A new study by researchers from Stellenbosch University, the University of Cape Town and the University of KwaZulu-Natal examines why many South African learners successfully reach Grade 12 even though a large number struggle with basic literacy and numeracy in their early school years.

The research combines teacher interviews, policy reviews and analysis of education data to understand how learners continue progressing through the system despite significant learning gaps.The study finds that South Africa operates a hybrid system of grade promotion and progression.

While some learners repeat grades, others are allowed to move forward after spending a maximum number of years in a school phase, even when they have not met academic requirements.This policy was introduced partly to reduce the number of over-age learners and limit the financial cost of repetition.

Researchers found that many learners enter high school without the expected knowledge and skills, yet teachers often receive little information or support to address these gaps.School-based assessments such as assignments, projects and oral presentations play a major role in promotion decisions.These assessments are frequently marked leniently, and learners are often given several opportunities to improve their scores.

The study also notes that examinations have become more predictable, encouraging teaching focused on recurring question patterns rather than deep understanding.At the same time, schools face administrative and political pressure to maintain strong matric pass rates.

Support programmes, extra lessons and intervention initiatives are mainly concentrated in Grade 12, while lower secondary grades receive fewer resources.By the time learners reach matric, many weaker students have already dropped out, repeated grades or been discouraged from continuing.

The researchers conclude that progression policies can help keep learners in school, but they must be accompanied by stronger and earlier academic support if school completion is to reflect genuine learning rather than simply moving through the system.