By Amy Musgrave and Edwin Naidu

The practice of universities collecting application fees from students who make it or not into their institutions has been called into question by the Portfolio Committee on Higher Education.

The committee, which has been visiting various institutions of higher learning in the North West and Gauteng to establish their readiness for the 2025 academic year, says honest and transparent discussions needs to take place.

Universities receive thousands of applications every year, but they are unable to accommodate most students due to limited space. However, many of these institutions do not refund the application fees of those who are not admitted.

Following an oversight visit to the University of Tshwane (TUT), the committee said in a statement over the weekend that open and candid discussions about non-refundable university application fees were needed.

“The committee raised concerns about the practice of universities collecting application fees regardless of whether a student is admitted or not. It emphasised the need for greater transparency.

“The committee also questioned how these funds are utilised and the total amount collected annually. It highlighted the importance of accountability on funds collected from student applications fees,” the statement read.

TUT Vice-Chancellor Prof. Tinyiko Maluleke told the committee that processing applications involved significant work, including verification and communication, regardless of the outcome.

This highlighted the administrative effort required to handle applications, even if they were unsuccessful, the statement said.

Last month, it was reported that the University of Witwatersrand received more than 140,000 applications for the 2025 academic year, but placed 6300 new students, showing the heavy demand for places.

It charges R100 for each online application, while non-South Africans, mainly from the continent, pay R700 for the privilege.

Wits, which is one of the country’s top universities and beneficiary of generous donations, makes around R15 million through rejected applications. However, the online application process is not unique to Wits; every institution is tasked with accepting applications in this manner.

Responding on social media, Wits head of communications, Shirona Patel, said that like other universities, it charged an application fee of R100 per applicant as approved by the education department.

“Wits University’s application fee has remained the same for the past six years. The university employs hundreds of assistants, senior students and part-time staff to assist with the application, administration and orientation programmes at the beginning of the year. In addition, online platforms and concomitant technology requires licensing and technical attention,” she said.

She said not only was it a huge task to process all these applications, university was a non-profit institution, and all proceeds go went the academic project and student support.

While some universities have waived application fees for local students, institutions with application fees include the University of Cape Town, whose application fee in 2025 is R100 for South African and Southern African Development Community (SADC) applicants and R300 for other international applicants. Universities that charge a fee include:

The University of Pretoria application fee for 2025 is R300

University of Johannesburg: application fee is R200 for hardcopy applicants, free for online applicants.

University of South Africa’s fee is R140 for online applications

Tshwane University of Technology’s fee is R240

Universities with no application fees are:

University of the Western Cape: Free online application

University of Limpopo: Free online application

Central University of Technology: Free application

Nelson Mandela University: Free for South African citizens

University of Free State: Free application

Walter Sisulu University: Free application for local students

Meanwhile, the deputy director-general for the university education branch at the Department of Higher Education and Training (DHET), Marcia Socikwa,

underscored the need for standardisation across the sector to streamline student interface systems.

According to DHET, 24 out of the 26 universities use similar student interface systems and that these existing systems should facilitate easier integration and improve efficiency. Standardisation could also reduce administrative burdens and enhance the overall student experience.

While the committee commended TUT for its efforts and progress, it expressed concern over students who wake up early and queue for hours for problems that could be addressed within an hour.

It urged the university to prioritise improving its service delivery and ensure that students have access to efficient and timely support.

Furthermore, it called for greater attention to the maintenance and management of university-owned residences, which were critical for student welfare.

On financial matters, the committee noted that the TUT received an unqualified audit opinion for its 2023 standalone annual financial statements. However, challenges remained regarding the financial statements of the Tshwane University of Technology Enterprise Holdings. TUT university assured the committee that it was working on resolving these issues.

On student funding, committee chairperson Tebogo Letsie said: “We eagerly anticipate the appointment of the new board at NSFAS (National Student Financial Aid Scheme) and remain hopeful that this will bring much-needed stability to the institution. It is our expectation that NSFAS will soon be in a position to effectively fulfil its critical mandate of providing financial support to students especially those who come from disadvantaged backgrounds.”

He said added that addressing these issues would not only improve the student experience, but also strengthen public trust in the system.

Open dialogue and collaboration between universities, government bodies and stakeholders were essential to drive meaningful change, Letsie said.

INSIDE POLITICS

By Johnathan Paoli

The KwaZulu-Natal education department has confirmed reports of possible religious intolerance at the Drakensberg Secondary School in Estcourt.

Department spokesperson Muzi Mahlambi said on Sunday that initial reports indicated two Hindu pupils at the school were asked to remove their red Lakshmi prayer strings or cover them during school hours.

Mahlambi confirmed that under the Constitution, schools were under a legal obligation to allow students the right to freedom of religion.

“Religious observances can take place at state-aided or state institutions, but they must be conducted fairly, follow public authority rules, and be free and voluntary, hence, all schools must adhere to the precepts contained in our Constitution,” he said.

Mahlambi announced that the department has sent officials to the school for further investigations and to understand the allegations in more detail.

He, however, noted that the department would not rush to make a finding, differentiating between deliberate discrimination and ignorance.

Religious body, the South African Hindu Maha Sabha (SAHMS) has expressed outrage at the reports, stating that religious intolerance at schools was unacceptable.

SAHMS president Ashwin Trikanjee said that while mistakes in implementing constitutional principles in school might occur, the body would not let the matter rest should wilful discrimination be proven.

“I feel that the time may well come where when you get perpetrators who are deliberately flouting these principles that are enshrined in our Constitution, then we must seriously consider laying criminal charges against them,” Trikanjee said.

Meanwhile, school principal Sunjai Sewlal confirmed that in addition to the departmental investigation, the school commenced an internal investigation on 21 January, which was still underway.

Sewlal said that neither the school nor the school governing body would be able to comment on social media regarding the issue until the investigations have been concluded.

INSIDE EDUCATION

By Johnathan Paoli

Deputy President Paul Mashatile has highlighted the role of education in community development, praising the Vincent Tshabalala Education Trust (VTET) for remaining a beacon of hope in Johannesburg’s Alexandra community and beyond.

Mashatile was addressing the annual VTET Bursary Awards at San Kopano, recognising outstanding academic achievements and stressing that education assists in bridging gaps and creating opportunities for future leaders.

The trust, named after the late struggle hero, Congress of South African Students chair and founder of the Alexandra Youth Congress who was killed in 1985, has provided financial aid and academic support to deserving students for over two decades.

Mashatile said that as the country commemorated 40 years since his passing, the trust continued to honour his vision of education as a transformative tool for youth empowerment.

“Comrade Vincent had a deep appreciation for education and a strong desire to see all young people acquire an education of the highest possible standard. He believed that education is the greatest equaliser,” he said.

The deputy president lauded the Class of 2024 for achieving a historic 87.3% matric pass rate, highlighting continued progress in dismantling apartheid-era inequalities.

This year, 52 students will receive bursaries, bringing the total number of beneficiaries to 663, comprising 348 female and 263 male recipients.

The trust has also awarded prizes to 810 Grade 10 and 11 learners, encouraging them to excel in their studies and strive for further opportunities.

Mashatile underscored the importance of partnerships in sustaining the trust’s initiatives.

The VTET School Sports Festival, launched in collaboration with soccer legends Sibusiso “Cosmos” Zwane and Maimane Phiri, has provided a platform for 17 schools to showcase their talent.

The festival saw Minerva Secondary School, Tshabala’s former school, emerge victorious in both netball and boys’ soccer.

Additionally, the trust’s career guidance workshops, featuring over 40 professionals from various industries, have guided more than 1200 Grade 12 learners, equipping them with essential knowledge for their future endeavours.

The VTET Leadership Development Programme, facilitated in partnership with Upward Bound, has empowered 180 young leaders.

Collaborations with St Stithians College, Connect Hub and the African Youth Literature Institute have further enhanced mentorship and literacy initiatives in Alexandra schools.

The trust also hosted its inaugural breakfast seminar, where education experts, including Vaal University of Technology Chancellor, Zweli Mntambo discussed the role of education in economic and social sustainability.

Beyond secondary education, the trust has partnered with the Nelson Mandela Foundation to promote literacy through the “Making Reading Fun” initiative in five primary schools.

Additionally, the Lumohawk Foundation has provided eye screenings for nearly 6000 children, supplying 189 with corrective glasses.

The trust has also distributed dignity packs and groceries to vulnerable families, reinforcing its commitment to holistic community support.

Despite the country’s impressive matric pass rate, Mashatile expressed concern over the declining student retention rate, which stands at 64.5%.

He called for collective action to combat school dropouts driven by teenage pregnancy, substance abuse financial hardship and academic struggles.

Mashatile congratulated the bursary recipients and encouraged them to pursue their aspirations with determination.

“This annual bursary award is not only a testament to your achievements, but also a symbol of our shared conviction that you have the potential to accomplish greater things in the future,” he said.

The deputy president implored the recipients to set ambitious goals for themselves and strive to achieve greater heights.

INSIDE EDUCATION

By Xolisa Phillip

The publication of INSETA’s 2023-24 annual report, which marks four years into the organisation’s five-year strategic term, reflects a time of continuous transformation, says the education and training authority’s CEO Gugu Mkhize.  

In pure numbers, the Insurance Sector Education and Training Authority (INSETA) has moved from a 72% performance, a decline experienced during the height of the Covid-19 crisis, to the present 97%, which is a testament to the organisational resilience built up post-pandemic.

In human terms, through the delivery of its mandate to provide quality assurance, learning programmes, skills planning, research and administration, INSETA’s work has changed lives and been the catalyst of dreams being realised, Mkhize told INSETA’s AGM.

“Thousands of South Africans now have the skills to participate meaningfully in the economy,” said the CEO, reflecting on the milestones in the 2023-24 INSETA annual report.

Mkhize explained that “each percentage point improvement in our performance, translates to families being supported, communities being uplifted and a stronger insurance sector”.

INSETA has embarked on a journey of excellence, underscored by a collective commitment and effort internally and externally to embed excellence in skills development.

The 97% performance in the 2023-24 reporting period is an outcome of collective dedication to INSETA’s excellence journey at all levels – from the board and SETA staff to stakeholders and the insurance sector.

Mkhize said the 97% attainment of INSETA’s targets reflected the power of collaboration among government, industry, delivery partners and communities – all working together to build a skilled and inclusive economy.

“This is what real transformation looks like,” said Mkhize, adding, “We have built strong partnerships with industry players, who share our vision of a transformed sector that reflects South Africa’s diversity.”

“We have worked closely with other skills delivery providers, some SETAs and educational institutions, as we share the same values when it comes to building a workforce that is ready for tomorrow’s demands,” Mkhize said.

The nod from industry, represented by 12 awards to INSETA, “are validation that our approach to inclusive skills development is making a real difference in addressing South Africa’s challenges of unemployment, inequality and poverty”.

Innovation and impact

Adapting to an ever-changing operating environment and a challenging socioeconomic context meant transcending a traditional approach to skills development.

INSETA’s business-unusual thinking and approach are apparent in the Skills for Rural Impact programme, designed to bring skills development opportunities where such opportunities and resources are in limited supply or non-existent.

Mkhize is emphatic that talent should not be restricted by geography because of a scarcity of opportunities.

“Therefore, we have taken our services directly to communities that have historically been excluded from the financial services sector,” she said.

“When we state that we have reached nearly 62,000 beneficiaries, with a target of 80,000 by financial year-end, we are referring to individuals in deep rural KwaZulu-Natal and the Eastern Cape, who now see the insurance sector as a viable career path,” Mkhize explained.

Supporting small businesses

In line with the National Development Plan 2030, INSETA views small businesses as the backbone of the economy, possessing the potential to make a sizeable dent in South Africa’s high unemployment rate by generating jobs.

By supporting 1911 small businesses through development programmes, INSETA aims to create sustainable economic ecosystems in communities where the need is most pronounced.

For every small business supported by INSETA, five to 10 jobs are created in the insurance sector, which are sustainable and skills-based, Mkhize noted.

Our future vision

“As we march on to 2025-30, we are acutely aware that the insurance sector is undergoing rapid transformation,” Mkhize said.

The proliferation of Insurtech, a term used to describe online-based insurance start-ups and digital platforms whose operations are disruptive in nature, means the workforce in the sector must be adequately prepared for present challenges and future opportunities.

It is for those reasons that INSETA’s new strategic plan emphasises digital skills development while maintaining core insurance competencies.

“Importantly, the new strategic plan 2025-30 recognises that transformation must be inclusive. We are particularly focused on ensuring that historically marginalised groups, such as women, youth, people with disabilities and rural communities are not left behind in this digital revolution,” she said.

INSETA has disbursed substantial resources in digital technology through the establishment of DigiHub, a state-of-the-art facility developed in partnership with the Coastal TVET College.

The collaboration is a milestone that will help bridge the digital skills gap and empower students with the tools necessary to thrive in an increasingly technology-driven world.

“Every programme we design is aimed at responding to one fundamental question, which is about how to contribute to a more equitable and skilled insurance sector,” Mkhize said.

At present, “we are hard at work making preparations for the Skills Insurance Indaba scheduled to take place in March 2025,” the CEO said, adding that the meeting was part of INSETA’s commitment to serving its stakeholders with excellence. 

INSIDE EDUCATION

By Reuters

China is aiming to beef up physical education in schools, making it core to the curriculum rather than a secondary subject, authorities said as they push for a more “holistic education” amid growing concerns about the rise in childhood obesity.

Primary and secondary schools must ensure physical education teachers are treated “the same as their colleagues in subjects such as Chinese, math and English, and intensify efforts to develop key sports such as soccer, basketball and volleyball,” the official Xinhua news agency said, citing the country’s Ministry of Education.

“These measures are part of a broader push for a more holistic approach to education, integrating physical fitness with academic development to cultivate well rounded students who are prepared for the future,” the Ministry said.

The measures come after China issued its first national plan in January to build a “strong education nation” by 2035. The policies included mandating primary and secondary school students to have at least two hours of physical activity daily, to effectively control myopia, or nearsightedness and obesity rates.

In mid-2022 there was a nationwide shortage of around 120,000 physical education teachers, with rural areas the most affected, Xinhua said, adding that the new measures would encourage the recruitment of retired athletes and military veterans to help close the gap.

Physical education teachers will receive equal compensation to their peers in other subjects, with performance based salary adjustments for after-school sports duties and team coaching, it said.

Youth obesity has accelerated since 2019 due to decreased physical activity during COVID lockdowns and more online ordering of junk food.

Doctors expect obesity to rise over the next 10-12 years as the economy slows and suffers structural changes that lead to poor eating habits and less physical activity.

The proportion of obese boys in China jumped to 15.2% in 2022 from 1.3% in 1990, trailing the United States 22%, but higher than Japan’s 6%, Britain’s and Canada’s 12% and India’s 4%. Obesity in girls rose to 7.7% in 2022 from 0.6% in 1990.

“Obesity has become a major public health issue in China, ranking as the sixth leading risk factor for death and disability in the country,” the country’s National Health Commission said in October.

Reuters

By Johnathan Paoli

In an ongoing issue impacting students across South Africa, Umalusi has withheld the results of students from 128 private colleges due to accreditation concerns.

Higher Education and Training Department spokesperson Lucky Masuku said private colleges that were allowed to register students for N1-N3 Engineering Studies exams despite not being accredited by Umalusi.

When the department conducted the exams from 18 November to 4 December, some colleges, accredited only by the Quality Council for Trades and Occupations (QCTO) for N4-N6 programmes, erroneously enrolled candidates for N1-N3 exams.

However, according to regulations, accreditation by QCTO for N4-N6 does not automatically grant institutions the right to offer N1-N3 courses.

Masuku said upon discovering this discrepancy, the executive committee of the Umalusi council convened to discuss the approval of exam results.

Given the concerns over the institutions’ accreditation status, the committee resolved to block the release of results until an investigation was conducted.

Masuku said a preliminary inquiry has since been completed, and its findings have been submitted to Umalusi for review.

To address the issue and ensure that students are not unfairly disadvantaged, he said Umalusi and the department were working together to facilitate the release of results for students who sat for the N2 and N3 Engineering Studies exams.

The resolution process aims to protect students who were unaware that their institutions were not accredited for these programmes, however there is no confirmation yet on when the results will be released.

Beyond addressing the immediate problem, the department has also committed to strengthening regulatory oversight of private colleges.

The department plans to work closely with these institutions to ensure strict compliance with accreditation and examination registration requirements in the future and aim to prevent similar incidents.

Deputy Minister Mimmy Gondwe previously urged learners and parents to visit official websites to verify accredited institutions and encouraged the public to report fraudulent colleges.

Launching awareness campaigns in November, Gondwe said the aim was to raise awareness and safeguard the overall integrity of the education system.

Gondwe said that while education was a fundamental right and tool for personal and national development, unscrupulous institutions exploited students’ aspirations, wasting their time and resources while providing unrecognised qualifications that hindered employment opportunities.

INSIDE EDUCATION

By Akani Nkuna

Home language is a key driver of knowledge acquisition and personal empowerment, unlocking opportunities that may have otherwise been out of reach, according to the Council for Scientific and Industrial Research (CSIR).

CSIR senior researcher Dr Laurette Marais was speaking during a technological innovations webinar to tackle South Africa’s literacy issues.

“Home language has been one the best vehicles for imparting knowledge and enabling people to make something of their lives that would otherwise perhaps not have been possible.

“Research has shown that home language literacy empowers and liberates, it reduces poverty, it enables inclusion and it promotes equity because it is an equaliser,” she said.

This follows after the release of the Progress in International Reading Literacy Study that showed that South African children struggled to read for meaning. The CSIR amplified that despite that report being released in 2023, its relevancy in the present day could not understated.

“81% of South African Grade 4 (10-year-olds) cannot read in their home language for basic meaning, which means that they cannot retrieve basic meaning according to simplistic meaning,” said Marais.

She suggested considering South Africa’s linguistic diversity and its impact on reading comprehension, emphasising the need to examine how the country’s multi-lingual nature influences these outcomes.

The report recorded that English and Afrikaans languages were outperforming African languages in literacy, largely due the effective teaching methods and techniques that have been developed for English literacy instruction.

The CSIR has developed an innovative application designed to enhance classroom learning by assisting pupils in developing their ability to read for meaning. This mobile interface is specifically tailored to work with texts and speech in pupils’ language, ensuring that learners are able to engage with educational material.

By integrating cutting-edge technology, the application aims to bridge language barriers, improve illiteracy rates and foster deeper understanding of learning materials.

“Every solution should in principle be able to be rolled out in all the 11 official languages and the number of users more or less one million grade 1s,” Marais added.

The app has also implemented pronunciation scoring which is essentially about reading aloud where a child records themselves reading a text and the AI tells them whether or not they have done a good job pronouncing the word.

Furthermore, Marais added that it was essential to develop tools and approaches that addressed the specific needs and contexts of local communities to ensure relevancy and effectiveness of the technological solutions.

“The need is for focused homegrown technology. It is not good enough to try and adapt without any critical thought, things that have worked in other countries, although obviously we can learn from them. We need something that works for our context.”

INSIDE EDUCATION

By Johannah Malogadihlare

The Gauteng department of education has urged parents to take the last opportunity to submit 2025 online late applications for Grade 1 and 8 admissions by Thursday.

Since December, there have been 32,587 late applications.

The department said parents who have not yet secured a space for their children in public schools could visit their website before the end of tomorrow.

The 2025 online admissions application for grades 1 and 8 opened from July to August last year, allowing parents to apply for the school of their choice.

“…the GDE placed a resounding total of 325,858 learners (Grade 1 – 157,406 and Grade 8 – 168,452) with complete applications before the commencement of late application period on 11 December,” department spokesperson Steve Mabona said on Wednesday.

According to the department, around 1500 out of 2079 Gauteng schools were available on the online admissions system for late applications, and applicants received immediate placement upon completing their application.

However, the GDE introduced an additional number of satellite schools that provided over 4417 spaces in high pressure areas where late applications were concentrated.

“These satellite schools have provided critical relief for parents, having successfully accommodated more learners who might otherwise have been left without space,” he said.

The department said the satellite schools highlight its strategic effort to address capacity challenges and ensure every learner has access to quality education.

Additionally, parents were reminded that inner-grade applications could be done directly through schools and districts.

Gauteng education MEC, Matome Chiloane said the department would assist and respond to any queries regarding the applications.

“Our efforts to address all queries and placements at our offices are progressing efficiently, with noticeable reductions in the length as we continue to assist all parents and guardians to secure space for their children,” Chiloane said.

Chiloane encouraged parents to embrace satellite schools as they assist the department to alleviate pressure in some areas.

INSIDE EDUCATION

By Edwin Naidu

Higher education is a critical driver of growth, development and transformation.

It is tipped to tackle South Africa’s challenges of poverty, unemployment and inequality under the National Development Plan’s vision of an equal society.

But ahead of the 2025 academic year, stories of financial pressures affecting universities are not uncommon. While the usual narrative revolves around the National Student Financial Aid Scheme, others add to the maelstrom.

Universities South Africa (USAf) CEO Dr Phethiwe Matutu, who recently unpacked the challenges ahead, is one of the most reasonable voices on the challenges surrounding the sustainability of tertiary institutions.

According to Matutu, delays in funding disbursements from Sector Education and Training Authorities (SETAs) have further compounded financial difficulties for universities, saying how the lengthy verification process required before SETAs can release funds often leads to prolonged delays.

Students and varsities are left in the lurch by the very organisations meant to assist them. Unfortunately, no one wields the big stick in dealing with errant organisations or their inefficient leaders.

This has been the biggest hurdle [between one SETA and USAf] because, according to Matutu, the SETA cannot verify this data on time, resulting in funds promised from 2020 remaining unpaid. A government that speaks about good governance should ensure better stewardship of taxpayers’ monies, mainly when intended to benefit the country’s learners and learning institutions.

The CEO says these delays disrupt universities’ financial planning and damage their reputation among students who are promised bursaries that fail to materialise.

USAf partners with SETAs to provide student debt relief, bursaries and other programmes.

While Dr Matutu calls for innovative approaches to mitigate the sector’s financial pressures, the Minister of Higher Education and Training, Dr Nobuhle Nkabane, must reign in the SETAs. Under her predecessor, Dr Blade Nzimande, bad governance was given a wrap on the knuckles with a ruler. One hopes the Minister will scrutinise the institutions under her watch.

Dr Matutu has wisely urged universities to consider shared services to reduce costs and improve efficiency. She has called on the government to ensure that any funding policies implemented must be evidence-based, particularly in light of the significant gaps in data surrounding student accommodation and fee-capping decisions.

Regarding the SETA delays, procurement regulations introduced to curb fruitless expenditure have become prohibitive, leading to many of the system’s bottlenecks. 

The challenges are laid bare. It’s time for action.

Edwin Naidu is the Editor of Inside Education.

INSIDE EDUCATION