June 23, 2023

Leading private education into tomorrow

Meet SAPHE Chairperson Dr Jannie Zaaiman

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


Advocating for Private Higher Education


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


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


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


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


Responsive to a changing world


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


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


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


Technology as an enabler


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


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


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


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


A legacy of excellence


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


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


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

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


A champion for higher education



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

Women leading the way: Navigating challenges, inspiring change

August 12, 2025
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.

Revisiting the value of assessment

July 22, 2025
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

July 17, 2025
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.