Higher Education Policy Observatory

Sub-Saharan Africa

South Africa

 

General context:

Total population, in millions:
64.39
(In 2024, positioned 23 in 146 countries)
  
The country rank is calculated by comparing the country’s value in the most recent year for which it has data to the values of all other countries in the Higher Education Policy Observatory with available data for the same reference year.
  
Calculated by IESALC based on data from UIS. Indicator id: 200101 (total population (thousands)
GDP per capita, PPP (current international $):
15457
(In 2024 , Upper middle income countries)
  
The country rank is calculated by comparing the country’s value in the most recent year for which it has data to the values of all other countries in the Higher Education Policy Observatory with available data for the same reference year.
  
Based on data from UIS. Indicator id: NY.GDP.PCAP.PP.CD (GDP per capita, PPP (current international $))
GDP growth (annual %):
0.58%
(In 2024 , positioned 126 in 142 countries)
  
The country rank is calculated by comparing the country’s value in the most recent year for which it has data to the values of all other countries in the Higher Education Policy Observatory with available data for the same reference year.
  
Based on data from UIS. Indicator id: NY.GDP.MKTP.KD.ZG (GDP growth (annual %))

Higher education snapshot:

Share of population with higher education:
17.3%
(In 2024 , positioned 26 in 43 countries)
  
Number of individuals aged 25 or above who have completed higher education at ISCED level 5 or higher, expressed as a percentage of the total population in the same age group.
Note: By default, this indicator shows the share of individuals aged 25 or above who completed higher education at ISCED level 5 or higher. If this data is unavailable, the share of those who completed education at ISCED level 6 or higher is used. For countries with no available data for either level, the indicator displays no value.
The country rank is calculated by comparing the country’s value in the most recent year for which it has data to the values of all other countries in the Higher Education Policy Observatory with available data for the same reference year.
  
Based on data from UIS. Indicator id: EA.5T8.AG25T99 (Educational attainment rate, completed short-cycle tertiary education or higher, population 25+ years, both sexes (%)) or EA.6T8.AG25T99 (Educational attainment rate, completed Bachelor's or equivalent education or higher, population 25+ years, both sexes (%))
GER, both sexes (%):
23.5%
(In 2023 , positioned 79 in 100 countries)
  
Total enrolment in higher education, regardless of age and sex, expressed as a percentage of the population in the 5-year age group immediately following upper secondary education.
  
Based on data from UIS. UIS indicator id: GER.5T8 (Gross enrolment ratio for tertiary education, both sexes (%))
Data Availability Index:
79.3%
(In 2024 , positioned 15 in 150 countries)
  
The Data Availability Index measures the extent to which higher education-related statistical data for a given country is available from the UNESCO Institute for Statistics (UIS), over the most recent five-year period with complete data release. It covers all indicators included in the Higher Education Policy Observatory (HEPO).
The index captures data availability from UIS, regardless of whether the data was reported by the country or estimated by UIS. A score of 100% indicates that data is available for all indicators in all five years. Lower scores reflect incomplete data availability, due either to limited national reporting or the absence of UIS-produced estimates.

The country rank is calculated by comparing the country’s value in the most recent year for which it has data to the values of all other countries in the Higher Education Policy Observatory with available data for the same reference year
  
Calculation by UNESCO IESALC based on all indicators from UIS included in the Higher Education Policy Observatory, either displayed as such or used to calculate other indicators.
Calculation method: Number of data points available for a given country on all UIS indicators included in HEPO over the last 5 years with complete data release, expressed as a percentage of the total number of indicators multiplied by 5.


Higher education system governance

Level of responsibility for decision-making on higher education in the country (national/subnational)

  
Level of decision-making for higher education in the country (national VS sub-national). Three options possible:
  • Primarily centralized decision-making by the national government
  • Primarily decentralized decision-making by subnational entities (regions, states, provinces, etc.)
  • Shared decision-making between the national government and subnational entities.

    • Country are classified based on the different aspects considered in the HE policy observatory, with the exception of non-regulatory aspects (e.g. HE plans and strategies) and aspects related to the recognition of foreign qualifications regarding HE:
    • Countries for which legislation around all aspects considered were either adopted at the national level or missing/unidentified are classified as "National level".
    • Countries for which legislation around all aspects considered were either adopted at the subnational level or missing/unidentified are classified as "Sub-national level".
    • Countries for which legislation around at least one aspect considered was adopted at the subnational level, and legislation around at least one aspect considered was adopted at the national level, are classified as "Shared between national and sub-national levels".

In South Africa:   National level


In South Africa, the higher education system is governed primarily by the central government, at the national level

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  National level

  Shared decision-making between national and subnational levels

  Subnational level

  missing information

Level and type of governmental unit directly responsible for the national higher education system

  
Section at the highest level of the national government or public administration (e.g. a ministry or a department) with the responsibility to govern higher education in the system. Approximated by the highest-level governmental body that includes the expression “higher education”, or an equivalent expression (i.e. universities, tertiary education, etc.), in its name. The corresponding level refers to its level in the governmental structure. "Level 1" corresponds to the ministerial level (or equivalent), "level 2" is directly below the ministerial level (vice-minister or equivalent), "level 3" are all levels below level 2.

In South Africa:   Ministry of HE, or equivalent (1st level in the governmental hierarchy)


In South Africa, the highest governmental unit directly in charge of higher education at the national level is the Department of Higher Education and Training operating at the 1st level of government .

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Ministry of HE, or equivalent (1st level in the governmental hierarchy)

  Vice-Ministry of HE, or equivalent (2nd level in the governmental hierarchy)

  Section within a sub-unit of a Ministry (3rd level in the governmental hierarchy)

  Unidentified

  Not applicable - Responsibility for higher education lies at the subnational level

Legislative framework regulating higher education

Key legislation regulating higher education at the national level

  
Main legislations adopted to regulate higher education in the system (either a national higher education law or a chapter on higher education in national education law)

In South Africa:   Both a national law specifically for HE and a section on HE in the general education law


The higher education system in South Africa is regulated by:

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Both a national law specifically for HE and a section on HE in the general education law

  Only a national law specifically for HE identified

  Only a section on HE in the general education law identified

  No national law for HE identified

  Not applicable - responsibility for this aspect lies at the subnational level

Purposes of HE according to key legislation

  
This indicators considers whether the following key legislations define the purposes of higher education in society: the constitution, the national law for education and the national law for higher education. The purposes of higher education can be stated as objectives, missions, aims, goals or other similar expressions.
Country classified as “Unknown - part of the key national legislation was not identified” are countries for which a least one of the key legislations is missing while the legislations that are not missing do not mention the purpose of higher education.

In South Africa:   The purposes of higher education are not explicitly stated in key national legislation


In South Africa, the purposes of higher education are not specified in either the Constitution , the national higher education law or the national education law .

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  The purposes of higher education are not explicitly stated in key national legislation

  The purposes of higher education are explicitly stated in key national legislation

  Unknown - part of the key national legislation was not identified

  Not applicable - subnational authorities are responsible for defining the purposes of higher education.

Themes mentioned within the scope of the purposes of HE in the legislation

  
The themes mentioned in the purposes of HE are identified considering the keywords appearing in the key legislation section mentioned above. When highlighted in blue, themes (or an equivalent expression) are stated in one or several key legislation(s) of the selected country within the scope of the purposes of higher education.

No information for this indicator was identified because the related legislation/policy is missing, was not adopted or does not mention this aspect.

Legal authorization for private HE providers within the system

  
Recognition of private institutions in the legislation: looks at whether the legislation recognises the right of private HEIs to operate in the system, without further consideration for other aspects such as their regulation or accreditation.

In South Africa:   Private HE providers are allowed, by law, to operate in the system


The legislation of South Africa permits private higher education providers to operate in the system: Private Higher Education Institutions , Chapter 7

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation allowing private HE providers to operate in the system was identified

  Private HE providers are allowed, by law, to operate in the system

  Not applicable - responsibility for this aspect lies at the subnational level

Legal recognition of the autonomy of higher education institutions

  
Recognition of institutional autonomy: looks at whether the legislation around higher education explicitly grant HEIs with institutional autonomy by including the word “autonomy” or a synonym – e.g. self-regulation, self-governance, independence – in relation to “higher education institutions”. It does not entail effective institutional autonomy.
Recognition of academic freedom: looks at whether the legislation around higher education explicitly grant academic staff with academic freedom by including the expression “academic freedom” or a synonym – e.g. autonomy, independence, self-management, self-regulation, etc. – in relation to academic staff within HEIs. It does not entail effective academic freedom.

In South Africa:   Institutional autonomy is recognized by law


The legislation of South Africa explicitly grants institutional autonomy to HEIs: Higher Eduction Act 101 of 1997 , Preamble

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation recognizing institutional autonomy was identified

  Institutional autonomy is recognized by law

  Not applicable - responsibility for this aspect lies at the subnational level

Legal recognition of academic freedom

In South Africa:   Academic freedom is recognized by law


The legislation of South Africa explicitly grants academic freedom to teachers and researchers in HEIs: Higher eduction Act 101 of 1997 , Preamble

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation recognizing academic freedom was identified

  Academic freedom is recognized by law

  Not applicable - responsibility for this aspect lies at the subnational level

Higher education quality assurance

National HE Quality Assurance (QA) agency

  
This indicators looks at whether the legislation establishes an external quality assurance (QA) system in the higher education sector.

In South Africa:   The law establishes a national quality assurance agency (or multiple agencies)


The legislation of South Africa establishes a national external quality assurance system: The Higher Education Act 101 of 1997 , Section 4 .
Quality assurance is led by: Council on Higher Education .

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation establishing a national quality assurance agency identified

  The law establishes a national quality assurance agency (or multiple agencies)

  Not applicable - subnational responsibility

Legal status of the national quality assurance agency

  
This indicator considers the status of the QA agency in the system with three possible status: public, private not-for-profit, private for-profit.

In South Africa:   Public organization


In South Africa, the national agency in charge of quality assurance in higher education is a public organization.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Public organization

  Private not-for-profit organization

  Private for-profit organization

  Unknown status of the QA agency

  Not applicable - QA is a subnational responsibility

  No national QA agency identified

Autonomy of the national quality assurance agency

  
This indicator considers whether the legislation explicitly recognises the autonomy of the quality assurance agency by referring to this autonomy, or to an equivalent synonym (e.g. independence, self-regulation, etc.). It does not entail effective autonomy.

In South Africa:   The autonomy of the national QA agency(-ies) is recognized by law


The legislation of South Africa recognizes the autonomy of the national agency in charge of quality assurance in higher education.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation recognising the autonomy of the QA agency was identified

  The autonomy of the national QA agency(-ies) is recognized by law

  Not applicable -QA is a subnational responsibility

  No national QA agency identified

Responsibility of the national quality assurance agency to set evaluation standards

  
This indicator considers whether the legislation mandates the QA agency to establish minimum standards or criteria for the evaluation and/or accreditation of HE institutions or programmes. It does not entail the effective setting and use of standards or criteria for evaluation and/or accreditation by the agency.

In South Africa:   The QA agency is legally mandated to set standards for evaluation


The legislation of South Africa requires the national agency in charge of quality assurance in higher education to establish minimum standards to evaluate HEIs.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legal mandate identified for the QA agency to set standards for evaluation

  The QA agency is legally mandated to set standards for evaluation

  Not applicable - QA is a subnational responsibility

  No national QA agency identified

Higher education system planning

Type of plan(s) or strategy(-ies) adopted to steer the HE system

  
This indicators considers the main plans adopted in the country to steer the higher education system. Two types of plans are considered:
  • plans specifically dedicated to higher education, and
  • sections (article, objectives, chapter, etc.) on higher education in more general plans (i.e., national education plans covering all levels or multisectoral plans such as national development plans).

In South Africa:   National plan for HE


South Africa adopted a national plan specifically for its higher education system covering the period 2021 - 2030: National Plan for Post-School Education and Training .

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No national plan for HE identified

  Both a national plan for HE and a section on HE in a general plan

  National plan for HE

  Section on HE in a general plan

  Not applicable - responsibility for HE planning lies at the subnational level

Key objectives mentioned in the national plans for higher education

For each national plan for higher education - whether a dedicated higher education plan, a higher education section within a multisectoral plan, or both - the Higher Education Policy Observatory identifies the main objectives adopted for the sector. These objectives are then mapped against a pre-defined list of generic objectives, grouped into seven categories. Objectives highlighted in blue were identified in the country’s national plan(s) for higher education. Objectives highlighted in grey were not found among the plans’ stated objectives. For countries where no higher education plan was identified, all objectives are highlighted in grey by default. Click on the chart icon next to each objective to view its definition. The icon also opens a short section with bar charts showing the share of countries in the Observatory that have adopted this objective in their higher education plan, compared with those that have not. Results are shown globally, as well as for the country’s region and income group.

Access and equity

Student access

Student inclusion

Gender equality in students

Gender equality in STEM

Gender equality in staff


Teaching and learning

Education quality

Graduate employability

Lifelong learning

Digitalization in education

Teaching staff training


Research

Research performance

Innovation through research


Engagement

Industry engagement

Community engagement


Sustainability

Education for sustainability

Research for sustainability

Campus sustainability


Internationalization

Inbound student mobility

Outbound student mobility

Research collaboration


Well-being

Well-being of students

Well-being of staff


Key principles for access to higher education

Recognition of the right to higher education

  
The indicator on the right to higher education considers whether or not key higher education legislation (either the constitution, the education law or the higher education law), explicitly refers to “higher education” as a “right” (with strict inclusion of the word “right” in relation to “higher education”). Countries that recognize the right to education in general, either through their constitution or education law, could potentially recognize the right to higher education as one of the different levels of education. However, this remains uncertain if there is not a specific reference to this education level.

In South Africa:   The right to higher education is potentially, but not explicitly, recognized in key national legislation as part of the right to education in general


In South Africa, the right to higher education is not explicitly recognized in the legislation. However, the right to education in general is recognized by the Constitution ( SS29: 29) and could potentially apply to higher education.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Neither the right to education in general (i.e. without reference to specific levels), nor the right to higher education, are explicitly recognized in the key national legislation

  The right to higher education is explicitly recognized in the key national legislation

  The right to higher education is potentially, but not explicitly, recognized in key national legislation as part of the right to education in general

  Unknown - part of the key national legislation was not identified

  Not applicable - responsibility for one or several key legislations lies at the subnational level

Cost of public higher education

Free public higher education mandated in key legislation

  
This indicators considers whether the key national legislation stipulates that higher education must be free of charge. The key legislation considered here comprises the national constitution, the education law and the higher education law. Other legal or policy documents that could enforce free higher education are not considered here. Information below do not entail the effective gratuity or non-gratuity of public higher education.
Country classified as “Unknown - part of the key national legislation was not identified” are countries for which a least one of the key legislations is missing while the legislations that are not missing do not mandate public higher education to be free.

In South Africa:   Key national legislation does not mandate public HE to be free


In South Africa, the key legislation does not require public higher education to be free of charge.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Key national legislation does not mandate public HE to be free

  Key national legislation mandates public HE to be free

  Unknown - part of the key national legislation was not identified

  Not applicable - subnational responsibility

Financial support to students

  
This indicator considers whether the legislation mandates a specific national entity for financing higher education studies through scholarships (grants or bursaries) and/or loans. It can be public (e.g., a ministry, a department, an agency) or private (e.g., a non-governmental organisation).

In South Africa:   The legislation mandates one, or multiple, national organization(s) to administer student financial support


Through its legislation, South Africa mandates the following agency(-ies)/organizations to provide funds to students, through either scholarships or loans, to undertake higher education:
National Student Financial Aid Scheme (NSFAS)

Associated legislation: Student Financial Aid Scheme Act (Act 56 of 1999)

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation mandating a national organization to administer student financial support was identified

  The legislation mandates one, or multiple, national organization(s) to administer student financial support

  Not applicable - subnational responsibility

National public scholarship programs

  
This indicator consider whether the organisation in charge of providing financial support to students administers national scholarship programmes for students to undertake higher education studies. Only national programs funded through public resources to support domestic students to study in domestic institutions are considered (international scholarship for foreign students to study in the country or for national students to study abroad are not considered).

In South Africa:   National scholarship programs are administered to support students to enrol in HE


Through the student support organization(s) mentioned above, South Africa provides national publicly funded scholarships to support domestic students to study in domestic higher education institutions.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No national scholarship programs identified

  National scholarship programs are administered to support students to enrol in HE

  Not applicable - subnational responsibility

Priority population groups for the provision of national scholarships

  
Population groups were identified using a pre-defined list of keywords (or equivalent expressions) appearing or not as priority population groups eligible for the provision of national scholarships. Priority population groups eligible for national scholarships in each country are highlighted in blue. Note: "marginalized populations" include students from population groups that are traditionally excluded from higher education due to factors other than those reflected in the other keywords. This group can include: refugees, religious and/or ethnic minorities, students from rural areas, elderly, orphans, war veterans, and HIV/AIDS- affected individuals and households

Marginalized populations

Low-income families

Indigenous populations

Women

Students with disability

High-achieving students


Keywords highlighted in blue are stated in the above-mentioned national plan or legislation

Admission pathways to higher education

National examination to enter higher education

  
This indicator considers whether students must pass a national examinations to enrol in higher education according to the legislation. Only national examinations administered to all students are considered. National examinations can be either common examinations to enter higher education or school-exit examinations that all students must pass to be able to enrol in higher education. Information provided below do not entail the effective administration of a national examination.

In South Africa:   The legislation requires students to pass a national examination to enroll in HE


Prospective students in South Africa need to pass an examination administered at the national level to enroll in higher education, according to the following legislation: Regulations Pertaining to the Conduct, Administration and Management of the National Senior Certificate Examination

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation mandating students to pass a national exam to enroll in HE was identified

  The legislation requires students to pass a national examination to enroll in HE

  Not applicable - subnational responsibility

National quotas for access to higher education

  
This indicator considers whether or not national quotas targeting specific population groups for enrolment into higher education are established through the legislation.
The designations of population groups has been standardised for the purpose of international comparison, they reflect the types of population groups targeted in national legislations but not necessarily the expression(s) used to designate these groups in these legislations.

In South Africa:   No legislation establishing national quotas for access to HE was identified


No national quotas for specific population groups to enroll in higher education programs was identified in the legislation of South Africa.

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No legislation establishing national quotas for access to HE was identified

  National quotas are set by law to facilitate access to HE for specific population groups

  Not applicable - subnational responsibility

Target population groups for national quotas to enroll in higher education

  
This indicators considers the target population groups of national quotas for enrollment into higher education. Population groups mentioned here have reserved places in higher education institutions according to the legislation.

No information for this indicator was identified because the related legislation/policy is missing, was not adopted or does not mention this aspect.

Recognition of higher education qualifications

National policy for the recognition of HE qualifications acquired abroad

  
This indicator considers the adoption of one or several national policy(-ies) to recognize the qualifications, degrees or diplomas related to HE and acquired in other countries, independently from the foreign higher education system(s) or type(s) of programme(s) covered in the policy. The adoption or ratification of the UNESCO Regional or Global Convention(s) on the Recognition of Qualifications concerning Higher Education are not considered here (these are addressed through a dedicated indicator).

In South Africa:   A national policy organises the recognition of HE qualifications acquired abroad


South Africa has adopted a national policy for the recognition of higher education studies undertaken, and qualifications awarded, in other countries: Act no. 114 of 1993: Recognition Of Foreign Legal Qualifications And Practice Act, 1993 .

Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  No policy for the recognition for HE qualifications acquired abroad was identified

  A national policy organises the recognition of HE qualifications acquired abroad

  Not applicable - subnational responsibility

Ratification of UNESCO regional Convention for the recognition of foreign HE qualifications

  
This indicator considers whether countries ratified the UNESCO Regional Convention for the recognition of qualifications concerning higher education, including studies, diplomas, certificates, degrees and other academic qualifications in higher education. For more information about the different regional Conventions, see: https://www.unesco.org/en/higher-education/conventions

In South Africa:   Ratified



Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Not ratified

  Ratified

  Missing information

  Not applicable - subnational responsibility

Ratification of UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education

  
This indicator considers whether countries ratified the UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education. For more information on the Convention,, see: https://www.unesco.org/en/higher-education/global-convention

In South Africa:   Ratified



Across borders, in comparison to:

All countries:

Sub-Saharan Africa:

Upper middle income countries:

  Not ratified

  Ratified