May 13, 2026
Conversations on quality in Higher Education
A holistic understanding of quality across multiple dimensions of higher education has been central to SAPHE’s recent engagement series on the Higher Education Practice Standards (HEPS), facilitated by Dr Carin Stoltz-Urban, SAPHE Chairperson and Capacity-Building Lead.
As the Council on Higher Education (CHE) develops the HEPS as part of the new Quality Assurance Framework (QAF), the sector is entering a critical phase in shaping how quality is defined, interpreted, and implemented by individual institutions across the higher education landscape. These standards will play a significant role in guiding institutional practice and strengthening approaches to quality and performance.
During the first series of engagements, SAPHE colleagues reflected on key areas of institutional practice, including identity, leadership, governance, and the systems that support programme design, approval, and review. Attention was also given to learning, teaching and assessment, learning environments, and continuous professional learning. Across these discussions, a consistent thread emerged: a strong commitment to academic excellence, meaningful engagement, and continuous improvement at institutional level.
The series continues throughout May, with upcoming sessions turning to experiential learning, engaged institutions, supervision and assessment of research, student transitions, data value chains, and student administration.
The year is only two months old, yet many SAPHE colleagues have already dived into learning experiences they describe as exciting, enriching, eye-opening, and career-boosting. A range of EDTP SETA-funded qualifications and programmes launched in February, diverse in nature but with a shared goal: to upskill and build capacity, supporting SAPHE colleagues both personally and professionally. For those with stamina, formal qualifications such as the Postgraduate Diploma in Higher Education and the Occupational Certificate: Training and Development Practitioner got off to a rigorous start. Others opted for bite-sized learning experiences tailored to specific interests—from Research to Diversity, Equity and Inclusion Training , and from Power BI to Leadership Development . A glimpse at some of the early feedback highlights the impact of these programmes: Research: “We are not just producing dissertations or theses. We are producing knowledge that can move systems.” Power BI: “The practical, hands-on approach enhanced my understanding of Power BI’s features and enabled me to create more insightful dashboards that I use daily to support reporting and decision-making at my institute.” Leadership Development: “My colleagues thoroughly enjoyed the experience and returned with valuable insights. They’re feeling rejuvenated and ready to put their takeaways into practice.” Diversity, Equity, Inclusion, and Belonging: “It was an incredible programme. I learnt a lot and feel encouraged to incorporate this information into my personal and professional life.” Other programmes, such as Designing with AI , will be offered later in the year, promising even more opportunities to explore emerging fields and cutting-edge skills. Reflecting on these initiatives, SAPHE Chair, Dr Carin Stoltz-Urban, says: "What a wonderful opportunity to provide our members with chances to upskill, grow, and develop. We are grateful to the EDTP SETA for the funding that has unlocked this treasure trove of opportunities." 2026 is off to a strong start, and SAPHE colleagues are embracing every opportunity to learn, innovate, and lead in the higher education sector.
South Africa celebrates a historic milestone as the Matric Class of 2025 achieves a record 88% pass rate, the highest in the country’s history. SAPHE (South African Private Higher Education Association) congratulates all matriculants on this remarkable achievement, which opens doors to a wide range of higher education opportunities. Approximately 46% of matriculants achieved Bachelor passes, making around 345,000 students eligible to pursue degree studies. While public universities remain a key option offering 235,000 first-year spaces, private higher education institutions (PHEIs) offer an equally robust and accredited pathway for students ready to continue their studies. Flexible Intakes and Learning Options A major advantage of PHEIs is their multiple intakes throughout the year , allowing students to begin their studies at different times of the year. This flexibility ensures that learners can maintain momentum and enrol for higher education qualifications as soon as they are ready. PHEIs also offer flexible learning modes - full-time, part-time, online, or blended - designed to accommodate diverse student needs. Smaller class sizes promote personalised attention , helping students make a smooth transition from school to tertiary education. Curricula are regularly updated to align with industry demands , equipping graduates with the skills employers actively seek. Quality, accreditation, and recognition All SAPHE member institutions are registered with the Department of Higher Education and Training (DHET) and offer programmes accredited by the Council on Higher Education (CHE) . These qualifications are nationally recognised, ensuring that students receive the same high-quality education as public universities. Registered PHEIs provide full academic legitimacy, and a list of SAPHE members is available on the SAPHE website. Private higher education institutions continue to welcome applications for the 2026 academic year , providing matriculants with immediate access to accredited programmes. PHEIs are a credible, flexible, and high-quality option to consider for students ready to take the next step in their education.
A peek into the future or a glimpse into a novel research project; a celebration of academic excellence or connecting with colleagues – the 3rd SAPHE Conference, held on 5 and 6 November at the IMM Graduate School in Parktown, Johannesburg, was a vibrant Rubik’s cube of colour, choice, and possibilities. Under the theme Leading Innovation in Higher Education: Impacting Locally and Globally , the Conference served as a dynamic platform to explore, reflect on, and challenge thinking about innovation in the sector. Setting the tone with probing questions and scenarios were keynote speakers Mahlubi Chief Mabizela (USAf Director: Operations and Sector Support) and Edward Kieswetter (SARS Commissioner), delivering thought-provoking addresses on their respective days. Following them, two engaging panel discussions – one on the future of private higher education, facilitated by Africa Melane, and the other on the opportunities and challenges of Artificial Intelligence, led by Professor Ben Anderson – sparked lively debates and inspired delegates. The Conference also provided a space to showcase and promote research, with presentations across a range of themes. Delegates participated in two workshops: AI as Research Ally and Quality as Intellectual Curiosity: Rethinking Quality Assurance in Higher Education. Together with the SAPHE Excellence Awards, which celebrate academic excellence in private higher education across Teaching, Learning and Assessment, Research and Innovation, and Community Engagement, the event highlighted innovation, scholarship, and achievement in the sector. SAPHE is grateful to its gold sponsors – Cengage, Opencollab, and Juta – and silver sponsors – Oxford University Press, Van Schaik, and EBSCO – for their generous support, which helped make the Conference possible. The 3rd SAPHE Conference was not just an event but an experience – a space where ideas, innovation, and collaboration came together to shape the future of private higher education in South Africa.
