that reducing learner dropout and meeting our goals as a campaign, as well as the national targets set by the DBE, also requires a broader coalition of stakeholders who are committed to increasing access to quality education.
Find out more
- The full report, School Dropout: Advocacy to Action, is available at: https://zerodropout.co.za/school-dropout-advocacy-to-action/
- Contact: 021 670 9840 | info@zerodropout.co.za
