June 23, 2023

Leading private education into tomorrow

Meet SAPHE Chairperson Dr Jannie Zaaiman

Dr Jannie Zaaiman, chairperson of the South African Private Higher Education (SAPHE), is a distinguished leader with extensive experience in both industry and higher education. Throughout his career he has made significant contributions to the development and growth of the private higher education sector. His unwavering passion for positioning private higher education as a catalyst for positive change continues to drive his efforts at SAPHE.


Advocating for Private Higher Education


SAPHE, a voluntary association of reputable private higher education providers, plays a crucial role in promoting the interests of private higher education in South Africa. Dr Zaaiman explains that SAPHE was established in 2011 to address the common needs and interests of private higher education institutions (PHEIs). By providing a strong and coordinated voice, SAPHE represents the specific position of private higher education providers concerning legislation, regulation, compliance requirements, and operating conditions. This function carries great weight and importance within the South African and African context.


The relevance and valuable contributions of PHEIs in the educational sphere are evident when one reviews the student enrolments between 2010 and 2021. PHEIs student enrolment more than doubled over the twelve-year period with an increase of 156.6% or 142 148 student enrolments.


“Private higher education is the fastest growing segment in higher education systems globally, and is emerging in Sub-Saharan Africa as a major player in equalising the playing field, offering greater and more diverse access to students over a large front,” he explains. “Of particular value is the small class sizes, individual niche nature of many of the qualifications on offer.”


Private providers and public institutions should not work in opposition to each other, he adds, but should instead work towards the common goal of resourcing South Africa with relevant and sustainable skills. ”We are working to foster a more collaborative approach between higher education providers, despite the fact that we may tap into different market segments,” he says. “By combining our resources - intellectual, research and even funding - we as a sector can achieve more and serve our communities and our society better.”


Responsive to a changing world


Education doesn’t exist in a vacuum; it must respond to a particular need. It is no secret that the world of work is changing; it stands to reason that the educational landscape must also evolve to ensure that graduates are equipped with current, relevant and future-focused skills to fully participate in this new world. Stagnation is not an option, he says: “Unlike public higher education institutions that rely on government subsidies, our PHEIs rely on the market perception of their value to attract fee-paying students who want to be not just competent, but competitive in their respective fields.” 


He says for PHEI to remain viable, they must be more responsive to the current needs of their students and industries at large: “Private higher education is often more agile and responsive to service these new, growing or changing needs, and by virtue of being private, also more entrepreneurial and responsive to current market relevance. Our PHEIs are also uniquely positioned to identify gaps quickly and adapt their offerings to the requirements of the workplace of the future, unhindered by the cumbersome bureaucracy of the mega public institutions.”


For this reason, SAPHE and its member institutions maintain close relationships with industry and various professional bodies through internships, certifications, consultation, masterclasses and project support to identify trends and operationalise such trends in the curriculum.


Technology as an enabler


Dr Zaaiman believes one of the most prominent current needs in post-school education and graduate work readiness is in managing the changes effected by the 4th Industrial Revolution and the accelerating rate of change in the technological landscape. “These aspects impact organisations, work and the organisation of work, and influence who undertakes work and how they do so,” he explains. “Automation and digitisation have had a major impact on some sectors, with banking being an example of how online capabilities are increasingly overtaking the work done at traditional branches.”


Technology remains a disruptor and an enabler, and technological competency remains a critical skill that must be developed in both teaching and learning for workplace readiness and future success. “In this context, continued skills and knowledge development is something that our member organisations regard as very important,” he says.


He says the workforce of tomorrow must be prepared to deal with the intended and unintended consequences of automation and mechanisation, including the impact on human resources. “That means we also need to instil skills like resilience, innovation, sustainability, and client engagement in our curriculum,” he says. “Many PHEIs are investing in these through skills acquisition, research or aligning their course offerings accordingly.”


SAPHE member organisations strive to address perplexing industry and societal problems through sound theoretical knowledge coupled with practical skills while embracing new methodologies. “Our institutions embrace and leverage the promise of new technologies; they are forward-thinking and future-focused.”


A legacy of excellence


Dr Zaaiman is currently the Chief Executive for Education and Academic Collaboration at Belgium Campus ITversity, a position he has held since November 2016. In his role, he is responsible for managing the bursary funding for students, building the brand of the institution, and developing relationships with various organisations, including industry, DHET, CHE, SAQA, and QCTO.


Before joining Belgium Campus ITversity, Dr Zaaiman worked at the University of Venda, where he held various positions from 2009 to October 2016. He was appointed as the Deputy Vice-Chancellor for Operations and made a significant contribution in the turnaround of the institution.


Dr Zaaiman's contributions to ICT education began at the Tshwane University of Technology, where he was the Executive Dean of the Faculty of Information and Communication Technology since its inception in 2003. During his tenure, he established the Faculty, drafted the ICT Faculty blueprint for the period 2005 to 2009, and obtained a 5-year accreditation for N Dip Computer Systems Engineering in 2005.

Before his academic career he had successful careers at Sasol during the establishment of Sasol Two and Sasol Three and Telkom during its privatisation and the establishment of Vodacom.


A champion for higher education



Dr Zaaiman’s effective, progressive, transformative, and visionary leadership has established him as a steward of industry and a champion for higher education in South Africa and elsewhere on the continent. His proven track record and stellar accomplishments in managing academic institutions, establishing networks, building relationships, and developing innovative programmes that meet South Africa’s educational needs in a global context will undeniably further SAPHE’s organisational values, operational goals and industry standing. 

Leading SAPHE into a new era of opportunity

June 11, 2026
Private higher education in South Africa has experienced remarkable growth over the past decade. As demand for access, flexibility, innovation, and work-ready graduates continues to increase, private higher education institutions are playing an increasingly important role in the country’s higher education landscape. Reflecting this growth, the South African Private Higher Education Association (SAPHE) has become an influential representative voice for the sector. Through advocacy, collaboration, knowledge-sharing, and engagement, SAPHE continues to promote the contribution of private higher education to national development while supporting quality, innovation, and institutional excellence. A new phase of growth and influence As SAPHE enters a new phase of growth and influence, Dr Franzél du Plooy-Cilliers has assumed the role of Chairperson, succeeding Dr Carin Stoltz-Urban, whose leadership over the past two years has made a significant contribution to both SAPHE and the broader private higher education sector. During her tenure, Dr Stoltz-Urban championed several initiatives that strengthened SAPHE’s role as a representative body and deepened collaboration among member institutions. Initially serving as a Board member responsible for the Capacity-development portfolio, and later as Chairperson while continuing to lead this portfolio, she introduced the Faranani discussion sessions, oversaw the establishment of active Communities of Practice, and initiated the annual SAPHE Excellence Awards. Among the most significant recent achievements under her leadership is the sector-wide capacity development project sponsored by the ETDP SETA. The project supported the professional development of staff across the private higher education sector and showed how collaboration can strengthen institutional capacity and quality. In reflecting on her appointment, Du Plooy-Cilliers emphasises that the role is ultimately one of service to a sector that changes lives through education. “Education remains one of the most powerful forces for individual and societal transformation. Every student who gains access to quality higher education has the potential to change not only their own future, but also the future of their family, community, and our country. I feel fortunate to be able to contribute to such an important cause at a time of significant opportunity for the sector, and I look forward to working alongside our members and stakeholders to advance opportunities that enable more South Africans to learn, grow, and realise their dreams and potential.” Collective effort and shared commitment While leadership transitions provide an opportunity to reflect on the future, Du Plooy-Cilliers emphasises that SAPHE’s achievements have always been the result of collective effort and shared commitment. “I am fortunate to be supported by an experienced and dedicated Board, an effective SAPHE management team, and member institutions that willingly contribute their expertise, time, and energy in support of the sector. The progress we have made as an association is the result of a shared commitment to strengthening private higher education and the opportunities it creates for students.” A forward-looking agenda Looking ahead, Du Plooy-Cilliers believes SAPHE has an important role to play in helping shape a more integrated and responsive higher education system. “My vision for SAPHE is to strengthen its position as a trusted and respected voice for private higher education, while continuing to build meaningful relationships across the broader higher education community. Private higher education institutions are making a real difference in the lives of students by expanding access, developing skills, supporting innovation, and creating opportunities that might otherwise not exist. As a sector, we have much to contribute, and I believe our contribution will become even more important in the years ahead.” A key priority for her term will be positioning private higher education within a changing policy environment and promoting parity of esteem across the sector. She also sees opportunities to strengthen articulation and lifelong learning pathways, deepen cooperation across institutions, and support innovation in teaching, learning, and assessment. At the same time, SAPHE will continue to support its members through advocacy, engagement, research, knowledge-sharing, and capacity development. These priorities are particularly important as institutions respond to technological change, artificial intelligence, micro-credentials, and evolving workforce needs. Building trust in private higher education Central to this vision is strengthening confidence in private higher education. “SAPHE’s role is not only to represent the sector, but also to strengthen confidence in it. We do this by promoting quality, ethical practice, compliance, transparency, and collective responsibility. By building trust, we strengthen the contribution that private higher education can make to South Africa’s educational, social, and economic development.” The future of SAPHE will be shaped not by any one individual, but by the collective efforts of its Board, management team, and member institutions. Together, they will continue to support institutional excellence, encourage innovation, and contribute to a higher education system that serves both people and society more effectively. “Ultimately, I want SAPHE to be recognised not only as the representative body for private higher education, but as a constructive partner in building a stronger higher education system for South Africa - one that expands opportunity, develops the skills our country needs, and helps more students realise their potential.”  Du Plooy-Cilliers’s vision is clear: a thriving, innovative, and respected private higher education sector that works with purpose, integrity, and collaboration to expand opportunity, strengthen quality, and contribute meaningfully to South Africa’s future.

Conversations on quality in Higher Education

May 13, 2026
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.

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.