saphe

Learning, Growing, Leading

Wed, 11 Mar 2026 11:01:48 GMT

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

Mon, 19 Jan 2026 07:53:15 GMT

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

Wed, 03 Dec 2025 07:23:58 GMT

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.

Strengthening collaboration with the DHET

Fri, 28 Nov 2025 12:47:32 GMT

On 21 November 2025, a SAPHE delegation met with the Minister of Higher Education and Training, Mr Buti Manamela, to discuss the role of private higher education institutions (PHEIs) in shaping South Africa’s Post-School Education and Training (PSET) system. Representing SAPHE were Edward Kieswetter, Prof Divya Singh, Prof Ahmed Shaikh, Dr Linda Meyer, and Nancy-Anne Anderson.

Minister Manamela acknowledged the important contribution of PHEIs, which account for nearly 30% of higher education enrolments in South Africa. He emphasised the value of their participation in shaping policy, determining the “size and shape” of the system, and strengthening national capacity.

The meeting focused on several priority areas, including legislation, articulation pathways, building trust in the system, and industry engagement. Both SAPHE and the Minister highlighted the importance of continued collaboration to ensure a more coherent, inclusive, and responsive higher education sector.

The shared commitment demonstrated during the meeting provides a strong foundation for an ongoing partnership between SAPHE and the DHET, reinforcing the role of private higher education in shaping South Africa’s PSET landscape.

Excitement builds ahead of the 3rd SAPHE Conference

Tue, 04 Nov 2025 19:20:54 GMT

With a week to go before the 3rd SAPHE Conference on 5 and 6 November at the IMM Graduate School in Parktown, Johannesburg, anticipation is running high. Under the theme “Leading Innovation in Higher Education: Impacting Locally and Globally,” the Conference will serve as a dynamic platform to explore, reflect on, and challenge thinking about innovation in the sector.

Well-known speakers Mahlubi Chief Mabizela (USAf Director: Operations and Sector Support) and Edward Kieswetter (SARS Commissioner) will set the tone, delivering the keynote addresses on the respective days. Taking the baton from them, two panel discussions – one on the future of private higher education, facilitated by Africa Melane, and the other on Artificial Intelligence, led by Professor Ben Anderson – are sure to engage and inspire delegates.

As a space to showcase and promote research, the Conference will also feature presentations across a range of themes, complemented by two hands-on workshops: AI as Research Ally and Quality as Intellectual Curiosity: Rethinking Quality Assurance in Higher Education. Together with the SAPHE Excellence Awards, the event promises to challenge conventional thinking, inspire innovation, and celebrate academic excellence in private higher education.

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.

With its rich mix of thought leadership, research, and collaboration, the 2025 SAPHE Conference promises to challenge convention, inspire new ideas, and celebrate the spirit of innovation in private higher education.

Women leading the way: Navigating challenges, inspiring change

Tue, 12 Aug 2025 06:31:14 GMT

In celebration of Women’s Month , SAPHE spoke to Dr Marianne Louw , Executive Dean at Cornerstone Institute, leadership specialist, and author of Leading Experts: How to bring out the best in clever team members. Dr Louw brings a wealth of experience and insight to the conversation on women in leadership.

Navigating leadership: Challenges women face

According to Dr Louw, women leaders tend to face two broad categories of challenges: environmental and internal. Understanding both is key to creating more equitable and empowering workplaces.

Environmental challenges , she explains, are often systemic. “Many women struggle to get ahead at work because they continue to carry a disproportionate share of household and family responsibilities compared to their male spouses and colleagues.” This burden is exacerbated by the outdated notion of the “ideal worker” — someone fully devoted to work and constantly present in the office. Such a model excludes many women from key leadership opportunities.

She says research also shows that women take on the majority of ‘office housework’ – spending time (often beyond their official responsibilities) helping colleagues maintain work-life balance and championing diversity and inclusion. This important work is rarely formally recognised and adds further stress on women in leadership roles.

How can this be addressed?

Dr Louw believes that organisations must take deliberate steps: “Senior management should recognise the value of this work and ensure these responsibilities are acknowledged and rewarded. Creating workplaces that are both flexible and predictable in terms of schedules can also make a major difference.” We should challenge the outdated ‘ideal worker’ model that undervalues those who cannot conform to it.”

Overcoming internal barriers

Furthermore, women also often have to contend with internalised norms and communication habits that can undermine their leadership presence. Dr Louw highlights that women who communicate in traditionally feminine ways — with inclusivity and tentativeness — may find it harder to gain the respect of colleagues who favour a more assertive, masculine style.

“In meetings, many women tend to preface their contributions with phrases like, ‘Sorry, I just want to add…’ or ‘I’m not sure if this is relevant, but…’” she says. “While these approaches are well-intentioned, they can come across as a lack of confidence — and in leadership, confidence is still closely tied to credibility.”

Women are also more likely to believe that their work will speak for itself, and tend to apply for leadership positions only when they meet all the listed criteria — unlike many men, who apply even when underqualified and often succeed.

Any advice?

“Since these are internal challenges, they must be tackled internally. Communicating with confidence is not arrogance. Stop apologising. Speak up about your contributions and make sure decision-makers are aware of your value. Don’t wait to be perfect before stepping forward. Dare to take risks, to ask, to try. What’s the worst that could happen?

Inspiring the next generation

How can today’s women leaders empower the next generation? For Dr Louw, the most powerful inspiration is often a living example. “Women are widely recognised for their grit and empathy, and when confidence – balanced with humility – is added to the mix, it can be truly transformative.

She emphasises the importance of intentional mentorship , encouraging leaders to help younger or more junior women see beyond day-to-day tasks and to actively look for opportunities to contribute meaningfully to their organisations and communities.”

Dr Louw says, ”We must share the success stories of women who’ve gone before us – from our own lives and from research now demonstrating the tangible benefits of female leadership on team performance, organisational culture, and yes – even the bottom line. In short: show and tell. Show and tell”.

An unexpected career in Higher Education

Reflecting on her own journey into higher education, Dr Louw admits it was never part of the plan — but it turned out to be exactly the right path. “I was a young journalist working at a struggling newspaper when I took a job as a junior lecturer at the University of Johannesburg. I quickly discovered I loved it,” she recalls.

Years later, after stepping away from academia, she reluctantly agreed to teach one module at the then Monash University South Africa. “One year later, I was permanently appointed as an academic head. I’ve since moved institutions, but I’ve never left higher education again.”

Final thoughts

Dr Louw’s reflections remind us that the journey toward more inclusive, representative leadership is ongoing — but possible.

Dr Marianne Louw

Revisiting the value of assessment

Tue, 22 Jul 2025 11:52:09 GMT

The Faranani session on 17 July examined assessment from various perspectives. With just two carefully crafted questions, David Maclean, facilitator and founder of Learning Advisory, created a space for lively conversation and engagement on the real purpose and value of assessment.

The first question, What would assessment look like if it served learning rather than sorting?, prompted reflection on the difference between ‘assessment for learning’ and ‘assessment of learning’. Participants explored the role of continuous assessment as a compass that guides learning, rather than a tool for ranking or gatekeeping.

The second question, How do we truly know when learning has occurred at the deepest level?, encouraged participants to share personal experiences and teaching practices that reveal meaningful learning beyond surface-level achievement.

The session reframed assessment by focusing on its potential to enhance learning and support development, moving beyond its traditional role as a final evaluation tool.

Embodying the spirit of a wisdom circle, the Faranani session offered space for collective reflection, shared insights, and mutual learning.

SAPHE launches research CoP

Thu, 17 Jul 2025 12:43:53 GMT

SAPHE’s first Research Community of Practice (CoP) meeting took place on Monday, 30 June, marking an important step toward strengthening research capacity and collaboration within private higher education.

As research is a core pillar of higher education, SAPHE members welcomed the opportunity to engage on research-related matters. The first session focused on supporting those who have made submissions for the upcoming SAPHE Conference.

A highlight of the session was a presentation on the use of AI in research. From sparking ideas to helping with literature reviews and writing, AI was framed as a powerful research tool, similar to a calculator for a mathematician or a camera for a photographer. But, the message was clear: AI can assist, but the researcher remains the author!

True to the spirit of a Community of Practice, this new SAPHE initiative creates a collaborative space for sharing, questioning, and growing together. We look forward to many more engagements as this CoP evolves.

Strengthening QA through collaboration

Sibusiso.Ngidi@conversationlab.com (Sibusiso Ngidi) — Tue, 17 Jun 2025 06:15:06 GMT

The imaginative and metaphorical title of our recent Quality Assurance Community of Practice (QA CoP) meeting, Shared spellbook: Unlocking the magic of collective wisdom, beautifully captured the spirit of the event and the collaborative energy among QA professionals from SAPHE member institutions.

Leading the conversation, Dr Franzél du Plooy-Cilliers invited participants to reflect on the unique value that emerges when ideas, knowledge, and experiences are shared. Collaboration in QA doesn’t just foster innovation—it challenges complacency, inspires ongoing improvement, and raises the quality bar across institutions.

The ripple effects are powerful: Not only do individual PHEIs benefit from stronger practices, but the entire higher education sector is elevated through shared commitment to quality-assured education.

During the session, participants discussed common challenges, such as limited staff engagement in QA processes and the need for integrated workflows that support shared values and a common understanding.

Looking ahead, key themes were identified for future QA CoP engagements. Plans are already underway for the next meeting on 14 August, where the community will continue "writing the shared spellbook" - sharing insights and best practices to improve quality.

Together, the CoP is shaping a culture of excellence, collaboration, and innovation—one "spell" at a time.

Towards a unified higher education sector in South Africa

Thu, 05 Jun 2025 13:37:06 GMT

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?

Exploring common ground: SAPHE hosts Semesp delegation from Brazil

Fri, 09 May 2025 05:55:22 GMT

This week, SAPHE hosted a delegation from Semesp, the association representing private higher education institutions in Brazil. The visit provided a valuable opportunity for mutual learning, collaboration, and comparative dialogue between the South African and Brazilian private higher education sectors.

The visit began with an insightful presentation by Dr Whitfield Green, CEO of the Council on Higher Education (CHE), who introduced the South African higher education landscape. He outlined the CHE’s role in ensuring quality, relevance, and transformation in the sector - providing essential context for the week’s discussions.

In meetings with the SAPHE Board and member institutions, the Semesp delegation engaged in conversations covering a wide range of topics—from the integration of emerging technologies and AI, the promotion of entrepreneurship and collaboration with industry, effective marketing and student recruitment strategies, to distance education and strong governance and management practices within private institutions.

One of the most striking comparisons highlighted during the exchange was in student enrolment figures. In Brazil, private institutions dominate the landscape:

87.8% of all higher education institutions are private.
These institutions enrol nearly 8 million students, while only around 2 million attend public universities.
Among these private institutions, 65.1% are for-profit.

This stands in sharp contrast to South Africa, where public universities continue to enrol more than 70% of students. However, the private sector has shown significant growth in recent years, with the number of students in private higher education institutions more than doubling since 2011.

With more and more South African students seeking access to higher education, it’s clear that private institutions have a key role to play in expanding capacity and helping move the sector forward.

Both SAPHE and Semesp affirmed the value of such engagements to stimulate new thinking and the importance of collaboration in advancing innovation, quality, and sustainable growth in higher education.

PHOTO: CEO of the CHE, Dr Whitfield Green (right) with Fabio Reis (Semesp Director of Academic Innovation), Rodrigo Capelato (Semesp CEO), Dr Carin Stoltz-Urban (SAPHE Board Chair), and Thiago Pegas (Semesp Vice-President).

New SAPHE CoP Focuses on Quality Assurance

Fri, 25 Apr 2025 11:27:17 GMT

The launch meeting of SAPHE’s Community of Practice (CoP) for Quality Assurance on 15 April was an explosion of ideas and energy. The value of a dedicated platform for members to engage on quality assurance (QA) matters was immediately evident, as participants enthusiastically identified key topics for discussion, knowledge sharing, and the exchange of best practices.

The vital thread of QA

Quality Assurance is a cornerstone of higher education, underpinning the integrity and effectiveness of academic offerings and institutional operations. From marketing and student recruitment to graduation, the QA thread is tightly woven through every stage of the student journey.

Engaging questions, meaningful conversations

“How do we measure quality, and how do we evidence quality?” These thought-provoking questions, posed by the session facilitator Dr Franzel du Plooy-Cilliers—SAPHE Vice-Chair and responsible for liaison with regulatory bodies—sparked dynamic and insightful discussions. Attendees shared their experiences and explored ways to support one another in preparing for institutional audits, benchmarking across institutions, and embedding quality throughout institutional processes.

Looking ahead

The conversation has laid the foundation for what promises to be a series of meaningful engagements as the CoP continues to grow and evolve.

Community engagement in higher education: From conversation to action

Tue, 15 Apr 2025 11:07:28 GMT

Often seen as the “stepchild” of higher education, community engagement (CE) took centre stage during SAPHE’s Faranani session held on 10 April.

Dr Sanele Nene, Director: National Standards and Reviews and Acting Director: Institutional Audits at the Council on Higher Education (CHE) , led an engaging and thought-provoking session. While community engagement tends to receive less attention than teaching and research, Dr Nene reaffirmed that it remains a core pillar of higher education. Encouragingly, more institutions are now working toward formal integration of CE within their frameworks.

Drawing from insights gathered during institutional audits of public higher education institutions, Dr Nene unpacked some of the persistent challenges CE faces — including the difficulty of balancing CE with the demands of teaching and research, limited funding, capacity constraints, and the absence of robust quality assurance mechanisms.

The session was particularly valuable for private institutions, many of which are preparing for upcoming institutional audits. Dr Nene outlined a series of recommendations to strengthen CE practice such as sustainable, formalised resource allocation, policy and strategic integration of CE, incentives and recognition for CE, alignment with transformation and context, and building meaningful community partnerships.

SAPHE Chair, Dr Carin Stoltz-Urban , closed the session by reaffirming SAPHE’s commitment to taking these insights forward — a commitment echoed by many in attendance.

Excellence in action: SAPHE Faranani session inspires!

Tue, 25 Mar 2025 08:10:55 GMT

Faranani means "working together," and that’s exactly what SAPHE’s Faranani session on 20 March was all about!

The session started with a brief discussion on the 2025 SAPHE Excellence Awards categories and evaluation criteria. This was followed by an inspiring presentation from TSIBA, the 2024 winner of the Excellence Award for Community Engagement. TSIBA didn’t just showcase what a winning entry looks like—they demonstrated what education with real social impact truly means.

TSIBA’s John Durr and Earl-Djehuti Erasmus took attendees through their Social Entrepreneurship and Leadership Development experiential learning programmes. Designed to drive social, economic, and educational impact, these programmes highlight the transformative power of education.

By providing meaningful, applied learning experiences, these programmes empower students while making a tangible difference in the communities they come from or will serve in the future. The results? Well-rounded graduates, thriving start-ups, and a ripple effect of positive change. Kudos to TSIBA!

The Faranani session illustrated the power of collaboration, offering SAPHE members valuable insights from TSIBA’s award-winning approach. Together, we continue to shape a sector that makes a real difference through education!

First SAPHE Community of Practice Launched!

Fri, 21 Feb 2025 07:16:16 GMT

“Let’s work together, share, and learn from one another!”—This spirit of collaboration set the tone for the launch of SAPHE’s first Community of Practice (CoP) on 12 February. Dedicated to professionals in Library and Information Services (LIS) at SAPHE member institutions, the CoP kicked off with an engaging event attended by around 60 participants.

When the idea of establishing CoPs was discussed at the SAPHE member meeting, it was no surprise that LIS staff led the way. Their dynamic and interactive workshop in 2024 laid the groundwork for what is now a formal platform for discussions, knowledge-sharing, workshops, and collective problem-solving.

The LIS CoP will be led by Lianda Coetzer (Akademia), supported by team members Irvine Kadzenga (The IIE), Michelle Coates (IMM Graduate School), Unathi Solora (The IIE), and Nqobile Ndlovu (Cornerstone).

We look forward to the impact this CoP will have in fostering collaboration and innovation in LIS!

Celebrating the success of the matric class of 2024

Wed, 22 Jan 2025 05:13:55 GMT

The Association for South African Private Higher Education (SAPHE) proudly congratulates the matric class of 2024 on achieving a remarkable 87.3% pass rate, the highest ever recorded. This accomplishment includes an impressive 47.8% Bachelor’s pass rate, opening pathways for 337 158 matriculants to pursue Bachelor studies. As they begin an exciting new chapter, SAPHE invites them to consider the diverse opportunities within South Africa’s private higher education sector.

Exploring private higher education

Why choose private higher education? Private higher education institutions (PHEIs) offer a range of compelling advantages:

Responsive and relevant: PHEIs are renowned for their responsiveness to market demands, ensuring that graduates possess the skills and knowledge most employers seek.
Flexible learning options: Whether students prefer part-time, full-time, contact, online, or blended learning formats, PHEIs provide flexible options to accommodate individual circumstances.
Tailored education: From large multidisciplinary institutions to niche providers specialising in fields like business, IT, creative design, and more, PHEIs cater to a wide range of interests and career goals.
Affordability: Contrary to popular belief, PHEIs offer many cost-sensitive programme options, making quality education accessible to a broader student base.
Personalised learning: Smaller class sizes at many PHEIs foster a more personal and engaged learning environment, facilitating a smoother transition from school to tertiary education.

Quality Assurance and Accreditation

All PHEIs registered with the Department of Higher Education and Training (DHET) and offering programmes accredited by the Council on Higher Education (CHE) adhere to rigorous quality standards comparable to those of public universities. These qualifications are nationally recognised and valued.

Nancy-Anne Anderson, CEO of SAPHE, emphasises that SAPHE members are all registered with the DHET and deliver education that meets national standards. Students and parents can find a list of SAPHE member institutions on the SAPHE website, while a comprehensive directory of registered PHEIs is available on the DHET website.

Strengthening South Africa’s Higher Education Sector

Dr Carin Stoltz-Urban, Chairperson of the SAPHE Board, highlights the vital role PHEIs play in bolstering South Africa’s higher education landscape. “Together with public universities, PHEIs contribute to the development of a skilled workforce that drives the country’s socio-economic progress,” she explains.

Apply now for 2025

The private higher education sector continues to welcome applications for the 2025 academic year. Many PHEIs still have spaces available across various disciplines, providing an excellent opportunity for students eager to begin their studies without delay.

Celebrating Excellence: SAPHE Awards 2024

Rian.Nell@firsttech.digital (Rian Nell) — Tue, 26 Nov 2024 14:49:52 GMT

The inaugural SAPHE Excellence Awards 2024 celebrated a significant milestone in recognising academic excellence within the private higher education sector. As an exciting new initiative by SAPHE, these awards recognise excellence across the three core business areas: Teaching and Learning, Research and Innovation, and Community Engagement. Each category honours impactful contributions that advance education, foster collaboration, and benefit society.

Dr Celia Booyse, one of the judges, noted that a rigorous evaluation process was followed. The panel developed criteria as bases for the deliberations on each submission, the reasoning for evaluation and as qualitative and quantitative evidence.

Key questions guiding the evaluation included assessing whether contributions represented new developments, their relevance to education and/or society at large, the level of collaboration and cooperation involved, and the rigour of research practices.

The criteria helped assess whether a contribution was outstanding, remarkable, or average. An outstanding contribution was characterised as significant, noteworthy, and impactful within its domain, representing an excellent achievement for the broader educational sector. A remarkable contribution was recognised for its originality and innovative practices that exceeded conventional norms, standing out as well above average and surpassing minimum standards

Entries from Boston City Campus, The Da Vinci Institute and Tsiba secured the winning trophies in the categories of Teaching and Learning, Research and Innovation, and Community Engagement respectively.

The SAPHE Excellence Awards 2024 underscored the invaluable contributions of private higher education institutions in advancing innovation, education, and societal impact. These remarkable achievements provide inspiration and a benchmark for future endeavours.

SAPHE Award winners:

Teaching and Learning : Boston City Campus, with academics Dr Rob Stegmann, Ms Colette Heunes, Prof. Cobus Oosthuizen, and Dr Janet Viljoen taking the trophy for their multi-faceted entry.
Research : Dr Tadi Rampai (Posthumous) from The Da Vinci Institute.
Community Engagement : Mr John Durr and Mr Earl-Djehuti Erasmus from Tsiba.

Runners-up:

Teaching and Learning : 1st runner-up, Ms Annetjie Pretorius (The Independent Institute of Education); 2nd runner-up, Ms Riana Prins and Dr Cecelia Rosa (IMM Graduate School).
Research: 1 ^st runner-up, Ms Jaclyn van Rensburg (Red & Yellow Creative School of Business); 2 ^nd runner-up, Dr Rob Stegmann (Boston City Campus).
Community Engagement : 1st Runner-Up, Ms. Sarina Till (The Independent Institute of Education); 2nd runner-up, Dr Daud Taranikhe (The Da Vinci Institute).

Trophy winners in the respective categories:

Teaching and Learning – Boston City Campus:
From left: Dr Celia Booyse (judge), Dr Makhapa Makhafola (SAQA COO, keynote speaker), Dr Janet Viljoen (Boston City Campus), and Mr Rinus de Jager (Cengage, gold sponsor)

Research – The Da Vinci Institute (Posthumous Award to Dr Tadi Rampai):
Posthumous Award to Dr Tadi Rampai. From left: Dr Celia Booyse, Dr Makhapa Makhafola, Mr Mapula Rampai, Mrs Keamogetane Rampai, Mr Rinus de Jager, and Mr Tumelo Rampai. The award was received by Dr Rampai’s family.

Community Engagement – Tsiba:
From left: Dr Celia Booyse, Dr Makhapa Makhafola, and Mr Earl-Djehuti Erasmus.

Second SAPHE Conference: A Resounding Success!

Tue, 19 Nov 2024 06:03:34 GMT

The 2nd Annual SAPHE Conference, held on 5–6 November at the IMM Graduate School, exceeded expectations, receiving overwhelmingly positive feedback from attendees. The event was abuzz with activity, high-level discussions, and dynamic conversations centred on higher education (HE), with a particular focus on private higher education Under the theme, Leading innovation in Higher Education (HE), the Conference featured prominent keynote speakers, thought-provoking panel discussions, interactive workshops and insightful research presentations.

Setting the tone

Renowned academic and vibrant speaker, Prof. Sioux McKenna, opened the conference with a keynote address that set the stage for deep reflection on the future of higher education. Her probing questions about the purpose of HE, whose interests it should serve, what makes it good, its short-term goals, and the threats to its long-term future underscored the complexity and multifaceted nature of the topic.

With astuteness and insight, Prof McKenna explored HE from different perspectives before challenging attendees with a powerful final question: What future do you want for HE?

The conversation continued with a panel discussion on Shaping the discourse of a responsive private HE sector. Facilitator Dr Ronel Blom, and panel members Dr Makhapa Makhafola from SAQA, Dr Gloria Castrillon from UJ and Ms Helen Buhrs, Inscape CEO, discussed the challenges and opportunities facing the sector.

The role of HE in socio-economic growth

On the second day of the Conference, Dr Lucky Mathebula delivered an inspiring keynote address on The role of HE in socio-economic growth. He emphasised that HE’s essence lies not only in creating a better society but also in showcasing the potential greatness of a country through its graduates. His address left attendees motivated to see HE as a transformative force for societal progress.

Building on Dr Mathebula’s insights, a panel discussion explored the potential of Inner Development Goals (IDGs) in fostering students’ personal and professional success. Panel members included Dr Radhika Bhuyan (UJ), Namhla Mzuku (UP), and Leigh Johnson, a private consultant.

Engaging workshops on authentic assessment and leadership skills for academics and institutional leaders, and research presentations ensured ongoing momentum throughout the Conference.

Excellence Awards

A highlight of the Conference was the inaugural SAPHE Excellence Awards, celebrated during a cocktail event. Awards were presented in three categories: Teaching and Learning, Research, and Community Engagement.

Winners:

Teaching and Learning : Boston City Campus, with academics Dr Rob Stegmann, Ms Colette Heunes, Prof. Cobus Oosthuizen, and Dr Janet Viljoen taking the trophy for their multi-faceted entry.
Research : Dr Tadi Rampai (Posthumous) from The Da Vinci Institute.
Community Engagement : Mr John Durr and Mr Earl-Djehuti Erasmus from Tsiba.

Runners-up:

Teaching and Learning : 1st runner-up, Ms Annetjie Pretorius (The Independent Institute of Education); 2nd runner-up, Ms Riana Prins and Dr Cecelia Rosa (IMM Graduate School).
Research: 1 ^st runner-up, Ms Jaclyn van Rensburg (Red & Yellow Creative School of Business); 2 ^nd runner-up, Dr Rob Stegmann (Boston City Campus).
Community Engagement : 1st Runner-Up, Ms. Sarina Till (The Independent Institute of Education); 2nd runner-up, Dr Daud Taranikhe (The Da Vinci Institute).

The conference also provided ample networking opportunities, fostering connections and collaboration among peers.

Acknowledging our partners

The SAPHE Conference would not have been possible without the generous support of sponsors Cengage, Juta, OpenCoLab, Oxford University Press and Van Schaik and exhibitors Bookt, Emerald, EdgeEducation, Wisenet and WWIS.

The Conference Committee extended sincere gratitude to everyone who contributed to the success of this inspiring event.

Fostering collaboration: Deputy Minister Gondwe meets with SAPHE

Thu, 03 Oct 2024 07:23:39 GMT

On Monday, 30 September, Deputy Minister of Higher Education and Training, Dr Mimmy Gondwe, met with SAPHE to familiarise herself with the association’s achievements and challenges, and to foster stronger relations between the Department of Higher Education and Training (DHET) and SAPHE. Dr Gondwe has been tasked with overseeing private higher education (PHE) institutions as part of her portfolio.

According to SAPHE Chair, Dr Carin Stoltz-Urban, the introductory meeting was conducted in a collegial and positive spirit. "It was clear that the Deputy Minister is well-informed about the department's priorities and eager to cooperate with stakeholders in the private higher education sector, such as SAPHE," noted Dr Stoltz-Urban.

Compliance, a significant focus given the recent deregistration of some PHEIs, was one of the key topics addressed. Dr Gondwe emphasised the critical role SAPHE can play in promoting compliance and good governance within the sector. She encouraged SAPHE to establish a resource centre to provide institutions with access to documents, advice and guidance on compliance matters, to compile best-practice guidelines, and offer capacity-building workshops, peer learning opportunities, and networking events for PHEIs.

In addition, Dr Gondwe urged SAPHE members to conduct employability studies, specifically on job placement, highlighting the importance of measuring the impact of private higher education on job creation and inclusive socio-economic growth. She invited SAPHE members to an Employment and Investment Summit the department will be hosting in November which will involve key industry stakeholders.

Representing SAPHE at the meeting were Dr Carin Stoltz-Urban, SAPHE CEO Nancy-Anne Anderson, and Shirley Ferndale from the IIE, who is also actively involved in the broader higher education sector through the Registrars' Forum, among other initiatives. The SAPHE team took the opportunity to present the association’s role and mandate, while also discussing issues such as disparities in the higher education sector and the policy on institutional types.

The constructive meeting set a positive tone for future engagement. "As SAPHE, we are encouraged by the Deputy Minister’s willingness to support the private higher education sector, and we are dedicated to working with the DHET to advance quality higher education overall," said Dr Stoltz-Urban.

From left: Shirley Ferndale, Deputy Minister Mimmy Gondwe, Nancy-Anne Anderson and Dr Carin Stoltz-Urban

SAPHE Conference promises to engage and inspire all

Thu, 29 Aug 2024 10:57:06 GMT

Private higher education institutions have long been at the forefront of innovation and progress. The 2nd SAPHE Conference, themed Innovation in Higher Education: The Role of the Private Education Sector, is set to provide the perfect platform for experts and colleagues to reflect, share, and explore the topic.

Scheduled for 5-6 November at the IMM Graduate School in Parktown, Johannesburg, the conference programme promises to cater to various interests. Attendees can look forward to a lineup of high-profile guest speakers, engaging panel discussions, insightful presentations, workshops, and an awards cocktail event.

A lineup of sterling speakers and stimulating discussions

Keynote addresses by Sioux McKenna, Professor in Higher Education Studies at Rhodes University, and Dr Lucky Mathebula, widely recognised for his strategic thinking and policy expertise, will set the stage for thought-provoking and lively discussions on the future of African universities and the role of higher education in fostering sustainable socio-economic growth.

The conference will also feature panel discussions on critical topics, including one on Shaping the discourse of a responsive Private Higher Education (PHE) sector and another on the integration of the Inner Development Goals (IDGs) as a complement to the Sustainable Development Goals (SDGs) within the higher education context. These discussions aim to engage participants in meaningful and impactful dialogues.

Presentations on diverse topics

Under the overarching theme of innovation in Higher Education, presentations will cover diverse topics, including cutting-edge approaches to teaching and learning, fit-for-purpose quality assurance, technology-driven solutions for Higher Education, and the evolving student experience and community engagement.

The conference agenda will be comprised of workshops, exhibitions, and numerous networking opportunities.

Registration for the conference opens in September, with SAPHE members enjoying discounted rates. For more information, please visit the SAPHE Conference website.

Celebrating remarkable women in leadership

Thu, 08 Aug 2024 13:07:20 GMT

August is Women’s Month, and on the 9th, South Africa honours the more than 20 000 women who marched in protest against the extension of Pass Laws to women. As SAPHE, we celebrate the remarkable women who have shaped our country and its history. This month, we also applaud SAPHE women in leadership who champion the transformative power of higher education in their respective institutions.

We draw inspiration from SAPHE members Helen Bührs , CEO of Inscape, Prof. Divya Singh , Chief Academic Officer at STADIO, and Isabel Roos , Managing Director of Isa Carstens Academy. Recognising the potential and value of higher education, it has become the shears or tools they wield to shape futures.

Where did it start?

Helen Bührs's career in higher education began with a fortuitous call from Inscape, where she initially joined as a part-time lecturer at the age of 22. Personal circumstances led her to request a full-time position, and she quickly advanced from head of academics to becoming deeply involved in all aspects of the business, eventually serving as the CEO’s second-in-command. In 2014, she took ownership of the institution, transitioning from the classroom to a leadership role. Celebrating her 25th year with Inscape, Helen now serves as the CEO.

Prof. Divya Singh's path to academic leadership has had many twists and turns. Initially, she started studying but quickly realised she didn’t enjoy it and transferred to law. After completing her LLB, she was approached to consider a lecturing position. By marrying law and teaching, her career journey in higher education took off. She occupied diverse positions, from Executive Director at Technikon SA to Head of School for Criminal Justice. She served as Deputy Registrar and later as Vice Principal: Advisory and Assurance Services at Unisa before transitioning to the private HE sector in her current position as Chief Academic Officer at STADIO.

Isabel Roos’s journey into higher education was driven by her desire to elevate the standards and perceptions of skin care therapy. After completing a course in health and skin care therapy, she worked in her mother’s salon before opening her own. With six years of experience, she became a lecturer at her mother's school. By 1993, she was managing director, focusing on appointing staff with formal qualifications to provide students with credible education, ensuring their qualifications commanded pride and respect in the industry.

Career initiatives that inspire

The notable career milestones achieved by Helen, Divya, and Isabel are inspiring and showcase their impactful contributions.

The inception of a scholarship programme stands out as a milestone in Helen's career. She launched a scholarship programme in 2014 and registered Inscape Exchange, a Non-Profit Company. Inscape Exchange aims to provide opportunities for quality education to economically disadvantaged individuals with the potential and will to succeed in the creative industry. To date, 504 scholarships have been awarded and 186 candidates have graduated. “The success of the scholarship programme is measured by how many employable graduates exit the programme. Currently, the programme boasts a 94% success rate,” says Helen.

For Divya, the registration of STADIO (Pty) Ltd in October 2020 immediately comes to mind as a career highlight. As the Chief Academic Officer and a Director of STADIO Holdings in 2017, she was part of the team that pulled together the regulatory framework, structure, and strategic focus of the new STADIO HE institution. She recalls it was an exciting yet challenging exercise to merge four existing institutions to constitute the new STADIO HE. “The JSE pre-listing statement published earlier in 2017 when STADIO Holdings Ltd listed on the JSE included big commitments for the new institution, and it is encouraging to see the promises realised. Mostly, my pride and joy is in STADIO’s steadfastness to its vision and transformative agenda for quality higher education.”

Isabel says she is very proud that Isa Carstens Academy was one of the first 27 private providers to be accredited by CHE and registered by DHET. They were also the first provider in their profession to have one of their qualifications accredited on the HEQSF.

Making a positive impact

With remarkable achievements and milestones to their credit, what motivates them to continue the journey?

Helen says it's her mission to empower young adults and shift a culture of exclusion that drives her to keep making a positive impact in higher education. “I am dedicated to providing high-quality, inclusive education that equips students with the knowledge, skills, and confidence to claim their space in the world.” To balance the needs of the business with this mission, she focuses on fostering innovation, maintaining a clear strategic vision, and a commitment to continuous growth. This involves embracing new technologies and teaching methods, ensuring the institution remains relevant and competitive. “Balancing social impact with business sustainability is a fulfilling challenge, and making strategic decisions that ensure financial health while staying true to core values is central to my work.”

Helen is passionate about fostering a collaborative community where students and staff work together towards common goals. “This holistic approach, focused on empowerment, inclusivity, and innovation, motivates me to drive lasting change in the educational landscape,” she says.

Likewise, Divya is motivated by an understanding of the transformative potential of higher education and its ability to change lives.

For Isabel, the success of their alumni in the world of work is more than enough inspiration for her to continue making a difference.

The future of PHE

Looking ahead, what excites them most about the future of private higher education in South Africa?

Helen’s focus is on impact. “Institutions like Inscape tackle significant challenges head-on through inclusivity, innovation, and practical application. I have recognised a growing movement towards these philosophies, what we call the Inscape Way, by other private institutions that have adopted this impact-focused mindset to enhance their societal contributions.”

Divya says she is excited to witness that private higher education is increasingly being recognised and acknowledged for the contributions it makes and can still make to the PSET system.

For Isabel, the future embraces the fusion of corporate contributions, technological advancements, and collaborative learning. She says, “It suggests a harmonious coexistence between traditional campuses and the innovative educational landscape. This promises a higher education experience that is both dynamic and fulfilling and prepares one for the world of work.”

Helen, Divya, and Isabel are three SAPHE women in leadership positions at institutions that differ in their nature and focus, size and age. While this diversity highlights the rich landscape of private higher education, it also underscores its leadership's exceptional quality and vision.

This Women's Month, we celebrate their remarkable contributions and the meaningful impact SAPHE women make towards advancing higher education in South Africa.

SAQA and SAPHE: A strong partnership for a thriving higher education sector

Fri, 21 Jun 2024 08:15:31 GMT

SAPHE members had the opportunity to engage with Dr Makhapa Makhafola, SAQA Chief Operating Officer, at its recent member meeting in May. In her welcoming remarks, Dr Carin Stoltz-Urban, Chairperson of SAPHE, highlighted the association’s commitment to fostering positive relationships with the regulators, aiming to create one diverse but united higher education system. The session underscored the value and importance of the partnership between the South African Qualifications Authority and SAPHE.

Dr Makhafola echoed these sentiments, emphasising the shared vision of a fully integrated higher education system where public and private institutions collaborate effectively.

As a passionate advocate for the recognition of prior learning (RPL), Dr Makhafola praised private HEIs for their flexibility and efforts to champion RPL. He acknowledged their role in broadening access and making HE more inclusive.

Looking ahead, Dr Makhafola announced a forthcoming comprehensive review of the National Qualifications Framework (NQF), spearheaded by SAQA. SAPHE will be involved in this crucial process, ensuring the voices and needs of the private HE sector are heard.

Dr Makhafola covered several key issues during the discussion, such as the impending expiration of legacy qualifications, upcoming SAQA stakeholder workshops in the latter half of the year, and the importance of collaboration with SAPHE in combating bogus qualifications and exploring research opportunities.

Thanking Dr Makhafola for the valuable exchange, Dr Stoltz-Urban reiterated SAPHE's commitment to ongoing collaboration with SAQA.

Fresh leadership at the helm! SAPHE welcomes new chairperson

Tue, 21 May 2024 08:52:25 GMT

The South African Private Higher Education (SAPHE) landscape is undergoing a shift in leadership! After a successful tenure as Chairperson, Dr Jannie Zaaiman is passing the baton to Dr Carin Stoltz-Urban. While Dr Zaaiman steps down as Chair due to other commitments, SAPHE is fortunate to retain his invaluable expertise as he continues to serve as a Board member.

Dr Stoltz-Urban, who has served on the SAPHE Board heading the capacity-building portfolio, is a seasoned leader with a passion for higher education and a clear vision for the future. As SAPHE navigates the ever-evolving landscape of higher education, Dr Stoltz-Urban brings a wealth of experience and a dynamic approach to the role.

Lasting contributions

Dr Zaaiman, who served as Chairperson since January 2023, continued to lead SAPHE on its trajectory of growth. As a young association, SAPHE has managed to establish itself as the home for dynamic and progressive private higher education institutions (PHEIs) set to make a meaningful contribution to the higher education space. Moreover, SAPHE has fostered good relations with the regulatory bodies and become a respected stakeholder in higher education.

During Dr Zaaiman’s tenure, SAPHE strengthened its relationship with regulatory bodies and Universities South Africa (USAf). The first SAPHE Conference was hosted with acclaim, attracting academics, researchers, and higher education stakeholders from across the country. The conference showcased PHEIs' research highlights. Member engagement and collaboration, as well as capacity-building initiatives, were key priorities. Additionally, SAPHE refreshed its image by revising its logo and revamping its website and communication platforms. Dr Zaaiman's leadership resulted in a string of successes for SAPHE.

Taking over the reins, Dr Stoltz-Urban brings palpable enthusiasm and an inspiring clear vision. The higher education space is dynamic, with opportunities and unique challenges. Navigating this landscape will require both insight and grit, qualities that Dr Stoltz-Urban possesses in abundance.

SAPHE’s new Chairperson shares some of her thoughts and insights with us.

Vision statement from the Chairperson of SAPHE

As the newly elected SAPHE Chairperson, I am both humbled and honoured to serve in this pivotal role. My vision for SAPHE closely aligns with our mission to advance the interests of private higher education institutions and contribute meaningfully to the broader landscape of higher education in South Africa.

Vision and mission alignment

SAPHE is dedicated to promoting quality, innovation, and integrity in private higher education. Our mission emphasises the need for a collaborative and inclusive approach to education that serves the diverse needs of our country. In 2024, I plan to drive initiatives that embody these principles, ensuring that we remain at the forefront of educational excellence and accessibility.

Building supportive partnerships

Building on the good work of my predecessors, one of my key priorities is to further strengthen our relationship with regulators such as the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), and the Department of Higher Education and Training (DHET). By fostering supportive partnerships with these bodies, we can ensure that private higher education institutions are not only compliant with regulations but also actively contributing to the development of a cohesive, integrated higher education system in South Africa. My goal is to facilitate open dialogues and collaborative efforts that bridge the gap between the public and private education sectors, creating a unified framework that benefits all students.

Advocacy and raising awareness

Advocacy is a cornerstone of my strategy as Chairperson. Raising awareness about the value and contributions of private higher education institutions is crucial. I aim to enhance our advocacy efforts by engaging with policymakers, educators, and the public to highlight the pivotal role our members play in the national education landscape. Through targeted campaigns and strategic partnerships, we will work to dispel misconceptions and emphasise the quality and diversity of educational opportunities provided by private institutions.

Creating a value proposition for members

Creating a compelling value proposition for SAPHE members is another key focus area. Our members should feel supported, valued, and empowered to achieve their institutional goals. I plan to introduce new member services, professional development opportunities, and platforms for sharing best practices. By fostering a strong community of practice, we can collectively elevate the standards and outcomes of private higher education in South Africa.

Last word

I am deeply humbled to assume the role of Chairperson and am committed to making a significant impact in the sector. Together, we will work towards a diverse, integrated, and high-quality higher education system that serves the needs of our country. I look forward to collaborating with all stakeholders to advance our shared mission and vision for a brighter future in higher education.

Expert advice for PHEIs

Thu, 22 Feb 2024 08:25:50 GMT

Dr Shaheeda Essack, Director of Private Higher Education Institutions (PHEIs) at the Department of Higher Education and Training (DHET), shared valuable insights at the recent SAPHE member meeting in February. She highlighted key areas for continued success within the sector, which has grown significantly, now enrolling more than 20 per cent of all higher education students.

Dr Essack, a seasoned expert in PHEI management and monitoring, focused on both business and academic operations.

Sound business and academic operations

Dr Essack underscored the importance of robust financial planning, effective systems, competent staff appointments, and the delivery of accredited, quality programmes. She cautioned against misrepresenting qualifications, a pitfall that could lead to deregistration.

Mitigating Risks and Ensuring Compliance

Regarding risk management, Dr Essack stressed the need to understand the PSET sector thoroughly, considering both internal and external factors shaping its past, present, and future. She advised PHEIs to learn from past experiences, identify future trends, and stay informed and compliant with relevant legislation and annual reporting requirements.

Operational efficiency

Dr Essack encouraged clear and transparent operations. She recommended that institutions maintain control over all their academic functions, including marketing and advertising, rather than outsourcing.

Student engagement

She advocated for transparent grievance policies and comprehensive student orientations that clarify procedures and refund policies. Before involving the DHET, students should first engage with the institution to seek an internal resolution.

Dr Essack highlighted the importance of student representation on various levels, as mandated by the CHE. However, she clarified that representation does not equate to governing or managing the institution. She mentioned that student concerns were mainly in two areas, related to the contractual agreement and teaching and learning. Student feedback on teaching and learning was critical and useful for the institution in improving the quality of the learning programmes.

Partnerships and policy

Discussing public/private partnerships, Dr Essack emphasised the need for clarity on what such partnerships involve and a regulatory framework, acknowledging the absence of one currently.

Responding to a query about the Policy for the Recognition of South African Higher Education Institutional Types, she said she anticipates its release for public comment by the end of March, with finalisation expected before the year's end.

In conclusion, Dr Essack commended PHEIs for their remarkable progress, encouraging them to continue their positive trajectory and “to walk the straight path”. Dr Jannie Zaaiman, Chair of the SAPHE Board, thanked Dr Essack for the insights she shared with SAPHE members and affirmed their commitment to good governance and collaboration.

Milestones spur momentum

Fri, 19 Jan 2024 07:20:30 GMT

2023 was a year of remarkable progress for SAPHE, marked by numerous impactful milestones and achievements. SAPHE Chairperson, Dr Jannie Zaaiman, says that guided by a shared vision for private higher education, SAPHE members collaborated effectively to advance not only the interests of PHEIs but also the broader landscape of higher education.

“This included championing rigorous quality assurance, engaging in constructive dialogue with key regulatory bodies like the Council on Higher Education (CHE), the Department of Higher Education and Training (DHET) and the South African Qualifications Authority (SAQA), fostering valuable capacity-building activities for our members, and hosting a successful SAPHE conference, showcasing research projects undertaken by PHEIs”, says Dr Zaaiman.

Globally, 2023 was a year of significant shifts, with Artificial Intelligence (AI) taking centre stage. Recognising its transformative potential, SAPHE established an AI task team to guide members in harnessing its potential responsibly.

Closer to home, South Africa's higher education sector faces unique hurdles. The ever-growing demand for quality education is hampered by limited access and insufficient student funding. Additionally, there's concern that graduates lack the skills needed for the evolving job market.

Dr Zaaiman emphasises that PHEIs, recognised for their flexibility and accessibility, are well-positioned to address these challenges and play a crucial role in shaping South African higher education. "Our members are committed to delivering high-quality education that caters to diverse needs and backgrounds, adhering to the highest standards," he affirms.

“As we step into 2024, SAPHE is looking forward to embracing its opportunities and tackling its challenges together. We will continue to support our members and believe that through collaboration, our institutions can draw on each other's strengths to unlock the full potential of private higher education in South Africa," says Dr Zaaiman. "Together, let's rewrite the narrative of South African higher education. Join us on this exciting journey!"

Stimulating thoughts set the stage at SAPHE Conference

Thu, 23 Nov 2023 11:58:29 GMT

The SAPHE Conference, held on 7 November at the IMM Graduate School in Parktown, Johannesburg, provided a valuable platform for thought leadership, academic dialogue, and the exchange of research initiatives. The event fostered lively engagement among attendees, including academics, researchers, and industry stakeholders, all united by their commitment to advancing the landscape of higher education.

Call for collaboration

Setting the tone for the conference, Dr Divya Singh from STADIO, the MC of the SAPHE Conference, quoted Helen Keller: "Alone we can do so little; together we can do so much." She encouraged institutions to embrace a spirit of “co-opetition”, working together despite being competitors, as this would benefit the entire HE system.

This call for collaboration was echoed by keynote speaker and CEO of the Council on Higher Education (CHE), Dr Whitty Green. In his opening address, he advocated for a unified higher education (HE) sector, emphasising that the distinction between public and private institutions should be discarded. He stressed the critical role that all institutions play in the HE landscape and encouraged them to identify their unique strengths and contributions to address the diverse needs of society.

A responsive HE system embedded in society

Dr Green underscored the importance of a responsive higher education system that is embedded within the social fabric. He said HE institutions had to be cognizant of the challenges and opportunities that exist at sectoral, local, and global levels, and to integrate these considerations into their teaching and research endeavours.

He emphasised the need for the HE sector to actively participate in building a democracy and addressing societal challenges at multiple levels. This would require a multidisciplinary approach, moving away from siloed thinking and embracing collaboration.

Equipping graduates to address global and local challenges

He further highlighted the crucial role of HE institutions in preparing graduates who are equipped to tackle global challenges such as climate change, energy concerns, and food and water security, as well as local issues like unemployment and inequality.

Dr Green posed a thought-provoking question to the audience: "What is the role of HE in society? If HE is for the public good, why does the sector not enjoy the support of the public?" He urged the HE system to take collective responsibility to address this disconnect and earn the public's trust.

Championing student-centric and academic-centric HE

Speaking about the role of academics, Dr Green advocated for a student- and academic-centred HE system. He outlined the principles of the National Framework for Enhancing Academics as University Teachers and related action imperatives which include, amongst others, professional development, leadership development, recognition and awards, and knowledge production and sharing about teaching and learning.

He passionately discussed the interconnection between theory and practice in the Scholarship of Teaching and Learning (SOTL), highlighting the importance of scholars of teaching and learning who are willing to confront the ethical, intellectual, and pedagogical challenges of their work.

Research areas in HE

Turning to research, Dr Green expressed the need for research that focuses on the HE space. He identified a range of potential research areas, including disability in the post-school sector, educational supply and demand, and optimal lecturer-student ratios.

In conclusion, Dr Green highlighted the CHE's contributions to the scholarship of HE over the past 25 years and outlined the research themes that the CHE has prioritised.

The SAPHE Conference 2023 served as a catalyst for thought-provoking discussions and a renewed commitment to advancing the quality and impact of higher education in South Africa.

A peek into the future: Panel discussion on Higher Education in Southern Africa

Wed, 22 Nov 2023 07:58:43 GMT

The recent SAPHE Conference provided an engaging platform for discussion and reflection on the future of higher education in Southern Africa. Among the conference's highlights was a thought-provoking panel discussion on this critical topic, featuring a diverse group of experts from the education and technology sectors.

Elmarie Cronje of EOH, Glenda Miles of Microsoft, Buntu Majaja of the SA Innovation Summit, Dr Anselm Adodo of Paxherbals, and Prof. Ronnie Lessem of TRANS4M brought their unique perspectives, each offering a distinct picture of the future landscape for higher education in the region. Prof. Ben Anderson of the DaVinci Institute skilfully facilitated the discussion, expertly engaging the audience in the diverse scenarios proposed by the panellists.

Entrepreneurial approach

Majaja presented a compelling argument for higher education institutions to become an integral part of their surrounding ecosystem. This, he believed, would make them more aware of the importance of adopting an entrepreneurial approach in their engagement with industry. He was convinced that the benefits of commercialising more, if not all, research, was becoming critical in a creative economy where everyone was defined as a knowledge worker. This underscored the need to co-create new understandings of reality, shaping both the present and the future.

Embracing technology

In her presentation, Miles asserted that embracing technology is not a choice but an imperative for higher education institutions if they aspire to prepare graduates who can effectively contribute to sustainable socio-economic development. She strongly advocated for integrating a wide variety of adaptive technologies into the student experience, highlighting the transformative potential of such an approach. As a closing remark, Miles challenged the higher education system to take a leadership role in the AI discourse and practice, acknowledging the industry's leading role but not always from a holistic perspective.

Demand for niche institutions

Cronje's presentation emphasised the importance of representatives of higher education institutions actively listening to their prospective customers and understanding their specific educational requirements. She explained that the growing demand for niche institutions was driven by the industry's need for graduates who were 'job ready' and possessed the necessary critical thinking, reasoning and questioning skills, and competence to thrive in the marketplace. Cronje also stressed the importance of higher education institutions becoming more inclusive and accessible, noting that private higher education institutions in South Africa seemed responsive to the dilemma parents faced and accommodated students from diverse backgrounds.

Community-centric focus

Lessem and Adodo provoked the audience with the idea of 'Communiversity,' where students actively represent society through their communities, broadening the scope of knowledge and incorporating critical indigenous knowledge systems into the co-creation of new knowledge.

Concluding the panel discussion, Prof Anderson expressed that integrating the diverse yet critical inputs into a futuristic higher education scenario would indeed be challenging. He asked, "Are we ready to embrace these suggestions, and more importantly, should SAPHE play a role in promoting such a future for higher education?" This left the audience and SAPHE members with much to reflect on.

SAPHE Conference sets the scene for valuable engagement

Tue, 24 Oct 2023 11:15:08 GMT

Academics, researchers, and higher education stakeholders from far and wide will gather at the IMM Graduate School on 7 November 2023 to deliberate on "Education with Impact," the topical theme of the SAPHE Conference.

Education with impact: A necessity, not a choice

"Education with impact is not a choice, it is a necessity," says Dr Jannie Zaaiman, SAPHE Chairperson and Conference Programme Committee Chairperson. "It is essential for preparing individuals to thrive in a dynamic, interconnected world, address pressing global issues, and contribute to a more equitable, sustainable, and prosperous future."

The SAPHE conference aims to showcase the positive impact SAPHE member institutions have been making through their research-driven activities. The topics covered in the sessions at this conference reflect the diversity and dynamism of the private higher education sector in South Africa.

From teaching and learning strategies for Deaf students to the impact of assessment strategy changes on student performance, to the role of online learning platforms in expanding access to higher education, speakers will be sharing their expertise on a wide range of important issues at the Conference.

A rigorous and non-biased review process

The Scientific Committee had a challenging task at hand. Over 50 papers were submitted, and it was their responsibility to select the top 14 presentations that could be accommodated within the one-day Conference programme schedule.

Dr Willy Engelbrecht, Chairperson of the Scientific Committee and Dean of Research and Postgraduate Studies at The Independent Institute of Education, says a stringent double-blind peer review process was followed to ensure a rigorous and non-biased evaluation of academic work.

A unique conference with a focus on private higher education

Prof Paul Singh, Member of the Scientific Committee and Head of Postgraduate Programmes at the DaVinci Business School for Leadership, believes that what sets the SAPHE Conference apart is its focus on private higher education. The research of faculty and postgraduate students from Private Higher Education Institutions (PHEIs) is prominently featured, providing evidence of the quality and outputs of research from this sector.

Benefits of attending

Prof Kiveshnie Naidoo, Director: Academic Delivery, Graduation and Academic Services at MANCOSA and a member of the Scientific Committee, underscores the manifold benefits of attending such a conference.

She highlights that the topic selection offers an opportunity for engaging in academic dialogues, and debates, and gaining insights into best practices that can assist academic leaders in navigating these challenging times. Engaging with a diverse group of participants broadens one's perspective and understanding of global education challenges. Furthermore, the conference can inspire fresh ideas and innovative approaches to higher education and lead to constructive feedback and valuable insights from peers. It also offers an excellent way to stay informed about policy changes, educational technology advancements, and other factors that may impact one's work and role in higher education.

Dr Engelbrecht also emphasises the networking opportunities the conference affords, enabling academics to engage with peers from other institutions to advance the research agenda within the PHEI sector and foster communities of practice.

Expectations and aspirations

Asked about his expectations and aspirations for this year's conference, Prof. Singh says he expects to meet and interact with researchers, thought leaders, and others who may have different views on the topics included in the programme. Furthermore, he believes the Conference has the potential to ignite an interest in doing research and publishing their work among attendees.

"It will assist in raising the quality of our research among member institutions," says Prof Singh. "It will also provide potential supervisors and external examiners an insight into the research areas, standard of research, and opportunities to collaborate with others from different institutions."

A platform for engagement

The SAPHE Conference will provide a platform for academics, both experienced and novice, to share their research within the PHEIs and their contributions towards the sector and its stakeholders, says Dr Engelbrecht. He concluded with the positive view that the event will nurture an environment conducive to establishing further research collaborations across PHEIs, thus advancing the vision of advancing the private higher education sector's role in higher education.

PHEIs play a growing role in research

Wed, 13 Sep 2023 13:22:32 GMT

The private higher education sector has witnessed remarkable growth over the past decade. Between 2010 and 2021, private higher education institutions saw a remarkable 156.6% surge in student enrolment. According to the report "Statistics on Post-School Education and Training in South Africa: 2021", released by the Department of Higher Education and Training (DHET) this year, private higher education institutions (PHEIs) now account for nearly 18% of the total number of student enrolments. However, their contribution to the country's research output has been notably more modest.

While no recent statistics are available regarding the research outputs of PHEIs, it is safe to conclude that the current status of research at PHEIs in South Africa remains relatively limited. However, as the PHEIs sector develops and matures, and given that PHEIs are known for their relevance and close ties to industry, the sector can significantly enhance its contribution to national research in the future.

We have approached a few SAPHE members to provide their insights on the current research landscape at PHEIs, as well as the challenges and opportunities that private providers encounter in the realm of research.

Current research landscape at PHEIs in South Africa

Dr Tinaye Chivizhe , Head of Programme: Law at Eduvos believes the research landscape PHEIs is undergoing a transformational phase and that private institutions are making substantial strides in in this area.

Says Dr Chivizhe: “We are witnessing a surge in research activity, driven by a commitment to innovation and knowledge advancement. Research is more focused on providing innovative solutions to industry challenges. The evaluation of research output is shifting towards assessing whether published articles are of practical use to industry, given that practical experience sometimes outpaces academic knowledge. Private institutions are carving their niche by focusing on emerging interdisciplinary areas, and are known for their agility and responsiveness to societal needs.”

Roelanie Boersema , Quality Assurance Officer at AROS, concurs that research within the private Higher education sector is growing. This growth is likely due to many PHEIs having reached a stage in their development where teaching and learning are well-established, freeing up more resources for research. AROS encourages academic staff to pursue further qualifications up to the doctoral level and promotes research for publication purposes, whether in journals, books, or conference presentations.

While funding for research at PHEIs often remains limited, Boersema advises that it must be wisely allocated to best support knowledge development in focus areas that are relevant to the institution and national interest. She suggests that by focusing on research within an institution's niche areas or specialised qualifications, the national body of knowledge can expand, keeping institutions at the forefront of their respective fields.

Nonetheless, the challenge of securing adequate resources and funding for research remains a prominent concern. Prof Elmarie Sadler, Dean: Research, Internationalisation and Community Engagement at Stadio, believes that research outputs may remain relatively low due to limited incentives and a lack of subsidies from the NRF or the government.

Opportunities and challenges

Dr Chivizhe highlights that PHEIs have the advantage of flexibility in shaping research agendas and responding swiftly to market demands. They can establish robust industry partnerships and seize opportunities for impactful research that addresses societal needs. However, challenges include resource allocation, cultivating a research-oriented culture, and gaining national and international recognition.

Unlike public universities, which often receive substantial government funding, private institutions rely heavily on tuition fees and external partnerships for financial sustenance. Consequently, private institutions must carefully balance limited budgets while striving to meet escalating demands for research infrastructure, faculty support, and student engagement. Dr Chivizhe suggests that actively cultivating strong relationships with industry partners, securing grants from governmental and non-governmental organisations, and fostering alumni engagement can enhance financial capacity for research initiatives.

Private institutions are working to establish their research identity, a challenge compared to public institutions with established historical legacies and a broader public perception of academic excellence. Dr Chivizhe believes that publishing in academic journals and participating in high-impact conferences can help private institutions carve out a distinctive research identity and gain recognition in the sector.

Contributors to advancing knowledge

Prof Sadler suggests a way that PHEIs can establish themselves as significant contributors to the advancement of knowledge is by supporting and introducing high-quality postgraduate qualifications and offering bridging programmes for students who cannot access public institutions.

Another strategy to put the spotlight on PHEIs contribution towards knowledge generation would be to showcase experienced and innovative researchers within private institutions. Boersema believes the forthcoming SAPHE conference can serve as a platform for researchers to showcase their work.

Offering another perspective, Dr Chivizhe highlights the opportunity for private institutions to engage in impactful research that offers innovative solutions and influences policy-making.

Cultivating a dynamic research environment

Moreover, collaboration often sparks innovative research and assists in cultivating a dynamic research environment. To achieve this, Prof Sadler suggests hosting webinars, appointing supervisors from public universities and industry for postgraduate qualifications, and inviting stakeholders to Research and Academic Conferences.

Collaboration through internal networks, research centres, cross-disciplinary research group and external partnerships would also serve to nurture such an active research environment, emphasises Dr Chivizhe.

Aligning research agendas with national needs

South Africa's unique sociopolitical context presents specific research priorities and, therefore, PHEIs’s research agendas should also be considerate of the nation's needs.

Prof Sadler stresses the need for constant collaboration and awareness of national research and industry research agendas. She says establishing and participating in stakeholder committees for various industries can be pivotal in this regard.

Dr Chivizhe advocates for inclusive research that prioritises addressing societal inequalities, historical legacies, and economic disparities. Policy engagement and research that respects and integrates indigenous knowledge systems and diverse cultural perspectives are essential components of inclusive research.

Future growth

From the responses it is evident that PHEIs in South Africa are witnessing a growth in research activities. While they face some challenges, they have the advantage of flexibility, industry partnerships, and the potential for impactful research and establish themselves as significant contributors to advancing knowledge in the HE sector and country.

Rankings and the myth of an equal playing field

Mon, 31 Jul 2023 09:33:05 GMT

University rankings have received much publicity recently, but South African private higher education institutions (PHEIs) often find themselves overlooked or absent from these rankings. To gain a better understanding of the challenges and opportunities that PHEIs face concerning university rankings, we asked a few SAPHE members to share their insights.

It is evident from their responses that rankings are not a one-size-fits-all matter. Numerous rankings exist, each with its own evaluation criteria, focusing on different aspects of higher education. Moreover, the diversity among higher education institutions in terms of size, history, context, focus, funding, and qualifications offered, amongst other, makes it difficult for any single ranking to encompass all these variables.

Prof. Zaheer Hamid , Director: Chief Academic Officer at Mancosa, points out that institutions are founded with contextual diversity, and as such have unique ways of making an impact and promoting a particular set of values. He emphasises that the market is not a homogeneous environment where a single tool can effectively review institutional value and competitiveness.

While different rankings have different rating criteria, research outputs is a key factor in most of them. Dr Dianne Manning , Manager: Quality Assurance and Evaluation at the Foundation for Professional Development, notes that comparing institutions with different levels of resources becomes challenging. Additionally, the unequal playing field in South Africa, where private institutions lack research subsidies available to public universities, makes it hard to compare private and public institutions.

According to Hamid the system of rankings itself is self-defeating as it assumes a limited, narrow approach to evaluation of institutional value and competitiveness. He says PHEIs are structured and led differently to traditional institutions and as such often remain unsatisfied that ranking criteria are not aligned to a more broad-based lens in education.

Dr Willy Engelbrecht , Dean: Research and Postgraduate Studies at The IIE, shares the view that research often takes priority in rankings at the expense of other dimensions. He proposes a ranking that prioritises teaching and learning excellence to deliver quality education and prepare graduates for the workforce and future studies. This focus would provide a new perspective on the quality of teaching at higher education institutions.

Looking at rankings from a different angle, Manning says rankings often concentrate on outputs such as student throughput, visibility, reputation and graduate employability, neglecting inputs and culture. She says transformation imperatives may disadvantage universities investing more in social equity related to access, at the expense of supporting research.

When asked about ensuring a fair and comprehensive assessment of private higher education institutions in rankings, Hamid suggests reevaluating the purpose and relevance of rankings. He believes that measuring impact across multifaceted criteria, including a broad-based focus on the environment, transformation, society, community, and graduates' quality of life, is more warranted than a ranking system.

Although the measuring of the quality of education might be complicated, it should not be avoided. Says Manning: “Those who are invested in higher education, whether through taxes and/or fees and other contributions, deserve to be able to make informed decisions on the quality of the different institutions. There is definitely scope for SAPHE to lead a comprehensive assessment of the ranking terrain in South Africa identifying criteria and processes for private HEI’s that will be valid, transparent, acceptable and informative.”

The discussion on rankings and the myth of an equal playing field highlights the complexity and challenges of evaluating higher education institutions across the board. Recognising the unique contributions and contexts of diverse institutions is crucial for a fair and comprehensive assessment.

University rankings: Advantages and disadvantages with a focus on African universities

Mon, 31 Jul 2023 09:23:43 GMT

University rankings have assumed an increasingly prominent role in shaping the higher education landscape, globally and within Africa. They offer a glimpse into a university’s performance based based on various indicators, such as research quality, academic reputation, and graduate employability. While these rankings can present useful insights, they also come with limitations. In this article, we explore the advantages and disadvantages of university rankings, with a particular focus on African institutions.

Advantages of university rankings

Promoting global visibility

For African universities, high rankings can significantly enhance their global visibility. These rankings provide an international benchmark, helping universities in Africa to compare their performance with those of their global counterparts. This is particularly valuable in an increasingly globalized world, where international collaborations and student exchanges are on the rise.

Driving quality enhancement

University rankings foster competition among universities, encouraging them to improve the quality of education and research. This is especially important for African universities as they work towards achieving world-class standards and building a reputation for excellence.

Attracting investment and talent

A strong ranking makes a university more attractive to both national and international investors, scholars, and students. This can lead to an influx of resources, talent, and expertise, which can further improve the institution’s quality.

Disadvantages of university rankings

Bias toward Western models

One of the key criticisms of global university rankings is that they often carry a bias toward Western academic models. They tend to favour universities with high research output, typically in English, which disadvantages many African universities where the focus might be more on teaching and local community engagement. Furthermore, the emphasis on publications in high-impact, often Western-centric, journals overlooks the value of research that is locally relevant and published in regional journals.

Neglecting diverse strengths

Reducing a university's performance to a single number or rank overlooksb the diverse strengths of African universities. For example, an institution might excel in areas such as community service, local problem-solving, or preserving and promoting African cultures and languages. However, these factors are rarely considered in the ranking systems.

Perpetuating Inequalities

University rankings often perpetuate existing inequalities within the African higher education system. Universities in wealthier African countries or those with stronger historical ties to Western universities have an advantage in rankings. This can lead to an unequal distribution of resources and opportunities, as high-ranking universities attract more funding and talent.

Limited relevance to student experience

Similar to universities elsewhere, a high rank does not necessarily guarantee a positive student experience at African universities. Factors such as campus culture, student support services, and extracurricular opportunities play a significant role in shaping the student experience but are not reflected in the rankings.

Risk of misdirected focus

There is a risk that African universities might focus too much on improving their ranking at the expense of other critical goals. This could lead to an overemphasis on publishing in international journals, for instance, rather than addressing locally relevant research questions or improving teaching quality.

Private university/higher education institution rankings: A closer look

Private universities or private higher education institutions (PHEIs) in Africa and globally present a unique dimension to the discourse on university rankings. Just like their public counterparts, they can also benefit significantly from a high ranking, gaining prestige, attracting a diverse student population and faculty, and garnering more partnership opportunities.

However, the challenges private universities or PHEIs face in the ranking process may differ. Often, private institutions, particularly newer or smaller ones, lack a long history of research and extensive alumni networks which might negatively affect their ranking. This has been an ongoing discussion at SAPHE, as there is little incentives for PHEIs to create research outputs.

Private universities or PHEIs typically have a stronger emphasis on teaching quality and student experience compared to public universities, aspects that are often underrepresented in ranking criteria. As a result, a lower or absent ranking may not reflect on the quality of education and student satisfaction at these institutions.

Furthermore, private universities and PHEIs often specialise in certain fields of study, making comparison with comprehensive universities somewhat flawed. For instance, a private institution specialising in business or arts may provide outstanding education in its field, yet find itself lower in overall rankings that heavily weight science and technology research output.

In conclusion, while private universities can certainly benefit from the visibility and competitiveness promoted by university rankings, the idiosyncrasies of these institutions demand a cautious interpretation of their standing in these rankings. It's crucial for potential students and other stakeholders to look beyond rankings and consider factors such as the university's focus areas, teaching quality, class sizes, and student support services when assessing the institution.

Aros inaugurates New Principal

Mon, 31 Jul 2023 08:59:22 GMT

The inauguration of Prof Kobus Mentz as the new CEO of Aros on 20th July 2023 was a celebratory event, marking a new era in the institution's journey.

The event was attended by several key figures in Higher Education and renowned academics, including Prof Gerrit Smit of the AP Akademie, Ms Liana van Rooy, registrar at Akademia, Dr Daan Potgieter, CEO at AON, Dr Jaco Deacon, CEO at FEDSAS, Dr Louis Swanepoel, president of SAOU, and Mr Chris Klopper, outgoing CEO of SAOU.

Prof Mentz is an exceptional educator with a long and illustrious career in the field. For over 30 years, he has been involved in education and the development of teaching/learning materials at various levels and capacities at former Potchefstroom University for Christian Higher Education (PU for CHE) and North-West University (NWU).

As a seasoned researcher, Prof Mentz has published more than 30 articles in accredited scholarly journals, supervised numerous master's and doctoral students, delivered 35 papers at national and international conferences, and has been invited as a guest speaker at conferences in Canada and China. He has also received an award for excellence in teaching from the NWU.

Throughout his career, Prof Mentz has held various management and leadership positions. Most recently, at the end of May 2023, he stepped down as the director of the School of Professional Studies in Education at NWU.

Earlier this year, Aros launched its new campus in Montana Park, Pretoria, and the Aros community expressed their excitement to welcome Prof Mentz as CEO to their new home.

Publish and flourish

Wed, 19 Jul 2023 09:28:46 GMT

Publishing in accredited academic journals is a great way to share your research with the wider academic community, validate the quality of your work, and connect with other scholars in your field. Even if you don't receive funding or subsidy for publishing in journals, there are still many other benefits to consider, including the opportunity to build your academic profile. This is according to Dr Brenda van Wyk, Editor in Chief of the Independent Journal of Teaching and Learning (IJTL ), an accredited academic journal published by The IIE, one of SAPHE’s member institutions. The IJTL was established 15 years ago, and has been listed on the DHET accredit journal list since 2014.

Sharing more about the IJTL, Dr Van Wyk says the IJTL is an education-focused journal that aims to make a difference for educators at primary, secondary, and tertiary levels. “The journal seeks to be a valuable resource for education practitioners and researchers, providing useful, research-based materials and a scholarly forum for academics and education practitioners to share research on educational practices and teaching and learning across various levels.”

Dr Willy Engelbrecht, the IJTL Associate Editor, elaborates on the following contributions that are considered for publication in the journal:

Research-based empirical, reflective or synoptic articles that would be of interest to education practitioners.
Review articles that critically examine research carried out in a specific field.
Discussion or advocacy papers suitable for publication.
Articles for publication in the section entitled Practitioners’ corner.
Book reviews that comprise a clear and concise evaluation of recently published books.

While the journal focuses primarily on education as a discipline, it also welcomes articles that explore the application of educational practices in other disciplines.

SAPHE members can direct their inquiries to the following email address: editor@iie.ac.za .

We encourage SAPHE members to take advantage of this opportunity to contribute to the field of education and share their research with the wider academic community.

Faranani session ignites robust discussion on RPL

Mon, 26 Jun 2023 06:31:01 GMT

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

The challenge and opportunity of our time

Fri, 23 Jun 2023 07:52:03 GMT

Rapid technological change renders the phrase "change is a constant" an understatement. In mathematics, a constant refers to a number that remains unchanged in an expression, and in ordinary language, it denotes something that remains the same, such as the constant noise of airplanes near a busy airport, which eventually becomes unnoticeable to those living nearby. However, when it comes to modern-day technological changes, the term "constant" is inadequate. Change is accelerating at an astonishing and ever-increasing pace. To illustrate this, consider the example of airplane noise. While earplugs may be effective in enabling one to concentrate on work, if the airport were to be bombed, noise would become a minor concern, and survival would take precedence. Similarly, the disruptive nature of technological advancements necessitates a reprioritisation of solutions.

Revolutionary developments like Artificial Intelligence (AI) and Machine Learning (ML) present both challenges and opportunities for Higher Education institutions. In modest ways, we have encountered similar situations before. When I was in primary school, reciting multiplication tables was the norm in arithmetic teaching until the calculator came along. Creative teachers capitalized on this development to focus more on understanding of what the multiplication of numbers meant rather than the ability to parrot it. This example demonstrates how technology can enable teachers to enhance their pedagogy, ultimately benefiting student learning.

In the 1980s, my first research project in education required sifting through volumes of "The Education Index." The advent of computer-based search engines significantly reduced the time needed to find relevant published papers on any given topic. The point I wish to emphasise here is that the explosion of technological advances should be embraced, and efforts should be made to harness them to enhance teaching and learning. As Jimmy Dean wisely said, "I can't change the direction of the wind, but I can adjust my sails to always reach my destination".

How can Higher Education institutions respond to technological advancements and “adjust their sails” to fulfil their purpose? There are numerous problem-solving approaches and programmes offered to students that incorporate them into their modules. One method that helps me conceptualise possible solutions is to draw on biomimicry, which involves learning from and mimicking strategies used by species alive today ( https://biomimicry.org/what-is-biomimicry/ ).

In this context, behaviour-level biomimicry is relevant, where the focus is on mimicking behaviour rather than the organism itself. Many surviving and thriving organisms, from the smallest to the most formidable, choose to live and operate in groups. However, Higher Education institutions, including private ones, have yet to fully harness synergies to counter the disruptive nature of change brought about by technological advancements.

At the recent Annual Academic Summit of Honoris United Universities (of which MANCOSA is a member) held in Cape Town, the benefits of collaborative intelligence were reaffirmed, and plans were put in place to embody this ideal. It became evident that meaningful collaborations must be informed by reliable data from each institution, providing information on track records and capacity to deliver core academic functions.

Such information will, as a first step, indicate clear areas for collaboration. While this path is challenging, it offers hope for Africa-inspired solutions to the continent's challenges. Pursuing collaboration aligns with the oft-quoted African proverb: "If you want to go fast, go alone; if you want to go far, go together". The National Development Plan emphasises the importance of collaboration in post-school education, stating that "institutions should collaborate to build on each other's strengths".

With 60% of Africa's population under 25 years old, the strengthening of the provision of future-oriented education is of paramount importance. A collaborative approach in Higher Education, in my view, is the preferred path as it directly benefits students. Goal 17 of the Sustainable Development Goals is 'Partnerships.' If we are to leverage education for the continent's development, we must learn from each other and work in support of one another.

Technological advancements have not altered the higher purpose of education. Centuries ago, Jean Piaget stated, "The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done". A similar ideal for universities was reiterated at the 2022 International Association of Universities in Dublin, where universities were urged to develop critical thinkers capable of identifying and solving real problems, rather than merely guiding students toward achieving good grades (University World News, 04 Nov 2022).

If we embrace new technologies, become digitally fluent, and collaborate effectively, our students will leave our institutions well-prepared to thrive in a complex world.

Nurturing quality: A fresh perspective on quality assurance

Fri, 23 Jun 2023 07:48:27 GMT

The South African Private Higher Education (SAPHE) association, in collaboration with the Association for Private Providers of Education, Training and Development (APPETD), recently co-hosted the second workshop on behalf of the Council of Higher Education (CHE) to discuss the implementation of the new Quality Assurance Framework (QAF) in Cape Town on 11 May 2023.

"It was an engaging and valuable workshop from which we all have greatly benefited," says Dr Jannie Zaaiman, Chairperson of SAPHE. "The event not only provided valuable guidance on the QAF but also fostered engagement and collaboration among Private Higher Education Institutions (PHEIs)."

Feedback from SAPHE members who participated in the workshop reinforced the value it brought in clarifying the new QAF. This framework signifies a fresh approach to quality assurance, with institutions embracing increased responsibility and accountability for the quality of their educational offerings.

Dr Rob Stegman of Boston City Campus highlighted a key takeaway from the workshop: the importance of thoughtful and reflexive practices in accounting for and describing internal quality assurance systems. "The workshop also framed the importance of the higher education practice standards as a reflexive guide for thinking about quality in higher education. I believe the QAF represents a significant moment in South Africa's story of higher education. Its use of a generative and reflexive methodology—a unique feature compared to international examples—will transform how we think about quality and move us beyond compliance towards a thoughtful, inquiring, and contextually relevant application in South Africa."

Dr Peter Ayuk, Executive Dean: TSHIBA, said the workshop helped ensure a shared understanding of the principles, implications, and expectations of the QAF. He believed that implementing the QAF would streamline quality assurance processes, leading to faster turnaround times. Ayuk also highlighted the positive impact the QAF could have on the quality of higher education, encouraging greater initiative, responsibility, and engagement at the institutional level. "It signifies a shift toward greater self-regulation and the cultivation of a mature quality assurance ecosystem," he said.

Ayuk emphasised the importance of greater collaboration among peers and the promotion and sharing of QA scholarship. He found it encouraging to hear sentiments around more collaboration and less competition - "a willingness to work together for the common good."

According to Dr Dave Naidoo, Registrar at Eduvos, PHEIs play a pivotal role in higher education that should not be underestimated. "The role of PHEIs has become significantly more important over the years, considering the huge demand for higher education versus the limited capacity of public institutions. The close engagement between academic staff, administrators, management, and students at private institutions fosters a sense of service, support, and success."

Naidoo highlighted that private institutions consistently benchmark the quality of their offerings against renowned academic institutions and industry partners to ensure competitiveness, relevance, and the highest standards. He emphasised the importance of benchmarking and review as vital aspects of quality assurance. "In this regard, I see a cross-pollination of best practices across private and public institutions. PHEIs can offer valuable insights into the quality standards within the framework."

Naidoo proposed a themed approach that unpacks elements of the standards for discussion and input by each PHEI, ensuring continued consultation and collaboration with stakeholders in the development and implementation of the QAF.

Workshop participants unanimously agreed on the need for similar engagements and the importance of responding to the CHE with a unified voice representing private higher education.

Considering the significant work being done by the CHE and the Communities of Practice (CoPs) in South Africa, which involve colleagues from both public and private higher education institutions, SAPHE calls on all member institutions to actively participate in this process. You can either directly engage with Dr Zawada and her team ( Baloyi.M@che.ac.za ) at the CHE or forward suggestions to SAPHE ( management@saphe.ac.za ), who will liaise with her team.

Leading private education into tomorrow

Fri, 23 Jun 2023 07:33:26 GMT

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 4 ^th 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.

Rethinking Higher Education delivery in the post-Covid landscape

Fri, 23 Jun 2023 07:13:34 GMT

The COVID-19 pandemic has had a profound impact on various aspects of society, including education. Education providers were compelled to move to online modes of teaching and learning in 2020. While this was a major challenge it also presented an opportunity to rethink the way we deliver education.

We asked Dr Jan Mentz , Academic Dean at Belgium ITversity, to share his perspective on the swift transition to online modes of delivery prompted by the Covid lockdown period and to reflect on the factors institutions must consider when deciding on the most suitable delivery mode.

The impact of the COVID-19 pandemic continues to draw significant research interest, as seen in the multitude of publications available on platforms like Google Scholar. The imperative to stay at home affected every aspect of human life, including social interactions, remote work, and education. Virtually everything transitioned to some form of online mode. In the face of a life-threatening disease, life had to go on, prompting the need for innovative approaches.

Transition to online education

In South Africa, higher education institutions shifted to online delivery for a period of two years (2020-2022) under the guidance of Emergency Remote Teaching concessions. While the impact of this shift is still under investigation, key concerns revolve around access to learning and the use of technology.

Prior to the lockdown, South African institutions were neatly categorized as either face-to-face or distance learning institutions, each with their respective delivery modes. But, the forced move to online education proved to be a game changer, shifting the perception of education accessed through technology.

Throughout the lockdown, education continued in some form or another. Higher education institutions in South Africa responded by providing students with laptops and broadband internet access, although these interventions were often challenging and costly to implement. It is important to acknowledge that the success of online education was likely more prominent in areas with established infrastructures, potentially leaving rural regions at a disadvantage.

On the teaching side, educators were thrust into a new teaching reality, often unfamiliar to them. There is a stark difference between lecturing in person versus conducting virtual classes on platforms like MS Teams. Nevertheless, both in-person and virtual approaches allowed higher education institutions to facilitate student graduation. The initial emergency measures in 2020 paved the way for a more planned and deliberate approach in 2021, with valuable lessons learned and needs becoming clearer.

The way forward

In charting the way forward, we need to consider questions such as: How should we proceed post-Covid? Should we simply revert to pre-COVID methods? What about the infrastructure investments?

Recognising the need to address the implications of the pandemic-induced changes, the Council of Higher Education (CHE) established a task team on blended and online learning to develop guidelines based on the current post-COVID reality. The task team concluded its work in early 2023, and the CHE is currently reviewing the report. While awaiting the conclusion of this process, it is crucial to contemplate the best way forward for both students and institutions.

Firstly, it is imperative to establish clear definitions for the different modes of delivery as the broader educational community lacks consensus on common definitions.

Secondly, it is crucial to consider which delivery mode would best serve South African students, taking into account the cost of education and the unequal distribution of digital infrastructure in the country.

Thirdly, assessing the digital literacy levels of students is essential. Does the ability to use a smartphone equate to competent usage of the internet and basic word processing software?

Lastly, we need to examine the impact of a blended approach, combining online and in-class teaching modes, on institutional costs, staff productivity, and the demands of assessment and curriculum design.

This list of considerations is by no means exhaustive, but clarity in these areas is critical in mapping the way forward.