Higher Education Under Strain: DHET Strategic Session Flags PSET Crisis and Reform Opportunities

The recently concluded three-day strategic planning session by the Department of Higher Education and Training (DHET) delved into South Africa’s post-school education and training (PSET) system. Wrapping up on Saturday, the session unearthed both formidable challenges and promising opportunities that the country’s education landscape must confront.

Minister of Higher Education and Training Buti Manamela led discussions aimed at re-evaluating the current PSET framework amid a rapidly changing economic environment, shifting societal needs, and evolving global dynamics.

“The PSET system finds itself under considerable strain, yet it is also full of potential,” Manamela said.

With the national education framework under pressure from soaring youth unemployment, rising inflation, and fiscal constraints, the minister stressed that a more responsive education system was urgently needed. He emphasised the importance of adapting PSET to the complexities of today’s geopolitical climate.

“Our approach to PSET cannot exist in isolation,” Manamela said. “We must adapt to a world marked by geopolitical tensions and a shift towards powers in the global South.”

With education partnerships spanning Africa, Asia, Europe, and the Americas, South Africa stands at a crossroads of opportunity. The discussions raised a critical question: how can these agreements translate into tangible benefits for students?

Participants agreed that skills development must align with national priorities, facilitate technology transfer, and foster collaboration that drives industrial growth and job creation. Citing successful partnerships in biotechnology with China and human capacity building initiatives with Ethiopia, Manamela illustrated the tangible gains such collaborations can deliver.

The discourse did not shy away from acknowledging shortcomings. A review of experiences faced by South African students studying abroad revealed significant gaps in reintegration and professional recognition upon their return. These challenges were exacerbated by the COVID-19 pandemic, with insufficient support systems highlighting pressing weaknesses in the country’s approach to international student mobility.

“This emphasises the need for a cohesive PSET strategy that offers comprehensive support before departure, during studies, and upon return,” Manamela said.

As discussions evolved, there was a strong push to redefine how success within the PSET system is measured. Traditional metrics such as enrolment numbers and graduation rates were deemed insufficient to capture the broader societal impact of educational institutions. Key questions emerged around contributions to innovation, food security, and the real-world effectiveness of skills development frameworks.

A consensus emerged on the urgent need for stronger integration between universities, Technical and Vocational Education and Training (TVET) colleges, Continuing Education and Training (CET) colleges, and industry stakeholders. However, the sessions also revealed a fragmented landscape in terms of partnerships and funding models.

Proposals to eliminate institutional silos and ensure equitable access for historically disadvantaged institutions were discussed, alongside calls for stronger national coordination and a commitment to data-driven planning. Participants underscored the need to address structural challenges, strengthen quality assurance, and establish sustainable student support pathways to enhance long-term success.

Education specialist Professor Wayne Hugo offered a pointed critique, asserting that South Africa’s post-school education system was fundamentally broken.

“Unfortunately, everyone in the room already knew that,” Hugo said, before outlining three key challenges undermining the system.

He highlighted the disconnect between higher education and vocational training, noting that universities are oversubscribed while TVET colleges are often viewed as a last resort, despite training students for jobs the economy actually needs.

“We don’t have a well-established pathway for school leavers to transition smoothly into TVET,” Hugo said.

He also pointed to the rapid decline of TVET institutions, driven by outdated curricula and a shortage of qualified lecturers, resulting in what he described as a systemic “death spiral”. Even where enrolment has increased, students face poor conditions, further entrenching cynicism across communities.

Manamela acknowledged these realities and called for “focused, no-excuses action”, with specific targets set for 2026. He urged urgent reforms, including fixing funding delays, filling lecturer vacancies, and ensuring safer student residence conditions.