Challenges faced by South African matriculants in higher education

The 2025 matriculants received their results on December 13, with much anticipation for the future that awaits them. For many, the bachelor’s pass is deemed a success guarantee card for a bright future, but the reality is that in South Africa, the picture is not as bright as it ought to be.

In recent years, our government and various private sectors have been aware that our state institutions do not have the capacity to enroll the high number of first-years who apply to universities.

Entry requirements have become highly competitive, and this is further complicated by equity benchmarks, which include racial and class profiling. Thirty years post-democracy, the education sector in South Africa can still be classified as exclusive to more than one race group and class profile.

Many underprivileged matriculants who achieve a bachelor’s pass do not receive scholarships or fully funded bursaries to pursue a degree at one of the universities. In addition, students from impoverished backgrounds struggle to complete their degrees as they often have to work to support themselves and must successfully juggle academic responsibilities and employment commitments. Scholarly research has indicated that students who are employed face challenges in being diligent and committed scholars in the classroom.

Most traditional universities structure their courses, educational pedagogies and learning practices to accommodate the full-time student who is present on campus throughout the week. Often, the content taught at universities is complex, involves critical thinking, and students are expected to read independently in preparation for classes.

Therefore, a student is required to be a full-time registered student. Amid these uncertain and challenging times in South Africa, many students are forced to work part-time while attempting to attend lectures on campus.

UNISA has been one institution that differs from the rest. Its qualifications and courses accommodate the part-time student who is employed, and educational tutorials and resources are available online, affording students flexibility in their learning schedules.

However, these qualifications are completed over an extended time frame, and a three-year degree would most likely be awarded in five years. The negative element of this is that it is additionally expensive to be a student paying tuition for a period of five years, and the graduate enters the formal sector two years later than counterparts who have attained the same qualification within three years.

Other realities include the high demand for space at South African universities, yet approximately only half the children who begin their schooling complete their secondary education up to Grade 12. Despite this, universities cannot accommodate the smaller percentage of learners who qualify for admission.

The number of applications has increased significantly in recent years, and universities do not have the capacity to enroll these students. At the onset of this year, the University of Johannesburg processed 450 000 applications but could accept only 11 200 students.

In 2025, the institution received close to 600 000 applications. Similarly, the University of KwaZulu-Natal (UKZN) received 326 546 applications for 9 000 first-year places, while the University of Cape Town (UCT) received just over 100 000 applications but could accept only 4 000 students.

Furthermore, matriculants do not necessarily gain acceptance for their first-choice career paths, and competition to secure seats in certain disciplines has become a nightmare. A browse through social media platforms such as TikTok alerts one to the reality that six As are not sufficient for admission into some science disciplines.

In addition, universities have become increasingly stringent about first-year pass requirements and benchmarks to progress to the second year of study. While these measures are necessary, they tend to favour students who have the opportunity to focus solely on being students and who are not concerned about meals and other basic expenses.

Studies have revealed that food insecurity is a growing concern among many students, alongside pressure to meet academic benchmarks and pursue their education.

Parents often believe that a matric pass is a measure of how capable their child is academically. However, they fail to consider that the type of school attended, the teachers, class sizes, teaching pedagogies employed, and access to additional tutoring all play a significant role.

Within the university environment, learners do not receive this level of support, nor do they have the comfort of home and the routine lifestyle to which they have been accustomed.

Many students are forced to study away from home due to the degrees on offer and acceptance requirements. Parents and students alike experience the burden of additional expenses, including accommodation, educational necessities and tuition fees.

Upon completion, further challenges await many graduates, as graduate unemployment remains high. As a result, many opt for entrepreneurship due to the lack of formal employment opportunities and the inability of the economy to absorb graduates.

Graduates who do secure employment must apply their theoretical knowledge to practical skills required in the workplace. Often, these skills are developed later during employment or internship phases.

Universities have been criticised for not being proactive in teaching and developing workplace-ready skills. Other tertiary institutions have taken the lead by introducing students to work-life experience and practical learning engagements.

Some universities have integrated internship programmes into degree requirements, forming structured agreements with industry sectors to ensure students gain brief employment exposure. However, this system is also flawed, as many internships remain unpaid, leaving students financially strained. In some instances, transport costs to internship placements become a hindrance to completion.

The hurdles continue for young South Africans post-matric, post-degree and post-graduate qualification. Persistently high unemployment levels explain why many do not prioritise tertiary education, despite its potential to offer life skills, develop personal and critical thinking abilities, prepare youth for the national and global workforce, broaden worldviews and improve employability.

Internationally, universities have historically served as spaces for growth, learning and development, equipping young adults with skills and attributes for responsible citizenship and self-sufficiency.

South Africa must re-evaluate its education system and encourage matriculants to consider career pathways offered at colleges as well.

*The opinions expressed in this article do not necessarily reflect the views of the newspaper.*

DAILY NEWS