Higher Education Student funding models and the pursuit of equity in post- apartheid South Africa

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Higher Education Student Funding Models and the Pursuit of Equity in Post-Apartheid South Africa

Themes 2 and 3

Overview of Project Scope

Post-apartheid South Africa has placed high expectations on higher education (HE) to contribute to breaking intergenerational poverty and redressing the socio-economic inequalities inherited from apartheid and colonialism.

Despite strong policy commitments, significant disparities remain in access, experience, and attainment—especially across social class, gender, and race. These inequalities continue to challenge the promise of transformation in HE.

This research investigates how black working-class and ‘missing middle’ students’ experiences and outcomes are shaped by different funding models, including NSFAS grants, external bursaries, and student loans.

Key Research Questions

  • In what ways is the fee-free higher education policy contributing to redress or reproduction of inequality in access and success?
  • What new typologies of inequality are emerging?
  • How can policymakers better align funding models with HE’s transformative agenda?

These questions address the gaps, pain points, and potential unintended consequences of South Africa’s fee-free education policy—contributing to global debates on equitable and sustainable funding in resource-constrained environments.

Methodology

  • Documentary review of HE funding policies from 1994–2022
  • Qualitative research capturing voices of students, leaders, management, academic and support staff
  • Five case study universities form the research base

The study also provides policy recommendations, conceptual models for sustainable HE funding, and a reimagining of HE in (de)colonial contexts.

Progress and Research Outputs

  • Comprehensive literature review completed
  • Feedback received during SARChI Chair Seminar
  • Special Issue in progress with the South African Journal of Higher Education
  • Two book chapters in press
  • One journal article accepted
  • Three conference presentations delivered

Current Activity

  • Policy document review (1994–2022)
  • Ongoing statistical data collation and analysis
  • Managing editorial process for the Special Issue

Knowledge Contribution

This project contributes to understanding equity, access and success in undergraduate education, with a strong decolonial lens.

It supports just and equitable funding by exploring both theoretical frameworks and practical models for distributive and reparative justice in HE and society.

Research Team

  • Research Coordinator: Dr Mukovhe Masutha
  • Prof Shireen Motala
  • Prof Gerald Ouma Wangenge (University of Pretoria)
  • Prof Moses Oketch (University of London)
  • Prof Joel Samoff (Stanford University)

Time Frame: 2021–2023

In Progress

  • One book publication
  • Three journal articles
  • Doctoral student: Albert Garcer