Universities in South Africa are under such pressure in terms of finance, functioning, student access and sustainability that these issues are often foregrounded ahead of discussions about the intellectual and social direction required. This is occurring in a world of profound socio-economic, political and technological change.

This is according to Minister of Higher Education and Training, Buti Manamela, who was the keynote speaker at a webinar hosted recently by Nelson Mandela University, in partnership with Higher Education Media Services, publisher of ednews.africa. The respondents were Professor Sibongile Muthwa, Vice-Chancellor of Nelson Mandela University; Professor Linda Meyer, President of Rosebank International, a private higher education provider; and Professor Hester Klopper, Vice-Chancellor of the University of the Free State. Professor Andre Keet, Deputy Vice-Chancellor: Engagement and Transformation at Mandela University, facilitated the webinar.

Manamela raised the issue of the intellectual directions of higher education in South Africa: “We’ve become accustomed to discussing universities through the crisis of the moment, but it is equally important to focus on the kind of universities South Africa needs in the emerging world and in the society we are still struggling to build.”

In answering this, he raised several points. “We need our universities to continue to discover knowledge, challenge perceived wisdoms, imagine a different future and enlarge our freedom to think. We need our universities to generate knowledge that moves beyond our campus gates and into our communities to address critical issues like water and energy security, failing infrastructure, unemployment and preventable diseases. At the same time we need our universities to persist with fundamental research that delivers profound discoveries years or decades later.”

He said South Africa does not need “26 copies of the same university. We need a connected system of distinct institutions with different strengths and responsibilities. This requires exploring what our 26 public universities could do differently together to protect quality while reducing duplication and deepening intellectual transformation – the whole issue of decolonisation.

“This should not be seen as a rejection of ideas that originated elsewhere; it should rather be looked at as a disciplined interrogation of power in the process of knowledge production. We need to interrogate what has been treated as universal, and who is permitted to theorise.” He emphasised this applies as much to African languages scholarship as it does to issues of climate change, health, land, food, water and energy.

“The planetary crisis is not somewhere outside of our country. It is right here with us, in our municipalities, our farms, our mines, our communities. Our universities need to connect scientific, technical, social, and indigenous knowledge to understand and address these challenges.”

One challenge is the speed of technological transformation and the changing world of work. “It forces us to consider the very meaning of learning … Generative AI can assist in teaching, research, translation and administration, but it can also reproduce bias, fabricate evidence, and deepen dependence on proprietary AI and data systems. Building our own capabilities to develop and govern these systems is crucial, including research infrastructure, open resources, and technologies around African languages.”

Manamela explained that all students need to be educated not to mistake generative AI’s fluent answers for the truth. “We need to rethink assessments and the type of questions being asked so that students have to apply critical thinking, test the evidence and make ethical judgements.”

He stressed that the Arts and Humanities are as important as Science, Technology, Engineering and Mathematics (STEM) for innovation, creativity and ethical progress in the world we live in. Prof Klopper added to this: “With the rapid acceleration of AI, the Arts and Humanities are increasingly necessary for numerous forms of knowledge and development, including ethics, judgement grounded in philosophy and good governance. Retaining originality and creativity also remains critical.” She added that the Arts and Humanities should not receive less funding than STEM fields.

Prof Muthwa said: “The Minister’s call for renewed intellectual imagination resonates deeply with the university that carries the name of Nelson Mandela whose life continues to challenge us to think seriously about freedom, justice, democracy, dignity and human flourishing. He taught us that freedom is not simply the removal of constraint, it is the creation of conditions under which human beings can flourish. This is both an intellectual and ethical commitment.”

She said that over the past decade, South Africa has made remarkable progress in widening participation in higher education. “Yet we have also learned that access, while it is indispensable, is not sufficient. Students do not merely seek admission, they seek to belong, they seek recognition, they seek opportunities to develop their capabilities, their confidence and to liberate their agency.”

On AI, she said universities are grappling with the extraordinary speed of technological change. “AI is fundamentally reshaping assumptions about knowledge, learning, authorship and expertise. In our context, it would be a mistake to adopt a posture of either uncritical enthusiasm or reflexive resistance. Our responsibility is to educate graduates who can question the wisdom of AI, understand its strengths and limitations, recognise its biases, and exercise accountability.”

Prof Meyer spoke about another form of accountability: access, which is inseparable from the intellectual project. “The youth of South Africa need access to higher education. We have over 600 000 young people who qualify to participate in higher education; over 340 000 for degree studies, a further 200 000 for diploma studies and a further 100 000 for higher certificate studies. Creating greater access for students is about transforming the realities of our young people, the stability of our country and producing the skills we will need.”

She said South Africa’s universities can only provide approximately 230,000 spaces, the bulk of it through UNISA, (so) “we have to reflect on how to deepen access, how to ensure that no student is left behind”. Prof Meyer added that this also requires addressing the country’s technical, vocational and education and training colleges. “We need to acknowledge where we have introduced systems that are not achieving what they set out to do; that haven’t worked.”

A positive direction for higher education access is micro-credentialing or short learning programmes which create immense opportunity for young people and for lifelong learning. “What is critical for their success is that they reflect what the labour market and world of work requires,” said Prof Meyer.

©Higher Education News Services.

Growing up in Tembisa, Jabu Makhubu never imagined that watching beautiful homes on the television programme Top Billing would spark an interest that would eventually lead him to challenge the way architecture is taught in African universities.

Dr Jabu Absalom Makhubu celebrates earning his Doctor of Architecture. On 13 October 2026, Makhubu was conferred with a Doctor of Architecture during the Tshwane University of Technology’s (TUT) Faculty of Engineering and the Built Environment (FEBE) Spring Graduations. He is among 71 doctoral graduates being conferred with their qualifications during the University’s ongoing Spring Graduations.

Now a lecturer at the University of the Witwatersrand’s School of Architecture and Planning, Makhubu grew up largely under the care of his grandmother, whose influence remains central to his life.

“I grew up surrounded by love, joy and a sense of belonging,” he recalled.

That sense of belonging, however, was missing from his undergraduate architectural education, where he felt that his background and lived experiences were not valued.

“My undergraduate architectural training did not value my background or lived experience. As an academic, my goal is to widen the frames of reference we use to legitimise knowledge,” he explained.

His interest in architecture began with Top Billing, which introduced him to homes and environments far removed from his immediate surroundings. Drawn to the people behind these designs, and with an aptitude for mathematics and science, he pursued architecture.

He later worked in architectural and urban design practices, contributing to projects including the Sci-Bono Science Building, Metrolink and Morris Isaacson Music School.

However, the limitations he encountered in professional practice eventually pushed him towards academia.

“Academia was a space that challenged me, inspired me, and gave me a sense of belonging I only felt when I was at my grandmother’s house,” he said.

He joined the University of Johannesburg (UJ) as a lecturer in 2014 before moving to Wits in 2023.

His doctoral thesis, Radical Praxis: Examining the Shifts in Architectural Pedagogic Discourse on Contemporary Urbanisms in Africa at the University of Johannesburg, investigates how architectural education can better respond to African realities.

His research found that efforts to transform architectural teaching are often driven by individual lecturers, with limited institutional support.

Makhubu shares his proud moment with supervisors Dr Finzi Saidi and Prof Amira Osman who guided him throughout his doctoral journey. He proposes an approach that recognises students’ and lecturers’ lived experiences as legitimate sources of knowledge, encouraging learning through design, dialogue and critical reflection.

Makhubu chose TUT’s Doctor of Architecture programme because of its practice-based research approach, which allowed him to test his findings through teaching.

His research was supervised by Prof Amira Osman, the South African Research Chair Initiative Chairholder in Spatial Transformation at TUT, alongside co-supervisor Dr Finzi Saidi.

He credits their guidance and TUT’s research support initiatives for helping him navigate the demands of doctoral study.

“As his supervisor, I find that Makhubu’s work is an important contribution to a broader decolonial agenda. He brings knowledge, experiences and contexts that were previously underrepresented and undermined into the academic realm and gives them academic legitimacy,” said Prof Osman.

“Future students may now build on what this work has developed, not only in terms of its content, but also in terms of its experimental methodologies, which have been tested out nationally and internationally. We also worked closely with his co-supervisor, Dr Saidi, an award-winning academic and a leader in architectural education,” she added.

Completing the doctorate was no small undertaking. Midway through his studies, Makhubu moved from UJ to Wits, forfeiting his sabbatical and continuing his research while working full-time.

Weekends, early mornings and academic recesses became his research time.

With nine peer-reviewed publications and an international research profile, Makhubu hopes to continue challenging established approaches to architectural education.

©Higher Education Media Services.

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Following the launch of its Degrees Delivered campaign, which is helping historically indebted graduates access their earned degree certificates, the University of Pretoria (UP) dedicated this year’s Principal’s Concert to the cause.

In collaboration with Mzansi Ballet, UP presented a new staging of The Gold Rhino of Mapungubwe – The Ballet on 7 and 8 October at the Aula on its Hatfield Campus.

At least R170 000 was raised through ticket and merchandise sales, with the proceeds benefiting Degrees Delivered. The campaign aims to raise R50 million between 2026 and 2028 to help qualifying graduates access their qualifications.

Launched in mid-2026, the campaign made headlines and has already raised more than R11 million, enabling nearly 200 graduates who had struggled with historical student debt to receive their qualifications.

When organising its annual Principal’s Concert, UP decided the event would this year not only provide audiences with a memorable cultural experience but also directly benefit graduates in need of financial assistance.

The Gold Rhino of Mapungubwe – The Ballet offered the opportunity to experience the story of one of South Africa’s most significant archaeological discoveries through music and dance, alongside costumes and jewellery by South African fashion designer David Tlale and set design by award-winning theatre designer Andrew Botha.

“It all starts with an immaculate little figurine of a rhinoceros made from thin gold foil,” UP Vice-Chancellor and Principal Professor Francis Petersen said ahead of the performance.

“Eight hundred years ago, an unattributed artist made the gold rhino of Mapungubwe by pressing gold foil over a carved wooden core, held in place with tiny gold nails. The core has since disintegrated, but the little rhino has retained its lifelike form.

“Centuries later, we are gathered together at UP for an event that celebrates our African heritage and at the same time honours the futures of our students. For the first time, the Principal’s Concert will support graduates who have already completed their academic journey.”

After briefly pausing for applause from the audience, he continued: “They have written their exams, attended lectures and met all of our academic requirements. However, without access to their qualification, graduates face delayed employment, blocked career progression and limited access to further study.”

Prof Petersen said the lack of access to degree certificates has ripple effects not only on individuals and families but also on South Africa’s broader economy and skills development pipeline.

The concert formed part of the campaign’s efforts to help around 1 500 eligible graduates. He extended gratitude to UP alumni, staff, citizens, corporate donors and BANKSETA, which has cleared the debt of more than 80 students.

The epic-scale production was directed and produced by Dirk Badenhorst, with choreography by Angela Revie and Mdu Nhlapo. The production also brought together three of UP’s flagship performing ensembles, the UP Symphony Orchestra, Tuks Camerata and the UP Ovuwa Cultural Ensemble, alongside Mzansi Ballet.

The connection between the University, the ballet, and the gold rhino figurine is particularly significant, as UP is the custodian of the internationally recognised Mapungubwe Collection and Archive, which includes the iconic Gold Rhino of Mapungubwe. Through ballet, choral music and live symphonic performance, The Gold Rhino of Mapungubwe – The Ballet brought the story of the ancient kingdom from the museum collection to the stage.

The production featured dancers from Mzansi Ballet alongside international stars, 120 student choristers drawn from Tuks Camerata and the UP Ovuwa Cultural Ensemble, and the UP Symphony Orchestra under the baton of Dr Schalk van der Merwe. “Society requires collective effort and thrives on Ubuntu to make campaigns such as Degrees Delivered successful,” Prof Petersen concluded.

The Mapungubwe Collection is housed at UP Museums, where the public can view it in the Mapungubwe Gallery in the Old Arts building. The collection includes the iconic Gold Rhino, which dates to the 13th century and was discovered by UP researchers on Mapungubwe Hill in 1933.

Members of the public can support Degrees Delivered by donating directly to the campaign.

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“Nothing much, just three cum laude graduates in one frame.” For Goitseona Modisane, Motea Magoro and Ampfarisaho Mudau, these words capture more than a graduation photograph. They celebrate a journey of hard work, friendship and shared academic success at the Tshwane University of Technology (TUT).

Goitseona Modisane,Motea Magoro and Ampfarisaho MudauThe trio, who proudly call themselves the Dream Team, graduated with a Diploma in Informatics during the Faculty of Information and Communication Technology (ICT) Spring Graduation, each achieving a cum laude distinction.

Their success reflects a journey shaped by dedication, collaboration and active participation in university life. Beyond their academic commitments, the three graduates participated in the Faculty of ICT’s mentorship programme and served as peer educators through the Directorate of Health and Wellness. These experiences allowed them to contribute to student development while pursuing their own academic goals.

The open computer laboratories also played a part in their academic journey, providing a space where they studied and worked towards their qualifications. Through their commitment and shared determination, they made the most of the resources available to them, supporting one another along the way.

Their story highlights the value of peer support and student engagement in the university experience. While each graduate earned their distinction individually, their shared journey demonstrates how friendship, encouragement and a common goal can make the academic experience meaningful.

As they celebrate this important milestone, the Dream Team’s achievement serves as an inspiration to fellow students in the Faculty of ICT. Their graduation is not only a celebration of academic excellence but also a reflection of the opportunities students can embrace beyond the classroom.

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The Minister of Higher Education and Training, Buti Manamela, has called for a renewed national conversation on the intellectual direction and public purpose of South African universities.

Manamela was delivering a keynote address at a national webinar on the Intellectual Directions of Higher Education in South Africa and was in conversation with Professor Sibongile Muthwa, VC of Nelson Mandela University, Professor Linda Meyer, president of Rosebank College and Professor Hester C Klopper, VC and principal of the Free State University.

Manamela said universities must look beyond immediate challenges of funding, student debt, governance and institutional stability to confront a more fundamental question: What is the South African university meant for?

“A university is not simply a factory producing certificates, a recruitment agency for employers or a consultancy to the state. It must remain a place where knowledge is discovered, received wisdom is challenged and society develops the capacity to imagine a different future,” said the Minister.

While acknowledging South Africa’s achievements in expanding access, transforming the student population and building internationally recognised research institutions, Minister Manamela identified four priorities for the future.

First, renewing the public purpose of universities. Universities must demonstrate their value not only through qualifications and research outputs, but through their contribution to society, while protecting academic freedom and independent inquiry.

Second, sustainable financing and equitable access. Student funding and institutional sustainability must be addressed together. “If we protect access while undermining the institutions that must educate students, we risk weakening the very system we are trying to expand.”

Third, artificial intelligence and the future of knowledge. Universities must prepare graduates to think critically, interrogate evidence and exercise ethical judgement in an AI-driven world. Africa must develop the capacity to produce and shape emerging technologies rather than remain dependent on systems developed elsewhere.

Fourth, intellectual transformation and decolonisation. The Minister called for stronger African scholarship, multilingualism and the meaningful integration of African knowledge traditions into teaching and research, without retreating from global intellectual engagement.

He also emphasised the importance of protecting the academic profession, supporting emerging scholars and recognising the indispensable contribution of the humanities, arts, sciences and technology to national development.

Concluding, Minister Manamela challenged the sector:

“If we were designing our university system today, knowing what we know about inequality, artificial intelligence, climate change, the future of work and the unfinished work of democracy, would we design the system we currently have? If not, what are we prepared to change, and what must we protect?”

The Minister emphasised that the future of higher education must be shaped collectively by government, universities, students, academics, workers and society.

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The University of Fort Hare (UFH) celebrated the life and legacy of legendary Isicathamiya musician Joseph Shabalala of Ladysmith Black Mambazo (LBM) at its 3rd Annual Joseph Shabalala Memorial Lecture on 1 October at the institution’s heritage campus in Alice.

The lecture was delivered by world-renowned award-winning pianist, composer, lecturer and researcher Dr Nduduzo Makhathini.

In his welcome note, the Dean of the Faculty of Social Sciences and Humanities, Prof Neil Roos, described the event as fast-evolving and developing into a major home for Black humanities in South Africa.

The Deputy Vice-Chancellor: Research, Partnerships & Innovation, Dr Nthabiseng Taole-Mjimba reflected on the origins of the partnership between UFH and Ladysmith Black Mambazo.

“It is not a coincidence that we are gathered here today to honour this legend, Dr Joseph Shabalala. We have a special and unique history in South Africa, I dare to say in the world. From its earliest years, UFH possessed an imagination that extended beyond the South African borders. Over the years, we have continually drawn from the past while imagining new possibilities for our future.

“Ladysmith Black Mambazo occupies a very remarkable place in our cultural heritage. Their music may have emerged from the soil of South Africa, but their story that has been carried through does not only belong to South Africa, but to the world in general,” she said.

The five-time Grammy Award-winning Ladysmith Black Mambazo was established in 1960. In his address, Dr Makhathini reflected on how the group’s legacy continues to echo across generations and communities, with its music and story inspiring people in South Africa and beyond.

He drew on themes he had previously explored with the group in different seminars, including the LBM pilgrimage and their diverse approach to the practice of Isicathamiya. These discussions have considered the genre in relation to migrant labour during apartheid South Africa, the temporal organisation of Isicathamiya, hierarchical societal relationships, gender inequalities in performance roles, the internal organisation of performance groups, the symbolic representation of home in choir names, the ritualisation of regional opposition in competitions and the aesthetic expression of conflict in song texts.

What stood out for Dr Makhathini were two themes that he said had been less discussed in the literature: Ladysmith Black Mambazo’s distinctive approaches to musical harmony and composition.

He said that while the group’s conception of harmony transcended normative sonic limits and addressed questions of being and community, its approach to composition dealt with what he termed “expanded anthologies” that challenged conventional understandings of time and space.

Dr Makhathini said these expansive concepts question the limits of musicology and require us to consider music as a way of being in the world and as a way of knowing.

Mr Sbongiseni Shabalala of Ladysmith Black Mambazo welcomed the collaborative work with UFH, saying it had brought dignity to and brought together the collection of the group and that of Joseph Shabalala.

He said his wish was to build the LBM Music Academy in Mnambithi, which would accommodate and preserve traditional music.

“With this great institution, we know his dreams will be realised,” he said.

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South Africa’s universities face a challenge far greater than balancing budgets or climbing global rankings. They must decide what they exist to sustain and whose futures they are helping to create.

That was the central message from Mr Buti Manamela, Minister of Higher Education and Training, in his keynote address at the 4th Universities South Africa (USAf) Higher Education Conference held at the CSIR Convention Centre under the theme,“Co-creating a Resilient Future”.

The Minister challenged higher education leaders to think beyond institutional resilience and focus on the public purpose of universities in a rapidly changing society.

“Before we ask how resilient our universities are, we should ask what we are asking them to sustain,” Manamela said, posing questions about whether universities are preserving inherited institutional models, expanding access to knowledge, or strengthening society’s ability to solve problems and imagine alternative futures.

The Minister argued that resilience cannot be separated from purpose. “A university that cannot pay its bills cannot fulfil its purpose. But a university that balances its books while losing its public purpose has also failed.”

Throughout his address, Manamela returned to three interconnected themes that he believes will shape the future of higher education: financing, governance and the development of knowledge and human capability in an era of accelerating technological change.

The weight of history

Reflecting on South Africa’s higher education history, the Minister noted that universities emerged within colonial and apartheid structures that distributed opportunity, resources and recognition unevenly. Funding models, governance arrangements and curricula often reflected and reinforced these inequalities.

At the same time, universities were also sites of resistance and intellectual challenge. “We should neither romanticise the university as a permanent home of freedom nor reduce it to an instrument of domination,” he said.

According to Manamela, the democratic era required more than changes in institutional leadership. It demanded the transformation of a fragmented higher education system into a national resource capable of promoting equity, development, knowledge production and democratic participation.

A key lesson from this history, he argued, is that access to higher education must mean more than admission. Drawing on the work of education scholar Wally Morrow, the Minister emphasised that students can be formally enrolled yet remain excluded from meaningful learning through poverty, hunger, inadequate preparation or insufficient academic support.

Funding institutions, not only students

The Minister acknowledged the significant expansion of access to higher education since 1994 but warned that the promise of access is undermined when institutions lack the resources to support student success.

“Getting NSFAS to work reliably is essential,” he said. “It does not, on its own, repair a laboratory, renew a library, support a research programme or reverse years of deferred maintenance.”

Manamela argued that debates about student funding and institutional funding must be considered together, noting that a funded student still requires a functioning institution in which to learn.

He called for a more honest conversation about the full cost of academic success, greater accountability in the use of resources, and funding models that recognise the vastly different starting points of institutions across the sector.

Governance under pressure

On governance, Manamela strongly defended institutional autonomy and academic freedom, stressing that universities cannot fulfil their mission if research outcomes are shaped by political interests, donors or institutional factions.

“As Minister, I must defend the right of universities to produce evidence and arguments that government may find inconvenient,” he said.

At the same time, he warned that autonomy must not become a shield for poor governance. Councils, senates, executive leaders, staff and students each have distinct responsibilities that must be exercised with integrity and accountability.

Leadership instability, weak oversight and unresolved governance disputes, he cautioned, ultimately undermine teaching, research and public trust.

AI and the future university

A significant portion of the address focused on artificial intelligence and its implications for teaching, learning and knowledge creation.

Manamela argued that universities must prepare graduates not only to use AI tools, but also to interrogate them critically. While AI systems can generate information rapidly, they cannot replace human judgement, ethical reasoning or an understanding of social consequences.

For South Africa, the challenge goes beyond student use of AI. It includes questions about who develops the technology, which languages and experiences are represented in datasets, who owns the infrastructure, and who benefits from technological innovation.

The Minister called for investment in African language technologies, research capacity, shared computing resources and interdisciplinary collaboration involving both the humanities and scientific disciplines.

A call for collective responsibility

Concluding his address, Manamela urged universities, government, industry, labour and students to move from debate to action.

“The future is already taking shape in decisions about budgets, appointments, curricula and partnerships,” he said.

He challenged delegates to build universities that are financially sustainable, academically free and socially responsive.

“The past shows us that universities can reproduce an unjust society and help to change it,” he said. “The present requires us to confront the distance between the opportunities we promise and the conditions we provide. The future asks whether we have the courage and discipline to close that distance.”

For the Minister, resilience is ultimately not about institutional survival, but about sustaining the public purpose of higher education and ensuring that universities remain powerful engines of knowledge, opportunity and societal transformation.

©Higher Education Media Services.

The Technological Higher Education Network South Africa (THENSA) has unveiled a major international partnership designed to accelerate the global green energy transition, linking institutions across Africa, Europe and the United States through a new South–North Renewable Energy Demonstration Living Labs Network.

The initiative marks a significant expansion of the Africa-Ireland Renewable Energy Demonstration Living Labs Programme (AI‑RELLP), originally funded by the Embassy of Ireland, and now scaled into a multi-regional collaboration connecting scientific research, community needs and market realities.

The network introduces virtual co-creation ecosystems—Living Laboratories—that allow researchers, industry partners and communities to jointly develop practical renewable energy solutions. These labs will operate across multiple physical sites, focusing on solar PV and wind resource assessment, hybrid power systems and smart microgrids, green hydrogen development, waste-to-energy technologies and biogas digesters. The aim is to fast-track innovation while ensuring solutions are grounded in local contexts and can meet real-world energy demands.

At the virtual launch, three South African academics showcased Living Labs already driving impact at their institutions. Dr Emmanuel Kweinor Tetteh of the Durban University of Technology presented DUT’s Energy Drive Living Lab, highlighting research in green hydrogen production, wastewater treatment and advanced renewable systems.

Cape Peninsula University of Technology’s Prof Atanda Kamoru Raji outlined CPUT’s hydrogen and biogas initiatives, drawing on more than 30 years of engineering expertise in smart grids, electric vehicles and AI-driven energy systems.

Prof David Tinarwo of the University of Venda showcased UNIVEN’s Rural Energy Living Lab, which focuses on solar PV, battery and hydrogen-fuel-cell microgrids and expanding energy access in underserved communities.

Dr Eric Maluta of the University of Venda traced the network’s evolution from a small partnership between South African, Namibian and Irish institutions into a global framework. “What began as a localised effort to share research data has now matured into an international platform backed by a sustainable, long-term roadmap for collaboration,” he said.

CPUT’s Prof Manimagalay Chetty emphasised the initiative’s community impact, noting that early webinars, workshops and joint research projects were deliberately designed to produce tangible benefits for local communities. She credited the Embassy of Ireland for providing the foundational support that enabled the network’s expansion.

With its focus on applied research, innovation, and community-centred energy solutions, THENSA’s new network positions African institutions as key contributors to the global green transition while strengthening South–North collaboration in renewable energy development.

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Professor Adéle Moodly’s untimely passing on 17 September 2026, after a courageous struggle with cancer, has deprived South African higher education of an accomplished academic, experienced administrator, activist leader in education and influential scholar of gender and university leadership. A sustained concern with the relationship between education, social inequality, community rootedness and institutional transformation distinguished her career. She effectively combined scholarly enquiry with administrative leadership, regarding each as a means of widening access, challenging exclusion and creating opportunities for others.

Born into a working-class family in Gqeberha, Moodly matriculated from Bethelsdorp Senior Secondary School in 1984 and entered Rhodes University the following year. After completing a Higher Diploma in Education in 1989, she began her career as a teacher at Betram Senior Secondary School. She later joined the Eastern Cape Technikon, which was later incorporated into Walter Sisulu University, where she progressed from Head of the Department of Languages and Communication to Deputy Dean and, later, Dean. Her qualifications included a Bachelor of Arts, Bachelor of Education, Master of Education, Master of Business Administration and Doctorate in Education.

During her sabbatical in Saudi Arabia, Professor Moodly contributed to the Women in Education programme, receiving recognition for her work and a formal farewell. Following her tenure as Deputy-Dean of Education at the University of Fort Hare, she returned to Rhodes University as Registrar in 2017, becoming the first black woman to hold the office in the institution’s 113-year history. As a member of the leadership team led by Professor Sizwe Mabizela, including Professor ‘Mabokang Monnapula-Mapesela, the Deputy Vice-Chancellor: Academic and Student Affairs and others, she brought extensive experience in academic administration and a commitment to equitable institutional governance. Her contributions to governance, policy and academic administrative reform advanced the university’s academic mission and transformation agenda. She passionately championed the professional advancement of black women academics and younger colleagues, treating mentorship as a substantive obligation of academic leadership and a means of challenging entrenched barriers to their progression.

Adéle’s early research examined the role of Technikons in community development and the provision of adult literacy education in rural and economically marginalised communities. These interests developed into a substantial body of work on institutional culture, gender, power and leadership in higher education, centred on the persistence of gender inequality despite legislation, policy commitments and formal support for transformation. By demonstrating how gendered practices, entrenched networks and institutional cultures shape access to senior positions, her research provides an important analytical basis for understanding why formal commitments to equality do not always produce substantive change.

By highlighting selected publications, the discussion below traces Professor Moodly’s longstanding scholarly enquiry into gender, institutional culture and the exercise of power in South African higher education. They speak to central debates about the relationship between demographic representation and substantive transformation, the persistence of exclusion despite formal commitments to equity, and university leaders' responsibility to create fair pathways into senior positions. Taken together, these studies provide a basis for examining how universities develop, recognise and support leadership, while asking whether meaningful changes in institutional practice accompany changes in policy and representation.

In “Gender Equity in South African Higher Education Leadership: Where Are We Twenty Years After Democracy?” (2015), Moodly documented the limited representation of women in senior university positions two decades after the democratic transition. Her analysis established an empirical foundation for the research programme that followed. Rather than treating women’s underrepresentation as a matter of individual aspiration or ability, she located it within institutional structures, cultural practices and established patterns of authority.

Working with Dr Noluthando Toni, Moodly examined women’s pathways into leadership and the organisational conditions affecting their advancement. Their article, “Accessing Higher Education Leadership: Towards a Framework for Women’s Professional Development” (2017), argued that women’s routes into senior leadership were often unplanned and constrained by gendered institutional cultures. It proposed a more deliberate approach to professional development, career planning, mentorship and institutional support. In “Re-imagining Higher Education Leadership” (2017), the authors drew on the experiences of South African women deputy vice-chancellors to show that transformation required more than increasing representation. It also required universities to reconsider inherited assumptions about authority, leadership and organisational culture.

Later, her research on institutional culture identified male-dominated networks, the silencing of women’s voices and cultures of exclusion as continuing systemic obstacles to advancement. This work was significant because it moved the discussion beyond formal policy compliance and towards the less visible practices through which inequality is reproduced in everyday university life.

Moodly subsequently extended this enquiry to the perspectives and responsibilities of men in senior leadership. In her 2021 article, “Divergence of Perspectives on Women and Higher Education Leadership?”, she examined whether men in positions of authority understood the structural and cultural barriers women experienced. Her findings suggested that, although male leaders recognised some of these challenges, the stronger effects of patriarchy and institutional culture were not always fully appreciated.

This argument was developed further in “Exercising Positional Power to Advance and Support Women in Leadership” (2024). Moodly argued that men in influential positions had both the agency and the responsibility to drive institutional change. The article received the Management in Education Editorial Board Choice award, recognising its important contribution to the field. Its central proposition was clear: gender transformation could not be assigned to women alone. Those with institutional power had to use it deliberately to remove barriers, strengthen mentorship, and create equitable pathways into leadership.

Her 2025 publication with Monnapula-Mapesela, titled Women leadership in higher education: Using positional power to change the game and amplify women’s voices, focused on their experiences as two black women who have held leadership roles at various higher education institutions in South Africa. They use the analogy of chess to analyse the nuances of patriarchy and foreground that patriarchy and power games are still prevalent in universities. The chapter concludes by urging women to master the art of positional manoeuvring and to use their power and voice to disrupt unwelcome, debilitating cultures in the interest of the broader institution and society.

Her final co-authored study, published with Elron Fouten in 2026, returned to the question she had examined a decade earlier. Comparing leadership representation in South African public universities in 2014 and 2024, the study found that women’s representation had increased from 23.7 per cent to 39.6 per cent. This progress remained uneven. Women were still 36 per cent less likely than men to occupy leadership positions, while advancement at vice-chancellor level remained particularly limited. The findings reinforced Moodly’s longstanding argument that numerical progress, although important, did not in itself amount to structural transformation. Her academic work was always closely connected to her institutional practice.

Adéle was also acknowledged and recognised both nationally and internationally through guest lecturing and her research, publications and contributions at various organisations. She served on the Council on Higher Education (CHE) Reference Group that developed the Norms of Certification for the Higher Education sector within the Higher Education Qualifications Sub-Framework (2020). She was also part of the team of eight university registrars who contributed to the publication of “A Registrar’s Handbook” in 2022. Adele was also a member of the Registrar’s Forum Executive.

Moodly leaves an important intellectual and institutional legacy. Her publications showed that equitable leadership requires more than appointing individual women to senior positions; it demands sustained attention to institutional culture, the responsible exercise of authority, and the reform of systems that determine who is recognised, supported, and able to lead. Her scholarship will remain relevant to debates on university governance and transformation, offering scholars, institutional leaders and education practitioners a valuable foundation for strengthening leadership development, mentorship, succession planning and accountability. It also challenges those in positions of authority to confront systemic barriers and create more equitable pathways into leadership.

Adéle’s professional life was accompanied by an equally strong commitment to her family and by an enduring loyalty to the friends who shared her journey. Amongst friends and family, she is also remembered for her warmth and natural friendliness, which put others at ease. At the same time, her willingness to listen, learn and engage with different perspectives reflected the humility and openness that distinguished both her personal relationships and her professional leadership. She is survived by her husband, Brendan Barry; her son Carl and his wife Dayna; her grandson Kai; her mother Angeline; her brother Russel; her sisters Heather and Cheryl; her nieces; her wider family; and a circle of lifelong friends and colleagues for whom her passing represents a profound personal loss.

Adéle’s legacy also challenges the generation that follows. Black academics must continue to pursue rigorous research, claim their rightful place in institutional leadership and challenge the structures that impede equitable participation and advancement. This responsibility, however, cannot rest on their shoulders alone. Universities and those who hold institutional authority must create enabling conditions in which black scholars are recognised, heard, supported and able to lead. Continuing this work would be a fitting tribute to Adéle’s scholarship and leadership, ensuring the pathways she helped open become wider, more secure, and more accessible to those who follow.

Cindy August is a close friend of Prof Adele Leah (Barry) Moodly.

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A major University of Pretoria (UP) study has found that one in five children are exposed to tobacco smoke in the home, highlighting an overlooked environmental risk to child growth. Children whose mothers smoke and those exposed to tobacco smoke inside the home every day are more likely to be stunted, according to the study, which spanned 29 sub-Saharan African countries.

Researchers analysed nationally representative health data from 327 881 mother–child pairs, making it one of the largest African studies to investigate the relationship between tobacco smoke exposure and childhood growth.

Almost one in four children (or 24.7%) were stunted, while more than one in five (21.1%) were exposed to tobacco smoke inside their homes. Maternal smoking was relatively uncommon, at 1.1%.

After accounting for factors such as child age and sex, maternal education and employment, household wealth and size, urban or rural residence, water, sanitation and hygiene, children whose mothers smoked had an 11% higher prevalence of stunting than children with no reported exposure to tobacco smoke.

Daily smoking inside homes was associated with a 3% higher prevalence of stunting. Less frequent household smoking was not associated with increased stunting, suggesting sustained exposure may be particularly important.

Lead researcher Dr Anesu Marume of UP’s Africa Centre for Tobacco Industry Monitoring and Policy Research says the study’s scale allowed researchers to examine an issue that has been difficult to examine in individual African countries.

“Maternal smoking is relatively uncommon in much of sub-Saharan Africa, but children’s exposure to tobacco smoke in the home is not,” Marume says. “By combining data from 29 countries, we were able to get a much clearer regional picture. What stands out is that around one in five children is living in a household where smoking occurs.”

Why stunting matters

Stunting occurs when a child is too short for their age because of chronic growth restriction and reflects the cumulative effects of nutrition, illness, and environmental conditions during crucial periods of development.

Sub-Saharan Africa accounts for about 43% of the world’s stunted children. Stunting can have long-term consequences for cognitive development, educational attainment, and productivity later in life.

Professor Ute Feucht, a paediatrician and researcher at UP’s Research Centre for Maternal, Fetal, Newborn and Child Health Care Strategies, says many interacting factors shape childhood growth.

“Stunting is not simply about whether a child has enough food,” Prof Feucht says. “Growth reflects what happens to a child over time, including nutrition, illness, and the environment in which that child lives. This study suggests that regular tobacco smoke exposure may be another factor that needs to be considered when we think about protecting children’s growth and development.”

Tobacco smoke could potentially affect growth in several ways. Smoking during pregnancy has been linked to impaired foetal growth and lower birth weight, while second-hand smoke after birth may contribute to respiratory illness, inflammation, and impaired nutrient absorption. Children may also be exposed to third-hand smoke residues left on clothing, skin, dust, and household surfaces.

However, the researchers stress that the study cannot determine which of these pathways explains the associations.

Effects may become clearer with age

The relationship between tobacco smoke exposure and stunting was stronger among children aged 24 to 59 months than among those younger than two.

“Stunting develops over time, so one possibility is that the effects of repeated exposure become easier to detect as children get older,” Marume explains. “Our study cannot establish that mechanism, but the age difference tells us that following children over time will be important in future research.”

Household tobacco smoke exposure was also more common among children in poorer households, urban areas, and homes with three or more children. One-quarter of children in the poorest households were exposed to household tobacco smoke.

“These exposures do not happen in isolation,” Prof Feucht says. “A child who’s exposed to tobacco smoke may also be living in a household facing nutritional, environmental, or socio-economic pressures. Effective child health interventions therefore need to look at the whole environment in which children are growing up.”

Senior author Prof Olalekan Ayo-Yusuf of UP’s School of Health Systems and Public Health says the findings broaden the public-health conversation around tobacco control.

“Children have very little control over whether the adults around them smoke, particularly inside the home,” he says. “The message for African governments is that protecting children from tobacco smoke is not only a tobacco control issue. It is also a nutrition and maternal and child health issue.

“Countries should consider comprehensive smoke-free protections, particularly in vehicles carrying children, childcare environments, and shared residential spaces, while also helping parents and caregivers who smoke to quit.”

- Author Dr Anesu Marume, Prof Ute Feucht, Prof Olalekan Ayo-Yusuf

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The Tshwane University of Technology’s (TUT) Directorate of Student Governance and Leadership Development (SGLD) recently strengthened its commitment to cultivating capable and impactful student leaders through an educational tour to Durban.

Combining leadership development, institutional benchmarking, wellness and team-building activities, the initiative provided student leaders and staff with valuable opportunities to broaden their perspectives, strengthen collaboration and enhance their capacity to serve the University’s student community.

The tour, a flagship SGLD initiative, brought together student leaders and colleagues from campuses across the University. It was led by Tebogo Maredi, Student Development Practitioner, and Tebogo Mohlatlole, Student Life and Governance Administrator at the Ga-Rankuwa Campus, with support from SGLD colleagues representing various TUT campuses.

Upon arrival in Durban, participants were introduced to the programme and its objectives, setting the stage for a week of meaningful engagement, learning and professional growth.

A highlight of the educational programme was a visit to uShaka Marine World, where students were exposed to a learning environment beyond the traditional classroom setting. The experience encouraged engagement among student leaders from different campuses while promoting social interaction and relationship-building.

The itinerary also included a boat cruise and a visit to Phezulu Safari Park. These activities provided participants with opportunities to experience Durban’s rich cultural and educational attractions while fostering stronger connections among students and staff.

Recognising the importance of holistic student development, the programme featured a dedicated mental health and wellness session. The session encouraged reflection and underscored the critical role of well-being in effective leadership. Participants explored the importance of emotional resilience and the responsibility of student leaders and staff to create supportive environments that respond to the diverse needs of students.

A significant focus of the tour was leadership development and institutional learning. Through a leadership boot camp and a benchmarking engagement with the Durban University of Technology (DUT), participants gained valuable insight into best practices in student governance and leadership structures within the higher education sector.

The visit coincided with DUT’s Student Leadership Week 2026, creating an ideal platform for knowledge-sharing and professional exchange. The engagement enabled the TUT delegation to learn from another institution’s student leadership initiatives while exploring innovative approaches to governance, representation and student participation.

Student leadership remains a cornerstone of university life, empowering students to contribute meaningfully to institutional processes, advocate for their peers and drive positive change within their campus communities. The Durban tour reinforced these ideals by equipping participants with practical insights and leadership skills that can be applied across TUT’s campuses.

Among the SGLD representatives who participated were Dr Rebone Molefe, SGLD Head of Department and Interim Campus Coordinator for the Soshanguve Campuses; Adv. Tshegofatso Malatja, Head of Department at the Ga-Rankuwa Campus; Thabiso Mbewe, Student Life and Governance Practitioner at the Polokwane Campus; Tshepang Manyesa, Student Development Practitioner at the Soshanguve Campuses; Thato Mokhele, Student Life and Governance Administrator; Elsie Mosehana, Student Development Practitioner from the eMalahleni Campus; and Scelo Shembe, Student Development Officer at the Pretoria Campuses, alongside colleagues from across the University.

The participation of staff members from various campuses strengthened institutional collaboration and provided a platform for exchanging experiences, ideas and best practices in student governance and development. The engagement further reinforced the value of a coordinated approach to advancing initiatives that support TUT’s diverse student population.

As the tour concluded, participants reflected on the lessons learned and the relationships forged throughout the programme. Beyond the educational experiences, the initiative strengthened professional networks and reaffirmed SGLD’s commitment to developing student leaders who are well-equipped to make meaningful contributions to the University and society.

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As healthcare systems become increasingly complex and data-driven, the demand for professionals equipped with both clinical knowledge and practical workplace skills continues to grow. Responding to this need, Uppa Skills is positioning itself as a specialised healthcare education and professional development provider focused on preparing healthcare workers for the realities of modern healthcare practice.

With a strong emphasis on workplace relevance and professional competence, Uppa Skills offers a range of training programmes designed to bridge the gap between academic learning and practical application. The organisation’s approach recognises that healthcare professionals require more than theoretical knowledge. They need skills that can be implemented immediately to improve operational efficiency, patient outcomes and the quality of healthcare services.

“Our focus is on developing capable professionals who can apply what they learn directly within their healthcare environments,” says Uppa Skills. “Healthcare is constantly evolving, and ongoing professional development is essential for individuals who want to remain effective and competitive within the sector.”

The organisation’s training portfolio includes a number of short professional development courses tailored to address the specific challenges faced within healthcare organisations. These programmes cover areas such as Health Information Management, Case Management, ICD-10 Coding, Medical Billing and Claims Assessing, Clinical Auditing, and other critical healthcare functions.

The courses are designed for a broad audience, including healthcare professionals, hospital administrators, medical practice personnel, health information specialists, case managers, coding and billing practitioners, as well as individuals seeking to build careers in healthcare administration and management.

According to Uppa Skills, the growing complexity of healthcare regulation, reimbursement systems and patient information management has created a need for specialised skills that extend beyond traditional clinical training.

One of the organisation’s flagship offerings is its two-year Health Information Management programme, which provides participants with a comprehensive understanding of healthcare information systems and processes. The programme covers clinical documentation, coding methodologies, healthcare data management and the strategic role of health information within healthcare organisations.

The qualification is aimed at individuals seeking to develop specialised expertise in health information management, an area that is becoming increasingly important as healthcare providers rely more heavily on accurate data, compliance reporting and evidence-based decision-making.

Healthcare leaders have consistently highlighted the importance of strengthening workforce capabilities through continuous learning and targeted professional development. In this context, programmes that address practical workplace challenges are becoming an important component of skills development strategies across both public and private healthcare sectors.

What distinguishes Uppa Skills is its focus on combining theoretical foundations with hands-on application. Learners are encouraged to develop competencies that can be translated directly into improved performance within their professional roles.

This approach aligns with broader industry trends that place a premium on workplace-ready skills, interdisciplinary knowledge and the ability to adapt to rapidly changing healthcare environments.

As South Africa’s healthcare sector continues to evolve, organisations such as Uppa Skills are playing an increasingly important role in supporting professional growth, building specialist expertise and contributing to the overall efficiency and quality of healthcare services.

By investing in practical, industry-aligned education, healthcare professionals are not only enhancing their own career prospects but are also helping to strengthen the systems and services upon which patients depend.

For healthcare professionals seeking to upskill, reskill or advance their careers, Uppa Skills offers a range of educational pathways designed to support continuous learning, professional confidence and workplace excellence.

©Higher Education Media Services.

Wits University is proud to announce the development of a R341 million Wits Cultural Precinct, a major investment in the arts that will change the University’s south-eastern edge in Braamfontein into an accessible lifestyle hub for arts, culture, performance, heritage and creative innovation, while contributing to the regeneration of Johannesburg.

Firmly embedded within the academic programme, the five-year development will expand, integrate and link Wits’ existing arts, performance and heritage facilities to create a vibrant cultural gateway between Wits and Jozi. It will bring together new and upgraded academic facilities, theatres, exhibition and performance spaces and enhanced lifestyle areas, opening more of Wits’ creative life to Joburgers.

About the Wits Cultural Precinct

Embedded in the Faculty of Humanities and the Wits School of Arts, the Precinct will include the world-class Wits Art Museum, the Jack Ginsberg Centre for Book Arts, the Chris Seabrooke Music Hall, a state-of-the-art Digital Arts building and an additional floor for the Wits School of Arts.

The next phase will consolidate Wits’ Music facilities, which could provide a future home for a Symphony Orchestra, new exhibition and foyer spaces, Fine Arts facilities, the Wits Theatre Amphitheatre and a new building and rooftop extension that will open up the Wits Theatre Complex.

Restaurants, coffee shops, book shops and other lifestyle spaces will be incorporated within the Precinct.

Wits in the City

Prof. Zeblon Vilakazi, Vice-Chancellor and Principal, says that the development reflects Wits’ commitment to Johannesburg and its belief that universities have an important role to play in the social, cultural and economic life of their cities.

“The University and the City of Johannesburg have grown together for more than a century. We cannot separate the future of the University from the future of this City. The Cultural Precinct is about opening Wits to Johannesburg and creating spaces where students, artists, scholars and the public can meet, create and exchange ideas,” says Vilakazi.

“Through the arts, we can help breathe new energy into Braamfontein and contribute to the renewal of this City, the financial and industrial hub of South Africa. The Wits Cultural Precinct is uniquely positioned to both advance the academic goals of the School of Arts and develop the cultural capital of Johannesburg.”

Unique gift from Chris Seabrooke

A major catalyst for the development is a ‘groundbreaking’ transformational donation of shares from the Seabrooke Family Trust to the Wits Foundation. By arrangement with the Trust, the Wits Foundation will have the right to sell the donated shares through block trades or in the market over the estimated five-year term of the project to provide the necessary liquidity for the project.

This major donation by Wits alumnus Chris Seabrooke (MBA 1985) will fund the majority of the estimated capital cost of R341 million needed to build the Wits Cultural Precinct, with Wits co-investing the balance, which will create a lasting public precinct to benefit the people of Johannesburg.

Chris Seabrooke (MBA 1985) is the CEO of Sabvest, who has served as the director of 27 listed companies over the years. He has also served as the former Chairman of the State Theatre of South Africa and as Deputy Chairman of the inaugural National Arts Council of South Africa.

“The arts have an extraordinary ability to bring people together and to change the character of a place,” says Seabrooke. “Our hope is that this investment will enable Wits to create a precinct that belongs not only to its students, staff and academics, but to Johannesburg. We want to help build a place that attracts people to Braamfontein, supports creativity and leaves a cultural legacy for generations to come.”

Embedded in the Academy

At the heart of the Wits Cultural Precinct, will be the Wits School of Arts, bringing its academic disciplines and creative work into closer conversation with the public. Digital Arts, Film and Television, Fine Arts, Music, Theatre and Performance, Drama for Life, cultural policy and visual cultures will form part of an interconnected creative ecosystem.

Prof. Mucha Musemwa, the Dean of the Faculty of Humanities explains: “The Faculty of Humanities and the Wits School of Arts eagerly welcome the Wits Cultural Precinct. This visionary project will enliven Braamfontein, embody our public ethos and extend bridges to new and historically marginalised communities. It represents the aspirational ‘public futures’ of arts and humanities, revitalising our teaching and reshaping Wits University’s mission.”

Prof. Rene Smith, Head of the Wits School of Arts, adds: “As the home of distinctive, innovative, southern African creativities, located in - and enabled by - Johannesburg, WSOA sees the Wits Cultural Precinct as a space and place that responds to pedagogical shifts and new epistemologies.

“Our studios, seminar spaces, and labs as ‘public sphere’ (offering open spaces and live crits, for instance) enables the advancement of teaching, research, collaboration and residencies, that is engaged, informed by, and informing, location and positionality.”

Joburg’s Cultural Arc

The Wits Cultural Precinct is located within a wider Johannesburg cultural and innovation ecosystem that includes the Joburg Theatre, the Market Theatre, SciBono, the Tshimologong Digital Innovation Precinct and the Constitutional Court, amongst others.

“The ambition is to create a destination that draws people into the area, increases interaction between Wits and the public, and positions the University as a cultural anchor for Johannesburg, South Africa and the continent,” adds Vilakazi.

The Wits Cultural Precinct forms part of a broader programme through which Wits, with the support of its partners, is investing in Jozi and opening its knowledge, heritage, science, sport and cultural assets to wider society.

It follows major recent investments in the Wits Anglo American Digital Dome and the Brian and Dorothy Zylstra Sports Complex. Wits is home to several other Museums including the Origins Centre, the Wits Fossil Vault, and the Adler Museum of Medicine. Further afield, the Wits Sterkfontein Caves were recently refurbished and opened to the public.

Partnership with JoziMyJozi

Innocent Mabusela, CEO of Jozi My Jozi, welcomes the development as an important contribution to the wider revitalisation of Johannesburg.

“Johannesburg’s renewal depends on institutions, businesses, communities and government working together to connect the City’s people, cultural life, public spaces and local enterprise. The Wits Cultural Precinct is a catalytic investment: it will open a major institution to the City, create accessible spaces for artists, students, audiences and entrepreneurs and translate culture into meaningful opportunity. This Precinct can bring energy to Braamfontein, strengthen Johannesburg’s cultural ecosystem and share the benefits of investment more broadly.”

Together, these investments signal a wider ambition for Wits to lean into Johannesburg and help shape its next chapter, helping to create a more connected, vibrant and accessible City where knowledge, culture, innovation and community intersect. For Good.

About Chris Seabrooke

Chris Seabrooke is an investor and financier from Durban where he earned the Academic Dux of Durban High School. He completed Economics and Accounting degrees at the then University of Natal before completing a Master of Business Administration degree at the Wits Business School.

Seabrooke has served on the boards of 27 stock exchange listed companies over the years on the JSE, Nasdaq, Luxembourg and LSE AIM exchanges and currently serves as the CEO of Sabvest Capital Limited which he founded in 1988.

He is a former chairman of The State Theatre of South Africa and was the deputy chairman of the boards of the inaugural National Arts Council of South Africa and Business and Arts South Africa. He has co-produced numerous stage productions and was nominated for a Tony Award as producer of Meet me in St Louis on Broadway.

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Less than half (44%) of high school graduates plan to stay in Africa after completing higher education - ALU’s Pan-African survey

According to the new ALU 2025 Africa Workforce Readiness Survey, published by African Leadership University, 88% of school leavers in Africa plan to pursue higher education in the future, demonstrating its desirability among today’s youth.

Of those, however, more than one-third (37%) intend to study outside of Africa, with school leavers from Ghana (60%), Nigeria (45%), and Kenya (44%) expressing the greatest desire to enroll abroad.

Equally alarming is that less than half (44%) of all school leavers surveyed plan on staying in Africa after completing their education, with those from Côte d’Ivoire (19%), Ghana (27%), and Nigeria (28%) the most likely to leave.

This supports employers’ concerns about the ‘brain drain’ (the migration of talent to countries outside the continent), almost two-thirds (64%) of whom agree that it represents a significant issue for Africa’s future.

These new findings are among those published today by African Leadership University (ALU), a higher education institution dedicated to equipping graduates with the skills and vision needed to succeed as ethical entrepreneurs.

They were gathered through surveys, conducted by Economic Policy Group, of more nearly 8,000 employers and school leavers across nine countries in Africa (Côte d’Ivoire, Ethiopia, Ghana, Kenya, Nigeria, Rwanda, South Africa, Uganda, and Zimbabwe).

The students surveyed were aged 15-22 and in their final year of study, while the employers were engaged in a range of Small or Medium Enterprises (SMEs), large enterprises, and multinational companies, and held a mixture of entry level, middle management, and senior leadership roles.

This first-of-its-kind research covers school leavers and employers’ views across Africa of higher education, skills and careers, the future economy, and the workplace in the age of artificial intelligence (AI).

Recommended Post: Accra Fusion Pan-African Experience

An overwhelming majority (71%) of employers said that they are more likely to hire a graduate with practical work experience. At the same time, they identified problem-solving skills (22%), a leadership mindset (21%), and initiative and self-direction (20%) as the skills that are most lacking among the recent graduates who have joined their organization.

Conversely, communication (37%), innovation and creativity (29%), and analytical thinking (27%) are the most sought-after skills among employers. Flexibility and adaptability were also ranked as most desirable in Zimbabwe (36%) and Côte d’Ivoire (33%).

68% of employers somewhat or strongly agree that higher education institutions are preparing graduates well for future employment. However, almost one-third (32%) are unsure or disagree that they do. Employers in Côte d’Ivoire are by far the most skeptical of those surveyed, with just 26% believing that higher education adequately prepares graduates.

Just 15% of employers surveyed rated the employability skills of the recent graduates who have joined their organizations as excellent. Concerning what higher education institutions should do to better prepare graduates for the job market, the majority of employers (63%) think they should focus on developing students’ leadership skills. 47% also believe that they should focus on fostering students’ technical skills and 45% that they should forge partnerships with businesses.

School leavers’ primary motivations for pursuing higher education, according to the survey, are gaining the skills needed to pursue their passion (26%) and contributing to their country’s development by utilizing their skills (26%).

Over half (51%) of those planning to do so said the ability to gain work experience during their studies is their ultimate priority when choosing which university or college to apply to, with this being particularly important among school leavers in Côte d’Ivoire (82%), Uganda (68%), Nigeria (65%), and Ghana (62%).

In relation to their future careers, engineering (14%), banking and financial services (14%), technology and software (13%), and the government and public sector (11%) were the four most popular sectors in which school leavers said that they would most like to work.

Veda Sunassee, CEO of ALU, said:

“I am proud to present the ALU 2025 Africa Workforce Readiness Survey, the first of its kind to explore the aspirations of young Africans and the expectations of employers for graduates.

“This is a pivotal moment for Africa. This survey clearly shows that to unlock the immense potential of young Africans, higher education must focus on leadership, problem-solving, and building strong links with the business world. By bridging the gap between education and workforce demands, we can empower Africa’s next generation of leaders to drive meaningful change and shape the continent’s future.”

Economic outlook

65% of employers and 63% of school leavers agree that they feel optimistic about the future of Africa’s economy. 64% of employers are also confident that the next generation of graduates can help grow their business. School leavers, however, shared their anxieties about entering the job market.

Fifty-one (51%) said their greatest concern with finding employment after completing education is that there simply won’t be enough jobs – a concern ranking highest in Uganda (66%), Ethiopia (65%), and South Africa (62%). The other top concerns included lacking adequate work experience (38%) and facing an unfavorable economic climate (36%).

Artificial intelligence

Both school leavers and employers emphasized that AI could bring positive prospects. More than half of school leavers surveyed (51%) agree strongly or somewhat that AI is an opportunity for them.

Similarly, 54% of employers surveyed agree that AI is an opportunity for their business, and plan to integrate AI into their business in the future. Yet the survey also reveals concerns over AI’s impact, with more than half of employers fearing that it will lead to workers needing to reskill many times during their career (57%), and to fewer employment opportunities (51%).

This uncertainty is reflected in the finding that 60% of employers agree or are uncertain that AI also presents risks to their business.

Key recommendations for higher education institutions

Based on the survey’s findings, ALU has put forward the following core recommendations for higher education institutions:

• Respond to employer needs: Universities should prioritize teaching soft skills and technical abilities.

• Align curriculum with career aspirations: Universities should expand academic offerings and career-focused experiences.

• Enhance work-based learning opportunities: Employers and institutions should partner to offer more opportunities for hands-on work experience.

• Foster public-private collaboration: Universities should work with public and private sectors to fund new programs and infrastructure.

• Assess progress: Universities must monitor their progress in closing the higher education skills gap.

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The Minister also commends UCT for hosting the first Times Higher Education World Academic Summit on African soil, in partnership with the University of Bristol. The summit, taking place from 29 September to 1 October 2026, brings global university leaders, researchers and policymakers to Cape Town.

“I congratulate Professor Mosa Moshabela, the university’s leadership, staff and students. This achievement reflects the sustained work of a university community whose contribution reaches well beyond its campus. UCT has also done our country and continent proud by bringing this important global conversation to Africa,” said Minister Manamela.

Minister Manamela participated in the summit’s discussions, addressing the relationship between government and universities, international collaboration, artificial intelligence and the responsibility of higher education to expand opportunity.

“My message was that universities must remain autonomous while being deeply engaged with the communities they serve. Government must protect academic freedom and create the conditions for teaching, research and innovation to flourish. Together, we must ensure that this work improves people’s lives, added the Minister.

Progress made was emphasised by the Minister of South African universities in the latest rankings and recognised the academics, researchers, professional staff and students whose work sustains the country’s international standing.

He further, emphasised that international recognition must strengthen the pursuit of access, transformation and public value across the higher education system.

The excellent work is celebrated by the Minister as well as the conditions that make the good work possible. “Our responsibility is to ensure that a young person’s background does not determine their access to quality education, and that the knowledge produced in our universities helps us confront unemployment, poverty and inequality said the Minister.

Drawing on his contribution to the summit, the Minister called for stronger partnerships between universities and industry to expand practical learning, employment and entrepreneurship opportunities. He also stressed the need to equip students and lecturers to use artificial intelligence responsibly, supported by connectivity, digital infrastructure and training.

The Minister encouraged delegates to translate the summit’s discussions into equitable partnerships, joint research and opportunities for students and academics across Africa.

“International collaboration must involve a real exchange of knowledge and opportunity. African universities have much to contribute. We must help shape the future of higher education.”

Enquiries: Matshepo Seedat Spokesperson to the Minister of Higher Education and Training to n 082 679 9473

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The University of Fort Hare’s long‑running governance turmoil escalated sharply on Sunday when Vice‑Chancellor and Principal Professor Sakhela Buhlungu resigned “with immediate effect”, and then publicly rebuked Council Chairperson Dr Siyanda Makaula for attempting to reject his resignation.

In a dramatic exchange that has further exposed fractures within the institution’s leadership, in particular a divided council, Buhlungu insisted that his resignation was valid and binding, accusing the council chair of misinterpreting university policy and acting irrationally.

A resignation — and an attempted reversal

Buhlungu resigned on Sunday after nearly six months on precautionary suspension, first reported on in ednews.africa, saying his relationship with the university council had “broken down irretrievably”.

The suspension, imposed on 30 March 2026, stemmed from alleged procedural irregularities in the appointment of two executive directors, a matter that had spiralled into a protracted disciplinary process.

But within hours of receiving the resignation, Makaula wrote to Buhlungu informing him that the resignation “does not stand”, citing a supposed three‑month notice period under the university’s employee relations policy.

Buhlungu’s response was scathing.

“This is embarrassing”: VC rebukes council chair

In a letter seen by ednews.africa, Buhlungu dismantled Makaula’s reasoning, saying the chair had relied on a policy clause that does not exist.

“Your letter is anchored on the provisions of the employee relations policy without referring me to any specific clause therein which speaks to the main issue — the three‑month notice period; however, the policy in question does not make provision for a three‑month notice period at all.”

He went further, questioning the clueless chairperson’s grasp of university policy:

“As you know, the Council of any university is the custodian of its policies… Society and the University Community expect the Chairperson of Council to know the policies of the University, more so one that the Chairperson seeks to rely on in official communication. This is not the case here, clearly. Whilst I am embarrassed to say this, I say it with respect.”

To underscore his point, Buhlungu attached the employee relations policy, his appointment letter and subsequent renewals. all of which, he said, contradict the chair’s claim.

He concluded bluntly:

“My resignation stands.”

A turbulent tenure ends in confrontation

Buhlungu’s departure brings to an end a turbulent chapter in Fort Hare’s recent history. Since his appointment in 2017, he became the face of an anti‑corruption drive that exposed procurement irregularities, governance failures and criminal networks allegedly operating within the institution. His tenure was marked by SIU investigations, violent intimidation, and the murders of individuals linked to corruption probes.

Supporters hailed him as a reformer confronting entrenched interests. Critics accused him of governance lapses and deepening tensions with council.

Council divisions laid bare

The VC’s suspension in March exposed widening rifts within council. In April, senior council members Professor Judy Favish and Kuselwa Marala warned of a “governance crisis”, citing procedural irregularities, contested authority and escalating factionalism.

They argued that the disciplinary process against Buhlungu had been mishandled and that council was divided over whether suspension was justified, especially given that Buhlungu had disclosed the appointment issue himself and initiated corrective steps.

Their concerns foreshadowed the current breakdown.

Leadership instability continues

Buhlungu’s resignation adds to a string of leadership disruptions at Fort Hare, including disciplinary actions against senior officials, contested council decisions and ongoing investigations. Acting leadership arrangements have become the norm as the institution struggles to maintain stability under a poorly-led, weak council.

Staff, students and higher education observers warn that the governance turmoil is undermining academic focus and institutional credibility.

Unanswered questions

With the disciplinary process unresolved and no final findings released, Buhlungu’s resignation leaves key questions hanging:

• Will the disciplinary process continue or collapse?

• How will council manage the leadership vacuum?

• What becomes of the governance reform agenda associated with Buhlungu’s tenure?

• Can Fort Hare restore stability after years of internal conflict?

In his farewell remarks, Buhlungu said:

“I am sad to part ways in this way with an institution that I have served diligently and selflessly for nearly ten years. But I remain proud of the contribution that I, together with countless others, have made, often against insurmountable odds.”

Fort Hare did not respond to questions about the attempted rejection of the resignation or the next steps in stabilising leadership nor its search for a new vice-chancellor, on which many critics say the job description was deliberately “dumbed-down”.

What is clear is that the governance crisis has entered a new phase, one defined not only by disciplinary battles and factional tensions, but now by a public confrontation over policy, authority and institutional competence.

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Deputy Minister Nomusa Dube-Ncube will on the 30^th of September 2026 join the 25^th Annual South African Association of Public Administration and Management as a panelist joined by other esteemed colleagues under the theme “Building a capable and ethical state”.

The conference features prominent leaders and policymakers and serves as a combined academic and practitioner forum promoting good governance, professionalization, and research excellence in public administration.

The 7-day conference is convened under the theme: “Growth and Sustainability through improved Governance: Re-imagining Institutions, Leadership and Development in a Changing World”.

Dube-Ncube’s contribution in the conference is expected to lean into her extensive leadership experience in public service and highlight her value system that has translated into and defined her various roles that span her decades-long career in different spheres of government.

She will further speak on the role of higher education in inculcating a national value system that can be rightfully used as a mechanism for building a societal value and ethics ecosystem.

Details of the event are as follows:

Date: 30 September 2026

Time: 09:00

Venue: Durban International Convention Centre

For media queries contact: Matshepo Dibetso, 064 748 0607,Dibetso.m@dhet.gov.za

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The National Student Financial Aid Scheme (NSFAS) has officially opened applications for funding for the 2027 academic year, with prospective students encouraged to submit their applications early to avoid last-minute challenges.

Speaking at the launch of the 2027 application cycle, NSFAS said the funding window is about more than financial assistance. It is aimed at ensuring that talented young South Africans are not denied access to higher education and training because of their financial circumstances.

Applications opened this week and will close on November 18, 2026. Successful applicants will receive funding outcomes in December, providing greater certainty ahead of registration for the 2027 academic year.

The launch comes after a period of significant changes within NSFAS. The scheme recently transitioned from administration back to a board-led governance structure, a move officials say is intended to strengthen stability, accountability and service delivery.

NSFAS emphasised that institutional stability is critical because thousands of students depend on the scheme to access and complete their studies.

“Behind every application is a young person whose future depends on this institution functioning effectively,” officials said.

Demand for student funding continues to rise. During the 2026 application cycle, NSFAS received a record number of applications, underscoring the growing need for financial support among South Africa’s youth.

To improve efficiency and reduce delays, NSFAS has introduced a range of technological upgrades for the 2027 cycle. These include direct extraction of student information from institutional systems to improve data accuracy, automated document verification, electronic document signing and a modernised student-support platform.

The scheme is also strengthening the verification of student registration and banking details through collaboration with the Department of Home Affairs. In addition, work has begun on a new Loan Management System to support the administration of student loans for students who fall into the so-called “missing middle” category.

NSFAS said particular attention has been given to improving the appeals process by addressing historical weaknesses, enhancing communication with students and ensuring appeals are processed according to clear rules and timelines.

To broaden access, outreach teams will be deployed across provinces, districts, townships and rural communities to help learners and prospective students complete applications and gain access to funding information.

The initiative will be conducted in partnership with schools, provincial education departments and community stakeholders. Officials said special efforts would be made to reach learners from marginalised communities and learners with disabilities.

NSFAS also reminded applicants that receiving funding approval does not automatically guarantee admission to a university or Technical and Vocational Education and Training (TVET) college.

Students must apply separately to their institution of choice and meet admission requirements for their selected programme of study.

The scheme highlighted government’s growing focus on supporting the “missing middle” - students whose household incomes exceed the NSFAS bursary threshold but whose families cannot afford the full cost of higher education.

Government is strengthening a student loan programme designed to provide financial assistance to these students, creating an additional pathway to tertiary education. The loans will be repayable under agreed conditions, helping to expand access while maintaining the long-term sustainability of student funding.

NSFAS also encouraged young people to consider studying at public TVET colleges, which play a key role in developing technical and vocational skills needed by the economy.

Applications for admission to public TVET colleges for the 2027 academic year will remain open until September 30, 2026. Prospective students were urged to research available programmes, identify suitable career pathways and apply before the deadline.

Officials said the launch of the 2027 application cycle reflects government’s broader commitment to education, skills development and youth empowerment.

“Every student who receives funding represents the potential to become a teacher, engineer, artisan, entrepreneur, scientist or healthcare professional,” NSFAS said.

As applications open, NSFAS has urged learners not to delay, stressing that early applications provide time to correct errors, submit supporting documents and seek assistance where necessary.

With the theme “NSFAS 2027: Ready to Fund the Future,” the scheme said it remains committed to expanding access to education and helping build a more inclusive and prosperous South Africa.

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As part of its regular Critical Conversations series hosted around the country, Regent Business School brought award-winning investigative journalist Jeff Wicks together with Academic Dean Dr Shahiem Patel to examine truth, power and accountability, and what these principles demand from leaders and institutions.

These themes shaped Regent Business School’s latest Critical Conversations engagement, where award-winning investigative journalist and author, Jeff Wicks, joined Regent Business School Academic Dean, Dr Shahiem Patel, for a discussion on corruption, institutional failure, public trust and the responsibilities carried by those in positions of authority.

One question surfaced repeatedly during the conversation: what does the right person for leadership actually look like?

Patel says leadership is measured in the decisions people make, the standards they set and the conduct they are prepared to tolerate.

“The people we place in positions of authority shape the institutions they lead,” he says. “Their judgement, integrity and willingness to act when something is wrong have consequences for everyone around them.”

Wicks drew on years of investigative reporting to show how corruption can sit inside ordinary systems, hidden in procurement processes, transactions and institutional routines. His work has also shown the value of people who are prepared to question what they are presented with and keep following the evidence.

The discussion included the case of whistle-blower Babita Deokaran as one example of the risks carried by individuals who expose wrongdoing. Patel says organisations need systems that protect people who speak up and ensure their concerns are acted on. “People need to know that speaking up will lead to action,” he says. “That depends on proper oversight, transparent processes and a culture where concerns can be raised safely.”

Power was another recurring theme. Corruption needs access, opportunity and people inside institutions who enable it, ignore it or fail to stop it. That places scrutiny on appointments, internal controls and what happens when those controls are bypassed.

Patel says leadership education has to confront these realities directly. “Future leaders need to understand what comes with authority,” he says. “The decisions they make, the behaviour they allow and the people they appoint all shape the health of an institution.”

The discussion also focused on practical measures that can make corruption harder to commit and easier to detect.

These included greater transparency in procurement, wider use of electronic systems that leave a clear audit trail, stronger protection for whistle-blowers, accessible reporting mechanisms and meaningful consequences for wrongdoing.

For Patel, prevention starts with the design of the system itself. “Accountability has to be built into the way organisations operate,” he says. “People should know where to report concerns, those concerns should be investigated properly and there must be consequences when misconduct is proven.”

The same principles apply across both public and private institutions. Boards, businesses and organisations all face questions around governance, ethical leadership and whether the people inside those systems feel able to challenge wrongdoing.

The conversation also turned to younger South Africans. An audience member spoke about taking conversations on fraud and corruption into schools with learners aged 15 to 17. Patel noted how troubling it is that these issues already need to be addressed at such a young age, particularly when young people are exposed to displays of wealth linked to questionable conduct and public figures who appear to benefit from wrongdoing.

“We have to reach young people early,” says Patel. “They need examples that show the value of integrity, hard work and accountability, especially when the opposite can appear to offer a quicker reward.”

For Regent Business School, this is one of the reasons Critical Conversations are a necessity. The series creates space for current and future leaders to examine difficult issues with people who have confronted them first-hand. In this discussion, the message was practical and direct: pursue the truth, scrutinise power and build systems that hold people accountable.

Strong institutions depend on people who are willing to act, and on systems that support them when they do.

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What will practising law look like by the time today’s prospective students graduate? Artificial intelligence is already changing legal work. Climate and environmental questions are reshaping ideas of justice, while commercial law, labour law and access to justice continue to respond to a changing world.

For young people considering a legal career, choosing where to study is also a choice about how closely they want to engage with that changing world. Eduvos is inviting prospective students to join its upcoming law conference, Legal Horizons for African Prosperity, on 22 and 23 September 2026 at the Eduvos Bedfordview campus, with online attendance available.

The conference will bring together 33 local and international speakers, including former Public Protector Professor Thuli Madonsela; Professor J. Kim Wright, a leading figure in the global movement to make legal practice more collaborative and human-centred; and representatives from Lawyers for Human Rights.

Across the programme, speakers will explore how law can respond to real questions affecting people, businesses and communities in South Africa and beyond.

“Legal education must keep pace with the world graduates will enter. By connecting students with practitioners, researchers and current debates, we help them develop the practical insight and adaptability the profession increasingly demands,” says Dr Tinaye Chivizhe, Executive Dean: Learning and Teaching and Dean of the Faculty of Law at Eduvos.

A view of law from every horizon

Rather than treating law as a fixed body of rules, the conference considers where it is heading. Its programme is organised around four horizons. The commercial horizon looks at developments affecting business and commercial law.

The justice horizon considers social, environmental and climate justice. The digital horizon examines AI, algorithms and the digitisation of legal work. The human horizon turns to the people behind the profession, including employee wellbeing and labour law.

This breadth matters for prospective students because a modern legal career can take many forms. A future practitioner may help a business navigate new regulations, work with communities seeking access to justice, examine the legal implications of an algorithm or contribute to a healthier workplace.

The conference offers students a chance to listen to those conversations now, before deciding which part of the law interests them most.

“It is so important to have these academic conversations, hear what is happening in research and industry, and understand what people have to contribute,” says Lilandi Niemand, Manager of Academic Delivery in the Faculty of Law at Eduvos Online and Chairperson of the Eduvos Faculty of Law Research and Ethics Committee. “Going forward, this will inspire publications and collaboration. It will also help us to get our students involved and grow our research presence in the legal and academic space.”

Learning through connection

The event also reflects Eduvos’ focus on building partnerships around legal education. By bringing students, academics, practitioners, human-rights organisations and local and international voices into the same conversation, Eduvos aims to narrow the distance between legal theory and the world in which graduates will work.

These relationships form part of a wider approach that includes industry-aligned learning, expanded work-integrated learning opportunities and growing postgraduate and research activity. The intention is practical: to help students understand the demands of the profession, learn from people already working across different areas of law and build the adaptability needed for a legal environment that will continue to change.

Collaboration also benefits legal education more broadly. When institutions and practitioners share ideas, compare approaches and contribute to research, they can raise the quality and relevance of the learning available to the next generation of legal professionals. The conference follows Eduvos’ Legal Indaba held in August and extends that conversation by creating another space for students and experts to examine possible solutions together.

A front-row seat from wherever you are

Prospective students do not need to know exactly where they want to specialise to take part. They can join the online stream, move between sessions and follow the topics that catch their attention. It is an accessible way to meet some of the minds influencing law today and to see how Eduvos connects classroom learning with live professional and social debates.

The Legal Horizons for African Prosperity conference takes place on 22 and 23 September 2026 at the Eduvos Bedfordview campus, with online attendance available. Register or access the online stream at Legal Horizons for African Prosperity.

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