By Edwin Naidu

In one of her first media engagements since her appointment as Minister of Higher Education and Training, Nobuhle Nkabane told Inside Education that she would push for more women to occupy senior roles in the country’s heavily male-dominated ivory towers of learning. 

“I envision more women PhD holders with extensive experience in the sector taking up the space as VCs [vice-chancellors] at the institutions of higher learning, and challenging the status quo,” Nkabane said.  

Since her appointment, three of South Africa’s top institutions – the University of Cape Town, the University of the Western Cape and Stellenbosch University– have not heeded the minister’s call. They have appointed men to senior posts despite women being on the shortlist at each institution. 

Last month, UCT installed Professor Mosa Moshabela as its 11th vice-chancellor. UWC named Professor Robert Balfour as its candidate to formally take over on 1 January. Professor Deresh Ramjugernath, Stellenbosch University’s current Deputy Vice-Chancellor of Learning and Teaching, has been appointed as the its next rector and vice-chancellor.  

All three are seasoned higher education leaders with proven track records. However, there still seems to be a bias against women in the top roles at the best tertiary institutions in the country. 

Former director of Higher Education Resources-South Africa (HERS-SA) Brightness Mangolothi once lamented that some institutions have not had a woman in charge since democracy, although gender equality is a United Nations Sustainable Development Goal.

It’s documented that South Africa has had 20 women vice-chancellors since democracy, the first being Prof. Brenda Gourley at the University of Natal (now the University of KwaZulu-Natal), followed by the University of Cape Town, where Dr Mamphela Ramphele made history as the first Black female vice-chancellor in 1996.

Those institutions that have had women vice-chancellors have not replaced them with other women, with the exception of the University of Zululand. It had appointed two women vice-chancellors – Prof. Rachel Gumbi (2003) and Prof. Fikile Mazibuko (2010) – before the incumbent, Prof. Xoliswa Mtose, who is currently serving her second term. 

In 2023, for the first time, South African universities had seven women vice-chancellors.

A similar pattern is evident in other countries on the continent. Despite the best efforts of the Association of African Universities (AAU), the most current statistic shows that of 1400 African universities, just 41 are led by women. 

A research paper titled ‘Gender Perspectives on Academic Leadership in African Universities’, published in a journal by academics Roseanne Diab, Phyllis Kalele, Muthise Bulani, Fred K Boateng and Madeleine Mukeshimana, found that women are under-represented in higher education leadership worldwide, with the gender gap even more pronounced in African nations.

The findings of a study funded by the International Development Research Centre (IDRC) in Canada confirmed the under-representation of women leaders in a selection of African countries. 

That research shows that only 24% of the top 200 universities in the Times Higher Education (THE) World University Rankings are led by women. 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 striking.

While her predecessor’s track record on gender parity in tertiary education is poor, Minister Nkabane, as a woman, must do more to change this narrative than Dr Blade Nzimande, who has never engaged a woman as Director-General under his watch. It is imperative to ensure equal opportunities for all in the corridors of learning. 

Perhaps Nkabane needs to make use of a carrot-and-stick approach. Reward those institutions that take cognisance of gender equality by allocating them more resources for research, while penalising those that maintain the old boys’ club approach.

The Commission on Gender Equality has conducted studies at universities. However, it has few tools to use against those who continue to ignore gender parity as integral to transforming the education sector. 

More broadly, on the continent, organisations such as the AAU must heed this mandate since it is an important part of the Science Granting Councils Initiative, of which gender and inclusivity are recurring themes. 

What about some pressure from the African Union, so keen on Agenda 2063, when some of us may not be alive to witness what it is championing? 

Change is needed sooner rather than later. Given her commitment, Nkabane should have more success than her predecessors and lead the way to gender equality at the highest levels of South Africa’s higher education institutions. 

Edwin Naidu is the editor of Inside Education. 

INSIDE EDUCATION

By Guillaume Massol

In the age of generative AI, we face a major challenge: the growing gap between technological advancements and a humanistic understanding of education. This divide threatens our ability to use AI tools wisely and our capacity to foresee their societal impact.

Generative AI is profoundly shaping our everyday educational experiences in classrooms and in decision-making institutions. It is transforming, with remarkable speed, how we learn and create.

In traditional education, most students, regardless of background, ability or temperament, followed a general curriculum designed for the collective rather than the individual. In an era where individuality and personalisation have become pillars of modernity, the limitations of this approach are clear. Yet, many educational stakeholders – students, teachers and policymakers – struggle to grasp how generative AI can enhance individual learning while addressing ethical and societal challenges.

This lack of understanding creates tensions, hindering the harmonious integration of generative AI in education.

Personalised learning

It is not that the concept of personalised learning is new. In his 1762 work Emile, or On Education, Jean-Jacques Rousseau advocated for education tailored to each student’s needs and interests. More recently, educator Célestin Freinet promoted an approach that respected each child’s rhythm and curiosity.

In France, these methods have remained on the margins of the education system, limited by the demands of mass education. The 1833 Guizot law, which mandated primary education, and the 1975 Haby reform, which established a unified secondary school system, sought to promote equality through uniformity. While these reforms widened access to education, they have often been criticised for neglecting the diversity of students’ talents and aptitudes.

Today, generative AI presents an opportunity to address the challenges of personalised learning that traditional education struggles to overcome.

With its data analysis capabilities, generative AI promises real-time, tailored adaptation to individual needs without overburdening teachers. Using sophisticated algorithms, generative AI can analyse students’ performances, learning styles and even preferences, designing custom learning paths that adjust levels of difficulty and types of exercises as students progress.

Harvard’s tailored generative AI tutor illustrates generative AI’s ability to personalise education. Integrated into a physics course, it significantly boosted student engagement by providing real-time support and tailored feedback. However, Harvard professors demonstrated that generative AI should augment, not replace, human instruction, emphasising the distinct yet complementary strengths of both.

While AI excels in delivering personalised feedback and fostering engagement through data-driven insights, it lacks the nuanced contextual understanding and adaptability that human educators bring to the classroom, especially in nurturing critical thinking and ethical reasoning.

Indeed, overreliance on AI could undermine the teacher’s role as a guide for deeper intellectual exploration. The professors advocated for comprehensive teacher training programmes that integrate ethical and pedagogical frameworks, ensuring AI serves as a tool to enhance, rather than detract from, the humanistic mission of education.

Another area of concern is generative AI’s effect on creativity. If an algorithm guides every aspect of a student’s learning, are they still free to explore, make mistakes and pursue unpredictable paths that are often the most intellectually fruitful?

Research conducted at the University of South Carolina found that while tools like ChatGPT helped students brainstorm effectively, they also made students overly reliant on generative AI, reducing their confidence in their own creative capabilities. Many students reported that generative AI’s ideas influenced their thinking, limiting independent exploration.

Teacher training

Digital-native students intuitively use these technologies, yet they often lack an understanding of the ethical and philosophical implications. Today’s teachers are caught between the call to innovate and a lack of sufficient training. To bridge these gaps, a deep rethinking of education is needed.

It is crucial to integrate generative AI epistemology into teacher training to help teachers understand how generative AI systems acquire, process and generate knowledge. For example, in France, the AI4T (Artificial Intelligence for and by teachers) project equips educators with tools such as MOOCs (massive open online courses) and open textbooks to integrate AI into classrooms.

The initiative emphasises ethical considerations like transparency and equity while fostering critical understanding of AI’s capabilities. By providing practical and epistemological training, AI4T helps teachers navigate the challenges of personalised, inclusive learning environments.

Similarly, in the United States, the EducateAI initiative, launched by the National Science Foundation, provides resources for teachers across educational levels to ensure accessible and inclusive AI education. Additionally, the AI for Education organisation offers “Train-the-Trainer” programmes, enabling school staff to develop expertise in generative AI and deliver high-quality professional development within their institutions.

This training should not turn teachers into engineers but should give them insights into the ethical, social and philosophical aspects surrounding generative AI. Teachers with this background would be able to make these complex technologies more accessible to students and foster critical thinking about generative AI’s uses. This expanded role for teachers is key to democratising understanding of generative AI and encouraging an informed debate about its role in education.

Generative AI integration must not come at the expense of fostering critical thinking, creativity, empathy and the development of ethical reasoning – on the contrary, it should reinforce them. These principles, central to a humanistic understanding of education, ensure that learning remains focused on the holistic growth of individuals rather than solely on technological efficiency.

Generative AI in education should be guided by goals and values collectively defined by all educational stakeholders. It is essential to prevent these technologies from evolving autonomously, disconnected from the real needs of learners and teachers. Only in this way can we shape a future where generative AI enhances our humanity, realising a vision of technology that serves emancipatory education.

Guillaume develops art and design projects using code, with a special focus on machine learning techniques.

The Conversation

By Akani Nkuna

Poor sanitation is a reality for many schools in South Africa. In an effort to deal with this situation, including pit latrines, Basic Education Minister Siviwe Gwarube has launched the Safe Schools App.

It is a digital platform that aims to improve the safety and hygiene of schools, ensuring a healthier environment for pupils to learn and thrive.

“What we are doing here today is testament to the power of technology, collaboration and a shared commitment to address the challenges facing our education system,” Gwarube said on Monday.

“The Safe Schools App is more than an application. It is a bold statement to resolve to eliminate unsafe sanitation facilities in schools, and we do so with transparency, with efficiency and accountability.”

The minister told reporters that the app, which was developed by Vodacom, would achieve three key objectives, including providing real time tracking and monitoring of progress to eliminate pit toilets.

“The app includes a dynamic heat map that will allow [the department] to track the progress of pit toilet eradication across the country. This feature ensures that government has access to real time information about our efforts [to deal with the] backlog,” Gwarube said.

In the past, stakeholders such as the SA Human Rights Commission, have raised concerns that the data on pit toilets may be incomplete or unreliable.

“So, this Safe Schools App empowers communities to report any remaining pit toilets in the areas, helping us to close those gaps and ensure that every school is accounted for,” said Gwarube.

The minister said the app could eventually be used as a tool to monitor and track other critical initiatives, such as the National School Nutrition Programme, infrastructure development and the distribution of learning and teaching materials.

“We will be integrating these functions. The app enhances our ability to manage resources effectively and respond swiftly to emerging challenges…,” she said.

“We have a vision that someday we will be able to track the delivery of nutritious meals in our schools, the delivery of textbooks to our schools, and that teachers and principals may be able to report when things have not happened directly on the app… We want to use technology to improve the education sector,” she said.

Hundreds of schools still have pit toilets. The department’s deadline to eradicate pit latrines is 31 March 2025.

INSIDE EDUCATION

By Levy Masiteng

In a bid to empower students, the Finance and Accounting Services Seta (Fasset) has joined forces with Higher Health to launch a transformative Civic and Soft Skills Programme.

Fasset CEO Ayanda Mafuleka told Inside Education that the initiative was designed to help students at three TVET colleges develop a wide range of key skills, including effective communication, problem-solving, leadership, teamwork, decision-making and conflict resolution.

The programme, which will be launched at three TVET colleges, delves into critical areas such as civic education and responsibility, mental health, gender-based violence, voter education, financial literacy and climate change.

It will equip students with the knowledge and tools to navigate complex gender dynamics and help nurture a generation that is capable of confronting GBV and fostering a more inclusive society.

“A programme such as this will not only educate, but also ensure that our learners feel protected and better understand the various forms of diversity. As a Sector Education and Training Authority, we are concerned about the wellbeing of our beneficiaries and ensuring we deliver well rounded talent to the sector, thus a programme such as this one will assist expertly,” Mafuleka said

Speaking at the signing of a Memorandum of Agreement between the two organisations, Higher Health operations director Nthuseng Mphahlele said the programme would be rolled out as an online course, targeting 150 learners at the College of Cape Town in the Western Cape, eThekwini TVET College in KwaZulu-Natal, and Vhembe TVET College in Limpopo.

She said Fasset and Higher Health shared a commitment to drive social change, promote a more inclusive and compassionate society, and empower young people with the skills and knowledge they needed to succeed in an increasingly complex world.

Fasset CFO Zakariya Alli and Higher Health CEO Ramneek Ahluwalia both emphasised the importance of empowering students with soft skills for workplace success and social entrepreneurship.

“(A total of) 85% of job success actually comes from soft skills. Soft skills not only have the power to strengthen hard skills and the skills economy, but to also create more jobs through social entrepreneurship, thus reducing unemployment,” Ahluwalia noted.

Both organisations expressed their excitement about the future of the partnership, with plans to expand the initiative and explore additional opportunities to empower students and drive social change.

Participants who complete the course will receive a certificate, enhancing their employability and personal growth.

The organisations said this collaboration would help bridge the skills gap in the country by providing students with the knowledge and tools they needed to succeed in both their personal and professional lives.

INSIDE EDUCATION

By Johannah Malogadihlare

Fort Hare’s softball team, the Titans, have set their sights on podiums in both the men’s and women’s sections at the University Sports South Africa (USSA) softball tournament in Vanderbijlpark, Gauteng, this week.

Titans coach Siphelo Gadudu said the team showed exceptional performance last year, and he has instilled a great belief in the squad that more silverware could be brought back to the Eastern Cape.

“I am pushing them very hard. I am deliberately stressing them in the field so they will be able to respond properly during the USSA games,” Gadudu said.

Many have praised the impact he has made since joining the team 12 months ago with his coaching style of pushing players to their limits, while allowing them the freedom to express themselves.

The couch expressed how he helped the team prepare for the tournament, with players required to adjust to different weather conditions on the Highveld.

“It was drizzling last week, and we also had a session in that. The rain made the field wet, so now we will be able to play on ground like that,” Gadudu said.

The university has retained most players from last year with the addition of a few new players. It is its policy to introduce the best players in their system to easily slot in when others graduate.

Last year, Fort Hare’s ladies finished second and the males fourth.

INSIDE EDUCATION

By Johnathan Paoli

Gauteng Education MEC Matome Chiloane said his department is making significant strides in preparation for the 2025 school year, with a focus on learner placement, the successful completion of the 2024 National Senior Certificate (NSC) exams, and ensuring schools are ready with the necessary resources.

Chiloane provided an update on the placement of Grade 1 and Grade 8 learners for 2025 and said the online application process, which began in July, has seen 325,734 applications (99.97%) being successfully placed, leaving 124 Grade 8 applications still in progress in the Kempton Park area, a high-growth zone.

“The department is fully prepared to ensure a smooth and successful reopening of schools in the province for the 2025 academic year, with all necessary systems, resources, and support structures in place to foster a conducive learning environment,” he said.

Chiloane explained that incomplete applications were not processed for placement, and parents who face challenges will be able to choose available schools starting on Wednesday till the end of January next year.

A total of 8379 applications for Grade 1 and 10653 applications for Grade 8 were not completed.

The department is focusing on placing learners within their home zones or closest available schools, and funding has been secured to build additional classrooms and mobile units to alleviate overcrowding in high-demand areas.

This includes 625 mobile units and 453 additional classrooms to address the shortage of spaces.

The MEC said the 2024 NSC exams concluded successfully, with 189,693 candidates in Gauteng, including both full-time and part-time learners.

While there were isolated incidents of security breaches, including impersonation and the use of prohibited materials, the department confirmed that the integrity of the exams was largely maintained.

Chiloane highlighted that exam materials were delivered on time, and issues at examination centers were swiftly resolved.

He said the main marking of the exams took place from the beginning of the month until Friday, with over 12,000 markers appointed.

Results will be announced nationally on 13 January, with Gauteng’s results revealed during a special ceremony the following day.

High-performing learners and schools in the province will be recognised and rewarded with bursaries, trophies, and other prizes.

He said his department preparedness was focused on five key areas.

The department has procured textbooks and stationery for 2,086 schools, achieving a 96.6% retrieval rate of textbooks from matriculants.

Additionally, Learner and Teacher Support Materials (LTSM) distribution was completed on time, ensuring all schools are equipped for the new year.

Chiloane confirmed that over 850 schools received new furniture in 2023-2024, supporting classroom needs for the new academic year.

He said his department continues to expand digital learning in schools, providing devices to over 200,000 learners and 21,000 teachers, with efforts including updating devices and ensuring schools are well-equipped for digital content delivery.

The department is expected to transport over 227,000 learners in 2025, with a R1.1 billion allocation for the Scholar Transport Programme.

Chiloane stressed that the contract, which started in July, is monitored for vehicle road-worthiness and safety.

Furthermore, the MEC revealed that over 1.7 million learners benefit from the department’s nutrition programme.

The department has hired additional food handlers to support meal preparation.

In terms of safety, Chiloane urged communities to help protect school facilities from theft and vandalism during recess, with increased vigilance from local law enforcement.

“Your vigilance is crucial in preventing potential criminal activities on school grounds,” he said.

The MEC is expected to meet with the parents of the 124 Grade 8 applications who have not been placed on Monday evening, in an effort to speedily facilitate the immediate accommodation of the learners in schools next year.

INSIDE EDUCATION

By Thapelo Molefe

The Auditor-General has raised significant concerns about Manufacturing, Engineering and Related Services Seta’s (Merseta) governance and financial management.

A presentation at the Portfolio Committee on Higher Education this week revealed that the entity, tasked with driving skills development in South Africa, received a qualified audit opinion for the second consecutive year due to ongoing financial mismanagement, systemic inefficiencies and repeated compliance failures.

“Merseta’s audit outcome is a clear indication that the necessary corrective measures are not being implemented effectively,” said AG senior audit manager Zamahlangu Mditshwa. 

“The entity failed to resolve discrepancies in its financial reporting, particularly regarding discretionary grant expenditures from prior years. This, coupled with material misstatements in financial statements and irregular expenditure of R2.9 million, points to a worrying regression.”

The AG highlighted key operational shortcomings, including a lack of coordination between Merseta’s operational and financial units. 

This disconnect led to repeated errors in financial reporting and undermined the credibility of its performance information. 

“The root cause is the absence of a structured and functional relationship between operations and finance. Without this, we will continue to see a ripple effect of mismanagement and non-compliance,” added Mditshwa.

AG senior manager Desmond Phungula provided further details, explaining that the audit identified payments made outside contract periods, exceeded contract values, and unsupported performance achievements in certain programs. 

“For Programme 3, we found that one reported achievement was not backed by evidence, and several targets were not met. Additionally, irregular expenditure occurred because payments were made without adhering to proper controls,” Phungula said.

The AG also pointed to broader systemic issues affecting Merseta and other Sector Education and Training Authorities. 

A lack of an integrated system for data sharing among Setas has led to duplicated learner funding and instances where deceased individuals are still listed as beneficiaries. 

“We identified cases where Merseta funded learners multiple times or learners were recorded in multiple Setas. This is a glaring inefficiency,” Mditshwa said. “An integrated system is critical to eliminate these costly errors.”

Another concern raised was the significant interest retained by Setas instead of being utilised for their core mandate of skills development. 

“We need to revisit the legislation to ensure that funds are not misdirected. Skills development is too critical for South Africa’s future to allow for these inefficiencies,” Mditshwa urged.

The AG recommended a series of interventions, including strengthening project management, improving internal controls and ensuring proper accountability through consequence management. 

“It is essential that we create a culture of accountability. Action plans must address root causes, not just symptoms, and there must be consequences for those responsible for repeated failures,” Mditshwa emphasised.

Phungula also underscored the urgency of timely reporting, noting that late submissions compromised oversight and corrective actions. 

“We finalised Merseta’s audit in October, halfway through the next financial year. This delay limits the time available to address identified issues before the next audit cycle,” he said.

INSIDE EDUCATION

By Edwin Naidu

Soft-spoken clinical psychologist Professor Thoko Mayekiso is proud of her achievements as the leader of the first tertiary institution established in democratic South Africa. 

Mayekiso, a mother of two, was appointed Vice-Chancellor of the new University of Mpumalanga on 1 November 2014.

She says it’s a rare opportunity to start a campus when the general tendency is for leaders to find established institutions.

“To start from scratch is an experience we will always cherish,” she adds.

Success and ensuring the university was characterised for its pursuit of excellence were non-negotiable. She launched a new brand on the tertiary landscape from scratch, entrenching it in a decade as an integral part of the country’s higher education system.

“Just like all journeys, you have to be well prepared… and I was well prepared for this position,” she says, reflecting on her solid and varied background in terms of experience.

Her credentials include a BA, BA Honours, and MA in Psychology from the University of Fort Hare. She furthered her studies at the Free University Berlin in Germany, where she obtained her D. Phil (cum laude) in Psychology. She also holds a Higher Education Diploma (Postgraduate) from the University of South Africa. She is a registered Clinical Psychologist with the Health Professions Council of South Africa.

“When starting a new institution, you must be familiar with all the aspects of an institution, so in my case, I began my career as a senior lecturer. I was an associate professor, a professor, head of department, head of school, Dean, and deputy vice-chancellor. Those positions prepared me for the role.“

Prof. Mayekiso says her extensive experience in an academic career shaped locally at the University of Fort Hare and internationally with studies and a seven-year stint in Germany and the United Kingdom helped her hone her skills, equipping her for starting a new varsity.

She says one can’t be thrust into a leadership position without being grounded in higher education, especially when asked to start a new institution. 

“I went through the ranks in higher education and was the deputy vice-chancellor for about six years. I was already in my second term before I got the nod at UMP. That prepared me for what lay ahead because when you start a new institution, you’re setting new policies, establishing a new culture, introducing an academic project, all those things; therefore, you must be grounded in high education,” she advises.

Confident in her abilities, Prof. Mayekiso reveals she was relaxed about the enormity of the task.

“I was satisfied I had what it took to establish the institution we needed. In my installation address, I said I would achieve beyond expectations, which showed the mindset at the time.

“I know this was a huge responsibility bestowed upon us and was accepted with total commitment, understanding that one must be involved in this project. I was saying that on day one.

“The magnitude of the task was huge, but I always believed that I have the experience, knowledge and personality to deal with it, so there was no nervousness whatsoever,” she recalls.

Mayekiso says that when starting a new organisation, one must strive to overachieve, and that’s the best mark of confidence.

“Of course, there are challenges, but 10 years later, we have exceeded expectations,” she notes. 

Prof Mayekiso thanks David Mabunda, the Council Chair, and the UMP community (staff and students), past and present. She says she has worked with gifted and talented people and was able to share and celebrate their achievements.

“Progress is impossible without us pulling together. The students who brought curiosity, vibrancy and enthusiasm to the classroom are worthy of note. Many of our students over the years were first-generation students and truly celebrated the new milieu,” she adds.

She is pleased to have laid a solid foundation premised on seven values: excellence, integrity, diversity, collaboration, adaptability, relevance and inspiration.

“The African life ethos of Ubuntu forms the broad and overarching framework for our values.”

The pass rate over the years has ranged between 80 and 85%, with 4485 students (2861 female and 1 624 males) graduating, and several of them have graduated “cum laude.

Alumni Chapters in several regions have been established.

The National Research Foundation recognised the university’s research performance in 2023 with the NRF Acceleration Award for the most improved institution in research performance.

The number of rated researchers has increased from one in 2014 to 13 in 2023, as has the number of staff who hold doctoral degrees, which has increased from 5% in 2014 to 47% in 2023.

Enrolments have increased from 169 in 2014 to 8442 in 2023.

“We are attracting students from South Africa and Eswatini, Mozambique, Nigeria, Zimbabwe and India. Most of our students are from the Mpumalanga province.”

Academic offerings, ranging from higher certificates to doctoral degrees, have increased from three in 2014 to 65 in 2023.Staff numbers have increased from 12 in 2014 to 595 in 2023.

Prof. Mayekiso saysfacing challenges isn’t easy, but she never subscribes to the excuse of being a woman.

“I never say people are challenging what I am saying because I’m a woman. It’s difficult to differentiate and say, of course, now and again, there is resistance because I’m a woman.

“Still, you are not able to prove that it’s because you are a woman that’s why people are reacting, so I tried by all means whenever it’s possible to move away from and not see myself as a female leader but as a leader,” she says.

However, she says that while we find “ourselves in the majority of men,” we don’t want to create a hostile relationship with a man. In her experience, some men were more supportive than women.

“So, it’s difficult to say there are specific challenges, but we know our society is patriarchal.”

Asked how she overcame obstacles in her career, Prof. Mayekiso says:“When I was around 13-years-old, my dad told me, and I don’t know how he came up with this, but he said ‘you are a girl with determination’. At the time, it didn’t mean much because I was 13. Later, when I faced challenges, I used to reflect on that and tell myself ‘you are a girl of determination’, so it means whatever comes my way, I will succeed because I’m a determined individual.” 

She says that maybe if he had not said that, she would have taken a different route.

However, she always reminds herself there is nothing she cannot overcome.

INSIDE EDUCATION

By Thapelo Molefe

The Auditor-General of South Africa has delivered a damning report on the state of the National Student Financial Aid Scheme (NSFAS), revealing staggering levels of irregular expenditure and governance lapses for the 2022/23 financial year. 

Briefing the Portfolio Committee on Higher Education in Parliament this week, the AG’s Thomas Mamogwe, highlighted deep rooted issues in financial management, compliance and performance reporting, casting a shadow over the institution’s ability to fulfil its mandate of funding South African students.

Irregular expenditure has been a recurring problem for NSFAS, with the AG reporting a cumulative amount of R84 billion. The actual figure may be even higher due to incomplete disclosures. 

“The R84 billion reported is not the full picture,” explained Mamogwe, who is the deputy business unit leader for the AG is the Western Cape.

“We identified significant gaps in the completeness of this amount, which means there could be more irregularities that have yet to be accounted for.”

Over the years, significant irregularities have been recorded, including R25 billion incurred in 2019/20 and R32 billion in 2020/21. 

However, the 2022/23 financial year saw a reduction to R136 million, indicating some progress in addressing these issues.

Among the most significant findings were irregularities linked to two tenders – one for direct payments and the other for an office lease tender. Both are riddled with governance and compliance violations. 

“In one instance, the bid adjudication committee was not properly constituted, which directly contravenes procurement regulations,” Mamogwe said.

The AG issued an adverse audit opinion on NSFAS’s financial statements, citing major discrepancies. Among these were R10 billion in amounts owed to institutions and R11 billion in amounts owed by institutions. 

These discrepancies stemmed from the close-out project, a process designed to reconcile payments and allocations dating back to 2017.

“The close-out project is crucial for NSFAS to account for its spending accurately,” Mamogwe explained. 

“While some progress has been made, the project remains incomplete, and this has led to significant qualifications in our audit findings.”

In addition to financial mismanagement, the AG identified serious issues with NSFAS’s performance reporting and compliance. Material findings included unsupported claims about key performance indicators and a lack of explanations for discrepancies between targets and outcomes.

“The institution would report certain achievements, but when we asked for supporting evidence, it was either inadequate or missing entirely,” said Mamogwe.

“This lack of transparency undermines NSFAS’s credibility.”

Compliance issues extended to the late submission of financial statements and ineffective revenue collection. Supply chain management violations were another area of concern. 

“Contracts were awarded based on criteria not stipulated in the original tender documents, which is a clear breach of procurement rules,” Mamogwe explained.

AGSA attributed many of NSFAS’s challenges to systemic weaknesses, including outdated manual systems, insufficient IT infrastructure, and a lack of skilled personnel. 

“The scheme has grown significantly over the years, but its systems and capacity have not evolved to meet the increased demand,” Mamogwe said.

He also criticised the institution’s leadership for inadequate oversight.

“There was a failure to properly monitor and address these issues at a governance level, which has compounded the problems.”

NSFAS remains under investigation by the Special Investigating Unit as part of Proclamation R88 of 2022. The SIU is tasked with probing allegations of irregularities, including those related to direct payment service providers. 

“This investigation is ongoing, and its findings will be critical in addressing the root causes of these issues,” Mamogwe remarked.

Despite the grim findings, the AG’s office has acknowledged some progress in NSFAS’s efforts to improve governance and transparency. 

“We have seen some improvements, particularly in addressing manual payments and implementing credibility checks,” Mamogwe noted.

“However, there is still a long way to go.”

Committee chairperson Tebogo Letsie said the adverse findings were scary to say the least.

“It cannot get lower than this. The financial statements are bad. We now understand why the 2022/2023 report was late. It does not look good,” Letsie said

NSFAS administrator Sithembiso Freeman Nomvalo updated MPs on efforts to improve operations, including establishing a disbursements unit and appointing a manager to oversee annual internal reconciliations.

“We’ve added capacity for data validation and are institutionalising periodic reconciliations to reduce reliance on external service providers,” said Nomvalo. 

He also highlighted the development of a real-time dashboard to track disbursements, which was currently in testing, and plans to withhold payments to institutions when necessary.

Addressing audit concerns, Nomvalo noted improved contract management and significant progress in the NSFAS’s digital transformation, with 62% of its ICT strategy implemented. 

“Continuous improvements remain a priority,” he added.

INSIDE EDUCATION

By Thapelo Molefe

The University of Limpopo’s governance crisis has taken a turn for the worse, with revelations of the institution’s council operating without any regard for due process or the law.

“They just sit in a meeting and if they believe a faction is strong in that meeting, they just decide in that meeting that let’s vote while removing them without due process,” said Portfolio Committee on Higher Education chairperson Tebogo Letsie.

The university has been plagued by governance issues, including the council’s rejection of ministerial appointees without valid reasons and the extension of the Vice-Chancellor’s term without proper procedures. 

The university council’s actions have been described as “clumsy and overreaching” by the committee.

“The last time the Institutional Forum had a conference that we elected was in 2017,” Letsie noted. 

The university’s management has also been accused of abusing power and victimising employees.

“There were many allegations of abuse of power from the university management and victimisation of employees who are opposed to the authoritarian management,” Letsie said.

The committee has discovered that the university spent a staggering R14 million on legal fees during the 2023-24 financial year, a 100% increase from the previous year.

“They spent R14 million on legal fees… most of these fees are spent to defend the university against students and staff,” Letsie revealed.

The committee is calling for urgent intervention, including the appointment of an independent assessor or a forensic investigation.

Higher Education Minister Nobuhle Nkabane has been asked to intervene, and the committee is waiting with bated breath for a response.

“We will not hesitate to take action if the university fails to address these concerns,” Letsie warned.

Committee member Letta Maseko emphasised the committee’s commitment to preserving the university’s autonomy while ensuring accountability. 

“We want to keep the autonomy of the universities… but where we give money, we have to see value in it,” Maseko said.

“The problem is the management in the universities. Limpopo was not willing to respond to our questions.”

Lerato Khakhau condemned the leadership of the University of Limpopo, stating that it was “disrespectful not only to us as a portfolio committee, but to the ministry and the community it serves”.

Khakhau highlighted the struggles of students from Limpopo, a neglected and poor province, who relied on the institution for their future.

Sihle Ngubane criticised the university’s recruitment process, citing a culture of entitlement. 

“They wait until the end of their term, advertise the position and then claim there’s no suitable candidate,” Ngubane said.

“It’s clear they’re taking the institution and us for granted.”

Sanele Zondo stressed the need for accountability, noting that corruption was often attributed to politicians, but the real culprits were those running the institution.

“They become big-headed, thinking the institution is their home, and they can do as they please, breaching regulations,” Zondo said.

Yanga Govana echoed concerns about the university’s leadership, citing its failure to understand their own statute and breaches of the law. 

“They’re too old, too tired and forgetful. They must rest,” Govana said.

Sedukanelo Louw called for swift action, advocating for an assessor to be appointed by January and an investigation into corruption. 

“We must involve the SIU to expose those who make individuals untouchable,” Louw said. “People can’t be untouchable without backup from politicians.”

INSIDE EDUCATION