Teaching and Learning

The hidden cost of a broken funding system: South Africa’s public universities

BELINDA BANTHAM — Thu, 10 Jul 2025 07:51:10 +0000

The hidden cost of a broken funding system: South Africa’s public universities BELINDA BANTHAM Thu, 07/10/2025 - 09:51

Prof Linda du Plessis, Senior Deputy Vice-Chancellor: Teaching and Learning at the North-West University (NWU), explains why the ongoing dysfunction within the National Student Financial Aid Scheme (NSFAS) and various Sector Education and Training Authorities (SETAs) is not only jeopardising the futures of vulnerable students but also placing immense strain on South Africa’s public universities. While attention has focused on student hardships, the crippling operational, financial and reputational toll on universities has gone largely unnoticed. This is threatening universities’ ability to deliver quality education, sustain infrastructure, and drive national development.

Prof du Plessis: “The dysfunction at the heart of the National Student Financial Aid Scheme (NSFAS) and various Sector Education and Training Authorities (SETAs) has been the topic of many recent media articles. This focus is needed, as it directly affects the academic journey and future of South Africa’s most vulnerable students. However, what continues to receive little or no acknowledgment is the burden these failures place on the very institutions tasked with delivering quality higher education: the public universities.

For years, universities have had to carry the brunt of NSFAS mismanagement, often without any meaningful prior consultation or support. While Minister Nkabane and her department continue to promise reforms, universities remain on the receiving end of a crumbling system that is fast becoming unsustainable – not just for students, but for the institutions themselves.

The NSFAS was designed to ensure that no student is denied access to higher education due to financial barriers. Yet, despite meticulous planning from universities, every academic year begins with chaos: delayed funding, defunding of students mid-year, and tens of thousands of students left in accommodation limbo. These issues do not affect only the students – they cripple university operations.

Universities are not profit-driven institutions but operate as financially accountable public entities. The payment of municipal bills, maintenance of infrastructure, licences for an IT infrastructure to enable digital innovation, and the payment of salaries are but a few of the basic things that are expected of any well-managed institution. South Africa has no shortage of examples showing how years of limited maintenance have left once-functional infrastructure and office spaces unfit for use.

When the NSFAS fails to disburse funds on time, what is then expected of a public university? Universities are forced into the untenable position of either blocking registrations or carrying the cost of registration and tuition, effectively becoming creditors in a relationship they never agreed to. When landlords stop accommodating students due to unpaid rent, the backlash is directed at universities. Institutions have had to extend registration deadlines, negotiate short-term payment terms with

landlords, and manage rising legitimate student frustration and unrest. They have to manage a crisis not created by them.

Funding challenges affect the core existence of universities and disrupt teaching and learning. While the public sees burning tyres and angry slogans, what remains hidden is the massive operational toll this takes on institutions. Academic calendars are adjusted repeatedly, and these changes often come with additional cost implications. Although the budget allocation for higher education is increasing, most of the growth is directed towards funding the NSFAS, rather than expanding universities or advancing research and innovation.

The situation within the SETAs adds another layer of strain. SETAs are tasked with facilitating skills development, and the potential impact of these bodies is enormous. However, political appointments and poor governance have rendered many of them ineffective. The recent allegations regarding the appointment of politically connected individuals are yet another example of how politics can be prioritised over merit and accountability in the higher-education and training sector. Universities depend on SETA partnerships for work-integrated learning placements, funding of graduate internships and industry collaboration. When SETAs fail, universities are again forced to fill the gap.

The notion that universities are “denying graduates access to the job market” because of student debt reflects a simple interpretation of a complex issue. Public universities would like to see all graduates making a contribution, either as employees or entrepreneurs, in various sectors of the economy. However, the universities cannot continue functioning if they are expected to provide a free service without financial planning, especially when government departments responsible for that funding are in disarray. Public universities are not just service providers, they are national assets tasked with transforming lives, producing research, driving innovation and shaping the future workforce of South Africa. It is therefore important to focus on the impact of funding challenges on institutions and the dysfunction it creates too.

Reform will require more than cosmetic changes and promises. It requires a fundamental rethink of how to establish a sustainable financial aid model for students. It requires sound and accountable management. The financial stability, operational effectiveness and reputation of public universities are at stake. Sustaining excellence within a failing system is difficult.”

Prof Linda Du Plessis

Struggles and shifting realities of informal traders during Covid-19 offer lessons for future crises

MARELIZE SANTANA — Fri, 20 Jun 2025 11:30:51 +0000

Struggles and shifting realities of informal traders during Covid-19 offer lessons for future crises MARELIZE SANTANA Fri, 06/20/2025 - 13:30

By Gofaone Motsamai

When South Africa went into lockdown in response to the Covid-19 pandemic, the economic impact was immediate. Informal traders – those who operate without formal registration or protection – were among the most affected. With no income, no access to trading spaces and limited government support, many were pushed into a state of deep uncertainty.

A recent master’s study by Koketso Sereo, a lecturer in philosophy at the North-West University’s (NWU’s) Mahikeng Campus, examines how informal traders experienced the lockdown and how they adjusted to its restrictions. The study focuses on the practical challenges they faced and their coping strategies, and what their experiences reveal about the state’s approach to informal economic activity.

The findings point to a system that failed to recognise or support this group during the crisis. Many informal traders lost stock due to spoilage or confiscation, while others faced confrontations with law enforcement. The permit system, intended to regulate trade during the lockdown, became a barrier rather than a solution.

“The inefficiencies in the permit system, combined with the absence of clear guidelines, pushed some traders to operate unlawfully – not out of choice but necessity,” says Koketso.

She found that most traders were left to rely on their own resources. Some moved their operations to their homes. Others continued trading in public spaces despite the risk of fines or arrest. These actions were not taken lightly, but were seen as the only way to earn a living in the absence of institutional support. “The government failed to support them,” Koketso states in her findings.

Why graduates and others with skills are turning to informal trade

Beyond the day-to-day struggles of informal traders, the study also highlights important shifts in who is participating in informal trade. “While previous research often highlighted women with limited education as the face of informal trading, my findings show an increasing number of men entering the space, as well as people with post-matric qualifications.”
This shift reflects a broader employment crisis, where even graduates and skilled individuals are turning to informal trade as a last resort.

“The idea that informal trading is only for the uneducated is no longer accurate,” Koketso explains. “More people are turning to it because they have few other options.”

Despite their resilience, informal traders cannot continue to navigate national crises without adequate support, she argues. Her study recommends practical policy changes such as simplified permit systems, targeted financial assistance, access to training and improved communication between the authorities and informal traders.

“The resilience of informal traders needs to be supported by responsive governance and practical interventions. We need to see informal traders as part of the economy, not outside of it.”

Her research suggests that planning for future crises must include informal traders from the start. Without that, they remain exposed to the same challenges that Covid-19 made visible.

Koketso Sereo

Teacher education project launches in Italy

MARELIZE SANTANA — Fri, 20 Jun 2025 11:23:32 +0000

Teacher education project launches in Italy

by Mafumane Tlhapi

MARELIZE SANTANA Fri, 06/20/2025 - 13:23

Florence, the Italian city made famous by Renaissance artists such as Michaelangelo and Leonardo da Vinci, is also a modern-day hub for leaders in science, technology, engineering and mathematics (STEM) education.

In May this year, the city ushered in a new phase in STEM teacher education as global partners gathered to launch the Erasmus+ Capacity Building project, aimed at transforming how future teachers learn and teach.

Funded by the European Union, the project is led by the North-West University (NWU) under the coordination of Prof Dorothy Laubscher, holder of the UNESCO Chair in Multimodal Learning and Educational Resources. The project’s full title is “Transforming STEM teacher education in South Africa through self-directed open educational Practices (Ted-SOEP)”.

The project’s first in-person transnational meeting on 22 and 23 May 2025 brought together STEM education specialists from institutions in South Africa and Europe.

“Our goal is to support lecturers and students by developing sustainable, open learning environments that empower all participants in the education system,” said Prof Laubscher.

Seven universities join forces

South African universities involved in the project include the NWU, UNISA, University of Pretoria, University of the Witwatersrand and Sol Plaatje University. European institutions are Pixel International Education and Training Institution based in Florence and the University of Florence in Italy, along with the Instituto Politécnico de Bragança in Portugal.

The meeting in Florence focused on developing a training package aimed at integrating open educational resources (OERs), open educational practices (OEPs) and self-directed learning into STEM teacher education. The agenda included planning national workshops and reviewing strategies for embedding open practices into existing curricula.

“Building a shared understanding of how to implement open educational approaches and self-directed learning was a central outcome of our discussions,” Prof Laubscher said.

Following the meeting, the University of Florence hosted a workshop from 26 to 30 May 2025. The workshop was held at Il Fuligno, a historical complex in the Florence city centre. This served as the site for practical sessions, academic dialogue and collaborative learning.

According to Prof Laubscher, these sessions help contextualise educational practices for local environments. “The collaboration makes real change possible.”

The workshop included contributions from various renowned academics from the University of Florence, including Prof Maria Ranieri and Prof Luigi Barletti. The workshops covered best practices, capacity-building and context-sensitive approaches to implementing OEPs and OERs in teacher training.

NWU participants in the Florence events included Prof Laubscher, Dr Moleboheng Mokhele-Ramulumo, Dr Annalie Roux, Dr Judicial Sebatana and Dr Sukie van Zyl. Other NWU team members involved in the broader project include Prof Chanelle Bosch, Dr Donnavan Kruger, Prof Neal Petersen and Dr Gordon Sekano.

“The project strengthens our collaborative networks and supports transformation in education,” said Prof Laubscher. “We are building something that can have lasting value.”

For more information visit the Ted-SOEP project website: www.tedsoep.org.

The NWU team that attended the transnational workshop in Florence: from left are Dr Annalie Roux, Dr Moleboheng Mokhele-Ramulumo, Prof Dorothy Laubscher, Dr Judicial Sebatana, and Dr Sukie van Zyl.

QS ranks NWU among the top eight universities in South Africa

MARELIZE SANTANA — Fri, 20 Jun 2025 10:00:07 +0000

QS ranks NWU among the top eight universities in South Africa

by Willie du Plessis

MARELIZE SANTANA Fri, 06/20/2025 - 12:00

The North-West University (NWU) is firmly positioning itself as a globally engaged, innovative university committed to excellence and societal relevance. Prime examples of how the strategic priorities of the NWU align with the quest for globally relevant, sustainable solutions are the establishment and proposed establishment of three future-fit academic schools: the Desmond Tutu School of Medicine, the School of Mines and Mining Engineering, and the School of Veterinary Sciences.

These and other innovative, cross-sectoral initiatives exemplify the university’s strategy – Taking the NWU forward: 2024 and beyond – which prioritises internationalisation, partnerships and impact, among other things. This focus on strategic priorities is yielding positive results through the NWU’s consistently good performance in international rankings, cementing its reputation as a competitive, impactful global and local player and a sought-after higher-education partner.

The latest Quacquarelli Symonds (QS) World University Rankings place the NWU among the top eight universities in South Africa and in the top 16 in Africa. London-based QS published its rankings for top global universities for 2026 on 19 June.

This current ranking encompasses 1 501 universities in 105 locations across the world. It considers survey responses and hard data to calculate a final score for each university. QS is the only ranking of its kind to emphasise employability and sustainability.

This year’s QS World University Rankings also introduce a new unweighted indicator called the International Student Diversity Indicator. This additional metric considers the ratio of international students to overall students and the diversity of nationalities those students represent. In this metric the NWU is in the 801+ ranking category.

These latest rankings follow the QS World University Rankings by Subject, which were published in March this year.

The Rankings by Subject placed four NWU subject groups in the top 850 globally. These are agriculture and forestry (301 to 350 category), environmental sciences (501 to 550), physics (551 to 600) and medicine (701 to 850).

Another recent ranking, released on 2 June, is the Global 2000 list by the Center for World University Rankings (CWUR), which placed the NWU in the top 4,1% of global universities.

Taking the NWU forward: 2024 and beyond

The university’s new strategy for 2024 and beyond comprises four key strategic priorities to guide the NWU in its continued quest towards excellence. These are results-orientated leadership, systems thinking and policy fluency, private-public value co-creation, and digital and green economy enablement.

According to Prof Linda du Plessis, deputy vice-chancellor for Teaching and Learning, the NWU’s continued good performance in the rankings affirms the impact of the work that NWU academics, researchers and other staff are undertaking, and that the university’s strategic focus aligns with global trends.

For more information, visit: https://www.topuniversities.com/universities/north-west-university, and for more about the NWU’s performance in various rankings, visit https://www.nwu.ac.za/rankings.

TELIT-SA champions innovation at 2025 NWU CTL Teaching and Learning Conference

BELINDA BANTHAM — Mon, 09 Jun 2025 08:29:40 +0000

TELIT-SA champions innovation at 2025 NWU CTL Teaching and Learning Conference

by Zenoyise John

BELINDA BANTHAM Mon, 06/09/2025 - 10:29

At the 2025 Teaching and Learning Conference of the North-West University’s (NWU’s) Centre for Teaching and Learning (CTL), members of the TELIT-SA research entity demonstrated why they are at the forefront of educational innovation.

Themed “Reimagining the future of teaching and learning: synergy, sustainability and success”, the conference served as a dynamic platform for TELIT-SA scholars to share research-driven strategies that shape the evolving landscape of higher education.

Prof Clarise Mostert delivered a thought-provoking presentation titled “Enhancing global employability skills through project-based learning and international collaboration”. Her work underscored the importance of equipping students with globally relevant skills through practical, cross-border educational experiences, positioning them for success in an increasingly interconnected world.

In another impactful session, Prof Lilian Nwosu explored the role of artificial intelligence in shaping academic assessment. Her presentation, “Artificial intelligence proficiency and accounting exam papers: implications for assessment”, delved into the complex relationship between AI, academic integrity and curriculum development. She called attention to the urgent need for frameworks that balance technological advancement with ethical responsibility in assessment practices.

Dr Kezel Klinck addressed the student experience in her presentation, “Navigating the new normal: student perceptions of emerging technologies at a higher education institution”. Her research revealed key insights into how students are engaging with new technologies in the post-pandemic academic environment, offering valuable implications for institutions striving to enhance digital inclusivity and learning support.

A highlight of the conference was a panel discussion titled “Reimagining higher education: AI’s role in shaping the future of learning”, featuring Prof Liandi van den Berg, director of TELIT-SA, along with Dr Thamie Ndlovu and Yolande Steward. Their discussion centred on the ethical integration of artificial intelligence in education and the transformative potential it holds – if implemented thoughtfully and responsibly. The session received an award as one of the best of the conference, a testament to the relevance and quality of the perspectives shared.

Reflecting on the panel and the broader conference, Prof Van den Berg commented, “AI should never replace the human element in education. It must serve as a tool that amplifies the educator’s ability to connect, inspire and personalise learning. Our focus at TELIT-SA is to ensure that technological innovation remains aligned with human-centred, ethical teaching practices.”

She added that the outstanding contributions from TELIT-SA members not only showcased their research excellence, but also reinforced the entity’s commitment to reimagining teaching and learning for a sustainable, inclusive future. She said that, through evidence-based scholarship and a strong focus on responsible innovation, TELIT-SA continues to lead the way in shaping higher education in South Africa and beyond.

A highlight of the conference was a panel discussion titled “Reimagining higher education: AI’s role in shaping the future of learning”.

NWU strengthens global ties through strategic academic mission to Brazil and Peru

BELINDA BANTHAM — Fri, 06 Jun 2025 06:50:52 +0000

NWU strengthens global ties through strategic academic mission to Brazil and Peru

by Angeline Marokoane

BELINDA BANTHAM Fri, 06/06/2025 - 08:50

The principal and vice-chancellor of the North-West University (NWU), Prof Bismark Tyobeka, will lead a high-level academic delegation on a strategic international mission to Brazil and Peru from 8 to 20 June 2025. The visit forms part of the ongoing efforts by the NWU to deepen international academic collaboration and broaden its global engagement.

During the mission, the NWU delegation will engage in bilateral meetings, knowledge-sharing sessions and strategic planning discussions with key partner institutions in both countries. These engagements will focus on strengthening existing partnerships, exploring new areas for research collaboration and advancing initiatives relating to student and staff exchange programmes.

The institutions to be visited include:

Universidade Federal de Minas Gerais (UFMG) in Belo Horizonte, Brazil
Universidade Federal do Paraná (UFPR) in Curitiba, Brazil
Universidad Peruana Cayetano Heredia (UPCH) in Lima, Peru
Universidad San Ignacio de Loyola (USIL) in Lima, Peru
Universidad Tecnológica del Perú (UTP) in Lima, Peru

These institutions are recognised for their excellence in teaching, research and innovation, and the upcoming engagements are expected to yield mutually beneficial outcomes in areas such as health sciences, engineering, environmental studies, education and the humanities.

Prof Tyobeka emphasised the importance of fostering international partnerships in an increasingly interconnected academic landscape.

“Our visit to Brazil and Peru is a continuation of the commitment of the NWU to positioning itself as a globally engaged and impactful institution. By cultivating strong partnerships with institutions that share our values and aspirations, we not only enrich our academic programmes but also equip our staff and students to contribute meaningfully to global knowledge production and societal development,” he said.

This mission aligns with the NWU’s strategic goal of internationalisation, one of the university’s key pillars for growth and sustainability. Through active collaboration with reputable institutions around the world, the NWU seeks to:

Enhance the quality and relevance of its academic offerings
Foster collaborative, cross-border research initiatives
Promote staff and student mobility opportunities
Contribute to global solutions through knowledge exchange

The delegation will include senior academic leaders, researchers and internationalisation specialists, all of whom will play a vital role in identifying and formalising opportunities for joint degree programmes, research centres of excellence and intercultural learning platforms. As the NWU continues to expand its global footprint, missions such as this underscore the dedication of the university to being a leading African institution with a truly international outlook.

NWU climbs to top 4,1% of global universities

BELINDA BANTHAM — Tue, 03 Jun 2025 08:36:34 +0000

NWU climbs to top 4,1% of global universities

by Willie du Plessis

BELINDA BANTHAM Tue, 06/03/2025 - 10:36

The implementation of the recently approved strategy of the North-West University (NWU) is starting to show positive results. The strategy – Taking the NWU forward: 2024 and beyond – prioritises, among other things, internationalisation, partnerships and impact. Consequently, the NWU now ranks in the top 4,1% of universities worldwide. This is according to the 2025 edition of the outcome-based Global 2000 list by the Center for World University Rankings (CWUR). The CWUR published the latest ranking on 2 June.

Moving up from its 4,2% showing in last year’s list, the NWU is now ranked 860th out of 21 462 universities for academic performance, and shines among the top seven locally and the top 11 in Africa. The NWU is making an impressive showing in the rankings with the 1 610th (1 682nd last year) and the 820th (825th) place for employability and research respectively, obtaining an overall score of 71,5. This is an improvement on last year’s overall score of 71,3.

This latest impressive showing in the rankings underscores the commitment of the NWU to being a leading university locally and internationally. The university’s strategy is bearing fruit as it strives to continuously effect impact through innovation and forward-looking approaches and programmes.

Recent key developments show that the university is growing and expanding significantly in various fields. These developments include the establishment of the NWU Desmond Tutu School of Medicine, the NWU Centre for Sustainable Mining, the NWU Veterinary School and the university’s Agri- and Artificial Intelligence hubs. These strategic initiatives are geared at advancing the impact and growth of the NWU, while promoting diversity and reinforcing operational excellence.

The latest rankings are a clear indication that the NWU can, through its expertise and initiatives, hold its place among the best in the world. The NWU is already a significant international role player, with 163 active international institutional partnerships and agreements, spanning 50 countries.

These collaborations strengthen the university’s efforts in research and innovation, as well as in teaching and learning.

More about the CWUR rankings

The CWUR publishes the largest academic rankings of global universities. The rankings are unique in that objective indicators are used for all four key pillars underlying the methodology of the ranking, with no reliance on surveys and university data submission. They also place equal emphasis on student-related and faculty-related indicators.

The ranking agency uses seven objective and robust outcome-based indicators grouped into four areas to rank the world’s universities: education (25%), employability (25%), faculty (10%), and research (output, 10%; high-quality publications, 10%; influence, 10%; citations, 10%).

Dr Nadim Mahassen, president of the CWUR, says the agency is a leading consulting organisation providing policy advice, strategic insights and consulting services to governments and universities to improve educational and research outcomes.

“Our authoritative global university rankings are known for objectivity, transparency and consistency, and are trusted by students, academics, university administrators and governments from around the world.” For more information, visit the CWUR’s website at http://www.cwur.org.

Puseletso is advocating for young women in STEM

BELINDA BANTHAM — Wed, 21 May 2025 09:24:49 +0000

Puseletso is advocating for young women in STEM

by Steve Maphakathe

BELINDA BANTHAM Wed, 05/21/2025 - 11:24

Medical scientist Puseletso Manyaka-Lesofe recently stepped up to change the narrative regarding the representation of females in science. Puseletso joined as a panellist at the launch of the groundbreaking InnovateHER project, which was hosted at the University of Johannesburg on Saturday, 10 May, reaffirming her commitment to empowering young women.

The event brought together Grade 12 learners from across Gauteng alongside passionate professionals and guest speakers to encourage young women to step into the science, technology, engineering and mathematics (STEM) fields – spaces where women are vastly underrepresented. Not only does this underrepresentation limit women’s contributions to vital sectors, but it hinders diversity and innovation within the workforce.

Reflecting on her role as a panellist, Puseletso stated: “I was privileged to share my journey in STEM with the learners. The questions posed to us were deeply reflective, and they reignited in me the very passion that brought me into this field. It was powerful to see the young women listening, asking questions and envisioning their own paths in science, technology and innovation.”

Among the keynote speakers were Dr Judy Dlamini, chancellor of the University of the Witwatersrand (WITS) and Dr Mamoeletsi Mosia, managing director of the South African Agency for Science and Technology Advancement (NRF-SAASTA). Prof Tebogo Mashifana, advisory board member of Koako Green Energy Solutions, Gugulethu Zwane, Boitumelo Lekhoe, Khanyisile Masemola, Pabalelo Banks and Dr Moleboheng Mokhele-Ramulumo were the other expert panellists.

For Puseletso, her experience among fellow trailblazers carries profound significance. “These remarkable leaders reminded us that representation matters,” she reflected. “Young women deserve to see reflections of themselves in the highest levels of academia, business and innovation.”

In addition to her advocacy on the stage, Puseletso also contributed to the InnovateHER guide, a booklet developed specifically for female Grade 12 learners. This guide is packed with practical tools for exam preparation, university readiness and career development – serving as a confidence booster for young women looking to break into a male-dominated environment. It is a document that provides young women who may not yet envision themselves in lab coats or leading technology businesses with a clearer path to their ambitions.

For Puseletso, it is important to have resources specifically tailored for young women to pursue STEM fields.

“Tailored materials foster a sense of belonging and show young women that their voices, perspectives and talents are not only welcome but essential in science, technology, engineering and mathematics,” she said.

She elaborated: “Young women often face unique social, cultural and systemic barriers in accessing and thriving in STEM fields. These resources do not just provide information – they offer representation, mentorship and affirmation. They speak directly to the lived experiences of young women, building confidence and dismantling the myth that STEM is only for men.”

According to Puseletso, the guide is meant to empower and encourage young women to navigate their paths. “I hope the InnovateHER guide becomes a beacon of hope and clarity for young women who are uncertain about their place in STEM, and my dream is that it reaches townships and rural areas where they need it the most. I wish for every girl who reads it to feel seen, equipped and inspired to pursue a future in STEM with confidence,” she stated.

The opportunity to use her own experience to encourage and uplift young women was one of the most rewarding parts of contributing to the study guide.

“Knowing that my story, once filled with questions, setbacks and hard-won triumphs, could now serve as a guidepost for someone else was extremely satisfying. Contributing to the guide allowed me to give back in a practical, long-term way, helping to unlock the potential of the next generation,” Puseletso concluded.

Puseletso Manyaka-Lesofe is a mentor to the next generation. She is passionate about guiding aspiring medical scientists towards research, career growth and leadership opportunities.

The InnovateHER guide features comprehensive resources, from academic achievement to career planning strategies, specifically tailored for female STEM students.

Shaping the future of sustainable agriculture

BELINDA BANTHAM — Wed, 14 May 2025 06:46:40 +0000

Shaping the future of sustainable agriculture

by Phenyo Mokgothu

BELINDA BANTHAM Wed, 05/14/2025 - 08:46

The School of Agricultural Sciences at the North-West University’s (NWU’s) Mahikeng Campus is preparing a new generation of agricultural professionals through a combination of academic training, practical experience and sector-focused initiatives.

Comprising four core disciplines, namely agricultural economics and extension, animal health, animal sciences, and crop sciences, the school offers undergraduate and postgraduate programmes aimed at meeting industry needs.

Students gain practical exposure at the school’s teaching and research farm which has beef and dairy cattle, goats, sheep, poultry, arable land and greenhouses supported by irrigation systems.

The school also houses the Centre for Animal Health Studies which trains animal health technicians and supports research through laboratories equipped for a range of projects.

As part of its forward planning, the school recently held a strategic retreat to define its direction for the next five years. The resulting plan outlines key goals focused on research, academic delivery, operational stability and engagement with stakeholders.

“We are aligning our work with national developmental goals and sector expectations. Our focus is to train graduates who are prepared to contribute meaningfully to agricultural production and food systems,” says Prof Simon Letsoalo, director of the School of Agricultural Sciences.

The school also runs two major initiatives aimed at supporting farmers. The Agri Hub assists with breed improvement, goat farming and crop production. Alongside it is the Nguni Cattle Project, a joint venture with government that loans cattle to qualifying farmers. These farmers return calves after a set period, allowing the programme to support others entering the field.

Integration of the project into the Agri Hub is under consideration to streamline its management.

The school will be holding an Agriculture Day at the Molelwane Farm in Mahikeng on 30 June 2025 to showcase the work they do to industry and the community, and to demonstrate how students gain exposure to the realities of the sector.

The school is encouraging learners interested in agriculture to explore its programmes and participate in its efforts to contribute to local and global food systems. “For us, it all starts here,” says Prof Letsoalo

Prof Linda du Plessis rebukes Dawie Roodt’s university closure comments

BELINDA BANTHAM — Tue, 13 May 2025 10:14:52 +0000

Prof Linda du Plessis rebukes Dawie Roodt’s university closure comments

by Bertie Jacobs

BELINDA BANTHAM Tue, 05/13/2025 - 12:14

South Africa has too many public universities, and most of them should be closed. Furthermore, only 10% of the population should pursue a university education, “while there is a big shortage at other skill levels”. These are some of the comments recently made by economist Dawie Roodt, who also labelled South Africa’s primary education sector as one of the worst in the world, arguing that the quality of state-owned universities has declined and that universities should be more selective when admitting students. He also proposes that South Africans should receive educational vouchers to spend at whichever institution they want.

This begs the question: Do South Africa’s 19 public universities and seven universities of technology still have a significant role to play in the country’s education sector, or does the future – as Roodt argues – increasingly lie in private universities?

According to Prof Linda du Plessis, vice-principal and deputy vice-chancellor for teaching and learning at the North-West University (NWU), Roodt’s statements fail to consider all the facts.

“Roodt’s argument oversimplifies a complex educational and socio-political landscape. South Africa produces high-quality graduates across numerous fields, and his sweeping statements fail to acknowledge the significant strides made in research, teaching, learning, and community engagement. Given a graduate unemployment rate below 10%, compared to a youth unemployment rate exceeding 40%, a degree remains a sound investment,” she says.

According to her, Roodt’s focus is almost exclusively on the shortcomings of a handful of public universities, without acknowledging the many achievements in various disciplines.

“These include globally recognised researchers and world-class programmes, substantial high-quality, widely cited research output, and critical contributions to public health, science, and national policy. His narrative is one-sided and overlooks the essential fields that underpin the country’s functioning, such as law, accountancy, engineering, nursing, social work, and teaching. Of particular concern is the ongoing underperformance of the Technical and Vocational Education and Training (TVET) sector and the persistently low enrolment numbers. He barely addresses this or the fact that TVET students are part of the post-school education system and receive NSFAS funding.

Moreover, public universities are not merely educational institutions; they are engines of social mobility, redress, and transformation. Suggesting that only 10% of the population should attend university disregards the national imperative to expand access to higher education, as set out in the National Development Plan (NDP).”

She also notes that Roodt compares the performance of public and private institutions without providing empirical evidence or comparative data on student outcomes or employment rates.

“Most private universities in South Africa do not engage in significant research, offer limited postgraduate opportunities, and cater to a small segment of the population. They also often lack the research infrastructure necessary for impactful academic work. By contrast, public universities, despite their challenges, have made significant progress in establishing research networks, international collaborations, and strategic partnerships with national funding bodies such as the National Research Foundation (NRF) and the Department of Trade and Industry (DTI). The proposal to introduce vouchers lacks clarity on how they would make a meaningful difference. Students already have the freedom to choose their institution of study. Roodt overlooks critical issues such as planning, accommodation, and transport, which are integral to the student experience. The current NSFAS funding model is determined by government policy, not by public universities. One of its greatest benefits has been the promotion of more equitable access to education. Roodt’s argument does not address how a privatised system would avoid exacerbating existing inequalities. It might be more appropriate to explore alternatives, such as converting NSFAS to a partial loan scheme, with repayment linked to academic performance – an idea that could merit further economic analysis.

The suggestion to "level the playing field" between public and private universities assumes that they operate under similar mandates and constraints. They do not. Public universities have a constitutional mandate to serve the public good and advance social justice. These are roles that do not align with the profit-driven models typical of private institutions. Ultimately, Roodt’s assertions lack a solid evidentiary foundation. While the public university sector has areas requiring improvement, a blanket call to dismantle it in favour of private alternatives reflects a fundamental misunderstanding of the sector’s role in society and its broader impact,” Prof du Plessis concludes.

To return to the question of whether the country’s public universities still have a significant role to play in the country’s education sector, the answer seems to be an unequivocal yes.

Prof Linda du Plessis