By Johnathan Paoli

The Gauteng government has emphasised the importance of collaboration with higher learning institutions, underscoring the need for inclusive discussions that involve young people and local communities.

The University of Johannesburg hosted the G20 provincial launch and dialogue, marking the first in a series of discussions leading up to the highly anticipated G20 Summit later this year.

Gauteng spokesperson Vuyo Mhanga spoke at the event which brought together academics, policymakers and thought leaders to discuss pressing global and national issues, with a focus on technology, geopolitics and South Africa’s foreign policy.

“The province is of the view that let us use the institutions of higher learning because you have young people there. Let us go to communities and start engaging with them so that we can have this partner-based conversation,” he said.

A central theme of the dialogue was the role of technology in shaping modern economic and social structures.

International relations expert Oscar Van Heerden highlighted the rise of “techno-feudalism,” pointing out that tech billionaires like Elon Musk, Mark Zuckerberg and Jeff Bezos have gained unprecedented control over capital and influence.

The conversation then shifted to global power dynamics, with Van Heerden noting the increasing tensions between the United States and China.

Video: Kgalalelo Mogapi-Setlhare

Asharf Patel, a senior researcher at the Institute for Global Dialogue, noted that South Africa must present a unified voice at the G20.

As an example of this, Patel praised the Think 20 (T20) as a key component of the G20, providing research-based policy recommendations to global leaders.

“Over 800 abstracts have been received from people in different G20 countries who are part of the T20, representing academics and organizers,” he said.

The dialogue also shed light on the role of youth in South Africa’s foreign policy.

The South African Youth Association for Global Affairs (SAYAGA) expressed concern over the exclusion of young people in public diplomacy.

SAYAGA representative Alex Mosetshana maintained that the country’s youth was very much excluded in the strategy of public diplomacy.

“Each year, we have graduates who do not even understand the basics of South Africa’s foreign policy or national interests,” Mosetshana said.

He warned that this lack of awareness could lead to young people inadvertently supporting foreign interests over national priorities.

The launch event at UJ set the stage for ongoing conversations that will inform policies and strategies leading up to the summit.

With technology, economic shifts and youth engagement at the forefront, the discussions aim to ensure that South Africa’s participation in the G20 is both meaningful and impactful.

INSIDE POLITICS

By Akani Nkuna

Higher Education and Training Minister Nobuhle Nkabane has revealed the members of the new board for the National Student Financial Aid Scheme.

The appointments ensure that the scheme will be guided by a team of highly qualified professionals, equipped with the expertise required to foster greater efficiency, accountability and transparency within NSFAS.

“… the board’s composition reflects the values of inclusivity, youth empowerment and gender representation,” the minister said in a statement on Tuesday.

“The newly appointed members meet the stringent qualification requirements and embody a diverse and representative leadership team dedicated to transforming higher education funding.”

She said the qualification requirements for board appointments have been notably elevated to ensure high standards. Board members must now hold at least a master’s degree and bring extensive professional experience in fields such as finance, law, engineering and governance.

“This strategic approach ensures that NSFAS is managed by individuals with the necessary expertise to navigate financial and administrative complexities while upholding transparency and efficiency,” the department added.

The newly appointed NSFAS board includes professionals from various fields, led by Dr. Karen Stander as the chairperson.

The board members are Ndileka Loyilane, Adv. Richardt Ramashia, Adv. Lavandran Gopaul, Philisiwe Sibiya, Clarinda Simpson, Prashika Mahesh, Dr Siyanda Mngandi, Karabo Mohale, Dr. Johanna Maphutha, Dr Mugwena Maluleke and Dr. Marcia Socikwa.

They will now be tasked with turning the scheme around, which has been under administration.

INSIDE EDUCATION

By Johnathan Paoli, Lungile Ntimba and Amy Musgrave

The growing financial strain on South African universities has fuelled a wave of student protests nationwide, highlighting deep-rooted systemic challenges in higher education.

The past week has seen violent confrontations with law enforcement, and disruptions of classes and registration processes. The most recent protests were at the University of Cape Town on Monday, with students having to start their first day learning online due to demonstrations.

Thousands of students across various institutions have been unable to register due to financial constraints, with pressure mounting on universities and the government to find sustainable solutions.

Another issue is that universities across the country are reporting record-high applications, far exceeding their available capacity.

On Monday, Higher Education and Training Minister Nobuhle Nkabane, director-general Nkosinathi Sishi and National Student Financial Aid Scheme (NSFAS) administrator Sithembiso Nomvalo visited the Nelson Mandela University in Port Elizabeth to assess the institution’s readiness for the 2025 academic year.

The visit followed student protests last week that disrupted university operations over registration, financial aid clearance and accommodation challenges.

Nkabane said that a team has been assigned to resolve issues at the university.

She also told students that a new NSFAS board had been appointed and called on student movements to be frank with the department about their challenges to allow for a timeous resolution.

Sishi agreed that it was important to respond to students and provide feedback.

“It is clear that there is a strong social impact in the institution. It is also clear that management is really interested in solving the problems,” he said.

Sishi said these were real problems that were individualistic in nature, and encouraged consultations with the affected students to facilitate a speedy resolution.

“The fact that governance is now back at NSFAS is a huge breakthrough for us. We call on South Africans to work with the board,” he said.

Nomvalo said the NSFAS was committed to working with everyone.

“The specificity of the issues demands that we sit down with the students and deal with those issues one by one,” he said.

However, NMU Student Representative Council (SRC) president Lalitha Mbuzwana told Newzroom Afrika that the remaining challenges were unacceptable, especially at the start of the new academic year.

“The pilot project that has been introduced by NSFAS is a headache in itself and a headache to the institution. It can’t be that as a student is being verified, whilst they were accepted for NSFAS; it can’t be that as the academic year begins that a student’s application… is still in progress,” he said.

Meanwhile in the Western Cape, frustrated students at the University of Cape Town disrupted the first day of lectures over a lack of accommodation and a fee block.

The university confirmed that lectures had to go online.

The SRC criticised the university’s handling of student grievances in an open letter, condemning inadequate financial relief and a lack of engagement with affected students.

While UCT Vice-Chancellor Mosa Moshabela acknowledged the challenges, he warned against actions that disrupted campus activities and outlined financial relief measures, including bursaries and loan agreements.

“A reminder to all students that disruptive, violent and unlawful protest action, which would be in violation of the student code of conduct and the interdict granted in May 2023, will result in appropriate action by the university to safeguard the well-being of all staff and students,” he said in an online message.

There have also been demonstrations at the University of the Free State over registration and funding issues, which led to the arrests of 15 students.

And at the Cape Peninsula University of Technology, clashes resulted in injuries to police officers, damage to property and the arrest of a 20-year-old student.

At Sol Plaatje University in Kimberley, demonstrating students demanded the right to register without settling historical debt.

According to university officials, 934 undergraduate students collectively owed R65.2 million, while 435 postgraduate students owed R14.4 million.

In Johannesburg, while talks between the Wits University SRC and management are ongoing, two former students who have graduated from the institution and want to study again, have gone on a hunger strike, demanding that their studies be paid for.

University spokesperson Sirona Patel said there had been threats of other students joining them, but so far it was only the two.

“The meeting with the Vice-Chancellor (Zeblon Vilakazi), the Dean of Students and the SRC went well today (Monday) and they will touch base again tomorrow afternoon,” Patel told Inside Education.

Patel praised the 96% registration rate, which has brought the total to 37,295 students out of a capacity of 38,000.

She said in order to support students financially, Wits administered R1.8 billion in financial aid last year, benefiting 26,099 students.

This included NSFAS funding, R180 million for scholarships and R28 million for emergency aid.

Additionally, the university cleared R63 million in historic debt for 796 students through donor partnerships.

Further support included an R8 million donation for postgraduates with a 75%+ average, as well as R28 million in the Hardship Funding, which provided up to R50,000 per student for registration and accommodation.

The university had also matched the SRC’s R2.5 million fundraising efforts to support struggling students.

Patel said the SRC was expected to raise more funds this week, which Wits would also match.

She stressed that Wits was doing everything possible within its means to support students, but that the university could not erase all historic student debt nor fund every student’s education without risking bankruptcy or insolvency.

The issue of free education and student debt clearance required a national-level solution, involving government, the public sector and private donors, Patel said.

Student funding has been an ongoing crisis in the country for years, and because most universities are public institutions, the matter requires broader national discussions and solutions.

INSIDE EDUCATION

By Alicia Mmashakana

As part of efforts to ensure that learners are not hindered from participating in sport, the Basic Education Department has handed over 1500 pairs of sport shoes to three schools in Cape Town.

“This handover affirms our commitment to working with partners across the basic education sector to open up access and participation in sporting activities in our schools,” Basic Education Minister Siviwe Gwarube said on Monday.

The footwear was donated by the Our Shoes Charity Organisation, which annually collects 50,000 pairs of “pre-loved” shoes from Ireland and donates them to underprivileged children in South Africa.

Gwarube visited Vukukhanye Primary School in Gugulethu, Kwamfundo Senior Secondary School in Khayelitsha and Paramount High School in Mitchells Plain. Each school received 500 pairs of shoes.

The department said the initiative not only provided learners with essential footwear, but also strengthened the government’s dedication to promote comprehensive growth in pupils and eliminate obstacles in reviving sports at schools. It was also important to help ensure equal opportunities in sports.

Gwarube expressed her gratitude to the organisation for its support and providing the much-needed footgear.

INSIDE EDUCATION

By Edwin Naidu

The wheels of justice may turn slowly in South Africa, but the signs appear promising, to borrow a cliché, that the axe may eventually fall on those who misbehaved using state resources.

Ahead of the 2025 academic year, on Valentine’s Day, there was no love shown by the Special Investigating Unit in a presentation to the Portfolio Committee on Higher Education and Training.

On Friday, SIU head Advocate Andy Mothibi revealed various alleged wrongdoings involving the National Student Financial Aid Scheme (NSFAS) and several tertiary institutions. He said that corrupt activities since 2017 were being probed, and some investigations were close to bearing results. That’s the good news.

Detailing several post-school education and training investigations, Mothibi said information was received from a whistleblower alleging that NSFAS irregularly entered into a contract that provided for the rental a building at R30 million per annum for 10 years.

The investigation found that the lease agreement was awarded irregularly. Further actions may be taken to address the implications of the contravention. The service provider also allegedly fronted.

It does not stop there. Mothibi added that the findings were being considered for appropriate legal action, and attorneys would be briefed soon.

Furthermore, there was alleged irregular procurement of financial service providers and the Fintech sector to assist NSFAS for five years (renewable), in the direct disbursement of allowances into the bank accounts of NSFAS-funded students/beneficiaries enrolled for a course at public universities and TVET colleges. They are Coinvest Africa, Tenet Technology (Pty) Ltd, Ezaga Holdings (Pty) Ltd and Norraco Corporation (Pty) Ltd).

The investigation into supply chain management has been successfully completed. This resulted in the matter being registered with the SIU Special Tribunal. The financial analysis is still in progress, and the team is working to complete the analysis to provide a comprehensive overview of the financial aspects involved.

Mothibi said the SIU and NSFAS issued a review application in the Special Tribunal on 24 May 2024, and the matter was set for hearing next month.

The hearing will focus on Part A (interdict), which seeks to prevent the enforcement of the contracts concluded by NSFAS with the four service providers pending the determination of Part B (review application).

While NSFAS continues to disappoint the nation leaving students at the hands of unscrupulous landlords, the SIU is going for those who were part of the misconduct in the past. The SIU also successfully applied and joined as the Sixth Respondent in an interdict application brought by Ezaga in the Western Cape High Court.

The court granted an interdict in favour of Ezaga, halting the NSFAS from implementing its decision to terminate Ezaga’s contract. This judgment is subject to an appeal filed by both the SIU and NSFAS.

Finally, there seems to be movement in addressing corruption in the scheme and tertiary sector.

Mothibi told Parliament that NSFAS has failed to design and implement controls to ensure an annual reconciliation between the funds disbursed to institutions and the allocation of those funds to students.

This control weakness has led to overpayments and underpayments of funds to the different institutions since 2017.

NSFAS recently appointed a service provider to assist it in performing this reconciliation via a “close-out reporting” process. The investigation and/or verification the close-out reports and/or supporting documentation received from the NSFAS has commenced.

This exercise comprises reconciling the funds disbursed by the scheme to institutions with the amounts that were due, with a view to calculating and recovering potential over-disbursements and/or amounts due to NSFAS or indicating the amounts still owing to the institutions.

However, the reconciliation process has not yet been finalised and is ongoing.

The portfolio committee welcomed the SIU briefing, which chair Tebogo Letsie said highlighted systemic challenges in addressing fraud within NSFAS and the delays in inter-institutional collaboration.

“When acting on proclamations, the SIU often faces protracted response times from the National Prosecuting Authority and the Department of Justice. These delays undermine accountability; officials under investigation may resign, retire, or leave their posts, making it difficult to recover misappropriated funds or hold individuals responsible,” Letsie said.

He also condemned unethical practices within and outside NSFAS, saying: “There are students who fraudulently access funding, depriving deserving candidates of opportunities. Even more alarming, some NSFAS employees knowingly approve of ineligible applicants, perpetuating this injustice.”

The committee was also concerned about the turnaround time for SIU investigations, as some have been going on for years. However, it commended the unit for recovering funds for NSFAS and urged it to finalise its close-out reports.

Unpacking corruption is no overnight process. One hope is that the SIU restores faith in the system by ensuring that its findings encourage the NSFAS to put in place stronger controls to prevent a repeat.

The best signal of success against corruption, however, is ensuring that criminals are punished. Getting back monies paid erroneously is another feather in the cap of the SIU. But it’s meaningless until the law enforcers give the crooks their orange outfits.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION

By Akani Nkuna

The National Research Foundation and the FirstRand Empowerment Foundation have renewed their collaboration to advance the Black Academics Advancement Programme (BAAP).

This partnership aims to foster the development and support Black academic talent, promoting diversity and inclusion in higher education and research.

Launched in 2018 with an initial five-year term, BAAP has assisted around 347 academics from 26 universities in completing their PhDs and gaining postdoctoral experience. The renewed agreement will continue until 2028.

According to the NRF, the programme offers financial support for durations of six months to three years, with a maximum annual funding of R300,000 for PhD candidates and R400,000 for postdoctoral researchers.

NRF’s acting deputy CEO Gugu Moche said that “the renewal of the funding agreement by the NRF and FREF is a significant step towards supporting black academic emerging researchers in South Africa”.

“This initiative contributes to the diversification of the research landscape and fosters innovation. It is wonderful to see such commitment to the empowerment of under-represented groups in academia.”

BAAP aligns with the National Development Plan 2030 goal of ensuring that 75% of university academic staff hold PhDs by 2030. A report from the Council on Higher Education showed that in 2009, only one-third of full-time, permanent academic staff had PhDs.

Additionally, there was a decline in the number of full-time academic staff at public universities during the same period.

FREF social investing head Konehali Gugushe said that “the partnership with NRF demonstrates our organisation’s commitment to addressing inequality through impactful public benefit activities that promote B-BBEE.

“Our quality education pillar is dedicated to the enhancement of access to higher education, improvement of skills and earning opportunities, and the strengthening of institutional capacity to foster sustainable growth in the education sector.”

The shortage of qualified academic staff has significantly raised the supervisory load for postgraduate supervisors. Between 2000 and 2005, the supervisor-to-student ratio increased across all science fields.

At the master’s level, it rose from 3.8 to 5.2 students per supervisor, while at the PhD level, the ratio grew from 1.3 to 2.2 students per supervisor during this six-year period.

“FREF is fully committed to the establishment of strategic partnerships with organisations like the NRF, which leverage their research and innovation capabilities to ensure the continued delivery of high-impact societal interventions,” Gugushe added.

INSIDE EDUCATION

By Alicia Mmashakana

Most learners have been placed at schools in Limpopo, according to the provincial education department.

It said on Monday that all eligible pupils have been assigned to schools in Polokwane and Tzaneen.

“The department wishes to express its gratitude to parents and guardians for their patience and cooperation throughout the admission process. We also acknowledge the tireless efforts of our educators and staff who worked to ensure a smooth admission process,” said department spokesperson Matome Taueatsoala.

He said that following an extensive admission process, the department has ensured that every learner who applied for admission has been allocated a space.

Taueatsoala said that last year’s backlog of unplaced learners in the four Polokwane and Tzaneen hotspot circuits that were the result of incomplete applications had been addressed by the department, and they had been given the opportunity to appeal.

“This achievement is a testament to the department’s commitment to providing quality education to all learners,” he said.

Transport arrangements would be made for students who have been assigned destinations outside of the 5km radius.

The department will attend to the few remaining students in the Waterberg and Mogalakwena education districts over the next week.

INSIDE EDUCATION

By Edwin Naidu

One of the standout subject performances in the 2024 matric exams was the improvement in mathematics. While the record-breaking 87.3% matric pass rate for 2024 made headlines, the impressive showing in mathematics is significant.

In 2024, 69.1% of learners passed the mathematics exam, an increase from 63.5% in 2023.

While the Department of Basic Education (DBE) reckons high-level mathematics achievement remains a challenge, math education’s role in shaping the country’s future economic growth is critical. It enables access to higher education and success in STEM fields.

In partnership with pioneering math tutor WeSolve4X, Eighty20 recently highlighted how grassroots initiatives positively affect math education.

Eighty20 is a data-driven consumer analytics and research business that provides a range of services and data products, including a detailed view of all 46 million adult South Africans.

WeSolve4X’s free math programmes have grown nationwide, reaching over 28,000 learners and achieving remarkable results in schools such as Katlehong, Mpontsheng and Phumulane.

With youth unemployment at critical levels, strengthening math education is essential for equipping the next generation with the skills to drive South Africa’s future prosperity.

Reflecting on the pass rate for mathematics, Eighty20 notes that success in mathematics not only enables access to tertiary education but also ensures success in high-demand fields such as financial services, engineering, healthcare and technology – fields that drive South Africa’s economic growth and development.

Their data shows that the median monthly earnings of people with tertiary education are R21,000, compared to R5700 for those who only completed high school. Additionally, fewer than half of South Africans with only a matric are employed, compared to 75% with a university degree and 80% with a higher degree.

The impact of excelling in mathematics is profound: individuals with math-intensive degrees, such as those in engineering and technology, earn an average salary of R450,000 annually, compared to R350,000 for non-math-related fields.

Several non-government organisations are driving impactful changes at the grassroots level throughout the country in partnership with corporate South Africa. For example, WeSolve4X, through its #BecomeAnActuary programme is empowering learners across the country by offering free extra maths classes for grades 4 to 12.

This initiative reaches some of South Africa’s most underserved communities, providing valuable resources for students and their families, and teaches parents how to support their children’s academic progress.

In 2024, WeSolve4X’s program expanded to 132 schools, benefiting over 28,300 learners with a team of 786 volunteer maths tutors. The results are evident.

Several schools in the programme achieved impressive matric pass rates and excelled in mathematics and physical science. Highlighted Gauteng schools include:

Katlehong Secondary School achieved a 90.5% matric pass rate, with 69.3% passing mathematics and 53.9% passing physical science.

Mpontsheng Secondary School achieved a 94.1% matric pass rate, with 80% passing mathematics and 75% passing physical science.

Phumulane Secondary School achieved a 94.8% matric pass rate, with 84.9% passing mathematics and 80.8% passing physical science.

The success stories from these schools underline the importance of support systems and community partnerships in improving educational outcomes. 

WeSolve4X’s collaboration with Eighty20 and its dedication to strengthening students’ mathematics education proves that investing in early skills development, particularly in math, has a direct and lasting impact on student’s academic achievements and career prospects.

As South Africa moves towards a more competitive future, the role of math education cannot be overstated. However, of equal importance are digital skills, especially for learners in rural parts of the country who must not be left behind.

Over 20,000 rural and poor youth throughout South Africa have benefited from digital technologies at six Smart Skills Centres established by the Chemical Industries Education & Training Authority (CHIETA).

The centres are equipped with state-of-the-art equipment, including smart boardrooms for startups and SMMEs, and virtual reality (VR) machines to train artisans. They also offer accredited training courses paid for by CHIETA.

Unemployed youth can access new skills and job opportunities directly through the centres. Recently, over 100 unemployed youth received certificates in entrepreneurship at the Saldanha Bay centre in the Western Cape.

“We live in a digital-first world. Many people in Modjadjiskloof and surrounding communities do not have access to the internet and cannot afford data. Some have never used VR technology. These centres will ensure that the communities are not left behind in the Fourth Industrial Revolution,” said CHIETA CEO Yershen Pillay.

The centres echo President Cyril Ramaphosa’s call and commitment in his State of the Nation Address, in which he pledged to harness technology to transform government by investing in digital public infrastructure. They are a form of digital public infrastructure designed for the education and training sector.

These measures will transform the relationship between citizens and government and create one government accessible to every person at a touch of a button.

“As CHIETA, we are proud that thousands of citizens, especially in rural and poor areas, are being equipped with new digital skills per the national priorities,” said Pillay.

Plans are underway by CHIETA to complete the Smart Skills Centre roll out in Gauteng, the Free State and the Northern Cape.

But a digital revolution without mathematics is impossible.

“With the unemployment rate for the 10.3 million people aged 15-24 years hovering around 60%, South Africa’s youth unemployment is a huge risk for our country’s future.

“One of the main reasons for high unemployment is the gap between the skills and experience employers require. The best way to address this is through holistic educational support, particularly better maths, science and technology,” concluded Eighty20 CEO Steve Burnstone.

INSIDE EDUCATION

By Liezille Jacobs

When apartheid ended in 1994, South Africa underwent significant social and political transformation. A key aspect of this shift was the push for greater inclusion and representation of Black South Africans across all sectors – including psychology.

Dr Liezille Jacobs was part of a pioneering generation of Black psychologists who started their training in 1995. Now she has written a book, Rocklands: On becoming the first generation of Black psychologists in post-apartheid South Africa. In it she explores the barriers she and her colleagues faced and unpacks misconceptions around what psychology is and does. She also argues that critical (and African) psychology can both “address the legacies of apartheid and heal the relational traumas caused by systemic oppression”. The Conversation Africa asked her about the book and her work.

What is the book about?

I wrote Rocklands to address the widespread misconceptions that both first-year psychology students and the general public often hold about what it truly means to be a psychologist. It’s common for people to oversimplify the profession. They view it merely as talking to people or offering quick-fix solutions to problems. The reality is far more complex.

I wanted to challenge these superficial ideas and provide a more layered and accurate representation of the field. The process of becoming a psychologist is not just about acquiring theoretical knowledge. It’s also about developing emotional intelligence, critical thinking, and a strong ethical foundation. Psychologists must balance empathy with objectivity, personal insight with professional boundaries, all while navigating the vast complexities of human emotions, relationships, and societal influences.

The goal of the book is to make psychological knowledge and expertise more accessible to the public.

Rocklands is also an account of resilience and personal growth in the face of adversity. The first chapter reflects on my early experiences growing up in Rocklands, Mitchell’s Plain. Rocklands was established during apartheid as part of a government plan to segregate communities. Black South Africans were moved to areas like Mitchell’s Plain under the Group Areas Act. Over time, Rocklands grew into a working-class neighborhood, shaped by its apartheid-era history.

The ensuing chapters provide a detailed account of my unique and often difficult journey. I’ve traversed a path less travelled but it’s ultimately led to personal and professional fulfilment.

Why did you decide to study psychology?

I initially dreamed of becoming a journalist. However, my parents encouraged me to explore other career options. The results of a career assessment suggested I should consider social work, occupational therapy or psychology.

Psychology truly caught my attention. As someone with an introverted personality I was drawn to the idea of understanding human behaviour and thought processes on a deeper level. At the time, I envisioned myself working as a clinical psychologist, helping individuals one-on-one.

Everything shifted when I began my formal studies in 1995. I quickly realised that the field of psychology in South Africa – especially in the context of its history – had much more work to do. I saw the gaps in the system and became acutely aware of how psychology had, in many ways, been complicit in perpetuating social injustices. In 1995, as a first year psychology student, I was made aware of the field’s struggle with its apartheid legacy and psychology’s unfinished business.

Hendrik Verwoerd was the architect of the racist policies and segregation system that became known worldwide as “grand apartheid”. He was also a psychologist by training.

Psychology in South Africa has made efforts to adapt to a diverse society. But there are still challenges. These include a disconnect between academic training and professional practice, and the lingering effects of apartheid-era inequalities.

South Africa desperately needed (and still does today) Critical Psychologists. Critical psychology challenges traditional psychological theories by examining the social, political, and historical contexts that shape psychological issues. It critiques mainstream psychology for overlooking power structures. And it aims to use psychology as a tool for social change and addressing inequalities.

Critical psychologists challenge the dominant narratives of the past, address the legacies of apartheid, and have access to the tools to heal the relational traumas caused by systemic oppression. I knew I wanted to contribute to the transformation of the profession – to make it more inclusive, socially responsible, and oriented towards healing the wounds left by historical injustices. This shift in perspective has shaped my entire career. It’s guided my studies, research and teaching practice.

Have South Africa’s universities changed how they teach psychology?

The academic transformation project continues and universities are striving to adapt to a more diverse student body. But the pace and extent of this change can vary between institutions.

There has been a growing recognition globally that psychology, as a discipline, needs to move beyond its traditional western-centric, individualistic frameworks. It must engage more deeply with local contexts and diverse ways of knowing and experiencing the world.

I was the head of the Psychology Department at Rhodes University in South Africa’s Eastern Cape province from 2022 to 2024. The department has incorporated indigenous knowledge systems such as African philosophical perspectives and non-western psychological practices into our teaching.

For example, community-based service-learning strategies are emphasised in the undergraduate courses I teach. Community-based service-learning combines community service with academic learning. This gives students the opportunity to engage in real-world problems and contribute to the community while applying psychological theories, concepts and methods. Students learn how to become engaged citizens.

We also use a variety of teaching materials – case studies, texts by African scholars, multimedia – that resonate with students’ lived experiences.

In a society as culturally and racially diverse as South Africa it is crucial for people to see themselves reflected in the professionals they turn to for help. This can play a role in lowering barriers to mental health services.

South Africa has a legacy of collective struggle and community resilience. Psychology stands to gain from a greater understanding of collective identities, community dynamics and social justice. Psychologists from diverse backgrounds can offer more nuanced, holistic interventions that address systemic issues rather than focusing solely on individual pathology.

Liezille Jacobs is an Associate Professor, Rhodes University.

The Conversation