By Charmaine Ndlela
Despite broader systemic challenges such as student funding constraints and historic debt, Stellenbosch University and the University of the Western Cape (UWC) are operationally ready for the 2026 academic year.
This is according to Deputy Minister of Higher Education and Training, Dr Mimmy Gondwe, following a ministerial oversight visit conducted on Monday as part of the Department’s state of readiness monitoring programme.
“Overall, the institution is operationally ready for the commencement of the academic year. Registration processes are functioning well, accommodation arrangements are in place, and academic systems are stable,” Gondwe said of Stellenbosch University.
She noted that approximately 17 840 students had already registered at the time of the visit, with numbers expected to rise once accommodation leases commence in early February.
“The challenges identified relate primarily to student funding and historic debt, rather than institutional preparedness,” Gondwe added.
Similarly, the University of the Western Cape was found to be operationally prepared for the start of the academic year.
UWC has implemented effective registration management mechanisms, including clear communication with students, designated in-person registration sites, and sustained engagement with student leadership.
“The University of the Western Cape is operationally ready for the start of the academic year,” Gondwe said. “The institution has put in place mechanisms to manage registration effectively, including clear communication with students about offers, the registration process, and designated in-person registration sites.”
She said regular bi-weekly engagements between management and the Student Representative Council (SRC) were helping to identify and address challenges early, which is critical to maintaining stability at the start of the academic year.
The oversight visits focused on key areas including registration and admissions, student funding, accommodation, student safety, and the commencement of teaching and learning.
Particular attention was given to NSFAS-related processes, historic debt, the accuracy of funding information on the NSFAS portal, and the experience of first-time entering students.
“These are critical areas for ensuring a stable and orderly start to the academic year,” Gondwe emphasised.
Challenges raised during the engagements were described as systemic and common across the higher education sector, particularly historic debt and NSFAS constraints.
Issues such as delayed tranche payments, funding caps, and portal discrepancies were escalated for urgent resolution.
NSFAS officials remained behind after the engagements to address administrative glitches raised by the SRC.
“We continue to engage closely with NSFAS and institutions to resolve outstanding payments, improve data accuracy, and stabilise allowance disbursements,” Gondwe said. “Institutions are encouraged to apply flexible measures to prevent the undue exclusion of students.”
The Deputy Minister highlighted disparities across institutions, noting that Stellenbosch University has mobilised approximately R10 million to support missing-middle students, while UWC raised concerns around food insecurity, with some students experiencing hardship while awaiting funding and allowances.
“Institutions are encouraged to strengthen partnerships with the private sector as part of broader student support efforts,” she said, adding that the Department remains committed to targeted support for under-resourced institutions and financially vulnerable students.
Student wellness and inclusion also formed part of the engagements, with Higher Health participating in discussions.
Gondwe reiterated the Department’s commitment to inclusive access across the Post-School Education and Training (PSET) system.
“Institutions must ensure reasonable accommodation, accessible infrastructure, and appropriate support so that students with disabilities can participate fully in academic life,” she said.
Higher Health indicated that it has rolled out initiatives to sensitise able-bodied students on engaging respectfully with students with disabilities, with an emphasis on empathy, inclusion and appropriate language.
Gondwe also stressed the importance of community involvement in supporting institutional readiness.
“Communities play a critical role in creating safe, supportive and enabling environments for students,” she said.
“When government, institutions and communities work together, we strengthen access, improve retention and support student success.”
The visits align with national priorities of expanding access, ensuring system stability and enabling teaching and learning to commence without disruption at the start of the academic year.
INSIDE EDUCATION
