At a pivotal moment in South Africa’s educational landscape, delegates at the recent Higher Education Conference in Pretoria highlighted the urgent need to rethink the sector’s approach to higher education. From work experience and internships to fiscal challenges and outdated systems, the pressing need for innovation in the sector was evident.
One message was clear: the current model needs to adequately serve the demands of a rapidly evolving global economy and sufficiently prepare graduates for the realities of the workforce.
This was during the debate that followed three presentations made during the Leadership and Management Strategy Group (LMSG) breakaway session titled Towards An Innovative Institutional Strategy, Appropriate Resource and Dynamic People Planning for a Sustainable and Successful Future in the University. The presentations were led by Dr Maria Toshkova, Director: Global Partnerships at the University Design Institute of the Arizona State University in the United States; Professor Mala Singh, Executive Director: People and Culture, North-West University in South Africa, and Dr Linda Meyer, Managing Director of the IIE Rosebank College.
Rethinking the role of universities: are we preparing graduates for employment?
A critical point raised during this session was the increasing disconnect between university qualifications and employability. As Mr Ntsundeni Louis Mapatagane (right), Director: Institutional Planning at Walter Sisulu University pointed out, the assumption that a degree guarantees employment is becoming increasingly questionable. With the rise of digital platforms offering free knowledge, Mapatagane questioned, “What is the value of a four-year degree if graduates end up unemployed and burdened with debt?”
South Africa’s need for more artisans was a recurring theme. The rigidity of traditional academic pathways was critiqued, with many calling for a renewed focus on apprenticeships and work-based learning. They argued that this approach would allow students to gain practical experience while pursuing formal education. This model could be enabled through strengthened partnerships between universities and the private sector.
A global perspective on Work-Integrated Learning
Dr Maria Toshkova (left) of Arizona State University shared valuable insights into how the university fosters employability through interdisciplinary learning and strong industry partnerships. She explained that the Global Futures Laboratory at Arizona State University exemplifies how real-world problems can be integrated into academic programmes. By engaging students in practical, solution-driven research, universities can better prepare them for the workforce.
Dr. Toshkova emphasised the need for universities to align their curricula with future workforce demands. “We have partnered with companies and governments to forecast the skills of tomorrow, allowing us to provide them today,” she said, advocating for more dynamic and responsive educational models.
Bridging the skills gap: universities, workplaces, and entrepreneurship
Another key theme was the importance of entrepreneurial skills and employability. Professor Mala Singh from North-West University stressed that universities should not solely focus on theoretical knowledge but must also nurture entrepreneurial mindsets. “If we spend years honing students’ intellectual skills without exposing them to the world of work, we are falling short,” she asserted.
Dr Linda Meyer (right), Managing Director of IIE Rosebank College, highlighted the significant disconnect between qualifications and employment roles, noting that, according to the ILO, approximately 50% of graduates are employed in roles that do not align with their educational qualifications. Simultaneously, many employers and statutory and professional bodies report challenges in finding employees with the necessary skills to drive business growth and innovation. This disparity highlights a substantial disconnect between the education system and the demands of the labour market, underscoring the need for better alignment between the two.
“Are the skills we’re imparting truly aligned with the demands of the economy?” she asked, emphasising the urgent need for systemic reform to better prepare students for the workforce. Dr. Meyer also drew attention to legislative constraints within the higher education ecosystem, particularly the absence of tax incentives for employers that offer bursaries and internship opportunities. The only positive benefit to employers supporting students prior to graduation in the higher education sector is the reporting opportunity to gain better scores for B-BBEE scorecards. She referenced Section 12H of the Income Tax Act, which offers tax rebates (deductions) to employers participating in trade and occupational learnerships and internships. She also stressed the need for similar incentives to foster more robust work-integrated learning opportunities in higher education.
Dr Meyer further expressed concerns about higher education participation rates. According to estimates from the World Bank, the gross tertiary education enrolment rate in Sub-Saharan Africa is just 9.4%, which is significantly below the global average of 38%. This stark gap in higher education access has profound implications for the region’s economic development. Low enrolment rates limit the supply of highly skilled professionals, which in turn hampers innovation, productivity, and competitiveness in the global economy. The lack of a highly skilled workforce restricts the region’s ability to attract foreign direct investment, as multinational companies often require a strong local talent pool. The resulting skills gap exacerbates income inequality and unemployment, particularly among youth, while stifling the region’s potential for sustainable economic growth and development.
The regulatory hinderance to innovation
Dr Meyer also highlighted that although there were improvements in the higher education sector, the system needed to be more agile. Implementing the Council on Higher Education’s Quality Assurance Framework (QAF) was a significant step in the right direction. “Our accreditation and quality assurance systems must be receptive, facilitating industry inclusion and responsiveness to ensure that we foster innovation,” Dr Meyer asserted, further highlighting the need for the system to recognise providers’ maturity levels and eliminate unnecessary bureaucratic and repetitive processes. “University systems need to be agile to remain globally competitive,” she stated. Regulators, she argued, must facilitate — and enable—the creation of programmes that respond to the needs of a globalised, fast-paced economy.
Sustainability and academic salaries: an ongoing debate
Professor Stan du Plessis (left), Chief Operating Officer at Stellenbosch University, challenged Dr Meyer, who had lamented low academic salaries. He said, drawing from survey findings of PWC’s and REMchannel’s, posts in South Africa’s higher education pay substantially more than the median for the economy, sometimes with gaps as large as 20% at the professorial level — at post level five, for example.
He asked whether universities can afford to pay so much more than the average economy and whether it is a sustainable way to approach staff matters, given other benefits such as leave days. He also raised the sustainability of the National Student Financial Aid Scheme (NSFAS).
Dr Meyer reframed the discussion by posing a critical question: “What is the true value and contribution of universities and academics to our economy and society?” She advocated for a more in-depth exploration of how universities and the government can allocate resources more effectively, ensuring a balance between meeting salary expectations and maximising the broader value higher education institutions deliver to society.
A holistic approach to funding
Dr. Meyer called for a more sustainable model for higher education funding. She praised the National Student Financial Aid Scheme (NSFAS) as a brilliant initiative and stated that she agrees that tuition should be free for qualifying students. However, she proposed that living, book allowances, etc., become part of a payback bursary scheme. Once graduates earn above a certain threshold, they contribute to the system to ensure its long-term sustainability and broader access.
She also highlighted the increasing issue of skilled graduate emigration, advocating for adopting a policy similar to Australia’s, where graduates who emigrate must repay the cost of their education. She argued that such a policy would ensure South Africa reaps the benefits of its investment in human capital.
Citing data from the Department of Agriculture, Land Reform and Rural Development (DALRRD), Dr Meyer pointed out the critical shortage of veterinarians: “We produce approximately 147 veterinarians each year, and an average of 107 emigrate annually. We need to reassess the skills the economy requires and avoid perpetually undermining our efforts.”
A call to action for the future of Higher Education
The session concluded with a powerful and urgent call for immediate, collaborative action. The message was clear: South Africa’s higher education system must transform significantly to remain relevant and competitive nationally and globally. This transformation requires a bold rethinking of the traditional and often rigid educational pathways that students are currently following. There is a critical need to move beyond conventional approaches and embrace innovative strategies that better align academic programmes with the evolving demands of the modern workforce.
As Ms Michelle Buchler (right), Senior Manager of USAf’s Higher Education Leadership and Management (HELM) programme, aptly stated, “If we don’t become more responsive, the Just Energy Transition train will pass us by.” Her words underscore the gravity of the situation: failure to adapt the higher education system in time could result in South Africa missing out on critical economic opportunities, such as those presented by the green economy and the shift towards sustainable energy sources.
Key to this transformation is the development of more robust, more integrated partnerships between universities and industry. These partnerships will not only help bridge the skills gap. Still, they will also ensure that graduates possess the practical, future-oriented skills required to thrive in a rapidly changing economic landscape. In an era defined by digital disruption, global competition, and the need for sustainable development, universities must focus on producing graduates who are academically competent, adaptable, innovative, and capable of contributing meaningfully to the economy.
The challenges facing higher education in South Africa extend beyond curriculum reform. Issues such as underfunding, insufficient resources, and regulatory barriers further complicate efforts to modernise the sector. These obstacles must be addressed if universities are to play a transformative role in society. By fostering an ecosystem where academia, government, and the private sector work in unison, South Africa can create an enabling environment that promotes innovation, drives economic growth, and ensures long-term sustainability.
Ultimately, the future of higher education in South Africa—and its capacity to meaningfully contribute to the country’s socio-economic development—depends on how swiftly and effectively these pressing issues are tackled. The stakes are high, and the window for change is rapidly narrowing. Now is the time for leaders in education, industry, and government to unite in their efforts to reimagine and reshape the sector for a brighter, more prosperous future.
Janine Greenleaf Walker is a contract writer for Universities South Africa.
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