COLUMN: Stability Is Not Optional: Why Good Governance Is the Lifeblood of Our Universities
Without ethical leadership and firm oversight, the promise of post-school education—and South Africa’s transformation project—remains at risk, writes Tebogo Letsie
Tebogo Letsie
Stability and good governance are not abstract ideals within the Post-School Education and Training (PSET) system—they are foundational requirements for any university that seeks to fulfil its academic, social, and developmental mandate. Where institutions are stable, teaching and learning proceed without interruption, research thrives, administrative systems function effectively, and students can focus on success rather than survival. Where governance is weak, however, instability quickly takes hold, eroding institutional credibility and undermining public trust.
Good governance in higher education is characterised by transparent leadership, accountability, ethical decision-making, and sound financial management. These principles are essential for ensuring that public resources are used responsibly and that universities remain responsive to the needs of students, staff, and society at large. Within the PSET system, governance is the backbone of effective policy implementation, academic integrity, and long-term sustainability.
The experience of the University of Fort Hare offers a sobering illustration of the consequences of governance failure and institutional instability. Over several years, leadership disputes, corruption allegations, breakdowns in accountability, and insufficient stakeholder engagement have created an environment marked by recurring student protests, destruction of infrastructure, and repeated disruptions to the academic programme. These disruptions have not only compromised teaching and learning but have also diverted scarce resources away from core developmental priorities.
Such instability comes at a high cost. It undermines academic outcomes, damages institutional reputation, and places additional strain on students—many of whom already face significant socio-economic challenges. For historically disadvantaged institutions like Fort Hare, which serve rural and underserved communities, the stakes are particularly high. Strong governance and institutional stability are not merely administrative concerns; they are essential tools for advancing transformation, improving access, and safeguarding educational quality.
Within this context, Parliament has a constitutional responsibility to act. An important mechanism for promoting accountability and good governance in the PSET system is the Portfolio Committee on Higher Education. The Committee exercises oversight over the Department of Higher Education and Training and public higher education institutions by scrutinising governance practices, considering independent assessor reports, engaging directly with university councils and management, and recommending corrective interventions where required.
In the case of institutions such as the University of Fort Hare, the Portfolio Committee has played a critical role in bringing governance failures into the open, monitoring the implementation of turnaround strategies, and reinforcing the principles of accountability and participatory governance.
This work is neither punitive nor political; it is corrective and protective. Through its oversight function, the Committee strengthens democratic accountability in the PSET system, contributes to restoring stability, and ensures that public resources are protected in the interests of current and future generations.
Oversight alone, however, is not sufficient. Institutional leadership must embrace ethical governance as a lived practice, not a compliance exercise. University councils, management, and stakeholders must work collaboratively to rebuild trust, establish clear lines of accountability, and prioritise the academic project above factional or personal interests. Stability is achieved not through rhetoric but through consistent, transparent action.
The University of Fort Hare occupies a unique place in South Africa’s national consciousness. It is more than a university; it is a cornerstone of our democratic history and a beacon of African intellectual leadership. From its classrooms emerged leaders who shaped struggles for freedom, dignity, and self-determination across the continent. This legacy is neither symbolic nor distant—it carries with it a moral obligation to protect and strengthen the institution for future generations.
Honouring Fort Hare’s historic contribution requires more than celebrating its past. It demands decisive action in the present. Stability, ethical leadership, and good governance are essential to restoring the university’s credibility and ensuring it continues to serve the students and communities who depend on it.
This is not only about one institution; it is about the kind of higher education system South Africa chooses to build.
Parliament, through vigilant oversight and accountability, has a critical role to play in safeguarding this national asset. When governance fails, intervention becomes a democratic necessity, not an intrusion. The future of the University of Fort Hare is inseparable from the future of transformation, justice, and opportunity in South Africa and beyond. Ensuring its stability is, ultimately, an investment in the country’s collective future.
Tebogo Letsie is Chairperson of the Portfolio Committee on Higher Education in South Africa’s National Assembly.
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