In a landmark development for South Africa’s tertiary education landscape, the Department of Higher Education and Training (DHET) has officially gazetted the Policy for the Recognition of South African Higher Education Institutional Types (Government Gazette No. 53515, 17 October 2025).
This pivotal policy reform allows private higher education institutions that meet the required academic, governance, and quality standards to be formally recognised and designated as universities or university colleges. It marks the culmination of years of advocacy, policy refinement, and national dialogue on the equitable treatment of higher education providers within South Africa’s dynamic and evolving post-school education system.
For the first time in South Africa’s democratic history, private universities can rightfully be called universities.
This affirms the long-standing global position that quality in teaching and learning, research and community engagement define a university as a social good and not its ownership.
Issued under the Higher Education Act (Act No. 101 of 1997), the policy represents a profound shift in how South Africa classifies and recognises private higher education, which now accounts for 22% of the national higher education market. It introduces a transparent and inclusive framework acknowledging three institutional types of Higher Education Colleges, University Colleges, and Universities, applicable equally to both public and private institutions.
Implication
This reform corrects a long-standing inequity that prohibited private institutions, regardless of their academic excellence, research outputs, and international reputation, from using the title “university”.
“The title ‘university’ should reflect quality and governance, not ownership,” says Dr Linda Meyer, MD of IIE Rosebank College.
The new classifications include Higher Education Colleges that focus primarily on undergraduate education, skills development, and niche specialisations. These institutions offer Higher Certificates, Diplomas, and selected Bachelor’s Degrees aligned with the Higher Education Qualifications Sub-Framework (HEQSF), with at least 80% of qualifications under this framework. They may also deliver a small number of occupational qualifications under the Occupational Qualifications Sub-Framework (OQSF).
University Colleges represent the next stage of institutional progression. They offer a limited range of undergraduate and professional qualifications, typically between HEQSF Levels 5 and 8, while developing capacity toward full university status. They may also engage in applied research and professional partnerships to strengthen academic depth and reputation.
Universities are large, comprehensive institutions offering qualifications from HEQSF Level 5 (Higher Certificate) to Level 10 (Doctoral Degree). They are characterised by robust research engagement, postgraduate supervision, and strong community impact. Comprehensive, traditional, and technological universities all fall within this classification.
University colleges will serve as incubators of innovation, bridging the transition between higher education college and full university status.
The DHET and the Council on Higher Education (CHE) will establish a rigorous and transparent process for institutions to apply for recognition as private universities or university colleges. Institutions must demonstrate a wide and coherent range of accredited undergraduate and postgraduate qualifications aligned with the HEQSF.
They are also required to provide evidence of sound academic governance, ethical leadership, institutional sustainability, and a consistent record of teaching excellence, research engagement, and community impact.
Compliance with all CHE quality assurance mechanisms and DHET registration requirements remains non-negotiable. This policy elevates rather than dilutes standards, ensuring the title “university” carries weight, responsibility, and integrity.
What this means for higher education
The recognition of private universities represents a transformative step toward equity, inclusion, and diversification within South Africa’s post-school education system. By extending the title of university to qualifying private providers, the DHET acknowledges the crucial role they play in expanding access to higher education.
Private higher education institutions (PHEIs) have long complemented the public sector by providing innovative and flexible learning pathways that respond to South Africa’s growing demand for tertiary education and skills development.
They are particularly recognised for their agility, responsiveness to industry needs, and leadership in digital and distance learning. This reform therefore positions them as strategic partners in national development and human capital formation.
In a country where the demand for higher education significantly exceeds the capacity of the public sector, private universities fill an indispensable gap. They absorb a substantial portion of students who would otherwise be denied access to tertiary study, while also serving as incubators for educational innovation, technological advancement, and employability-focused qualifications.
Their contribution is not marginal; it is integral to South Africa’s broader socio-economic and developmental agenda. By conferring the right to use the title “university”, the government sends a clear message that it values excellence wherever it resides and that the pursuit of knowledge is not confined to one sector alone said Meyer.
The recognition framework also strengthens opportunities for collaboration between public and private universities through joint research projects, postgraduate supervision, staff exchanges, and academic articulation agreements.
This unified approach will enhance national innovation, research output, and social impact. The alignment further positions South Africa more competitively within the global knowledge economy, where collaboration between public and private universities is standard practice and considered a hallmark of progressive education systems.
Beyond administrative reform, this policy marks a symbolic turning point in South Africa’s higher education narrative. It affirms the government’s confidence in the maturity of private higher education and fosters a regulatory environment that rewards excellence, diversity, and accountability. It also underscores the belief that a thriving education ecosystem must be pluralistic and inclusive of all credible contributors.
The implementation of this policy signifies an understanding that higher education excellence depends on the contributions of multiple sectors working toward a shared vision of quality learning and research.
In approving this policy, Minister of Higher Education and Training Buti Manamela has ushered in one of the most consequential reforms in post-apartheid higher education. The effective date of implementation, 17 October 2025, will be remembered as a defining moment; the day when the title of “university” was extended to deserving private institutions.
“The future of higher education is collaborative, inclusive, and excellence-driven,” says Manamela.
The promulgation of this policy signifies a victory for academic legitimacy, institutional equity, and the evolution of higher education in South Africa. It acknowledges that quality education transcends ownership boundaries and is a public good delivered by both public and private entities committed to advancing society. The door has finally opened to a future where collaboration, innovation, and excellence define the university experience across all sectors.