Many scholars have argued and demonstrated that 25 years after the 1994 transition to democracy, the relationship between inequality of educational outcomes and poverty in South Africa remains strong. South Africa is known for its low gross domestic product per capita, as a large share of its population lives in poverty, high unemployment levels (27% is the formal rate, but it is more likely to be around 40%), and high levels of inequality (with a Gini coefficient of 0.66, which has remained consistent). In a similar manner, the education system is known for its bimodality, with many noting that around 80% of schools perform badly compared with the functional 20% of schools, and 80% of the maths matric distinctions come from the top 200 (out of 6,600) secondary schools. Many quantitative researchers reveal strong inequalities in educational outcomes: of 100 children who started Grade 1 in 2007, only 51 made it to matric, 40 of the 2018 matric cohort passed and 17 received bachelor's passes. Only 40% of those who began Grade 1 passed matric. In no-fee (quintiles 1, 2 and 3) schools, less than one in five Grade 9 learners reached the low international benchmark in Trends in International Mathematics and Science Study (TIMSS) 2015 in maths and science, whereas in quintile 4 and 5 schools the proportions were about 60%, and in independent schools around 80% (Van der Berg and Gustafsson 2019).