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Emanuel Fente 3562856 METATHEORY A (BED 700)
ASSIGNMENT: 2 LECTURER: DR RAVJI DUE DATE: 03/06/2026
TITTLE: Educational Expansion Without Transformation? A Critical Analysis of Provincial NSC Performance in South Africa, 2016–2025
INTRODUCTION
INTRODUCTION
The national Senior Certificate (NSC) examination remains one of the most significant determinants of educational performances in South Africa. It is noteworthy that the results in matric between 2016 and 2025 have improved significantly across most provinces (Department of Basic Education [DBE], 2017; DBE, 2026). Nevertheless, these improvements incite a discourse amongst scholars, as they argue that pass rate alone does fully reflect the quality, equality, and the transformative potential of South African education system.
The South African education system remains to operate within the inheritance of deep historical inequalities perpetuated by apartheid system and colonialism. The promise of equality, transformation and equity that emerged post-apartheid, remains a rhetoric, as the status quo remains whereby past injustices continue to find expression, in contemporary South Africa. These enduring historical injustices significantly influence the matric NSC results as the disparities remain evident between the historically disadvantaged and advantaged schools, despite the noticeable improvement between 2016 and 2026 across provinces.
This essay argues that the significant improvement of results between 2016 and 2025 is commonly mistaken for educational justice. If one looks deeper into the NSC results, taking note of the disparities across provinces in terms of pass rates, Bachelor passes, school resources, gateway subjects’ performance and access to education opportunities suggest that the educational system perpetuates inequalities inherited from apartheid. This perspective is reinforced by different theories such as social reproduction, hidden curriculum, performativity, decoloniality, and liberation education, and reality of two educational systems.
The essay further argues recent scholarly debates surrounding decolonization, Africanization and liberation education remain relevant for understanding the inequalities within the education system. Scholars such as, Rogošić and Baranović (2016), Bowles and Gintis (1976), Spaull (2013), Apple (2004), Ball (2003), Hall (1992), Freire (1970), Biko (1970), hooks (1978) and Smith (2012) offer vital theoretical basis through which provincial NSC outcomes can be interpreted. These scholars encourage us to view education as a platform where power, culture, inequality and social struggle are actively taking place rather than centralizing matric results as neutral determinants of achievement.
PROVINCIAL NSC PERFORMANCE: IMPROVEMENT AND INEQUALITY
The overall performance of provincial results throughout South African provinces has improved quantitatively between 2016 and 2025.While regions like the Free State (88.2%), Western Cape (85.9%), and Gauteng (85.1%) far outperform the national average, South Africa's performance rate in 2016 was only 72% (DBE, 2017). The provinces that performed below average were the Eastern Cape (59.3%), Mpumalanga (61.9%), and Limpopo (62.5%).The provinces had the greatest pass rates in 2025 were KwaZulu-Natal (90.6%), Northwest (88.49%), Gauteng (89.06%), and Free State (83.33%). Even underperforming regions like the Eastern Cape (84.17%) experienced gains in 2025, and South Africa's nationwide pass rate was 88% in 2026.
However, pass rates alone provide only a partial image of educational achievement. There are other meaningful indicators that can be used to measure educational quality such as proportion of schools that achieve lower or higher percentage pass. In 2016 provinces such as Free State, Western Cape and Gauteng recorded the highest proportion of schools performing between 80% and 100% while the Eastern Cape, Limpopo, and KwaZulu Natal had the largest concentration of underperforming schools below 40% (DBE,2017). Although the proportion of schools improved to 68,2% from 20,8% in the Eastern Cape of schools achieving between 80% and 100% by 2025, and Limpopo improved from 23,1% to 75,2%, historical advantaged provinces continued to dominate high-performing school categories.
Another indicator that is important for the analysis of matric results is the Bachelor pass rate as it provides more meaningful indicators of educational quality and access to higher education. In 2016, the Western Cape achieved a Bachelor pass rate of 40.9%, followed by Gauteng 36.2%, and the Free state 35.8%. On the other hand, The Eastern Cape recorded only 18.9% and Limpopo 18.4%. By 2025, Bachelor pass rate had increased across all provinces, with historically disadvantaged provinces such as the Eastern Cape and Limpopo continued to achieve weaker Bachelor pass rate as compared to Provinces like Western Cape and Gauteng which are regarded as historically advantaged.
The previously identified trends are confirmed by a comparison with the Independent Examinations Board (IEB). 89.12% of applicants were qualified to pursue a bachelor's degree in 2025, with an overall IEB pass percentage of 98.31%. University grades in the public education system, on the other hand, were substantially lower. This is due to structural imbalances that highlight these differences, such as teacher shortages, infrastructure backlogs, poverty, inequality, and unequal access to educational resources.
SOCIAL REPRODUCTION AND THE LEGACY OF APARTHEID
Bowles and Gintis (1976) argue that school often reproduces social and economic inequalities, rather than dismantling them completely. Likewise, Bourdieu (1986), asserts that access to cultural, social, and economic capital plays a huge role in the success of education. Learners from socio-economically advantaged backgrounds are more likely to be equipped with language practice, cultural knowledge and educational support prioritized by the education system. In addition, learners who possess all these privileges are mostly likely to perform well at school and often rewarded, rather than creating equal opportunities.
Similar to Bourdieu's theory of capital, Rogošić and Baranović (2016) observe that access to cultural, social, and economic resources that are unequally dispersed throughout society has a significant impact on educational attainment. Thus, learners from affluent families are more likely to possess the linguistic habits, cultural awareness, and educational support that schools require. As a result, schools frequently promote privilege rather than equal opportunity.
The 2016 provincial analysis provides a reflection of this argument. The Eastern Cape had only 4.7% of schools with stocked libraries and 5.7% with laboratories, while also recording one of the lowest Bachelor pass rates (18.9%) and an overall pass rate of 59,3%. On the other hand, provinces such as Gauteng had 16.3% of schools with stocked libraries and 26.7% with laborites recorded a Bachelor pass rate which twice as much as the one in EC (36.2%), and overall pass rate (85.1%) which is above 80%. Furthermore, the Western Cape achieved an overall pass rate of 85.9% with the highest Bachelor pass rate of 40.9%. This is due to the province having higher proportion of schools with stocked libraries amounting to 30.1% and higher proportion of schools with stocked laboratories amounting to 33.2%.
This is also shown by the DBE and IEB results. In 2025, the IEB pass rate was 98.31%, with 89.12% of applicants earning a bachelor's degree. Entrance rates were significantly lower in the public education system. Access to resources, class sizes, institutional support networks, and cultural and financial capital rather than student aptitude were the causes of this disparity. Consequently, the wider social inequities in South African society continue to be exacerbated by education performance at the provincial and national levels. By 2025, provincial performance had considerably improved, but the effects of unequal educational spending were still evident. Two impoverished and underdeveloped provinces with high rates of poverty, inadequate infrastructure, restricted access to educational resources, and subpar academic achievement are Eastern Cape and Limpopo. Additionally, even if these provinces' pass rates have increased, they still fall short of those of the provinces with better pass rates, which have continuously outpaced more focused educational investments.
THE REALITY OF TWO EDUCATIONAL SYSTEMS
Spaull (2013) provides a helpful South African perspective on educational inequality, stating that the country has two distinct educational systems: the smaller, more equitable, and better-resourced system, which is to be taken into consideration by students who are typically in the best education system and have good teachers, well-educated teachers, operational schools, libraries, labs, and welcoming learning spaces. However, there is a far larger system of poverty, subpar infrastructure, packed classrooms, and subpar academic results. Thus, students' educational chances are determined less by their aptitude and more by the social and economic circumstances of their birth.
Spaull’s argument is supported by the provincial NSC results. In 2016, the Eastern Cape only earned 59.3%, whereas Gauteng and the Western Cape achieved 85.1% and 85.9%, respectively. The Western Cape accounted for 40.9% of the bachelor's pass rates, which were likewise comparable. Even though all the provinces have made significant progress by 2025, traditionally more advantaged provinces have outperformed historically inferior ones. This demonstrates the persistence of educational inequality in the educational system.
HIDDEN CURRICULUM
Inequalities in education can not only be understood through materialistic lenses, as alluded to by theories of social reproduction but through hidden curriculum. Hidden curriculum as argued by Apple (2024) delves into the silent curriculum beyond the official curriculum, about many aspects of life such as values, beliefs, power relations, and social positions. This is achieved through daily routines, assessment systems, institutional cultures and organizational structures, where the school unintentionally reproduces existing inequalities by rewarding forms of knowledge and behaviour associated with more privileged groups, while holding a neutral posture.
This argument corresponds with Hall’s thesis on “The West and the Rest”, where he argues that colonialism positioned Western Culture as superior, modern and rational while constructing colonized societies as backwards and undeveloped. Post-apartheid, we still witness many aspects of education system prioritizing western norms through language, curriculum and religion. English remain a dominant language used as a language of instruction at schools; additionally Christian religion find more expression across schools while African languages, knowledge and religion are given less attention and overlooked. As a result, learners from historically disadvantaged communities often encounter barriers as the learning environment does not cater or reflect their cultural experiences and realities.
The persistent disparities of results across provinces can be explained not only using the consequence of unequal resources but also the consequence of uneven recognition of identities resulting in deprivation of self-awareness to those affected. Learners from rural areas which are mostly historically disadvantaged because of the apartheid system, enter schools that prioritizes the Western Culture in terms of language, histories, religion and cultural experience and their identities are often viewed as inferior, hence the provinces’ result remain at the bottom of hierarchy.
This criticism is especially pertinent to current debates about decolonization. Important problems concerning whose experiences are represented in educational institutions, whose histories are taught, and whose knowledge is valued are raised by Hall's (1992) argument. It is possible to characterize educational transition as including more than just pass rates given the persistent differences in province NSC performance. The hidden curriculum and colonial presumptions that still underline educational practice must be challenged if we are to see real change. We also need to make sure that every student is acknowledged as a genuine participant in the creation of knowledge.
PERFOMATIVTY
Ball (2003) contends that the modern education system prioritizes measurable outcomes, targets and rankings whereby teachers, schools, district, provinces and leadership are judged according to learner performance, school performance, Bachelor pass rate, and overall rankings. He says, higher pass rates do not equate to quality education, as there are broader structural and systemic issues that influence the quality of education.
The matric results between the year 2016 and 2025 demonstrate significant improvement across all provinces, and in all indicators such as Bachelor pass, Overall pass rate, etc. However, there are still disparities across provinces where previously disadvantaged provinces still get lower pass rates as compared to previously advantaged provinces.
This issue is demonstrated by the provincial results. There was still a significant disparity in gateway subjects and bachelor's pass rates, despite the national pass rate reaching 88% in 2025. Compared to geography (91.1%) and history (91.8%), mathematics only received 64.0%. These variations show that advances in conceptual comprehension, educational quality, or access to opportunities are not always correlated with total pass rates.
From a performativity standpoint, the ongoing disparities in schooling may take the celebration of improved pass rates by surprise. Therefore, the provincial NSC results should be interpreted as both proof of educational advancement and a reminder that examination data alone cannot be used to gauge educational improvement.
DOCOLONISATION, LIBERATION EDUCATIO AND EDUCATIONAL TRANSFORMATION
The perpetuation of education inequalities has prompted renewed calls for decoloniality in South Africa. Scholars of Decoloniality delve into educational transformation and assert that it requires more than just improving pass rate, it also requires scrutinizing the knowledge that is offered at school, particularly regarding whose knowledge is valued and prioritized. Smith (2012) contends that colonial knowledge systems continue to shape educational institutions long after formal colonial rule has ended. Decolonization, then, is about making room for African languages, indigenous knowledge systems, and local experiences that have traditionally been marginalized in education.
Such concerns became most apparent in the #RhodesMustFall and #FeesMustFall movements, when students challenged Eurocentric curricula, financial exclusion and institutional systems of colonialism and apartheid. In many ways, both movements brought back to life the principles of Education for Liberation and Peoples' Education that were at the heart of anti-apartheid campaigns during the 1970s and 80s. Three main themes were to re-emerge: curriculum decolonisation, accessibility of education and the recognition that education is political rather than neutral.
The three main alternatives to conventional educational methods are Freire (1970), Biko (1978), and Hooks (1994). According to Freire (1970), education ought to be a humanization process that fosters critical consciousness rather than acquiescence. Similarly, Biko's idea of a society where people are "more human" is predicated on giving individuals who have been oppressed by the system their humanity, dignity, and agency back. With her concept of "teaching to transgress," which views education as an exercise in freedom that opposes dominance and inequity, Hooks (1994) advances the case.
According to these perspectives, education serves purposes beyond pass rates and higher institution admissions. There are still significant differences between provinces, indicating that the educational transition is still ongoing even though the improvement in provincial NSC outcomes from 2016 to 2025 is positive. It is beneficial not just for education but also for South Africans to become more inclusive, equitable, and humanizing, as well as for the education system to become more equitable and address historical injustices and disparities.
CONCLUSION
With increased pass rates and Bachelor pass attainment, as well as higher educational standards in several provinces, the provincial NSC results from 2016 to 2025 demonstrate notable advancements in South African education. Naturally, these improvements shouldn't be interpreted as proof that inequality has ended. However, there are still significant disparities in access to resources, bachelor's degrees, and chances for postsecondary education between provinces, schools, and educational systems.
While the hidden curriculum and Hall's (1992) concept of "The West and the Rest" illustrate how educational disadvantage is perpetuated by unequal recognition and favouring certain types of knowledge, theories of social reproduction explain how historical disparities continue to impact educational outcomes. Although access and throughput rates in education systems have improved, numerous structural disparities from apartheid still exist in today's educational achievement. The effects of institutional privilege, educational resources, and social class on student achievement are also highlighted by DBE and IEB data.
Decolonization, Education for Liberation, and Peoples' Education are still relevant today, proving that educational revolution goes beyond pass rates. This essay has claimed that education should promote humanization, critical consciousness, and social justice in addition to producing successful exam scores, drawing on the work of Freire (1970), Biko (1978), and Hooks (2014). The provincial NSC findings indicate that the task of creating a more fair, decolonized, and genuinely transformational education system is still unfinished, despite South Africa's notable advancements since 2016.



















References
Apple, M., & Apple, M. W. (2004). Ideology and curriculum. Routledge.
Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of education policy, 18(2), 215-228.
Biko, S. (1978). I write what I like. Heinemann.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America (Vol. 57). New York: Basic Books.
Department of Basic Education. (2017). National Senior Certificate examination report 2016. Department of Basic Education.
Department of Basic Education. (2026). National Senior Certificate examination report 2025. Department of Basic Education.
Freire, P. (1970). Pedagogy of the Oppressed (trans. MB Ramos). New York: Continuum, 2005.
Hall, S. (2007). The West and the rest: Discourse and power. Race and racialization: Essential readings, 56.
Hooks, B. (2014). Teaching to transgress. Routledge.
Independent Examinations Board. (2026). 2025 National Senior Certificate examination results. Independent Examinations Board.
Rogošić, S., & Baranovic, B. (2016). Social capital and educational achievements: Coleman vs. Bourdieu. Center for Educational Policy Studies Journal.
Spaull, N. (2013). South Africa’s education crisis: The quality of education in South Africa 1994-2011. Johannesburg: Centre for Development and Enterprise, 21(1), 1-65.
Tuhiwai Smith, L. (2012). Decolonizing methodologies: Research and indigenous peoples.

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