Socioeconomic inequalities and educational completion: examining barriers to achieving SDG 4 in South Africa’s secondary schools

This study delves into the intricate dynamics of educational inequality in South Africa, focusing on the nexus between socioeconomic status and completion rates among learners. By employing a comprehensive theoretical framework, we aim to unravel the underlying mechanisms that perpetuate or challenge educational disparities. The research utilizes a mixed-methods approach, incorporating quantitative data on completion rates and qualitative insights gathered through interviews and field notes. Qualitative data was provided by principals from seven schools across Gauteng and KwaZulu Natal provinces from three different levels of secondary schools, through in-depth interviews. The two provinces were selected to highlight differences between schools in urban areas and those in rural areas. The findings reveal that engagement in paid jobs, home engagement, distance to school and teenage pregnancy are factors related to learners’ disengagement from school. The findings of this research contribute to the existing body of knowledge on educational inequality, offering insights into the complex interplay of factors that shape completion rates among South African learners. The study recommends that policies be made to support child-headed homes. Also, relevant partnerships capable of helping to ease challenges, such as distance covered by learners from home to school, should be forged.