What lies beyond the hype of matric results

SUCCESS in the high stakes National Senior Certificate (NSC) examination is regarded as the gateway to a better quality of life in South Africa. However, structural inequalities, economic downturns, policy constraints, and social realities in South Africa often thwart opportunities and undermine the promise of education as a panacea to the problem of poverty.

Post-matriculants can expect to encounter challenges as they transition into the post-school environment where unemployment among the 15 to 24 year old population was reportedly 58% in the third quarter of 2025, according to Statistics South Africa. The current job market is skills-based, and individuals with a tertiary qualification, or those who have high levels of digital literacy, or individuals who come to the job market with work experience, are more likely to be employed. Statistics reveal that only one in 10 South African learners finds a job within the first year after leaving school.

Challenges in the post-matric environment

Structural challenges in the post-matric context include weak linkages between school education and expectations of the workplace. Geographic inequalities, where youth from rural settings have fewer opportunities to enter the job market, pose additional obstacles. Many higher education institutions and employment opportunities are concentrated in urban centres, requiring relocation that is often financially and emotionally difficult.

Limited access to reliable transport, accommodation, and digital infrastructure further restricts participation in post-school education and in the job market. The digital divide remains a significant barrier, affecting access to online applications, learning platforms, and employment opportunities. Other barriers to employment include the exponential growth of AI, automation and economic stagnation. These challenges play out within a context where inequality which is rooted (historically and currently) in race, class and location, persists.

Post-school education pathways

Post-matric trajectories could be into universities, TVET colleges, entrepreneurial activities or the informal economy, or internships/learnerships. Limited access to post-school education and training in South Africa is a real challenge. While the demand for university places continues to grow, the number of available spaces remains insufficient to accommodate all eligible pupils.

Many post-matriculants who meet minimum admission requirements in terms of the admission point score that they achieve, are unable to secure placement due to capacity constraints, high competition, or stringent subject requirements. This challenge is particularly severe in high-demand fields such as medicine and engineering. As a result, thousands of young people find themselves excluded from higher education despite having passed the matriculation examinations.

Closely related to access is the issue of financial deprivation. The cost of tertiary education, including tuition fees, accommodation, transport, textbooks, and food, places a heavy burden on students and their families. Although financial aid schemes such as the National Student Financial Aid Scheme (NSFAS) provide crucial support, funding limitations, administrative delays, and eligibility criteria result in many deserving students being either underfunded or completely excluded.

For post-matriculants from low-income households, financial insecurity often leads to interrupted studies, poor academic performance, or dropping out of university. In addition, it is important to remember that acquiring a university degree does not automatically guarantee a job. However, currently, Science, Technology, Engineering and Mathematics (STEM) fields (including ICT), as well as degrees in the health and education sectors, are popular choices in higher education.

Within the TVET sector, which has been criticised for weak employer links, the government is investing in Centres of Specialisation, to work towards more relevant qualifications. The TVET 4.0 Strategy is designed to integrate green skills, digital transformation and entrepreneurship into technical training programmes. Many post-matriculants enter the informal economy or the entrepreneurial space. Social enterprises and innovation hubs are actively driving economic development and fostering entrepreneurship in South African townships.

These hubs are linked to government and/or universities. For example, Enactus UKZN is supported by the University of KwaZulu-Natal, and links students with business leaders to create sustainable solutions through entrepreneurship, as seen in initiatives like Solar Springs. The innobiz Durban University of Technology Centre for Entrepreneurship and Innovation offers students within the KwaZulu-Natal province opportunities to become innovative, adaptive, problem-solving business leaders and entrepreneurs.

Some post-matriculants select the learnership and internship pathway, under the Sector Education & Training Authorities (SETA), which is expanding access to youth career pathways. However, this (often) urban-centric pathway usually excludes learners from rural settings. The Presidential Youth Employment Intervention has also been established to unblock pathways to youth employment through training and youth enterprise.

Looking ahead

It will be useful to focus on emerging sectors which are projected to grow, such as the green economy (sustainable agriculture, renewable energy), digital expertise (cybersecurity, AI, data analysis and data science), health care (community health work), and the creative economy (tourism, film).  Post-matriculants can consider micro-credential courses, which are short, online, and skills-based in high-demand areas such as tech and business (Analytics, Management). Some of these can be accumulated towards formal qualifications. Young people may also join local incubators, youth leadership or volunteering programmes (for example, Yes4Youth, Youth Employment Service).

Finally, although the job market for South African school leavers is challenging, there are opportunities for career development. Establishing useful networks, being adaptable, and collaborating with others can create avenues for success.

Ronicka Mudaly is an Associate Professor and Deputy Leader in the Science and Technology Education Cluster at the University of KwaZulu-Natal. She was the invited plenary speaker at the 3rd BRICS Young Scientists Forum and has been appointed by the Government Department of Planning, Monitoring and Evaluation (DPME), National Research Foundation (NRF), and Government Technical Advisory Centre (GTAC) to develop the Covid-19 Country Report, which was presented to Cabinet in 2025.

** The views expressed do not necessarily reflect the views of IOL or Independent Media. 

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