June 26, 2023

Faranani session ignites robust discussion on RPL

Lively discussion and active engagement marked SAPHE's recent Faranani session, held on 15 June 2023. The topic under scrutiny, recognition of prior learning (RPL), proved to be a pressing matter both for regulatory bodies and higher education institutions.

The session was chaired by Dr Carin Stoltz-Urban, SAPHE Board member for Capacity Building, with special guest speaker  Dr Makhapa Makhafola, Director at the Council on Higher Education (CHE). Dr Makhafola shared the CHE's latest insights on RPL, drawing from recent discussions with higher education institutions. While there was consensus on the importance and purpose of RPL as a means to promote access to higher education, particularly for previously disadvantaged individuals, the lack of progress since 1994 was disheartening. "We are not getting it right as a sector," remarked Dr. Makhafola. "We must ask ourselves, what are we doing as a country to promote access with success?"


The Faranani session served as an ideal platform for a productive conversation on RPL, focusing particularly on aspects that should be revisited during the revision of the current RPL policy. One key issue with the existing policy was the rule limiting RPL admissions to no more than 10% of a programme's student cohort.  This aspect of the policy is likely to change to achieve the intended purpose of RPL, which is to broaden access.


Clarity on assessment requirements for prior learning and clear guidelines for RPL policy implementation were among the areas calling for greater attention. Dr Makhafola said the CHE's would like to invite guidance from higher education institutions on RPL, as well as on related matters such as credit transfers and articulation. He also emphasised the need for better alignment between CHE and SAQA policies, acknowledging that current alignment was lacking.


From the discussions, it became evident that agility and flexibility, both in assessment practices and curriculum design, are essential prerequisites for RPL to effectively support transformation and fulfil its intended purpose of expanding access with success.

Despite the challenges faced in RPL implementation, success stories emerged during the session as attendees shared the educational journeys of RPL students. Dr. Stoltz-Urban invited SAPHE members to collaborate on a paper highlighting RPL success stories for the upcoming SAPHE conference in November of this year.



The RPL Faranani session truly embodied its namesake, "working together," as Dr Makhafola and the attendees exchanged ideas and thoughts on how to reinvigorate RPL and unlock its potential to transform lives.

Dr Carin Stoltz-Urban and Dr Makhapa Makhafola

Learning, Growing, Leading

March 11, 2026
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.

Private Higher Education: Flexible, accredited, and ready for the Matric Class of 2025

January 19, 2026
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.

SAPHE Conference provided a space for advancing excellence

December 3, 2025
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.