June 5, 2025

Towards a unified higher education sector in South Africa

In recent weeks, national discourse has intensified around the roles of public and private higher education institutions in South Africa. Economist Dawie Roodt of Efficient Group proposed a shift in the allocation of government tertiary education funding, sparking wide-ranging reactions. These include responses from university leaders like Prof Linda Du Plessis of North-West University, and a direct engagement between Dr Phethiwe Matutu, CEO of Universities South Africa, and Mr Roodt in a debate aired on Newzroom Afrika.

In this context, the South African Private Higher Education (SAPHE) association, representing over 70% of students registered in private higher education institutions, would like to present its position.


We firmly believe that higher education plays a critical role in shaping South Africa’s social, economic, and intellectual future. Addressing pressing challenges such as youth unemployment, skills shortages, and inequality requires an inclusive, responsive system that serves the public good, with the public and private educational sectors joining hands to address these issues collaboratively, rather than taking opposing positions.


Capacity constraints

While public higher education institutions form the backbone of South Africa’s skills and knowledge pipeline, capacity constraints are a growing concern. At the start of 2025, it was widely reported that the higher education system faced severe capacity constraints, with 337,158 students achieving a bachelor’s pass in matric, but only just over 200,000 first-year spaces available at public institutions. Although public institutions receive funding and are continually upgraded to accommodate more students, constrained resources impose limits. This results in large class sizes where students needing individual attention can easily be lost in the crowd.


Furthermore, while first-year placements at higher education institutions in South Africa include study fields likely to lead to employable careers in South Africa, some qualifications largely focus on conceptual knowledge, which poses challenges for being employed with a developing socio-economic context like South Africa. This is where several SAPHE’s member institutions already play a vital role by offering industry-relevant qualifications focused on students' employability.


Challenging divides

SAPHE calls for a shift in how South Africa views its higher education sector, moving beyond outdated divides between public and private institutions. In this regard, SAPHE appreciates the position that the Council on Higher Education (CHE) has taken by referring to ‘higher education institutions’ as opposed to Public Universities and Private Higher Education Institutions.  Many students already move between private and public institutions when transitioning from undergraduate to postgraduate study, and SAPHE support students in executing their preferences regarding their studies.


Some private institutions are for-profit, while others have adopted non-profit models. NSFAS funding is not available to students who are registered with private higher education institutions, and many private higher education institutions leverage extensive industry partnership networks to secure bursaries for students who otherwise could not afford to study. This approach helps accommodate students from the “missing middle,” expanding access as widely as possible.


The forthcoming typology framework for higher education institutions presents a significant opportunity to reset entrenched typologies and instead focus on shared responsibilities, collective impact, and student outcomes. This classification will affect the entire sector and underscores the urgent need to shift focus towards outcomes and societal impact.


Public universities continue to benefit from public subsidies, while the growing private higher education sector operates through private investment and funding. This model has demonstrated sustainability, innovation, and responsiveness, especially in delivering industry-aligned programmes.


Despite different approaches, all higher education institutions are evaluated by common standards such as the Quality Assurance Framework published by the Council on Higher Education (CHE). This means every institution should strive to meet the highest quality levels as measured by these shared standards.


The evolving funding landscape demands a unified framework that prioritises learners rather than legacy structures. Now more than ever, we must ask: how can the sector, as a whole, equitably serve the diverse needs of South Africa’s students in a fast-changing global economy?


Looking at our BRICS partners, data from the World Bank and equivalent sources (2018–2020) shows the following proportions of students enrolled in private tertiary education institutions:

  • Brazil (2018): 73.41%
  • Russia (2020): 17%
  • India (2019): 57.78%
  • China (2019): 14.43%


This diversity demonstrates that private higher education can play a significant developmental role depending on a country’s context. In this regard, South Africa should engage in dialogue on how to address the needs of its youth more effectively, learning from international examples while considering our unique circumstances.


Funding and research gaps

SAPHE represents a growing sector of private higher education institutions (PHEIs), now serving hundreds of thousands of students across the country. According to DHET, nearly 1.3 million students were enrolled in tertiary education in 2021, with 232,915 registered in private institutions. These institutions are known for their flexible learning options and agility in aligning with industry needs.


Despite their contributions, private higher education institutions are often portrayed as profit-driven and exclusive, an outdated and inaccurate narrative. While they must be financially viable, many operate as not-for-profit entities and actively secure bursaries and scholarships from industry partners to support financially needy students.


In her opinion piece responding to Mr Dawie Roodt’s proposal, Prof Linda Du Plessis highlighted research as a key contribution of public higher education institutions. Most South African research that contributes to the national discourse, influences policy and solves societal problems is conducted predominantly at public institutions.


While it is not accurate to suggest that private academics do not engage in research, as demonstrated by initiatives such as the annual SAPHE conference, it is an area requiring greater support. A significant contributing factor is the disparity in research funding: public universities benefit from government subsidies and access to national research grants, support which is largely inaccessible to private institutions. This inevitably affects research output. It raises an important question: Does this distinction in funding allocation truly serve the broader public interest?

 

A diverse but unified sector

Our collective goal must be to create a diverse, high-quality higher education ecosystem that expands access, supports relevant research, and advances South Africa’s social and economic development.


Ultimately, the real question is not who delivers higher education, but whether that education is accessible, relevant, and transformative. Institutions, public or private, that rise to this challenge deserve to be celebrated.


We envision a unified higher education system built on a shared responsibility, mutual recognition, and a collective commitment to serve every South African learner. The future of higher education should be measured by our collective ability to unlock potential, foster inclusion, and deliver real impact where it matters most—in the lives of students and the communities they serve.


It is time to ask ourselves: Are we defending outdated institutional identities, or boldly redesigning a system that meets the urgent needs of our people and the future of our nation?

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.