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 Challenging divides SAPHE calls for a shift in how South Africa views its higher education sector, moving beyond outdated divides between public and private institutions.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?

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.

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.

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

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!

“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!

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.

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).

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.