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“Prof Matsha-Erasmus was a distinguished scholar, an accomplished academic leader, and a dedicated servant of higher education,” Manamela said.

The minister said Matsha-Erasmus had demonstrated a commitment to academic excellence, transformation, social justice and the advancement of health sciences education throughout her career.

“As Vice-Chancellor and Principal of SMU, Prof Matsha-Erasmus worked tirelessly to strengthen the university’s academic mission, advance research and innovation, and deepen the institution’s contribution to society,” he said.

Manamela said her contribution stood as an example of excellence and commitment to the public good at a time when South Africa continues to rely on strong leadership in institutions of higher learning.

SMU described Matsha-Erasmus as a distinguished academic, accomplished leader and passionate advocate for the transformative power of higher education.

The university said she had dedicated herself to advancing the institution’s academic mission, strengthening research and innovation, and positioning SMU as a leading health sciences university committed to excellence, equity, social justice and community impact.

“Professor Matsha-Erasmus leaves behind a legacy that will continue to inspire students, academics, researchers, professional staff, alumni, and partners for generations to come,” the university said.

Universities South Africa (USAf), which represents the country’s 26 public universities, also paid tribute to Matsha-Erasmus, describing her death as an immense loss to the sector.

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USAf said Matsha-Erasmus joined its board after being appointed vice-chancellor in June 2025 and had recently accepted the role of vice-chairperson of its Teaching and Learning Strategy Group. She also served as a proxy representative on the Higher Health Board.

The organisation said she combined scholarly excellence with strategic leadership and believed in the transformative power of education and research to address the health challenges facing the continent.

SMU said details of the memorial and funeral arrangements would be communicated in due course.

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By Charmaine Ndlela

The National Student Financial Aid Scheme (NSFAS) has announced new funding measures to tackle a major shortfall for the 2025/2026 academic year.

The financial aid scheme and the Department of Higher Education and Training (DHET) have “reprioritised” R13.3 billion from their existing budget to 34,000 students with blocked registrations, as well as R15,000 to second-semester registrations.

According to spokesperson Ishmael Mnisi: “These funds came out of the recoveries we received from loans paid by former students and the money that was paid to institutions for either accommodation or tuition, which was not utilised fully. Institutions had to bring it back to NSFAS, and therefore, we had to ask permission to utilise it for 2025.”

In August 2025, NSFAS announced that it faced a funding shortfall of R10.6 billion for universities and R1.6 billion for technical vocational education and training (TVET) colleges. This left students who provided registration data after the March 31 deadline in limbo and prevented some students from registering for the second semester.

According to NSFAS, the deficit was the result of an increasing number of students qualifying for higher education funding; the ongoing cost-of-living crisis, which expanded the eligibility criteria; and declining state resources.

Students who were affected by the funding deficit included university students who applied during the TVET cycle, students whose registration confirmations were received after the registration portal had been closed, students who had successful appeals that were unfunded, and second-semester registrations.

“Student accommodation providers who were impacted…will also be in a position to now receive payments for services rendered,” NSFAS said in a press statement.

Housing providers have reported severe financial strain due to NSFAS failing to pay them on time, resulting in students being evicted from their residences or forced to live in unsafe conditions.

According to the Democratic Alliance, responding to the announcement, “In Kimberley alone, more than 500 students from Sol Plaatje University and Northern Cape Urban TVET College are now facing eviction.

Landlords, some unpaid for over a year, say they have lost all trust in the fund and are demanding transparency. Because of these failures, students cannot pay rent or tuition fees and are left in an impossible situation. They are facing evictions, falling behind on studies, and growing increasingly frustrated with NSFAS’s administrative chaos — from a botched system switch to delays in allowances and accommodation payments.”

A 2023 study conducted by Higher Health found that 63% of university students who depend on NSFAS funding reported high levels of financial stress, which negatively impacted their academic performance and mental health.

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The 2026 NSFAS application cycle will officially open at the University of Pretoria on Tuesday.

Higher Education and Training Minister Buti Manamela has placed the National Student Financial Aid Scheme (NSFAS) at the heart of government’s plans for a smooth start to the 2026 academic year, announcing measures to stabilise student funding, expand access, and address longstanding challenges such as accommodation, fraud, and the inclusion of the “missing middle.”

Speaking at a briefing in Pretoria on Monday, Manamela stressed that readiness for the 2026 academic year meant more than administrative checklists.

“Readiness is about the lived experience of every student and family in South Africa: that when the new year begins, the doors of learning and culture truly open – fairly, on time, and without unnecessary barriers,” he said.

The minister acknowledged the turbulence of the 2025 academic year, where over 54,000 students faced blocked registrations due to a R13.3 billion shortfall.

Emergency reprioritisation allowed the government to cover the backlog, unblocking 34,000 registrations and enabling 15,000 second-semester students to continue their studies.

NSFAS CEO Waseem Carrim confirmed that all affected students are now being reinstated.

“Immediately post this briefing, NSFAS will be releasing a circular to the university sector to allow all students with blocked registrations to be confirmed as registered for the 2025 academic year,” Carrim said, adding that student accommodation providers will now also receive long-delayed payments.

Carrim praised those landlords who housed students despite the non-payment crisis but cautioned against “unscrupulous providers” who exploited the system.

To counter abuse, NSFAS has released a draft Student Accommodation Protocol that mandates placement within four hours of arrival on campus and sets clear rules for claims.

The protocol is out for comment and will be finalised before 2026.

The 2026 NSFAS application cycle will officially open at the University of Pretoria on Tuesday.

The new process promises greater efficiency through the myNSFAS online portal, real-time updates, and automatic verification with Home Affairs, SARS, and SASSA.

“NSFAS remains one of the largest instruments of social justice in post-apartheid South Africa. Through this scheme, close to a million students are supported every year,” Manamela said.

Applications for 2026 will continue to target households with a combined income of up to R350,000 for bursaries, while the “missing middle”, families earning between R350,000 and R600,000, can apply for NSFAS-administered loans. Students with disabilities qualify if their household income is below R600,000.

The minister warned against fraudulent applications, which in previous years saw up to 40,000 students accessing funds illegally.

“We are now able to check if your parents are alive, what they earn, and whether you qualify. Fraudulent applications are theft, and we will act against them,” Manamela cautioned.

Responding to questions on funding sustainability, Manamela reaffirmed the government’s commitment to fee-free higher education for poor and working-class students while also developing a comprehensive funding model for the missing middle.

“Some students were applying for both bursaries and loans, and many were migrated into bursaries. But we’ve also seen households pushed into bursary eligibility because of the rising cost of living,” he said.

The minister said discussions with the Treasury and the Department of Planning, Monitoring and Evaluation are underway to design a sustainable model, noting that the country requires about R75 billion annually for student funding, with shortfalls doubling each year.

“There should be no holy cows in this discussion. Either we renege on fee-free higher education or we commit resources. We cannot leave students on a cliffhanger every year,” Manamela said.

Accommodation remains one of the most pressing challenges. Thousands of students were left stranded in 2025, with some sleeping in libraries or overcrowded housing.

Carrim said planning for 2026 has already begun.

“We have estimated numbers of students who will require accommodation and set in place a process to ensure sufficient capacity at every institution. The new protocol will ensure that no student is left without a bed.”

Manamela emphasised that readiness for 2026 was not only about universities, which will have space for about 235,000 first-year students, but also about Technical and Vocational Education and Training (TVET) colleges and Community Education and Training (CET) colleges.

TVET students will continue to be fully funded by NSFAS, including tuition, registration, and allowances.

CET colleges, serving over 130,000 learners, will also be supported with lecturer training, expanded programmes, and digital tools.

To prevent disruptions in 2026, government has established a “War Room” that will meet weekly with NSFAS, institutions, student leaders, and quality councils to resolve emerging issues rapidly.

As over 815,000 Grade 12 learners prepare for their final examinations, the minister acknowledged that only about half can be absorbed into the post-school system next year.

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The Tshwane University of Technology (TUT) Solar Car Project Team has been awarded the prestigious International Council of Academies of Engineering and Technological Sciences (CAETS) Communication Prize for 2025. 

TUT was announced as the winner on 10 September 2025 at the annual CAETS Conference underway in Brisbane, Australia, for the submission that captured innovation and excellence in TUT’s Solar Car Project, dubbed SunChaser.

 TUT’s entry titled “Sustainable Automotive Technologies: a TUT Case Study” stole the hearts of the judging panel to scoop the US$5 000 prize, beating finalists from China, India, the US, the Netherlands, the UK, Australia, Poland, Mexico and Uruguay.

The inspirational five-minute video is not only a spectacle of engineering and technological feats used in SunChaser models including the latest model, SunChaser 4, but also highlights the role of science and technology in solving societal challenges. It is also a masterclass in building student capacity while engaging communities and inspiring future engineers and technologists. 

Produced by Dr Christian Oosthuizen, Senior Mechatronics Engineering Lecturer and Prof Ben van Wyk, Deputy Vice-Chancellor for Teaching, Learning and Technology, it won by a unanimous decision of the judging panel comprising CAETS members from Australia, China, India, the Netherlands, Nigeria and Uruguay. 

According to Prof Van Wyk, the Solar Car Project is a story of resilience, innovation and engineering excellence. “It is a call to the next generation to push boundaries, embrace sustainable technology and reimagine the future of mobility,” he said.

The winning video features Prof Van Wyk; Dr Oosthuizen, who is also Co-Manager of the Solar Car Project; Cleo-Ann Manamela, third-year mechanical engineering student and Solar Car Project member; Johannes De Vries, Electrical Engineering Technologist and Co-Manager of the Solar Car Project; and Andile Dlamini, Solar Car driver and third-year mechanical engineering student. 

“It is a proud moment for TUT and a demonstration of the power of science, technology and engineering to inspire,” said Prof Mxolisi Shongwe, Executive Dean of the Faculty of Engineering and the Built Environment.  

Prof Tinyiko Maluleke, Vice-Chancellor and Principal, said the TUT Solar Car is testimony to the University’s commitment to environmental sustainability. 

“Four models and several national as well as international accolades later, we can say, without any fear of contradiction, that the TUT Solar Car model is an engineering masterpiece. And the accolades do not come bigger and better than the International Council of Academics of Engineering and Technological Sciences (CAETS) Communication Prize,” he said.

“My chest swells with pride when I consider that for a decade at least, TUT engineers and their students have been meticulously constructing and improving the SunChaser. Congratulations to the team of staff and students!” said Prof Maluleke.

The CAETS Communication Prize is awarded to “the most outstanding audio-visual communication of excellence and innovation in engineering and technological science”. Entries for the prize are accepted through member country academies. TUT’s entry was submitted by the South African Academy of Engineering. 

Explaining the role of the award, CAETS said it aims to encourage technological scientists and engineers worldwide to communicate in a simple and engaging way with general audiences, particularly young people and students. 

“This is done through a competitive selection of short videos, each under five minutes, explaining the societal significance of technological advances and engineering achievements. Such videos have the dual aim of inspiring students to follow careers in engineering and technological sciences, and educating the general public on the impact that engineering and technological sciences have on their lives and future,” said the Council in the entry criteria. 

Tshwane University of Technology

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Education is widely regarded as the road to a better life. Yet the rising cost of tertiary education means many students can only go to university if they get financial aid, bursaries or loans.

South Africa’s National Student Financial Aid Scheme (NSFAS) offers students bursaries or loans which provide allowances for tuition and registration fees, books, travel and accommodation. But this type of funding applies only under specific and limited conditions. Many students fall outside its scope.

Students who are not enrolled for a qualification that is approved by the Department of Higher Education, or who wish to study for a second undergraduate qualification, or who are studying at private institutions, don’t qualify to get the funding.

The result is that many students can’t keep up with paying their university fees. In 2025 South African universities collectively held about R9.3 billion (US$528 million) in student debt that had remained unpaid since 2023.

Universities have been trying different methods to pressure students and graduates to pay outstanding student debts. This has included withholding of degree certificates, academic transcripts and marks.

Universities require funding to operate effectively, pay staff and maintain infrastructure. But withholding academic documents from indebted students may prevent them from securing employment – the very means by which they could repay their debts. These practices, while commercially defensible, often have the opposite effect. According to Unesco, “student loans generally have catastrophic effects for students and families across the world”.

It seems reasonable to conclude that student debt collection practices may entrench poverty and make it harder for graduates to get jobs.

From recent court cases, it appears that this issue is especially pronounced in the legal profession. Law graduates face additional scrutiny, as admission to the profession requires not only academic qualifications but also proof of moral character. The Legal Practice Act 28 of 2014 mandates that candidates be “fit and proper” individuals, embodying values such as honesty, integrity and reliability. Outstanding debt may be seen as a contrast to the values of honesty and integrity.

Fulfilling financial obligations can indeed have a bearing on ethics (a field I study as a legal scholar). But as I argue in a recent paper, it’s necessary to distinguish between graduates who are unwilling to pay and those who are genuinely unable to.

I also propose a couple of ways this could be achieved so that universities get their money and graduates get their start in working life.

How universities collect debt

Unlike South Africa, some countries have taken steps to deal with the impact of student debt.

My paper highlights that, in the United States, several states don’t allow universities and colleges to withhold degree certificates and transcripts (records of academic activity) over unpaid fees. They recognise that those debt-collection practices hinder employment and make inequality worse. Instead, they promote other strategies, like repayment plans related to income, or policies for how to treat students who are experiencing hardship.

In the United Kingdom, universities are advised not to use academic sanctions to recover non-academic debts, such as accommodation fees. Consumer protection laws treat students as consumers, allowing them to challenge unfair contractual terms. If a university’s contract includes provisions to withhold degrees for unpaid fees, students may contest these clauses as unjust.

South Africa lacks similar legal safeguards. Each university sets its own rules. These range from students not being able to graduate unless all fees are paid, to the withholding of certificates from students not in good financial standing, and even preventing students from viewing their examination scripts if they owe money. Some examples may be found at the University of the Free State (page 27), University of Pretoria (page 16) and University of the Witwatersrand.

Law students face additional hurdles

In the legal profession, financial responsibility is often tied to ethical conduct. Lawyers manage trust accounts, client funds and sensitive legal matters. Integrity is non-negotiable.

However, the inability to pay student debts is not inherently dishonest. Some students fall into debt due to circumstances beyond their control, like family obligations, socio-economic conditions, unemployment or the sheer cost of education.

South African courts have grappled with outstanding student debts when it comes to admitting law graduates to the profession. The courts’ approach has been inconsistent.

In Ex Parte Tlotlego the court emphasised that poverty should not bar entry into the legal profession. It said courts should not require proof of debt repayment arrangements, which would be unfair to students from disadvantaged backgrounds.

But in Ex Parte Makamu the court found that a law graduate must still demonstrate how they intend to settle their debts to satisfy the ethical standards of honesty and integrity.

More recently, Ex Parte Galela reinforced this view. The court declined the application for admission because it wasn’t clear why the law graduate hadn’t paid off their debt. It suggested that financial irresponsibility could reflect poorly on the graduate’s character.

The courts’ approach and general student debt-collection practices often fail to differentiate between students who cannot pay and those who choose not to. This distinction is vital. A student who ignores their debt without justification may raise ethical concerns. But a student who is willing to pay yet lacks the financial means should not be penalised.

Solutions

The solution lies in balancing the financial interests of universities with the socio-economic realities of students. Student debts must be repaid, but repayment mechanisms must also be fair and sustainable.

There have been attempts to find a solution, such as the draft Student Relief Bill, which proposes setting up a Student Debt Relief Fund. But that might place unsustainable pressure on the economy.

I have another proposal: allowing graduates to receive their degree certificates regardless of outstanding debt, along with two legislative interventions. These are:

1. Automatic garnishee orders: upon graduation, an automatic garnishee order (a court order directing an employer to deduct a certain amount from an employee’s income) could be placed on future salaries of a graduate. This would ensure that student debt is repaid over time.
2. Amendment to the Prescription Act 68 of 1969: This could exclude student debt from prescribing (becoming too old to collect). Normally, such a debt would prescribe after three years. An amendment would allow universities to recover debts for the duration of graduates’ employment, not just within three years.

These measures would uphold the financial sustainability of universities while protecting the dignity and future employment prospects of graduates.

The Conversation

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The University of the Western Cape (UWC) and the University of Johannesburg (UJ) are set to battle it out in the final of the Varsity Women’s Football this month. 

The current holders of the title, UWC, defeated Wits on Monday by a one-goal margin and have their eyes set on clinching the title when they face UJ. 

Following an intense and tight game on Monday, it was substitute Thembelihle Zulu’s 66th minute header that sent UWC into the final. While the UWC goalkeeper had a relatively quiet day between the poles, she was stellar when called upon, serving brilliant saves to keep Wits at bay. 

UJ eliminated TUT during a semi-final match played on Monday at UJ stadium with a dominant performance, scoring unanswered goals from Thato Mafolo and Sthembile Msomi, with player of the match Shannon Macomo rounding off the scoring. 

The win serves as sweet revenge after TUT eliminated UJ in the same stage last year in penalty shoot-outs; however, this year’s display by UJ was nothing short of dominant, characterised by relentless attack and controlled aggression. 

Meanwhile, newcomers UNIVEN Women’s Club received a rude awakening, exiting the campaign without a win — marking a tough debut season. Their last straw was a 4-0 defeat at the hands of CPUT where Zilungile Mathiya opened the scoring in the second minute. UNIVEN trailed by three goals before halftime.

In another exciting playoff match, UP-Tuks edged off NWU by two goals to one. Despite going into the halftime break with a one-goal lead, NWU equalised shortly when play resumed. Tuks restored their advantage when Rose Mashishi netted in the 64th minute, a strike which proved to be the winning goal.

 In what is expected to be a blockbuster final, UWC and UJ will face off at UJ Soweto Stadium on Friday, 19 September. UJ will be expecting to ride on the home-ground advantage wave.

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South African universities produced 5065 fewer graduates in key science, technology, engineering, and mathematics (STEM) fields during the 2023/24 financial year than targeted, sparking renewed scrutiny over the quality of maths and science education at school level.

The Higher Education and Training Department, in its latest 2023/2024 annual report, attributed the shortfall to under-prepared students entering tertiary institutions.

Higher dropout rates and extended graduation timelines among students in STEM fields were highlighted as primary concerns.

Planned targets for graduates in engineering, natural and physical sciences, human health sciences and animal health sciences stood at 37,206, but universities achieved only 32,141, marking a 13.6% shortfall.

Engineering suffered the most significant deficit, with 2541 fewer graduates than anticipated, followed by natural and physical sciences, which saw a gap of 1814 graduates.

Higher Education Minister Nobuhle Nkabane emphasised the systemic nature of the issue.

“While universities are tasked with nurturing academic success, the foundation built during basic education is equally crucial,” Nkabane said.

The Basic Education Department’s own review acknowledged the problem, citing that only 28,851 matriculants in 2023 achieved at least 60% in both mathematics and physical science.

Experts argue that these marks are often insufficient for university-level STEM programmes.

Despite remedial measures such as augmented curricula and extended degree programmes, many students struggle.

Education specialists point to several root causes, including ineffective teaching methods at both school and university levels.

Meanwhile, the Basic Education Department has acknowledged declining interest in STEM subjects, with the percentage of matriculants writing maths dropping from 53% in 2008 to 38.5% in 2023.

Nkabane highlighted her department’s efforts, including funding extended curriculum programmes to support under-prepared students.

She also stressed the importance of strengthening teacher development and enhancing curriculum content at school level.

Collaboration between the two departments is ongoing, facilitated by platforms like the Inter-Ministerial Task Team on Education.

As the country grapples with STEM graduate shortages, experts agree that addressing the issue requires systemic reform across the education pipeline.

Beyond improving school-level teaching, universities must refine their support structures to bridge the preparedness gap.

Nkabane said that these areas were vital to South Africa’s economic growth, innovation and development.

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Minister of Higher Education and Training, Dr Nobuhle Nkabane, has provisionally agreed to reinstate the registration of private education group Educor subject to certain conditions. 

A statement from the DHET said the decision was on condition that Educor fully comply with the Council on Higher Education (CHE) accreditation requirements before commencing any teaching and learning activities. Compliance with these accreditation standards is imperative to ensure the quality and integrity of the educational programmes offered by Educor.

Furthermore, according to the conditions laid down by Nkabane, Educor is: 

• Required to submit comprehensive monthly reports to the Department. These reports must include, but are not limited to, detailed financial statements, student enrolment statistics, and progress updates on compliance with CHE accreditation standards.

•  The quarterly reports should particularly focus on the financial health of Educor. The financial statements must demonstrate transparency and adherence to sound financial management practices. Any significant financial concerns must be reported immediately to the Department.

The Department said that the decision to provisionally reinstate Educor is made purely on humanitarian grounds, with the primary aim of minimizing the disruption to the education and prospects of the students currently enrolled. 

Furthermore, the provisional reinstatement does not in any way waive the Department’s rights and powers entrusted to it in terms of the Higher Education Act or invalidate the legal proceedings that the parties were involved in, and, the Minister reserves the right to revoke this provisional reinstatement should Educor fail to adhere to the stipulated conditions or if any further non-compliance is detected. 

The statement said the DHET remains committed to supporting institutions that demonstrate a genuine commitment to providing quality education while adhering to the regulatory frameworks established to protect students and uphold educational standards. 

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THE National Student Financial Scheme (NSFAS) has introduced measures to streamline the funding scheme and cut costs in its efforts to turn its finances around.

NSFAS administrator Freeman Nomvalo said during a media briefing at Hatfield, in Pretoria that the scheme is making progress in terms of governance, management and administration.

Nomvalo said the scheme intends to eliminate the middleman to save on charges that render the disbursement and payment process for student accommodation costly, adding that NSFAS saves R21 per transaction by paying allowances directly into accounts of students in Technical and Vocational Education and Training colleges.

“We need to streamline that and make sure that it’s cost-effective and efficient and ensures that students and accommodation providers receive their monies or funds in time,” he said.

NSFAS terminated the contracts of eZaga, Noracco, Coinvest and Tenet Tech in May after an investigation by law firm Werksmans Attorneys and advocate Tembeka Ngcukaitobi, found irregularities in the awarding of the contracts.

The scheme has reportedly appointed auditing firms KPMG and BDO Global to help with problems facing the fund.

Nomvalo said the auditors are expected to help tackle backlogs following the scheme’s historical failure to pay accommodation as well as tuition fees and other allowances, leaving vulnerable students in the lurch.

Scheme beneficiary, Phologo Mantjane, expressed optimism at the new measures and said it will cut on both delays as well as additional charges.

“I think the measures that the NSFAS are using will work to every student’s advantage because they won’t wait longer for the money to reflect into their accounts and they will be saved from bank charges,” Mantjane said.

Another student, Lindiwe Moremi, said the proposed changes would put students at ease.

“It would be best for the NSFAS to take full control of paying students directly, we won’t have to worry about how we are going to complete our studies or whether the institutions will accommodate us in times where the middleman fails to pay in time,” Moremi said.

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Gender equality in higher education remains a huge challenge and a work in progress.

The article, “Gender Perspectives on Academic Leadership in African Universities”, published in the International Journal of African Higher Education, 2023, by academics Roseanne Diab, Phyllis Kalele, Muthise Bulani, Fred K. Boateng, and Madeleine Mukeshimana, found that women are underrepresented in higher education leadership worldwide, with the gender gap more pronounced in Africa.

Statistics for selected African countries confirmed the underrepresentation of women leaders in the study funded by the International Development Research Centre in Canada.

In 2021, only six of the 26 vice-chancellors (23%) in South Africa were women, while two of the 12 vice-president positions (17%) at three Ethiopian public universities were occupied by women. Their findings show that only 24% of the top 200 universities in the Times Higher Education World University Rankings have a female leader.

Given that the world average for women faculty representation in tertiary education institutions increased from 33.6% in 1990 to 43.2% in 2020, the writers found the gender gap in leadership is striking.

The study covers Ethiopia, Ghana, Kenya, Nigeria, Rwanda, Senegal, South Africa, Tanzania, and Uganda.

Its objectives were to present gender-disaggregated statistics on senior leadership at each university and make recommendations that would assist in closing the gender gap in senior leadership.

A general pattern of under-representation While the percentages differ regionally and depend on the sample of universities included, the general pattern of under-representation of women in senior leadership is upheld. For example, women comprised 29% of vice-chancellors (VCs) in the United Kingdom (2018 statistics), increasing from 17% in 2013 to 22% in 2016. In the European Union, 24% of all heads of higher education institutions in 2019 were women.

Notably, 22 countries in Europe had no female university leaders.

According to an American College President Study, in 2016, 30% of all college presidents in the United States were women.

The gender gap in leadership in Africa is even more pronounced.

The article in the International Journal of African Higher Education states that the underrepresentation of women in academic leadership is a challenge from a social justice perspective and a failure to tap into a population’s full capacity.

According to the paper, women occupy lower ranks at universities, and only a tiny number make it to the top.

Some studies cite individual factors such as a lack of self-confidence (imposter syndrome), a lack of ambition or women’s reluctance to because of sexist cultures in institutions, messy politics, or challenges with work-family balance.

Universities gendered institutional culture tends to be biased towards male academics, with women academics being constrained by social sanctions that range from hostility to outright rejection.

Continuing gender disparities “Thirty years is usually considered a significant milestone.

Often, it suggests maturity and some certainty about how things should be done. It is, therefore, disheartening that our reflection on how we are doing on the gender question since 1994 illustrates continuing gender disparities,” says Brightness Mangolothi, the executive director of Higher Education Resources-South Africa, and Grace Khunou, chairperson of the Transformation Management Forum, which is driving transformation at UNISA.

Mangolothi and Khunou argue that male vice-chancellors can serve apply for senior management roles more than two terms, with others holding vice-chancellor roles in more than one university.

“Currently, we have 20 male vice-chancellors, a scenario that has been the case since 1994. Given the five-year tenure of vice-chancellors, each university had six chances/terms to appoint a female leader, which equals 156 positions (26 x 6) in the 30 years of democracy,” they point out.

“There were more chances if there were 36 universities before the merger, and some vice-chancellors stepped down before the end of the term. The question is, why has this yet to happen?”

Their research shows that universities were created for men by men, and this is still largely true.

“These disparities are especially troubling when we use an intersectional lens – we find that fewer and fewer of these roles are held by Black women who, when they do, are vilified.

“Although much has changed in higher education to advance transformation, the Ministerial Committee Report shows the lack of women academics, especially Black women, and the continuous toxic space in which they find themselves, which arrests their success.”

Little progress
They argue that if women are held back in academia and society in general, these goals, with a 2030 deadline, are doomed and remind us that in South Africa, 30 years after democracy, there has been little progress. Women continue to lag behind incumbents who pay lip service to gender equality.

Since 1994, there have been 20 women vice-chancellors in South Africa. The first was Prof Brenda Gourley at the University of Natal (now the University of Kwa-Zulu Natal), followed by the University of Cape Town, where Dr Mamphela Ramphele was appointed the first Black female vice-chancellor in 1996. Some institutions have not had a woman leader since democracy.

Those institutions that have had women vice-chancellors have not replaced them with female vice-chancellors, except the University of Zululand, which had two female vice-chancellors (Prof Rachel Gumbi, 2003 and Prof Fikile Mazibuko, 2010) before the current female vice-chancellor (Prof Xoliswa Mtose, 2016), currently serving her second term.

Three of the six current female vice-chancellors are serving their second term, and three are in their first term.

For the first time in 2023, South Africa had seven female vice-chancellors. Unfortunately, this was short-lived, as the UCT vice-chancellor, Prof Mamokgethi Phakeng, stepped down before the end of her second term.

Since democracy, men in South Africa have traditionally outnumbered women vice-chancellors by 20 to an average of six.

Looking back at the 14 female vice-chancellors since 1994, only a few served more than two terms, and some have been forced to step down before the end of their terms. According to current statistics, women have been let down.

Towards an inclusive workspace
Mangolothi and Khunou recommend that universities should strive for an inclusive workplace, and to achieve this, the following must be emphasised:

• Prioritise transformation at the leadership level by appointing a deputy vice-chancellor responsible for transformation,
  including appointing an ombudsperson.
• Provide family-friendly workplaces with onsite childcare.
• Hire for culture add not fit.
• Recognise care work as part of performance management (this includes mentoring students, representing them in
  transformation committees, and more)
• Create workplace lactation spaces.
• Flexible working hours, including hybrid work.
• International mobility should also accommodate parents with kids, providing a travel allowance.
• Consider increasing the age limitation for scholarship opportunities for women.

According to the “Gender Perspectives on Academic Leadership in African Universities” study, progress has been made
regarding female appointments as council chairs and chancellors.

However, the gender gap at the VC level between the university’s executive head and the most powerful decision-maker was striking. Women represented only 13% of VCs, and if one excluded UCT, where the female VC had vacated her position, there was only one university among 16 with a female head.

While women’s representation in executive leadership teams and at the level of deans varied considerably across universities, half had less than 50% women in their executive teams, and half had less than 30% female deans.

Women ranked competence and experience as the most critical factors in their leadership accession, indicative of belief in their abilities and self-worth. They expressed a need for mentoring, measures to address discrimination and greater visibility.

A wide gender gap was apparent in men’s and women’s understanding of obstacles to having more women in leadership positions.

Men placed responsibility for the under-representation of women on them, stating that too few were suitably qualified and that women did not aspire to senior leadership positions.

In contrast, women pointed to systemic institutional failures. The study said formal mentoring and coaching programmes emerged as the dominant successful interventions.

Suggestions to enable early career women to prepare themselves for leadership positions included taking advantage of mentoring programmes, building their research reputation through publications, and building their confidence through improved communication skills.

From the above, it is clear that achieving gender equality in South Africa’s higher education institutions remains a challenge and a work in progress.

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South Africa’s government and higher education sector have invested a lot of time and money over the past two decades to enhance the country’s research output and cultivate the next generation of researchers.

Though there has been some progress, South Africa still isn’t close to its National Development Plan target of reaching 100 PhDs per one million people by 2030. By 2021 the rate stood at 59 PhDs per million people.

A doctoral degree is the highest academic qualification awarded by universities. Obtaining a PhD means a researcher has advanced knowledge in their field and credibility in academia. These qualities can pave the way for opportunities to make groundbreaking scientific contributions. So, efforts continue to grow South Africa’s PhD cohort. These largely take the form of funding initiatives driven by, among others, the National Research Foundation (NRF).

But these initiatives often overlook doctoral students who work full-time while pursuing their PhDs – of whom there are a significant number. For instance in a 2020 study, Stellenbosch University’s Centre for Research on Evaluation, Science and Technology tracked the demographics, work experience and career paths of more than 32,000 doctorate holders who graduated from South African universities between 2000 and 2018. The researchers found that

just over 60% of South African doctoral graduates over the past 19 years were employed full time during their doctoral studies. This means that the majority of doctoral students in this country study part time.

PhD programmes are intense and demanding. This cohort of students must manage this reality while also juggling an extra load, balancing full-time employment with family and other personal responsibilities.

The problem is that the kinds of initiatives I’ve described simply aren’t catering to this large and important group. Nor are most universities’ doctoral programmes. Research indicates that there is simply not enough money in the system to allow PhD students already working at universities to be paid a salary to study full time. This approach is common in some Scandinavian countries and allows candidates to finish their PhDs far more quickly than their South African counterparts.

I am a scholar who focuses on how public policy and developmental frameworks influence equity, access and effectiveness in higher education. In a recent study I set out to better understand the experiences of non-traditional doctoral students. I identified several key factors that influenced how their PhD journeys unfolded, what held them back in certain areas and what helped them to succeed.

My study found that none of the non-traditional doctoral students completed their PhDs in the standard three-year period. Most took five or six years instead. Various factors contributed to this delay, including personal responsibilities such as marriage and childcare. Some students also cited institutional factors from their universities, such as a lack of support, poor and slow administration, and insufficient financial support during their studies.

Understanding and addressing the unique needs of this cohort is essential for several reasons. By supporting these students, South Africa can increase its research output and meet its national research and development goals more effectively. It can also lead to higher retention and completion rates, benefiting both students and institutions.

An overlooked cohort
I interviewed 15 people who worked in the same research institution (not a university) while pursuing their doctoral degrees. Some had already graduated and others were still studying. They represented a range of fields, like politics, sociology, economics and agriculture.

My findings fell under three key themes.

The first was that the participants struggled to balance academic demands with their professional and personal responsibilities. Most were mid-career professionals or parents when they undertook their PhDs. This added a layer of complexity to their doctoral journey. One of the participants told me that they would have been able to finish their doctorate a year earlier had they not been working full time.

The second theme related to support systems. Participants told me that their employers and work mentors provided more support than their doctoral supervisors. Some said this was because their PhD projects were highly specialised and had originated from experiences and learnings in their workplaces. Others said it was simply easier to access their work mentors, since they were in the same place; still others found that their doctoral supervisors weren’t always available or responsive.

My supervisor at the university tries their level best but I feel my research organisation does a better job in terms of giving me the expertise I need. Especially with publications. I am doing my PhD through publication, and I get more insight from my mentor (at work).

The third theme was institutional flexibility. For instance, there was little room within doctoral programmes for flexible scheduling. This inflexibility extended to financial considerations. Several participants told me they registered as full-time students because part-time students didn’t qualify for fee remission or other financial assistance. One reflected:

Funding is very important because when people pursue their doctoral degrees they’re mostly in their adulthood and funding is not about your studies only, but (is) used as a means for your livelihood given our unemployment rate in South Africa. I was helping at home financially and I believe that your economic situation plays a crucial role in your success.

Recommendations
These concerns can be addressed in several ways.

Universities should establish comprehensive support systems tailored to the needs of this cohort. That includes flexible scheduling, part-time study options, and dedicated mentorship programmes that address both academic and professional challenges.

Policy reform is important, too. At a national level, policymakers should design funding programmes and scholarships that specifically target this cohort. Some bursaries only fund students registered as full time. Institutions should ensure that students who are both working and studying towards PhDs full-time can access financial benefits even if they are registered part-time. This can include fee remission and scholarships.

Finally, given that most of my participants – and those profiled in the Stellenbosch study – already work in higher education institutions (universities, research councils), there should be partnerships between the universities these students attend and their workplaces. Such collaborations can provide additional support, align academic and professional goals, and create synergies that benefit both the students and their employers.

Zama Mthombeni is a Researcher at the Human Sciences Research Council.

The story was first published in The Conversation.

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Higher Education and Training deputy minister Mimmy Gondwe has praised the latest recovery of irregular payments to the value of R112 million from the National Student Financial Aid Scheme (NSFAS) by the Special Investigation Unit (SIU). 

Gondwe said on Friday that the recovery of the money followed a commitment made by the Department of Higher Education and Training (DHET) last week that it would take a firm stance in addressing the systemic governance issues plaguing the scheme. 

“We commend the SIU for taking active steps to claw back irregular payments and send a clear message that abuse of the student funding system will not be tolerated,” she said. 

A total of 421 students from across five universities and four Technical Vocational Education and Training (TVET) colleges, who did not qualify for funding, have signed acknowledgment of debt agreements to pay back the irregularly awarded money. 

SIU spokesperson Kaizer Kganyago said the total value of the debt acknowledged amounted to R112 174 825. 

“In addition to the AoDs, the SIU has made progress in recovering unallocated funds with the University of Fort Hare being the latest university to pay back unallocated funds of R277 666 450,” Kganyago said. 

Kganyago said the SIU was grateful for the cooperative attitude of parents and unqualified NSFAS beneficiaries who agreed to repay the money over time, and urged other unqualified NSFAS beneficiaries who have not been in contact with the unit to come forward and arrange repayment. 

An investigation by the unit revealed that the student funding scheme had failed to design and implement controls to ensure that there is an annual reconciliation between the funds disbursed to institutions of higher learning and the allocation of those funds to the students. 

NSFAS has appointed a service provider to assist in performing the reconciliation via a “close-out reporting” process which is currently ongoing. 

“The SIU is empowered to institute a civil action in the High Court or a Special Tribunal in its name, to correct any wrongdoing uncovered during both investigations caused by acts of corruption, fraud or maladministration,” Kganyago said. 

Minister Gondwe said the R112 million paid out, potentially robbed 1 700 deserving students who could have been funded for at least one academic year. 

“In a sense, there are many victims who may have dropped out or deferred their studies because they could not afford to pay the requisite academic fees. Every rand that is spent on an undeserving beneficiary robs a deserving one,” she said. 

Gondwe said the department will accelerate its efforts to fix NSFAS and take the institutions out of administration and ensure that only deserving students are provided with the financial support that they require.

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When South African president Cyril Ramaphosa named Nobuhle Nkabane as the minister of higher education on 3 July 2024, many people I know in the sector had to Google her name. Dr Nkabane had been deputy minister of mineral resources and energy since August 2021.

Nkabane enters an arena that’s ready for new political leadership and has senior figures who are ready, willing and able to work with her. Universities South Africa, which represents the country’s 26 public universities and has a clear-eyed view of the sector’s priorities, has welcomed Nkabane’s appointment.

She will need this kind of support: in her new position, Nkabane inherits a portfolio rife with challenges. Despite positive changes over the past 30 years, higher education and labour market outcomes are still skewed by race. Demographic changes have been slow in academic careers. The history of institutional inequity persists.

The minister and her team oversee a sector that, according to government statistics, includes about 1.3 million students in public and private higher education institutions (more than 80% in public universities); close to 600,000 students in public Technical Vocational Education and Training (TVET) colleges and 86,000 in private colleges; and about 143,000 students in community colleges.

I saw some of the issues within the sector first-hand during several years as a government education official, with roles related to governance and management support in university education. I left the department of higher education and training in 2023 to join academia as a higher education policy scholar.

I suggest there are three big priority areas the minister must urgently address. One, she must rebuild trust in and across the higher education system. Second, she needs to push for sustainable and stable funding of the higher education and training system. And, third, she must oversee the development of meaningful capacity across the post-school education and training system.

She and her team won’t have to reinvent the wheel. The policies that can shape the kind of higher education and training system South Africa needs already exist; they were developed by experts both within and outside the government.

What’s required now is some tough decision-making. Rather than establishing new planning task teams, the minister should give existing policy goals time and meaningful support to mature.

Creating new wish lists without providing the funding and capacity necessary to make them work will further weaken the sector.

Rebuilding trust
Globally, trust in universities has fallen. The same is true in South Africa and is perhaps inevitable in a society with high levels of unemployment and inequality – especially when the higher education system itself remains inequitable.

A 2022 scholarly review of 25 years of policy changes described the period since 2016 as being about “calling the system to account”. They argued that equity was a key dimension of quality in higher education, and one in which the country was under-performing.

Other events that have harmed trust in the system include the student-led #feesmustfall and related protests; the COVID pandemic, which laid bare the continued inequities in higher education; and the rocky introduction of a new student funding policy in 2018.The serious administrative failures of the National Student Financial Aid Scheme (NSFAS) have also been a key breach of trust in the system.

The minister must ensure that the scheme is meeting its principal commitments and collaborating with institutions. It must work together with and within the higher education and training ecosystem where shared accountability is possible. An effective, efficient and trusted financial aid scheme would be a powerful glue for systemic trust in higher education.

Sustainable, stable funding
Post-school institutions, like so much else in South Africa, are under severe financial pressure. Even though the Department of Higher Education and Training’s budget grew at a rate faster than most government departments’ between 2019 and 2023, the core funding to institutions grew at a rate well below inflation because the bulk of the budget went to supporting NSFAS’s budget.

Only about 50% of the scheme’s funding comes back to universities in the form of tuition fees. It does not resolve the overall problems of student debt. Instead, universities are forced to write off the majority of student debt, which is attributed primarily to students who are not able to pay fees and do not qualify for financial aid or other bursaries.

South Africa lacks a comprehensive student financial aid model which could improve access to different levels of higher education and include support for different levels of financial need. In January 2024, former minister Blade Nzimande announced a new loan scheme to support the so-called “missing middle” students who don’t qualify for aid but can’t afford to pay. But allocations have not yet been made and the sustainability of the new scheme is uncertain.

Student financial aid is not the only issue straining the system. There’s also been a massive reduction in infrastructure and earmarked funding which supports systemic transformation goals (such as student success initiatives, staff transformation and new infrastructure development). Difficult political choices must be made about where funding should be directed.

More than just universities
One of the minister’s most important mandates is to oversee what the National Plan for Post-School Education and Training describes as “an integrated, coordinated and articulated post-school system”.

This is a reminder that not all further education happens at universities. There must be a range of good quality opportunities for those who complete school (and those who leave school before completion).

Following the plan means funding capacity development in the country’s 50 TVET and nine community colleges.

There have been near-constant changes in the TVET space over the last few decades. No real time and funding is provided to allow these developments to mature, which is damaging for the colleges.

The minister will face tough decisions during her term. But if she can build collaboration and improve policy implementation based on mutual trust between herself, the Department of Higher Education and Training and post-school institutions, there is hope.

Lewin is Associate Professor: Ali Mazrui Centre for Higher Education Studies, University of Johannesburg.

The story was first published in The Conversation.

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THE Tuks men’s hockey team proved their mettle by winning the USSA Tournament that long and hard hours of training do pay off.

Tuks clinched the title in Durban by beating Maties 4-1 in the final. In five games, the champions scored 22 goals and only conceded six.

Coach Sigz Ntuli can be forgiven for thinking, “I love it when a plan comes together”.

“Winning USSAs is a just reward. The players have genuinely worked hard and made sacrifices. We are often accused of overdoing things. But our performance now justifies what we have been doing.

“I am obviously proud of the ‘boys’. But to be honest, I am not surprised by the outcome.”

Last year, after Tuks won the Varsity Tournament, Ntuli expressed concern about the fact that his team was not playing enough crunch games.

“Our players hardly ever get challenged in any local league game. They are cruising. Winning one game after another. It is different in the Johannesburg and Western Cape leagues. That is why the Maties, Wits, and UJ players are used to handling pressure situations on the field.”

For this reason, Ntuli decided to withdraw Tuks from playing in the Northern League this season.

“We did so to ensure the ‘boys’ get to play against more formidable opposition. Over the last six months, we travelled quite a bit.

We have been to Durban twice and regularly play against Johannesburg’s best teams. We played 20 games in the buildup to USSA’s. So we were well prepared.

One of the critical aspects of the Tuks game is getting their opposition to concede penalty corners. There is a good reason for doing so. Guy Morgan is possibly one of the best drag flickers in South African hockey. On a good day, he hardly misses. During the USSA, he scored seven goals in five games.

“What excited me is that we did not only score from penalty corners. There were some brilliant field goals. Most impressive for me was how each player contributed to our victory. Our team has several debutants who have only played for Tuks for six months. But you would not have said them if you had seen them play during USSA’s. They stepped up, especially at crucial moments.”

The one disappointment for Ntuli is that it has been decided to cancel the Varsity Hockey tournament.

“It basically means Tuks’s season is done and dusted for the year. We can only hope that there will be a Varsity Tournament next year. As it is a definite highlight in student hockey.”

Source: #TuksHockey: Sihle Ntuli ascribed Tuks winning the 2023 Men’s USSA Hockey title to hard work | University of Pretoria (up.ac.za)

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Universities South Africa (USAf) recently invited universities to submit case studies illustrating the positive outcomes of their research and academic work in society.

This initiative is led by the Research and Innovation Strategy Group (RISG), one of USAf’s six strategy groups mandated to advise the USAf Board on research and innovation matters in higher education. The RISG works collaboratively with stakeholders in the national research and innovation system.

According to Professor Thoko Mayekiso, Chairperson of the RISG and Vice-Chancellor and Principal of the University of Mpumalanga, these case studies will enable USAf to highlight and celebrate the impact on society derived from research conducted at South African universities.

“Recognising that an engaged university identifies and responds to societal challenges in its context, we want to illustrate the developmental and transformative value of our universities in society,” she said, adding that this is one of the many ways “to invoke appreciation for our institutions of higher learning.”

The call to universities was distributed on 29 April 2024, targeting the offices of Deputy Vice-Chancellors responsible for Research and copying Research Directors. The submission deadline is 14 June 2024.

In this project, USAf collaborates with Professor Chris Brink, a widely recognised authority in the concept of an engaged university.

An Emeritus Vice-Chancellor of Newcastle University in the United Kingdom and former Rector and Vice-Chancellor at Stellenbosch University, Professor Brink was extensively involved in the conceptualisation, in South Africa, of the National Research Foundation (NRF) Framework to Advance the Societal and Knowledge Impact of Research. For the unfolding project, the RISG adopted the research impact definition provided in that Framework.

The NRF, mandated to support, promote and advance research and human capacity development through funding and providing essential research infrastructure, defines research impact as:

“A beneficial change in society or knowledge advancement, brought about as a direct or indirect result of the NRF’s research support interventions, whether planned or unintended, immediate or longer-term.”

Furthermore, top case studies could be presented at the upcoming 3rd USAf Higher Education Conference in October.

Professor Mayekiso specified that these case studies should provide evidence of already achieved and not anticipated change. “We look forward to receiving these fascinating narratives to factually demonstrate the value of our universities to the South African society,” she concluded. 

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THE University of Cape Town (UCT) has announced that Professor Mosa Moshabela has accepted an offer to become the university’s 11th vice-chancellor.

This concludes a thorough and consultative six-month recruitment and selection process and Professor Moshabela  will formally take up the UCT vice-chancellor position on 1 October 2024.

UCT Chair of Council Norman Arendse (SC) said: “Throughout the recruitment and selection process, he demonstrated deep knowledge and an appreciation of the challenges the UCT vice-chancellor may encounter. He showed a sincere commitment to agile, transformative, and values-based leadership.

“The selection committee believes that Professor Moshabela is the best candidate for such a time as this in UCT’s history and will work with conviction and vision to ensure UCT’s sustainability into and beyond 2030.”

Professor Moshabela has been the deputy vice-chancellor for research and innovation at the University of KwaZulu-Natal since 2021.

An esteemed academic and clinician scientist, he is a member of the Academy of Science of South Africa. He has a decorated career and multiple awards. Among these, the Public Health Association of South Africa awarded him the PHILA Annual Award in 2022 for his contribution to Public Health in South Africa and a Ministerial Special COVID-19 Award in 2020–2021 for COVID-19 Science Communication and Public Engagement.

Professor Moshabela is the Chairperson of the Governing Board at the National Research Foundation and Health Commissioner to the Premier of KwaZulu-Natal, one of the seven multi-sector commissioners on the premier’s Provincial Planning Commission.

He is a former member of the South African Medical Research Council board and former chairperson of the Standing Committee on Health in the Academy of Science of South Africa.

A medical doctor by profession, his research is focused on the implementation science of health innovations. This multidisciplinary practice seeks to improve healthcare access, quality, equity, and impact, especially in resource-constrained sub-Saharan African countries.

Professor Moshabela’s contribution to health research has primarily been improving access and quality in healthcare to combat infectious diseases, particularly HIV and TB, and in the areas of health systems, services, and policy research.

Globally, he is a member of the international advisory board for the Lancet Healthy Longevity, the Lancet commission on synergies between Health Promotion, Universal Healthcare Access, and Global Health Security, and the commission of the US National Academies for Science, Engineering, and Medicine on the Global Roadmap to Healthy Longevity.

Arendse concluded: “We are excitedly looking forward to having Professor Moshabela join UCT, and we have no doubt that he will be an excellent appointment to take the university a notch higher.”

Professor Moshabela will take over from Emeritus Professor Daya Reddy, who has been serving as vice-chancellor on an interim basis since March 2023. Professor Reddy has committed to working with Professor Moshabela over three months to hand over the vice-chancellor baton.

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Twelve University of Pretoria (UP) individuals have been announced as finalists in the 2023/2024 NSTF-South32 Awards, popularly known as the “Science Oscars” of South Africa. Twenty UP staff members and one team were nominated for these prestigious awards.

The National Science and Technology Forum (NSTF) Awards honour and celebrate outstanding contributions to science, engineering, technology (SET), and innovation. The 2023/2024 NSTF-South32 Award finalists were recently announced, and UP is proud to congratulate the following UP staff members and groups who have been selected as finalists, as well as those who were nominated in different categories:

Lifetime Award

Finalists

Prof Nigel C Bennett – Chair: Austin Roberts of Mammalogy; Full Professor: Zoology, Department (Dept) of Zoology and Entomology, Mammal Research Institute (Inst), University of Pretoria (UP).

Prof Andre Ganswindt – Professor and Director: Mammal Research Inst, Dept of Zoology and Entomology, Faculty of Natural and Agricultural Sciences, UP.

Prof Marietjie Venter – Distinguished Professor and Research Chair: Emerging Viral Threats, One Health Vaccines & Surveillance; Infectious Diseases and Oncology Research Institute, Wits University. (Prof Venter is an Extraordinary Professor and director of the Centre for Emerging and Re-emerging Arbo and Respiratory Virus Research, Dept of Medical Virology, UP, having served an 18-year full-time tenure with UP until April 2024).

Nominated

Prof Anita Michel – Professor: Bacteriology, Dept of Veterinary Tropical Diseases; Head: World Organisation for Animal Health (WOAH) Collaboration, Centre for Training in Integrated Livestock and Wildlife Management, Faculty of Veterinary Science, UP. 

Prof Vanessa Steenkamp – Deputy Dean: Teaching and Learning; Full Professor: Pharmacology, Faculty of Health Sciences, UP.

TW Kambule-NSTF Award: Researcher

Finalist

Prof Irene Barnes – Professor of Genetics: Dept of Biochemistry, Genetics and Microbiology; Research Leader: Forestry and Agricultural Biotechnology Institute, UP. 

Nominated

Dr Mankgopo Kgatle – Extraordinary Lecturer and Head: Basic and Translational Research (Nuclear Medicine Research Infrastructure), UP.

TW Kambule-NSTF Award: Emerging Researcher

Finalist

Prof Cobus M Visagie – Associate Professor: Forestry and Agricultural Biotechnology Institute, UP.

Nominated

Dr Sean Kruger – Senior Lecturer: Centre for the Future of Work, Business Management Dept, UP.

Dr Rian Pierneef is a biochemistry, genetics, and microbiology lecturer at the Faculty of Natural and Agricultural Sciences, UP.

Management Award

Finalist
Prof Bernard Slippers – Professor: Dept of Biochemistry, Genetics & Microbiology; Director: Tree Protection Co-operative Programme; Director: Forestry and Agricultural Biotechnology Institute, UP; Director: Innovation Africa @UP.

NSTF-Water Research Commission (WRC) Award

Finalists

Prof John G Annandale – Group Leader: Mine Water Irrigation Research Group, Dept of Plant and Soil Sciences, UP.

Dr Marco van Dijk – Senior Lecturer: Dept of Civil Engineering, UP.

NSTF-SAMRC Clinician-Scientist Award

Nominated
Prof Kgomotso Mokoala – Head of Clinical Unit, Steve Biko Academic Hospital, UP.

Prof Veronica Ueckermann – Head: Infectious Diseases, Steve Biko Academic Hospital; Associate Professor: Dept of Internal Medicine, UP. 

Green Economy Award

Finalist
Dr Schalk Grobbelaar – Senior Lecturer and Chairperson: York Timbers Chair in Wood Structural Engineering for a Sustainable Built Environment and African Bio-economy, Dept of Engineering and Technology Management, UP. 

Nominated
Dr Christina Breed – Associate Professor: Dept of Architecture, UP; Principal Investigator: UP Externally funded projects ‘Integrative Green Infrastructure’ (GRIP) and ‘Collaboration on Nature-based Solutions’ (CONSUD).

Science Diplomacy for Africa Award

Nominated
Prof Mmantsae Diale – Chair: Department of Science and Innovation (DSI)/National Research Foundation (NRF) South African Research Chairs Initiative (SARChI) in Clean and Green Energy, Department of Physics, UP.

Innovation Award: Corporate Organisation

Finalist

Prof Mike Sathekge – Nuclear Medicine Research Infrastructure NPC – Chief Executive Officer and President, UP.

Communication Award

Finalists
Prof Ryan Blumenthal – Senior Specialist Forensic Pathologist and Associate Professor: Dept of Forensic Medicine, UP.

Ms Shakira Hoosain – Campaign Strategist and Senior Copywriter, UP.

Nominated

Prof Tiaan de Jager, Faculty Dean and Team Representative: Faculty of Health Sciences, UP

Special Annual Theme Award: Fourth Industrial Revolution in South Africa

Nominated

Dr Sean Kruger – Senior Lecturer: Centre for the Future of Work, Business Management Dept, University of Pretoria (also nominated in the Emerging Researcher category).

An adjudication panel of independent judges, assembled annually by the NSTF executive committee from member nominations, together with a panel of experts appointed by the NSTF executive committee, is responsible for shortlisting the finalists and selecting winners for these distinguished awards.

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THE Minister of Higher Education, Science and Innovation, Professor Blade Nzimande, held a special ministerial meeting with the Council of the Fort Hare University last Friday.

This meeting follows the Minister’s visit to the University in June 2023, to meet with the Council regarding several concerns that were raised by the University stakeholders.

The purpose of the meeting was for the Council to provide the Minister with a progress update on the University’s response to the concerns he raised in 2023.

In addition, the Council is expected to provide the Minister with a comprehensive plan on how the University has been addressing some of the serious governance issues that have led to it becoming the focus of negative media attention.

The Council is also expected to provide the Minister with a report on the implications and impact on the governance of the arrest of so many senior university managers, including those in the Vice Chancellor’s office.

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THE University of Cape Town (UCT) and the Confédération Africaine de Football (CAF) have signed a landmark Memorandum of Understanding (MoU) in Cairo, Egypt.

The agreement between the two organisations will see UCT provide bespoke courses and programmes as an Africa Centre of Education Excellence, which will be aimed at driving knowledge, creating capacity and strengthening administrative skills among Africa’s football stakeholders.

The MoU, signed by UCT Vice-Chancellor interim Professor Daya Reddy and CAF’s Secretary General Véron Mosengo-Omba, will herald a new era in African football, prioritising education and skills development among the administrators entrusted with running member associations.

UCT Council Chair, Advocate Norman Arendse SC, said: “UCT is absolutely delighted to partner with CAF on this critically important project: to train and develop the leaders and future leaders of African football. UCT shares the vision of CAF, which is to develop and sustain a truly world class organisation based entirely on excellence.”

Commenting on the significance of the agreement, Professor Reddy said: “The partnership with CAF is further testimony to UCT’s commitment to engaging in collaboration aimed at strengthening capacity and unleashing leadership potential on our continent. We are proud to join hands with CAF in this exciting venture”.

CAF Secretary General Mr Mosengo-Omba said: “The University of Cape Town is one of the leading centres of learning globally and CAF is very proud to be associated with such a reputable institution. The agreement between the two organisations also speaks to the work that has been done in turning CAF around and positioning it as among the best learning organisations in Africa.

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Acknowledging the important contribution of science, technology and innovation (STI) in addressing societal concerns, the South African government continues to make significant investments in STI.

The Acting Director-General of Science and Innovation, Mr Daan du Toit, emphasised the government’s stance at a roundtable on STI policy perspectives during a recent workshop.

The workshop was held at the South African Embassy in Brussels alongside the 4th AERAP Africa-Europe Science Collaboration Forum. AERAP, the Africa-Europe Radio Astronomy Platform, has a strong relationship with the South African Department of Science and Innovation.

The Africa-Europe Science Collaboration Forum, highlighted the critical role of science and digital innovation in defining European Union (EU) policies towards Africa, and of placing African scientific leadership at the centre of these policies.

The forum encouraged deeper interaction with policymakers and the strengthening of linkages between African stakeholders and their European counterparts through strategic science and innovation partnerships.

At the roundtable, Du Toit reiterated some of the key aspects of the STI Decadal Plan, which serves as an implementation plan for the 2019 STI White Paper, stating that the plan represents a significant step towards unlocking South Africa’s innovation potential.

“Over the years, we have found common ground in our policy dialogue with the European Commission,” said Du Toit.

For instance, both Europe and South Africa are confronted with what South Africa calls the innovation chasm and Europe calls the innovation paradox – the gap between success in the basic sciences and the translation of that success into products and services with socio-economic benefits.

“So, we are introducing a wide variety of policy interventions to unlock and address the regulatory and other restrictions that limit South Africa’s potential to innovate … we have a lot of interest in how Europe is using public procurement as a tool for advancing innovation,” Du Toit added.

Du Toit considers that, for South Africa to fully harness the immense potential of STI, an inclusive, whole-of-society approach is needed, rather than the scientific community, the government and business pursuing separate goals.

Looking at the larger pan-African picture, Du Toit stated that intra-African mobility was required before success could be achieved. There is very little intra-African mobility, and it is concerning that so few South African students pursue postgraduate studies in other African countries.

“We know that the success of the European research area has been built on, among other things, European mobility, which is facilitated by the Erasmus+ Mobility Programme and other such programmes,” stated Du Toit. “Africa needs similar programmes.”

Greater intra-African trade and economic partnerships are also needed if the continent is to develop its African trade and investment agenda.

The continent’s investment in research and innovation is low, so African governments need to increase their investment in national, regional (particularly in regional economic communities) and continental programmes.

South Africa believes that the fundamental socio-economic issues it faces, such as climate change, food insecurity, disease, and inequality, demand a global response.

Du Toit believes that Africa and the EU, with their long record of successful collaboration, can overcome these challenges together.

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