Abstract
This study evaluates South Africa's progress toward achieving SDG 4.5 by examining disparities in educational access and outcomes for vulnerable groups, including girls, children with disabilities, rural populations, and low-income households. The study recognises multidimensional inequalities and develops strategies that promote inclusive and equitable education. The quantitative approach was employed by constructing a composite Educational Equity Index (EEI) using seven indicators: gender parity in primary and lower secondary completion, location-based attainment among adults, gender parity in adult lower secondary education, disability parity in primary completion, gender parity among the poorest quintile, and wealth parity in youth literacy. These indicators were standardised and aggregated to develop the EEI. The study developed a multivariate regression model to identify the most influential parity factors affecting youth literacy outcomes. Data from UNESCO, the World Bank, and national education statistics were sourced. The findings revealed persistent inequities across gender, disability, geography, and economic status, with particularly pronounced disparities in adult participation, rural attainment, and youth literacy among poorer households. While parity in youth literacy and primary education completion has been largely achieved, inequities persist in secondary education completion and adult education. The findings further revealed that upper secondary completion had a strong positive impact on equity outcomes, whereas disparities in adult participation significantly hindered progress. This study conducted a comprehensive, data-driven examination of educational equity in South Africa. By presenting a novel index approach customised to SDG 4.5, it provided fresh insights into multidimensional inequalities and offered actionable evidence for targeted policy interventions. The study contributes to scholarship on inclusive education while highlighting practical pathways for South Africa to accelerate progress toward equity in line with global education commitments.